The European Commission’s 2020 Strategy Report highlights three mutually reinforcing priorities for Europe: smart, sustainable and inclusive growth. This project is largely compatible with those priorities. To improve New Media Literacy (NML) skills of school students (12-17 years old), this project aims to gather and share knowledge among the participant countries (the Netherlands, Italy, and Turkey) and generate both definitive results and tools that serve teachers in guiding students’ enhancement of their NML skills. The context of the project is that of ‘new media’, which plays a central role in the creation of a participatory culture by giving a voice to the often unheard. On the one hand, this provides increased communication opportunities but on the other hand, it exposes users to the risks and dangers of the dark side of the digital world. Thus, NML represents a critical field as new media forms are becoming increasingly accessible to students. In accordance with the Strategic Framework for European Cooperation in Education and Training, this project aims to cooperate in building best practices by; (1) contributing to lifelong learning and mobility of teachers through LTTs on building the relevant NML skills, (2) improving the quality and efficiency of education and training through the development of NML skills, (3) promoting equity and social cohesion by including teachers of students with special needs and active citizenship by upskilling the NML of teachers and (4) enhancing creativity and innovation, including entrepreneurship at all levels of education and training through holistic NML training conducted by scholars of Communication and Entrepreneurship. Thus, the main objective, following best practices in Europe, is to enhance NML skills of teachers in order to best mediate knowledge for students. To achieve the objective, the first activity will be a TPM in Turkey. The second (LTT) will take place in Italy and the third (LTT) in the Netherlands. The last LTT will be organized in Turkey. Each partner will be responsible for disseminating the work, explorations, and interactions of the project. At the TPM; partners will introduce their countries and organizations and decide on the interview questions to be applied to teachers in their home countries. The LTT in Italy will include; the presentation of the best NML cases from each country, a discussion on the findings of the interviews and a workshop on the first two pillars of NML (access and analysis). The LTT in the Netherlands will comprise a workshop on the latter two pillars of NML (evaluation and content creation), discussions and a final decision on the integrated online platform applicable to all participating countries. The LTT in Turkey will include the introduction and an interactive trial of the online platform and an NML workshop on the effective communication skills required to transmit NML skills to students. All LTTs will involve a local stakeholder visit and a cultural tour. Partners (scholars, teachers, and representatives from Bornova District National Education Directorate) will participate in all four events. At the TPM, the Turkish partners will participate with their full project teams each foreign partner will participate with one representative. At the LTTs, the directorate will have two participants, Ege University four, University of Florence two, Istituto Enrico Medi three, and the remaining partners will have one representative each. While introducing the online platform at the final LTT, local stakeholders will also be available. At the last LTT, Turkish partners will attend with more participants in order to increase the dissemination since it does not necessitate an extra budget. Finally, all partners are expected to share the project results in their dissemination events with teachers, students, and local stakeholders. Both quantitative and qualitative methods will be used in the project. The quantitative method involves measuring the level of NML skills of teachers and comparing the results among partner countries, while the qualitative method will be used to understand best practices and what meanings teachers attribute to new media. Trained teachers are expected to convey their knowledge of NML to enhance students’ skills in accessing, analyzing, evaluating and creating new media content. Students will learn how to think creatively, develop innovative ideas and even create a digital start-up, designed to fight unemployment. Teachers with NML skills are also expected to begin to use more technology-based contemporary teaching methods. Project results will be transferred onto an online platform, where teachers will be able to access all the necessary materials on a single platform that will function as a long-term sustainable information source.

