Integration of societies that are rapidly globalizing day by day, individuals with normal and special needs find their place in the society, adapting to different cultural values, constitutes importance both individually and socially. Some researches examined by the project team of our institution focused on the cultural intelligence factor defined as the capacity to adapt and communicate with cultural differences. In the information obtained from scientific studies, it was seen that those who are interested in various artistic activities have higher social skills and cultural intelligence than those who are not. In addition to artistic activities, the findings of Crowne 's study in 2008 stated that interacting with other cultures (such as education and employment abroad) determined cultural intelligence, depending on the level of benefiting from cultural experiences.Based on the findings of SWOT analysis, Cultural Intelligence Scale and Cultural Heritage Awareness Scale, which we applied in our institution in order to base needs analysis on concrete data and the result of the studies above, the mentioned project was created. Through our project, we aim to train a new generation who know their cultural heritage, adapt to different societies, have awareness and sensitivity towards cultural diversity, express themselves in society, become enterprising and competent in creating social dialogue, also blend different disciplines together and develop innovative practices by using local arts. And we aim to contribute to the proliferation of young generations who will benefit from creating different methods during the application of the professions they will acquire.In the activities planned in line with our goal, considering the principles of constructivist approach, the active role of the students was prioritized. To this end, each country is asked to use an artistic activity of its own culture as a tool and all students are expected to implement the activity in mobility. These activities briefly, craftworks specific to Bursa in Turkey hosted bream curtain game Creation of characters and conversion of these materials exhibited play 3D video, drawing and coloring on electronic tablets of specific motifs to Tallinn in Estonia, Italy to specific objects in nature in Sicily photographed and transformed into a big puzzle with web 2.0 applications, staging the art of local finger puppet in Portugal with puppets produced by students in 3D printers, teaching and staging folk dances in Poland with dance mapping method, playing the local music in Spain with participated schools from each country. Its orchestral and choral vocalization is that the story on which this music is based is filmed through web 2.0 applications and presented synchronously during the concert.All activities and outcomes will be shared in the eTwinning project, transferred to more participants via the webinars, presented on the project's web page, introduced in local press tools, added to eba as content, and the scale data applied during the evaluation period will be converted into an article and published in academic journals. In this way, sustainability of the project results and activities is aimed.In line with our main priority, it is thought that our students ' use of art activities as a way of recognizing and promoting their own cultural values, and by acquiring partners to cooperate at the international level, mutual transfer of the values ​​acquired can improve students' awareness and attitudes towards the importance of cultural values. Our project is also important for the mainstreaming students who need special learning, and the objectives in question coincide with the target of the education model, which does not isolate individuals with special educational needs from their peers and strengthens the culture of coexistence and supports their spiritual and mental development in the MEB's 2019-2023 strategic plan.It is considered important for the planned activities to be organized in line with the contemporary approach of interdisciplinary interaction, cooperative learning and Steam model, by associating them with the field of information technologies, creating motivation for students to develop their missing information skills and updating traditional arts and gaining different creative perspectives. These targets in Turkey's 10th development plan which are the international level, promotion of our culture, the development of social cohesion and the enrichment maintained not only coincide with the policy of continuation of cultural relations with countries in the world and new approaches in education, but also serve to items of strategic plan about gifted students which is published by the Ministry of Education.

„Solidarity without frontiers“ was our two-year Erasmus+ project aimed at encouraging active volunteering and providing assistance where necessary. Ours was a partnership of six institutions from the Czech Republic, Slovakia, Italy, Spain, Turkey and Germany. Within each partner institution, approximately 50 students participard in the project activities and between 3 to 8 teachers in each partner country. We are pleased to say that throughout all our partner institutions, scores of students or pupils willingly volunteered, helping those who needed it as and where necessary. Fortunately, all partner institutions had a variety of previous experience with charity work, volunteering, fund raising events, however our project greatly enhansed all their previous activities to date.Our project aim was to undertake various charity activities to be carried out by teams of students and teachers from each participating school / college. Indeed, within some activities we even involved students’ families to further encourage inclusion. Naturally, our focus differed considerably depending on each participating partners' specific charity organizations chosen. Another of our aims was effectively incorparating social networks, together with learning new ICT tools whilst progressively working on our project results. As expected, our project raised our students’ awareness to the fact that society is an inclusive activity, whereby tolerance is not merely a word or definition which they have to learn, but an action that they need to engage in and display. We are pleased to say that by the end of our project, we do believe that we reached this target. Consequently, we feel that all of our participating students, and the involeved teachers, gained unforgettable and invaluable life-long experiences, together with some new skills. Within the project Erasmus+ six organizations cooperated actively: secondary schools: Gymnázium Olgy Havlové, Ostrava, Czech Republic, HANSE-Berufskolleg, Lemgo, Germany,.Institut Castell del Quer, Prats de Llucanes, Spain, Liceo Scientifico Corradino D’Ascanio, Montesilvano, Italy and primary school- Základná škola Sibírska, Prešov, Slovakia. We managed to complete