Advertising has a great influence on children and it is up to us to help them develop a critical awareness to deal with it. The analysis of advertising has played a key role in addressing issues such as values like education, responsible consumption, non-sexist education, etc. and has served as a focal point for learning about the cultural heritage of each country.The project “AD-DICTED TO EDUCATION!” has focused on promoting social inclusion, non-discrimination, the development of critical thinking and values such as tolerance and gender equality, all with advertising on the educational value of the European heritage, the commitment to multilingualism and the development of digital skills.Objectives we have achieved:Promote equity, non-discrimination on the basis of sex, race, religion, ability, etc., and inclusion among all pupils, preferably those from disadvantaged backgrounds who have fewer opportunities compared to their peers and pupils with different abilities.Acquiring the basic skills needed to learn how to make critical and responsible decisions in their consumer actions regardless of advertising influence.Foster Multilingualism and improve linguistic competence in several languages: English, French and Spanish.Favour the use of information and communication technologies in a collaborative way.To develop the internationalization of the participating centers.Know the European Cultural Heritage.Develop awareness of the importance of caring for the Cultural Heritage.Regarding the participants, the Educational Communities of the 6 partner institutions (Spain, Poland, Romania, Greece, Italy and Croatia) participated. Indirectly, we will reach 2623 students, although the more complex activities as well as the mobility will focus on students between 11 and 14 years old. Diversity is an enriching element of the project: refugee students with different abilities and nationalities, socio-economic problems, etc…Approximately 70 teachers from different fields have been directly involved, either through the organization and development of teaching and learning activities with students, in the management of the project or in the various mobility arrangements planned.Families, local governments and other entities as well as the Education Inspectorate have also been involved into varying degrees.Activities have been focused on advertising. During the first year, values such as equality and non-discrimination were also worked on. During the second, we focused on the cultural heritage of the partner countries. Workshops, reflections, oral presentations, search for information, viewing advertisements, use of digital tools, cooperative activities, etc. have been held.Initially, 4 student exchanges were planned, of which only 2 have been carried out virtually, in which work has been done around advertising, values and cultural heritage. In addition, 2 training events have been held on the eTwinning programme and new teaching methodologies. One of them was done physically and the other was done virtually.The methodology has been based on Project Based Learning (PBL). eTwinning has been essential to develop collaborative and cooperative work in international teams.The tangible results obtained are: the web, Twinspace and public pages, 4 newsletters, the Guide “Educational Value of Advertising in the Classroom” and an e-book as a result of the transnational training event “Active Methodologies: Education through Advertising”.The long-term impact and benefits are manifested through the non-tangible results of the project:Development of intercultural competences.Improving the participation and motivation of disadvantaged pupils.Integration of good practices related to the educational use of advertising and the use of new teaching methodologies.Improvement of foreign languages: English, French and Spanish.Greater understanding and responsiveness to the diversity of the educational community.A more positive attitude towards the European project and the values of the EU.Integration of ICT in learning activities.

In the world of International relations knowledge of foreign languages is an important factor influencing the social life, competitiveness and employment. It is also essential to acquire the right language skills and support language learners with motivation and confidence. In order to achieve these goals, we have improved and tried out our innovative ININPRO Language Teaching Method (Initial Interlingual Programme) in six countries (England, Greece, Hungary, Lithuania, Spain, Turkey) with complete beginner language learners and in this way, we introduced six languages on rotation in the six participating primary schools. (A Hungarian teacher taught a Hungarian lesson in the Spanish school, Spanish teachers introduced Spanish language in the Greek school and so on.)Our language competency building programme focuses on the vocabulary that is organically built in the learners' native languages. The words involved in the method are familiar because they are used, or they sound very similar in the learners' mother tongues, so it focuses on the learners previous knowledge they had never learned but had had in their mind. Through this approach children acquire the vocabulary faster and more easily and they are more confident in using it for communication. It is not negligible in a situation where teachers have to integrate children with disadvantaged backgrounds, especially asylum seekers or migrants. The use of cognates is known and applied in modern foreign languages, but not systematically and not necessarily at the early stages of learning – thanks to our project we are able to provide a successful (tried and tested) methodology at the early stages of foreign language learning.During our two-year project we had two Transnational Project Meetings and four Language Teaching and Training Activities. Using our own budget we sent more colleagues (4 instead of 3) for more days (8 instead of 6) to each country giving more people the chance to have a deeper insight into the partner schools' everyday life and meet staff members together with experts on the field of language teaching methodology.Besides job shadowing and peer teaching, conferences were organized by the host schools and participants could take place in cultural events as well.Our project results uploaded on our website (an example Vocabulary in six languages, Methodology File, Teaching Materials, Curriculum, Tutoring films) aim to share and further develop a proven teaching method to help children learning English (or any other languages) as a second language at an early age and teachers to motivate their pupils and integrate them if necessary.As many participating organisations (universities, language schools, decision makers) were involved in the project work and our teachers took part in conferences disseminating our experiences, we do hope that this method provides an effective and integrative educational tool to enhance children’s language learning motivation and intercultural sensitivity as well and can be used in the future widely.

"""Technical and digital education through the promotion of interests and talents, individualization and inclusive pedagogy"" was implemented in the classroom in this project. Robots were constructed from Lego Education kits and brought to life through simple programming.Ready-to-use educational games were created, for example, ""robot vehicles on the hundred board"" or robot vehicles that recreated trade routes on large maps. Various possibilities for integrating single-board computers, the Calliope Mini, in the classroom were explored. Many new ideas for teaching came from programming the Bee Bot. The project served as a cross-school, international networking for the exchange of teaching ideas in the field of digital education and language. Interest in other countries and cultures was awakened. The children learned about the basics of science and technology, and health awareness was created. The students constructed, designed and worked creatively to solve problems. The goal of automating the use of digital media as a support and challenge tool in the classroom and everyday school life, as well as using digital media as an opportunity for international networking, was achieved. The programming language could be used to communicate and work towards the same goals. A digital and a health-conscious educational path is taken by the students through the goals set in the project and the innovations set. Both focus areas ""health"" and ""digital education"" went hand in hand, complemented each other, and interacted with each other in an important way. At first glance, the two areas seemed to be independent topics. However, on closer inspection, one quickly realized, how important it is that both topics are interrelated and complement each other in terms of content. Health is the prerequisite for learning success. In the digitalized age, health literacy also includes the proper use of digital media. This was clearly recognized during the project period. The topic of health was associated with digitization. programming prostheses is just as much a part of this as responsible access and handling in virtual space. With our project work, we were able to show teachers and students a digital, health-related educational path and offer an insight into other countries and cultures."