<< Background >>Social inclusion lies at the very base of the society, which needs to be encouraged and promoted in order include disadvantaged and underrepresented users such as Alzheimer's patients. In 2016, WHO and ADI (Alzheimer's Disease International) Report, dementia was defined as 'a global public health priority'. Recently, it has been estimated that there are around 46 million people in the world suffering from dementia, 50-60% of whom have Alzheimer's disease. Due to an ageing population, the number of cases will triple in the next 30 years and by 2050 one in 85 people worldwide will be affected, for a total of 130 million people. Therefore, it is evident that there is a need to increase and expand the training of professionals who already work with Alzheimer's patients through innovative practices, by creating a network and a team of experts.The primary objective is to improve the quality of life of people with dementia and their caregivers, to promote respect for their dignity, to reduce the negative impact on communities and states by raising awareness and making dementia a priority. The ageing of the population implies an increase in leisure time for a growing segment of the population and requires specific dedicated services. Embracing the concept of lifelong learning, there is a need to design and promote activities and initiatives involving actors outside the health and social service. The promotion of such activities demonstrates the importance of the concept of lifelong learning because by stimulating the elderly to learn and to confront themselves with others, we may solve the problem of loneliness, combining culture and sharing.Seniors are more and more recognised as a social resource and not only as a “delicate” group with complex needs. This awareness is also gaining importance in the medical-health field where there is a shift from a practice aimed at 'producing healing' to that of 'caring', that is, taking care of the patient. And it is from here that the GentleCare model (Moyra Jones) was developed: it starts from the premise of how a person with dementia undergoes a modification in their abilities to interact with reality. It will then be useful to build a 'prosthesis' around them to compensate and help them maintain their autonomy for as long as possible and to minimise stressful situations that cause agitation, anxiety and aggression.AIDA stands as a practice in response to these needs and as a means to help this category to react in the post-Covid-19 society and to get out of the state of loneliness that the pandemic has caused. It is well documented that culture nourishes and heals the fragile. The world of culture, the world of health and the world of the digital world must develop an alliance aimed at re-giving hope to the treatment centres, considering homes as refuges and squares as places of exchange; the body and soul of each person is to be seen as a starting point and not as an unbearable burden.<< Objectives >>The project starts from the analysis of existing practices, the study of the consortium's experiences and the need to develop a unique working methodology, able to make society more friendly and improve the living conditions of people with Alzheimer's and their caregivers. The overall objective is to create a new approach for people with Alzheimer's in order to improve their quality of life and that of their caregivers, their social relationships, their environment and the services they receive.Specific objectives:- exchange of good practices and experiences;- development of a new methodology and working tools;- creation of the AIDA space in the HUBS platform.Results:- at least 21 learning scenarios to be created on the basis of good practices and experiences;- at least 21 professionals from the social, health, arts, culture and digital fields to be trained in the AIDA Methodology;- 6 territorial teams that will pilot the Methodology at local level;- 12 experimentation paths of the Methodology activated in the 6 countries of the consortium;- Report containing analysis and study of the results obtained;- 1 methodology developed and validated;- Creation of an international network of experts;- Contribution to the creation of a more friendly and accessible society.<< Implementation >>The work plan is based on the idea of creating a triangulated exchange between the partners from the three project areas; they will work together to:- promote and disseminate activities at local and national level; - co-create the LTTA programmes and Project Results, based on the different experiences and needs emerging from the analysis of the Alzheimer's sector scenario;- co-produce the learning-scenarios, the basis from which to organise and conduct local activities, and then the case-studies;- organise and promote local involvement activities in the territories of reference - produce material for the website and platform.The project starts from the analysis of existing practices, the study of the consortium's experiences and the need to develop a unique working methodology, allowing the creation of a more friendly society and improving the living conditions of people with Alzheimer's and their caregivers.Phase 1: Jan/Oct 2022: Launching the project and the methodology-Feb TPM1Meeting of partners to discuss general arrangements for project implementation, tasks, common rules.LTTA1 organisation (C1).Meeting of trainers to set up and organise C1.Partners should:Present a description of the state of the Alzheimer situation in their territory and examples of the good practices they have experienced.Present associated partners and motivate their choice.Discuss website management.Discuss methodology and criteria used in the collection of good practices and analysis phase.