all of our planned activities, and we even took up new unplanned ones, with further enriching impact on students. We visited old people´s homes and spoke with older generations and listened to their life stories. We taught elderly people new games or gave them English lessons, or we taught them some useful basic computer skills.Working with children with special needs was an absolutely, and overwhelming new experience for our students. They actually came to undersand how difficult and stressful the life for such families is, realising that despite all the problems, they do not and cannot give up. Now our students view them with a new found admiration and respect. Care was given at various animal shelters too. We walked dogs, tried to find new homes for them or we joined some campaigns to support animal shelters within an entire country. Adult students gladly donated blood. Almost all our partner schools helped to organize collections for Food bank. We are proud to say that our students worked in their free time, in the evening and at weekends and they encountered and saw life from many new and different perspectives. Whatsmore, they learnt about the essential work and activities of charity organizations and other non-profit associations.As encouraged, our students were constantly active on social network sites and used them effectively to share their peer-to-peer experiences and they also improved their computer and language skills.All of our planned activities and results were reached: videoclips made during mobilities and workshops, a videodocumentary about life of the handicapped or owners of an animal shelter, a booklet documenting a collection of memories about the 1960‘ s which is our common product, many fundraising events, and assistance at animal shelters.We firmly believe that our project has had a very positive impact on all of our participatin project students, their families and those involved teachers, not to forget the benefits to our participating schools, and the many non-profit organizations and other institutuions we cooperated with.Our students have reflected on the invaluable experiences felt, and a large percent of them intend to continue volunteering.

The genesis of the project is based on a common observation between our privileged partner in Spain, the Castellet Institute, and our Lycée des Métiers du bâtiment in Toulouse: the difficult place of women in the building trades.Our goal was to produce a kit to promote the feminisation of this professional branch including a video of personal experiences, a set of posters and a board game.During this project, French students (from the euro section but also from some CAP and Bac Pro classes) worked together with their Spanish counterparts even if the COVID period forced us to reinvent our mobilities (sometimes virtual) and review the organizational arrangements.The video, the first element worked, was the result of this collaboration with a Spanish finalisation. The board game and posters took shape in Toulouse at the end of a remote work.Beyond the 3 deliverables expected and achieved, we have organized a strong communication time on the occasion of the International Women’s Rights Day on March 8th,2022. Indeed, to accompany the inauguration of our exhibition around the posters, we handed out a lot of goodies in the colors of the project to the 70 female students of the Lycée Urbain Vitry, making them real ambassadors within the institution but also outside !This project enabled the school to develop a high-quality transdisciplinary collaboration and created cohesion within the feminine community. In addition, the reception of our external partners shows that our kit is part of a fundamental process of evolution of mentalities within our society and responds to an already strong demand, especially from the French Building Federation.

"The Erasmus + project "" Shining a Light On Fading Memories and Declining Crafts"" was a partnership of three countries (the Czech Republic, Spain and Italy) and it was aimed at awareness of the importance of European Cultural Heritage, learning and comparing historical events, particularly during the period of the 20th century. Although the topic of the project was the same for all participating countries, each of them focused on a particular field. Partner schools in Spain and the Czech Republic aimed at historical events and their impact on local people (Catalonia, North-East of the Czech Republic - former Sudetenland and around the Polish border) and unearthing almost forgotten places and pointing out their importance and beauty. The Italian partner school, on the other hand, focused on creating interactive maps through which can inform web users about points of cultural interest in the region that are not so well known but are rich in cultural heritage. This interactive map is published in the project web magazine. In the work, students and teachers collaborated on various subjects of the territory, with Municipalities, companies, associations and tour operators, to find contents and point out of the importance of crafts which are almost fading. All partners arranged interiews with witnesses and craftsmen and published their outcomes. The project teams collected old materials (photos, letters, diaries, recipes, documents) which were adapted into digital format (scan). The aims of the projects were to awaken awareness of cultural heritage, to improve and develop language and ICT skills and to learn about crafts which used to be traditional in the area but are in decline. All these aimes were reached which can be seen in the project outcomes Each partner school team had about 40 students (14-19 years old) and 3-5 teachers participating in the project. The students were divided into groups according to their preferences. Participating teachers arranged all the project activities, clealry explained the tasks to students and supervised their work. The project activities were carried out in order to meet the project aims. The project work itself was divided into two stages. The first project year was focused on learning about the cultural heritage, excursions to places that witnessed historical events or are interesting from the cultural point of view, meeting witnesses of the 20th century events, meeting craftsmen and interviewing them, collecting old materials from our ancestors. The first mobility was planned and carried out at the end of this stage. The second stage was focused on the project outcomes (booklet, videos, maps, calendar, bookmarks) and two mobilities were planned as well. However, just before the last mobility which was planned to be a peak of the project activities, COVID pandemics caused cancellation of this mobility. Despite this probelm, all three partners agreed on completing the project activities and outcomes based on the plan. We applied twice for the extension of the project time. Unfortunately, the last mobility was