"The complex challenges of today's world make it necessary for the European educational systems to adapt and respond with a new approach to learning. Learning must be seen as an on-going progress, building up continuously at every stage of life. Schools must equip students with the necessary skills to face a multicultural and multilingual reality, ruled by increasing accessibility to information technologies. Today, technology is changing how and what we teach. Knowing how to embrace this important change and how to utilize it in the best possible way is a mission that must be embraced by all levels of schooling. Our modern society has been defined as a ""fluid"", because it isn't based on the traditional and safe pillars of what had become the traditional lifestyle, but floats on new morals, new ideas, and a new perspective of the world, less dependent on traditions and more reliant on technologies. In this context, our project aimed at the introduction of transversal or soft skills in everyday teaching practice, in order to create a fundamental heritage for all students, a base upon which educators and learners will build a personal response to the complex requests and challenges of today's world. It is necessary that the schools form individuals and citizens who are able to react to problems by using their minds, will and emotions, people in whom competence and creativity, technique and humanism, sensitivity and vision are fully integrated. The inclusion of soft skills into everyday didactic will change the notion of learning as a reciprocal exchange which does not end with the acquisition of concepts, but it must provide the students with the skills to learn continuously, a continuous process of ""learning to learn"". In practice, the project started with an initial conference, held by Professors from the University of Ca' Foscari, Venice, who have already collaborated in our last Erasmus+ project. It focused on the introduction of the importance of soft skills and their practical application to didactics. The conference was open to the local teachers community and was an opportunity to launch the project as an international event. Right after the conference, two teachers from each partner country and a group of 8 Italian teachers moved to a residential, three-day training course held at H-Farm, Venice, a world-leading innovation hub (connected to the University of Venice) that seeks to explore new practices in education and designs approaches towards digital transformation. After this initial stage, all stakeholders of the project were personally involved in the creation of project-based activities which would promote students' engagement through deep investigation of complex questions and real problems, addressed using soft skills. During each international project, students worked in groups to seek solutions to real-life situations and practical problems presented by the local community. The involvement of local institutions was an essential step towards the final dissemination of the project results. Each group presented their proposal and, in the future and where possible, the winning one will be realized in the local community. At the end of all activities, a report was created, introducing soft skills in school practices and collecting all project-based activities which were shared with other teachers not involved in the project. For each international project, each partner school selected an average of 10 motivated pupils, and two accompanying teachers (among those who participated into the training program). All students were eligible to participate, but each school assured to include students with lower possibilities or social disadvantage. Students were engaged actively, in order to encourage their creativity and work in a cooperative way, leaning empathy, passion and resiliency. They also practiced their soft skills (communication, critical thinking, social responsibility, problem solving, teamwork and leadership, creativity and innovation) exploring problems with an authentic approach while building friendship outside their traditional learning environment. Students learnt to work in a team, sharing the same objectives in order to find solutions to real questions and issues. They also learnt to think critically and produce solutions in a competitive way. In the long-term, the final impact of our project will be the introduction of a new idea of learning into the traditional school systems, a continuous building up of experiences and skills in order to critically face the challenges of the modern world, equipping students with the necessary tools to address real problems. Project- and problem-based learning will increase young people's motivation, put subject content into context, and offer opportunities for the development of social, civic, and entrepreneurship competences for the challenges of the future."

The aim of our project ‘Breaking Down School Barriers’ is to assist schools in the European Union in their work regarding inclusion in the classroom. It became evident that there was a need for action in all of the participating schools. We want to initiate bringing lesson design up to date in this context.At the first preparation meeting between the coordinators, the project was defined and laid out more clearly. Key issues that we wanted to pursue during the course of the project were also identified. The coordinators also discussed the latest developments and research on inclusion in schools with professors from the University of Bolzano.At the first international meeting with students at Gymnasium Wentorf the project focused on music. In mixed groups, each group learnt a folk song from one of the partner countries. These were performed for the parents at the closing event. This gave the students the opportunity to make music together and learn about other countries. The students also wrote their own words to the song ‘Happy’ by Pharrell Williams and practised it together with Mr Fischer, a music teacher at Gymnasium Wentorf. The words they wrote were relevant to our project. Each student contributed to the creation of the song and video, regardless of their previous knowledge of music. The result of this work between the countries is our Erasmus song which has been sung at each of the meetings.Our Erasmus partners in Spain led a project focused on theatre during the second international meeting. In preparation for this, the students wrote their own skits on the topic of inclusion (for example about bullying).Our Erasmus partners in England worked on a project focused on science during the third international meeting. Students took part in a Forensic Science ‘Whodunnit’ event, using procedures and chemicals employed in real forensic investigation work.Our Erasmus partners in France worked on a project focused on games during the fourth international meeting. In preparation for this, the students had prepared a typical game from their home country. At the meeting in France there were workshops, where students tried all the games from each partner country. Our next international meeting was in Italy, where the theme was different types of learning styles. As a homework for the meeting, students made videos about the different learning styles – auditory, visual and kinesthetic.The sixth meeting was in