-Feb/MarLocal events for the public launch of the project: each partner participates in events in its area.Development of the website.- Apr: LTTA1 (C1)- May/JuneMethodology development- Jun/OctDevelopment of learning scenariosProduction of training toolkit-OctTPM2LTTA2 (C2)Phase 2: Nov '22/Dec '23 PILOTING METHODOLOGY- Nov/Dec- Jan/Jul 23Local activities - Jan/NovCollection of case studies- Oct/DecReport on monitoring activities and resultsPhase 3: Aug '22/Dec '23 AIDA DIGITAL ENVIRONMENT DEVELOPMENT ON HUBS [parallel to 2nd phase]- Aug/NovTechnical development of the AIDA environment on the HUBS platform- Nov '22/Jun '23Uploading the learning scenarios and the Training Toolkit on the website and HUBS- Mar TPM3- Jun/SepDevelopment/Adaptation of case studies in HUBS- Set/OctUploading digital case studies- Nov TPM4- Oct/DecOfficial launch of AIDA HUBS and digital case study tourDissemination<< Results >>There are examples of networks created to improve the conditions of this fragile category, but there is no trace of the existence of a triangulation that foresees the co-creation and co-participation of the social-health, artistic-cultural and digital spheres to conceive and pilot a cross-sectoral Methodology: this is the primary objective of AIDA. The project will allow to join these fields in a triangulation of interdisciplinary skills; AIDA invests and focuses on the training of professionals of the three sectors, on the creation of learning scenarios and case-studies that will then have a direct effect on patients and their caregivers.The project proposes to start from the exchange of multidisciplinary, innovative and effective practices coming from the experiences already consolidated by the partners, in order to create a European multidisciplinary team able to create the AIDA methodology and recognise it as a non-pharmacological therapy.Specifically, the tangible results will be:- AIDA methodology (Project Result 1);- Materials and guidelines for the 2 training meetings (LTTA)- Validation of the Project Results through the Territorial Experimentation in each country and the consequent creation of products and data (Project Result 2);- Project platform on Open-Source HUBS by Mozilla (Project Result 3);- Project website;- 2 Scientific articles;- Production of digital and printed materials for communication and dissemination;- At least 21 learning scenarios;- At least 14 case studies;- At least 21 trained professionals;- AIDA methodology;- 1 Training Toolkit;Non-tangible results:- At least 84 (14*6) Alzheimer's patients and family members/caregivers involved in territorial pilots/projects based on the developed and shared learning scenarios;- Improvement of the socio-health, artistic-cultural and digital skills of the different target groups;- Improvement of the well-being of people with Alzheimer's and their families/caregivers;- Increased awareness of the issue in civil society;- European network composed of professionals trained in the topics, methodologies and tools of the areas of interest of the project.

In all partner countries - Poland, Bulgaria, Italy, Lithuania, Turkey, Greece - there is an increase in the number of students with special educational needs, manifesting various educational problems. The reasons for this are similar in all schools. Unemployment of parents, low material status, low level of education of both parents or mothers, broken, incomplete or patchwork families, parents working abroad or returning from abroad, parents working many hours per a day, children of foreign nationalities. All this prompted us to pay attention to these children and their families, to facilitate their adaptation, to give equal opportunities to prevent dropping out of school. Therefore, we propose to implement an educational project at an international level, thanks to which we can promote inclusive and intercultural education through the exchange of good practices. We will create a support system that will be available to everyone, at school and at home, regardless of their status or place of residence. Project activities are designed to teach, convince teachers, students and parents to use the digital resources of the school platform. During the project, each school will sign-up a profile on the platform and publish several examples of educational films on it. While in the following years, the platform will be filled with subsequent films, until a full set of films is obtained - educational aids in every subject and at every educational level of the school. During meetings held in every partner countries, teacher trainings about how to use platform, film editing, choosing the right teaching methods, discussions about the problems described in the project will be held, as well as conferences with teachers and parents from other schools in a given country to encourage them to create their own profile on the platform and use it in the future, to promote activities in the project, and talks with specialists will be held to improve the platform's operations as well.