not possible to carry out due to pandemic of COVID. Participating teachers were in charge of the project and led students through all the activities and uploaded materials in due course. To ensure smooth work, the teachers gave the students clear tasks and arranged regular meetings of the project teams. Besides meeitings, pariticipants communicated via mail, whatsapp, Facebook. All interviews with witnesses were prepared in advance. Regrettably, a few witnesses died before making a video-interview, so we had to use written format based on the information students remembered. All the collected material was uploaded in Twinspace, labelled and processed. We also arranged permission for publishing those materials from their owners. Apart from long-term project work, each partner school prepared a detailed programme for the mobilities which fully corresponded with the project activities and aims. Although the last mobility was cancelled, the programme was rich and partners were informed about it and moreover, they could actively participated in planning it. The envisaged results were linked to the project priorities and aims. The main results and products are an e-book, virtual maps, and videos which were made by participating students who regularly collected the materials and learnt about important places and memorials. All the participating teams improved their language and ICT skills and they will share and compare their experiences gained through the course of the project work. The impact was expected on all participating students and other students of involved schools who were more informed via school websites and within other school activities, while the wider public and other organisations, upon seeing the results of our work, were encouraged to cooperate with our schools. Project outcomes are beneficial for partners´schools as well as for other institutions with the similar interests. They can be used in regular history lessons (a booklet of memories), geography (virtual maps), and art (photos adapted into digital format). At the end of the project participating teams have a greater awareness of cultural heritage, they learnt to appreciate it, while improving their language and ICT skills. All of the previously mentioned factors may very well influence their future careers and attitude to life."

How can we act concretely to meet the enormous environmental challenge facing us? How can we reduce our carbon footprint and provoke this approach with as many people as possible? The erasmus + “school exchanges” program offers us a great opportunity to meet this challenge while bringing together the maximum number of young European students. We will launch this great challenge to three high schools and 60 students, coming from Cyprus, Spain, France. Our approach is based on the concept of ecological challenges, takes the form of artistic productions staging these challenges and is assessed by the carbon footprint measured individually and collectively for the participants in the project. We want to live and bring to life a positive common history of European eco-citizens. This story will have for scenario a group of young Europeans who meet for the first time through social networks and who will try to take up ecological challenges to reduce their carbon footprint. From the chaos of departure through their quest to a reduction in their carbon footprint a year after their first meeting, the students will transmit many emotions and will take up multiple challenges. Despite their efforts and reduction of this footprint, their trips to meet in the first year in Cyprus, Spain and France consumed a lot of natural energy and they will therefore be isolated in restriction cells by the European administration. In the second year, to get out and escape from these cells, they will have to take up puzzles, challenges and will reduce their co2 spending even more. Once out they will capture the co2 emitted by planting trees and acting to reforestation. This story will be the common thread of the targeted artistic productions: two short films and two live arts shows mixing cinema, slam, dance, music and the visual arts. These productions will highlight and communicate the ecological challenges successfully experienced by the students: recycling of waste in dress / decorations ecological advocacy in English, Spanish, Frenchpersonal travel by soft transport means actions to reduce co2 emissions at school and at homereplanting trees. These challenges will aim at reducing our carbon footprint but will also serve to strengthen the language skills of students with a view to useful and positive communication.They will help prepare students to be future adults involved in this cause. They will put into perspective the artistic skills acquired by the students. The choice of the artistic dimension seems important to us because it offers students the opportunity to express themselves, to engage, to touch, to influence the maximum of people. We hope that this project will raise awareness in actions of the larger school, family, friendly and professional networks. This is the reason why we imagined the activities both as a step in the overall process but also as mini communication events serving as landmarks and instant flash.Our three high schools will be the driving forces of an expected widening community. Indeed, we will launch the challenges experienced by the students, teachers and partners of our project on etwinnings. We will broadcast our artistic productions live on etwinnings as well. Thus our project will be the sum of ecological challenges which will be preparatory to the artistic productions which will mark out the stages of our common history. Each year, we will make a short film in Cyprus, a live arts show in Spain and finally a final show merging the first two productions in France. The pupils and teachers of the three high schools will have made the choice among three options: option 1: English French short film, option 2: Spanish French dance music slam visual arts or option 3: no mobility in another country and participation in production artistic at home. We will invite all the educational and professional communities during the artistic productions which will finalize the mobilities. During these mobilities we will also organize erasmus + days where the students of the project will bring the challenges to life for the other students of their high school. Social networks and communication tools will disseminate the challenges achieved, finalized artistic productions and the carbon footprint will be the result evaluated each month. In the end, through this project our students, the active adults of the project but also the entire network of the project will feel more European thanks to strengthened linguistic and communication skills but also thanks to their civic engagement in the service of a fundamental common environmental cause for everyone's future.