Denmark, and the theme was inclusion through sport. Each country had to show a typical sport from their home country, and all students tried playing the sports. During the meeting students also took part in group work on how sport can help inclusion.The final meeting was in Finland, and the theme was inclusion through technology. For preparation students had to tell/discuss how each partner school worked with technology.ObjectivesThe goal of this project was to create an innovative and sustainable model of inclusion that will overcome the barriers of a static and traditional school system. This will result in building an innovative and inclusive educational world that will be responsive to the needs of all students regardless of their physical and mental background.Number and profile of participating organisations.There are seven countries in the project (Germany, France, Spain, UK, Italy, Finland and Denmark). All participating schools are public schools, and some of the schools also cater for integration for special education students. Participating students in our project were between 11 - 15 years old.-The Italian school (Instituto Comp. Savignano sul Rubicone) also welcomes students with physical and mental conditions with the support of specialised staff.-The English school, Thomas More Catholic School, near London, has a large number of pupils with special needs, and more than 50 different languages are spoken here.-The Spanish school in Aranjuez near Madrid, also has many students with special needs. The school has around 1000 students. The school also trains students to work in restaurants etc.-The French school, College Aristide Briand, is situated in Domont, north of Paris. The school has a large number of immigrants from Africa. The school has ULIS (units located for inclusive education) for students with impaired cognitive or mental functions.-The Danish school, Hedegaardsskolen in Broenderslev, has 800 students. It is a normal primary and secondary school and also includes some students with special needs.-The school in Finland is situated in Vantaa near Helsinki and has 650 students. The school has a specialised programme for students with special needs.-The German school, Gymnasium Wentorf near Hamburg, has around 1200 students. The school has an advanced programme for inclusion for students with special needs.

"Science and technology are improving the quality of human life by creating innovative technology that is becoming a more integrated part of our lives.The aim of the ""MET"" inside project is to engage students and teachers in E-STEM by making real-life connections so that school is not a place where they go to learn but instead becomes the entire experience of learning itself.Integrating environmental education into STEM learning and transfrorming it E-STEM will make the project different from the other ones.This will lead students experience and solve local community challenges through a combination of environmental education,environmental science issues and citizen science activities. In addition to dealing with Eco-friendly issues,the students will also work with programmable robots and simple mechanism they produced,so they will meet the world of robotics,learn the strategies underlying computer coding and appreciate their learnings about the computational thinking skills that EU Science Hub name this skill as “thinking as a computer scientist"".During the Robotic and Coding education integrated with STEM,the teachers and students will use Mindstorm Ev3,Arduino and 3D printed classroom materials,as well.We have to overcome the socio-economic crisis affecting European countries to boost growth and foster social equity and inclusion.We intend better prepare our students,especially the girls,for the future labor market,developing their skills in such a very important subject of this phenomena of globalization.According to a survey conducted by,Girls Who Code,the percentage of women in computing will fall from 24% to 22% in 2025.One of the main mission of this project is to encourage young girls to take interest in technology and change the people’s perception of coding as ""uncool"" and ""for boys only."" The activities of the partnership include teenagers between 14-18.The project will bring together 72 teachers and 108 students from 6 different European countries (Turkey,Poland,Spain,Italy,Lithuania and Portugal) to develop a set of thinking reasoning,teamwork,investigative, and creative skills that they can use in all areas of their lives.The concrete objectives of the partnership are many, but they all stem from one urgent need: to make new generation friendlier and tolerant.In 24 months,6 project meetings will be held in three-month intervals.We will do 2 short term joint staff training and 4 short term exchanges of groups of pupils.Expect from 6 on-line conferences within LTTs,monthly meetings for project managers and Chemistry,Physics,IT and Maths teachers will be held every last Thursday of each month.Furthermore,there will be 14 online meeting events on E-twinning for students to share their work.The activities will integrate cross-curricular teaching with problem-based,project-based,game-based learning and peer-learning along with studies and projects related to the environmental isuues.The planned structured visits in each LTT such as a factory or a scientific/technological museum will directly serves to improve citizenship education as they involve not only teaching and learning of relevant topics in the classroom,but also the practical experiences gained through activities in wider society that are designed to prepare students for their role as citizens.According to studies,extracurricular activities will spark students' engagement in technology fields and hopefully get them more involved in math,science and computers in class.We ensure the project will have long term benefits.We move from the phase of innovation and experimentation during the two years of the project,so in each project parter school curriculum ROBOTICS will appear as a lesson or at least a club.One of the most useful event for both teachers and students is to communicate in the foreign language.The European Commission fosters multilingualism and language learning because it promote intercultural dialogue and a more inclusive society and help the public to develop a sense of EU citizenship.Our aim is to publicize all the actions that will take place during the project.Therefore,the ""MET inside"" project involve both internal and external stakeholders in project activities as contributors and active participants.We will adopt a multi-strand approach to ensure our efforts are effective,so the dissemination activities will include on-line and off-line dissemination channels to make the project easily accessible and available for parents,local community and media to view.We will cooperate with the local Science centers,Stem Professors and Policy Makers in every phase of the project.These people will be invited to join online and face-to-face discussion events and see concrete actions like Robotic competitions and STEM festivals.The key people will send a content suggestion and journal articles to the STEM related web portals which guarantee that the main findings can be made available for every stakeholder in the long run."