The PRO-LEARN project responds to the Europe 2020 priorities in the area of education and training, youth and early school leaving in the context of globalization and labour market integration. As EC stated in its communication on tackling early school leaving (COM(2011) 18 final), education and training systems often do not provide sufficient targeted support for pupils to cope with emotional, social or educational difficulties and to remain in education and training. PRO-LEARN is a large scale project as it involves 6 different organisations (public entities, NGOs, SMEs) from 5 EU countries - PL, CY, GR, IT, RO.The project objectives are: -reduce early school dropout through speed up the learning process -overcome shortage of specialists at schools (psychologist, pedagogues)-improve engagement of parents in learning processes of their children and development of their cognitive abilities-enrich scarce offer of free-of-charge and barrier-free tools (including the ICT- based ones), for diagnosis of cognitive processes and the preferred learning style of children aged 6-14 years old on their own and by their parents and teachers/educators,-enrich scarce offer of free-of-charge training programmes and educational-oriented materials for parents, educators, devoid of technological barriers to computer use, to support pupils in the development of effective learning skills, using their resources and full potential of the brainThe target groups of the project who will benefit from the project products and take part in the projects’ activities are as follows:1) direct target group: - primary and lower-secondary school students (6-14 years old) - their parents- teachers involved in the aspects of educational counselling- primary and/or lower -secondary school teachers- primary and/or lower -secondary school experts – school psychologist, educators 2) indirect target group: - educational institutions which offer services related to pedagogical guidance- counselling centers3) other relevant stakeholders:- local, regional authorities responsible for education- universities/HEI- parents and teachers associations- platforms for education professionals such as eTwinning, School Education GatewayDuring the project implementation the project partnership will develop five main intellectual outputs (IOs):1.O1: Electronic tool for diagnosis of cognitive processes of younger children (from 6 to 10 years old) – online, multidimensional, standardized and normalized tool to diagnose cognitive abilities and processes and the preferred learning style of children in pre-school / junior school age - aged 6 to 10 years old.2.O2: Electronic tool for diagnosis of learning styles and cognitive processes for older children (from 11 to 14 years old) - multidimensional electronic tool designed for diagnosis of the preferred learning style and cognitive processes of children and adolescents at school age (11 to 14 years old). It will be a standardized tool prepared according to the psychometric approach.3.O3: TRAINING TOOLKIT FOR TEACHERS AND EDUCATORS available in a form of e-learning will contain 10 on-line, short-term trainings (1-3 hours), in multimedia form focused on the latest discoveries of neuro-pedagogy (learning styles, how to teach children, multisensory teaching, etc.) to provide teachers with the knowledge, strategies and a range of approaches that will support them in teaching and application and utilization of the project IOs in the school and beyond school settings.4.O4: EDUCATIONAL TOOLKIT FOR STUDENTS - EDUCATIONAL GAMES AND TASKS aims at development of cognitive functions and supports students in the development of effective learning skills and utilization of resources and the full brain potential. It will be composed of a unique on-line set of short exercises to support/ develop cognitive processes favourable effective learning and also exercises that develop various learning techniques and methods. The exercises will be divided into two age-groups: 6-10 years old and 11-14 years old.5.O5: TRAINING TOOLKIT FOR PARENTS dedicated to parents to prepare them to work with children on developing skills of effective learning methods, to teach children how to learn and help them in cognitive development. It responds scarce parents’ knowledge on children's development of the cognitive and social skills and their low involvement in learning process of their children, according to the latest discoveries of neuro-pedagogy. It will be available in the form of 5 m-learning trainings developed in multimedia form (including films, diagrams, flashcards).The outputs O1-O5 will be available in EN, PL, EL, IT, RO, on the multi-language project website as open source material. The target groups of the project will take part in content-creation, design, testing, evaluation of the project IOs from the project outset (participatory inolvement), as well as dedicated training for trainers (C1 activity).

<< Background >>The EQstudents project is one-of-a-kind project which addresses the lack of a structured curriculum in national educational systems regarding the development of the EQ components in primary and lower-secondary schools, as understood by Goleman (emphasis on scientific achievements, development of cognitive intelligence). It adapts cross-sectoral approach, bringing together 7 EU partners coming from 5 EU countries from within and outside the education (specialization in neuro-science, game development, therapeutic intervention, development of innovative and creative teaching tools) - to create an alliance of different experts, organizations and sectors with diverse perspectives and resources to address complex educational challenges more effectively.The importance of EQ was already recognized in the Analytical Report of the EU (2018) “Strengthening Social and Emotional Education...”, which states that developing emotional competences has a positive impact on various aspects of children’s and young people’s life with regard to their education, learning, well-being and mental health. The emotional component of education is compulsory in some EU countries, while in others it’s not existent, e.g. the national guidelines on the Italian school curriculum describe the learning aims that schools have to pursue to develop social and emotional competences from early years across the mandatory school years, while in Poland the deficit of social capabilities is indicated as one of the key barriers in the long-term development of the country as low levels of emotional competences have been reported and still no guidelines have been introduced. Cultivating children's EQ to be better prepared for the challenges in life, recognize and manage their own emotions is especially important in today’s pandemic and tomorrow’s post-pandemic world.Additionally, the project corresponds to the Commission Recommendation of 20 February 2013 Investing in children: breaking the cycle of disadvantage (2013/112/EU) as it increases the capacity of education systems to break the cycle of disadvantage, ensuring that all children can benefit from inclusive high quality education that promotes their emotional, social, cognitive and physical development; addresses differences in the availability and quality of education and strengthens the link between students, teachers, pupils and other school experts. What’s more, the project addresses the needs of the future. Acc. to the Capgemini Research Institute “EQ - the essential skills for the age of AI”, 74% of executives and 58% of non-supervisory employees believe that EQ will become a must-have skill, 61% of executives and 41% of non-supervisory employees believe that it’ll become so in the next 1 to 5 years. People who have high EQ capacities, who can connect with others, display empathy and understand emotions are needed in the workplace. EQ is no longer an additional set of skills, it’s a core skillset of the future. Acc. to N. Frasquet of Coty Inc., “Only those people who rate highly on EQ skills will have a higher chance of retaining their jobs, compared to the ones who just have their basic technical and digital skills in place.” The EQstudents project is the answer for the detected needs as it aims to develop, test and implement a comprehensive system supporting development of emotional intelligence (EQ) of school-age children (6 - 15 years old) with active participation of primary and lower-secondary schools, parents, experts and project partners in the participating countries. It’ll directly address the need for the educating community (school, teachers, parents, etc.) to come and work together with the aim of supporting children and teenagers in the development of EQ by providing specific tools and models. In the long-term perspective it’ll contribute to building an emotionally intelligent generation, increase awareness of EQ, their significance now and in the future, in schools, in the job market.<< Objectives >>The aim of the EQstudents project is to boost EQ of children and adolescents by developing, testing and implementing a comprehensive system supporting development of EQ with active participation of primary and lower-secondary schools, parents, experts and project partners. Also it’ll directly address the need for the educating community to raise an emotionally intelligent generation.The EQstudents project will aim to:- develop, test and implement a comprehensive system supporting development of emotional intelligence (EQ) of school-age children (6 to 15 years old) with active participation of primary and lower-secondary schools, parents, experts and project partners in the participating countries- increase capacity of school teachers, specialists for teaching children emotional intelligence- support parents in raising emotionally intelligent kids- protect the most vulnerable children from the impact of pandemic threatening their growth and development- strengthen cross-sectoral cooperation (schools, partner organizations, stakeholders) across project countries in order to stir innovation in the education sector- promote inclusive education providing all primary and lower-secondary students with equal access to high-quality , free of charge services, diagnostic tool, activities, resources- promote the development of the emotional intelligence components in national education systems- contribute to raising emotionally intelligent generations in the long-term perspective.The objectives of the project are fully in line with the detected needs in the project countries (PL, CY, IT, GR, RO) as well as respond to EU call of action and recommendations. It will increase the capacity of education systems to “break the cycle of disadvantage”, support children and young people's emotional well-being during and after the pandemic, and provide high-quality support programmes and tools to primary and lower-secondary schools across countries. The consortium also wants to raise awareness in local communities on the importance of development of EQ from early years and how it affects the quality of lives, influences human behaviour and relationships, and drives future success.<< Implementation >>The EQstudents partnership will implement the following activities: (1) MANAGEMENT, (2) SHARING, PROMOTION, (3) QUALITY CONTROL & EVALUATION activities, which will take place during the whole lifetime of the project implementation.1) MANAGEMENT. To ensure the proper project management, OIC Poland will develop the Management and Financial Plan which will include the timetable defining all activities, project outcomes, time limits, project milestones, risk management etc. It will also describe the reporting requirements and the communication rules and tools. Management will be supported by communication, meetings and reporting. The Project Management Group (PMG) will be formed involving a representative from each partner. The project management will be based on the PRINCE2 methodology. Transparent rules of management and direct contacts between all project partners will be the foundation of effective project coordination.2) SHARING & PROMOTION activities coordinated by OLYMPION with the support of OIC Poland. These activities will be carried out during the lifetime of the project for the benefit of primary and lower-secondary schools, relevant stakeholders and engaging the end-users. They will be based on the Communication Plan, approved and executed by all project partners. The exploitation activities will be focused on integrating the project results into national practice and provision in their respective countries as part of the overall strategy. 3) QUALITY CONTROL & EVALUATION led by COMCY will aim to ensure that the project has a robust quality management plan and a culture of continuous improvement achieved through regular evaluation. The project partners will establish a quality board to support evaluation of the project results and peer review group for evaluation of results and activities in terms of the planned products, time limits, budget and communication between them. Within the QE Plan, all evaluation indicators, tools and criteria used in the project evaluation will be included. The project products will be assessed taking into account their usefulness, accuracy, impact as well as keeping international requirements and standards too. The evaluation results will be used to improve and adapt the project results to the needs of the target group. They will be presented in reports and discussed during each transnational project meeting.The production of the project products will be divided into 3 phases:Phase (1): Design, development & capacity building - The PR1-5 will be designed and produced with active involvement of all project partners, experts and end-users (participatory, bottom-up approach: focus groups, consultations) to elicit their perceptions on the planned results and have their recommendations on the design from the early stages of the project. In this phase, all products will be tested internally and evaluated. To exploit the products, FPP will organise a short-term joint staff training event (Italy) to facilitate working with the tools, training materials and methodology developed.Phase (2): Pilot testing and evaluation - coordinated by FPP. The products elaborated in the 2nd phase will be tested among end-users (PR3, PR4, PR5) and subject to evaluation by the experts (PR1-2) in every project country according to the provided guidelines and milestones. The trainers participating in C1 will be engaged in this phase, in order to support the process.Phase (3): Fine-tuning, translation and adaptation - Based on the testing results, PRs will be fine-tuned and translated/ adapted to national context. Adaptation is especially important to ensure that the results are found to be effective in the national school setting. The products will be made available on open license in EN, PL, GR, IT, RO.<< Results >>In the course of the project, there will be 5 project results produced i.e.:PR1:Model of working with a pupil aged 6-10 for development of emotional intelligence- EQ Kids- it will define processes, tools and rules of working with a pupil aged 6-10, especially the ones with adaptive difficulties, for development of emotional intelligence in educational environment and at home involving teachers, tutors, school pedagogues, psychologists and parents. The addressees of the model will be school personnel i.e. teachers, tutors, school pedagogues, psychologists, parents but also sociotherapist and other experts working with a pupil aged 6-10 experiencing difficulties. PR2:Model of working with a pupil aged 11-15 for development of emotional intelligence- EQ Teens- it will define processes, tools and rules of working with a pupil aged 11-15, especially the ones with adaptive difficulties, for development of emotional intelligence in educational environment and at home involving teachers, tutors, school pedagogues, psychologists and parents. The model will concern older pupils being at different stages of cognitive development than younger children where there are new opportunities for development of emotional intelligence and new problems and issues connected with the specificity of the adolescence period.PR3:Emotional Intelligence Assessment Tool for a pupil aged 11-15 - a multidimensional psychometrical electronic tool designed for diagnosis of 5 dimensions of emotional intelligence of students aged 11-15 based on Goleman concept. It will measure the following key components of emotional intelligence: Self-awareness , Self-regulation, Social skills, Empathy, Motivation. The accurate diagnosis of 5 dimensions of emotional intelligence would allow to tailor teaching methodology and to develop the child support programme. The tool will automatically generate individual feedback on the subject of 5 dimensions of emotional intelligence.PR4:Emotional Intelligence: What Teachers and Parents Can Do - training and professional development - The training toolkit for teachers and parents will be available in the form of asynchronous on-line training on emotional intelligence, in multimedia form (videos, exercises, practical tasks, podcasts, live short webinars for teachers and parents on the topic (recorded) OER, etc.) available via on-line platform (not Moodle). It will concern how to nurture and develop 5 key dimensions of emotional intelligence of pupils aged 6-15- the topics are not included yet in curricula at universities and the training offers. It will include 30 short trainings for teachers and 20 short trainings for parents.PR5:Hybrid game for children aged 11-15 (story, script, cards, coach's manual etc.)- it will aim at developing and nurturing 5 key dimensions of emotional intelligence in social relations i.e. Self-awareness, Self-regulation, Social skills, Empathy, Motivation. The game will be addressed to children aged 11-15 who will be taking step by step in the game according to the developed story to learn how to adapt to a changing environment, communicate effectively, empathize with others, overcome challenges or defuse conflict correctly.The hybrid game means that some part of the game will take place in a virtual environment (on-line groups via laptops, tablets) and some part of the game will be in a form of outdoor game with printed materials (e.g. maps, tasks) moderated by a teacher. The game will be accompanied by a moderator’s manual, cards, maps according to the tasks included in the game.All the project products have potential for transfer and exploitation in other EU countries.The products will be available in EN and national languages of the partners on open Source licence. They could be easily taken up by individuals to their everyday work and organization. The partners will also create powerful promotional material targeted at schools,pedagogical staff, learners,stakeholders,multiligual www, social media.