In 2015 world leaders agreed to 17 goals for a better world by 2030. To deliver the Global Goals in this short time the UN secretary- general Antonio Guterres called on all sectors of society for a decade of action. Schools play a central role in making the SDGs more popular and we have to help students act not only on a local but also on a European and global level because pressing issues like for example climate change transcend country borders and affect us all. It is not enough to teach about the SDGs. As global problems will only be solved when working together, in our project we want to learn from and talk with different businesses, politicians and organizations. We, five schools from Czech Republic, Finnland, Germany, Italy and Spain, want to implement the Sustainable Development Goals in our school life and make European teenagers aware of them. We want to teach them why they are important and give the subject the attention it deserves.The students aged 15 to 18 will find out what is being done in their communities already and how they can get active themselves. They will communicate their newly acquired knowledge to their peers by means of several media catered (especially) for teenagers like for example Instagram or podcasts or in other words: becoming ambassadors. Our project consists of 5 student mobilities - each one having a different focus and concentrating on different Sustainable Development Goals.During the mobilities the students will take part in workshops, meet experts to learn about the SDGs and work in international groups on the different products. Later the students will multiply the results at their schools. That way in the course of the project work, the students will acquire basic skills for participation in society and in the global context and media literacy.Furthermore, we will include a teacher training at the beginning of the project which will equip teachers with background knowledge about social media and podcasting. The results, Instagram and podcasts, are expected to be plurilingual. The students will practice their foreign language skills, can help each other and will experience that speaking many different languages is part of European identity. At the end of the project students present their results in a variety of contexts such as their own school, school open days, other schools, including primary schools in their areas and local events so that many can profit. Also we plan to present all the material in a digital exhibition at school or in the town hall to which we will invite representatives of organisations, local politicians, students and teachers. Furthermore, the project results will be disseminated in the local and regional press, on social media such as Twitter, Instagram or Facebook and in teacher training courses so that other educational institutions can also benefit from them. Through eTwinning the results of the project will be permanently available.All the activities carried out will eventually help to sensitize students, parents & teachers to the topic of climate change and will lead to a revision of our school concepts attaching more importance to climate change and the global goals. In summary, the project “#globalgoalsambassadors - European teenagers fighting for a better future” provides an innovative educational offer that builds on the SDGs as a conceptual context for learning in order to enable students to develop 21st century skills and to apply them in a real world context to make our planet a better place.

Our project 'Education Through Technology' aims at improving our ways to integrate technology to our lessons more competently and learning new methods of learning and teaching that young people will find more motivative for themselves such as Web2.0 tools and digital learning games.As a result of the surveys we carried out at our school we found out overusing technological devices was the top problem of most of our students.We also found out that teachers and students don't use them efficiently and they are not able to do research, lack of critical thinking skills, although they have all the opportunities to make research with technological tools, they cannot solve the problems in real life successfully.In addition, we have also found out that our students are techno-addicted so they suffer from health problems. In accordance with the 2023 EUROPEAN EDUCATION AND DEVELOPMENT VISION, a project management comittee has been established in our school on behalf of increasing the effectiveness of management and quality improvements efforts. Through this project all teachers will be trained to use web 2.0 tools and new technological methods in their lessons such as blended learning and flipped classroom.We also focus on the negative effects of overusing technology on our health and society.With this project we will help students and other people to use these technological devices in a more controlled, useful, productive and conscious way. Objectives of the project; -train teachers to use new innovative technological methods and Web 2.0 tools in their lessons. -make students use of technology and reinforce what they have learned in the class -encourage students' intercommunication and to share intercultural affairs between partners in Europe.-widen the students perspectives to become competent European citizens -encourage individual learning and critical thinking -develop the key competences, ICT, language competences using technology in terms of teaching and learning -be aware of other countries culture and values and tolerate their culture -differentiate reliable from unreliable sources on the Internet, make classroom sessions more colorful, lively and interesting. -help students and people to use these devices in a more controlled,useful way. -show negative effects on their health with the help of experts. -lead them to use these devices for educational purpose, so they will spend their time to learn more productively. -improve the quality of education with technology Partners in this project are 15 Temmuz Şehitler Anadolu Lisesi from İzmir, Turkey; IES SIXTO MARCO from Spain; Liceo Mamiani Pesaro from Italy, Zespół Szkół Technicznych “Mechanik” from Poland. POLAND is the coordinator organisation. There will be four mobilities. In each mobility from each school, for each LTT activity, 3 accompanying teachers and 5 pupils who are between15-18 years old, will be involved in the project meetings. Liceo Mamiani Pesaro from Italy will focus on project-based learning activities and training the partners about use of web 2.0 tools in education, sharing European values-multicultural gatherings, designing a multi-lingual dictionary Zespół Szkół Technicznych “Mechanik” from Poland will introduce the latest technology which is Augmented Reality (AR).This more advanced version of coding magically brings pictures into life and creates digitally enhanced view of the real world. It gives teachers an opportunity to engage students through animation and 3D context in the educational process and to add some unusual flavour to the lessons. All the partner schools will incorporate technology into class on a daily basis. IES SIXTO MARCO from Spain will teach a full-length lesson based on activities in using Technology. Activity will cover various didactic approaches to teach students how to get engaged in activities of their interest and motivate them to learn and acquire skills and competences. Some of the activities will involve role-play and games for Individual players or teams of players such as Hunt game: Google Classroom activities, (MATH)-Labyrinth quiz TURKEY will focus on the screen addicted students. They will organize conferences to inform pupils, parents and people about aftermath of using too much technological devices; smart phones, tablets, PCs. Turkey will be responsible for the final evaluation of the project.This project will bring a new and fresh understanding and motivation into education in the globalized world.Teachers and students will make use of digital devices in and out of lessons.This will improve the quality of education in the long-term.We expect good results which tecnology can bring to education as well as divergent voices that will double the real impact of technology on learning. Thanks to the digital education, learning won't be restricted within the the walls of the classroom and the school day and the school year.

As part of a reflection on climate change, we thought it pertinent to make young Europeans from different countries meet to communicate and share opinions on this topical issue. Indeed, our students show particular interest and receptiveness on such current issues and are willing to swing into action to protect the Environment. We have chosen to use multilingual theatrical practice to tackle this issue ( German, French, Italian languages) in order to reinforce equally the students' language skills, self-confidence and autonomy. The objective will therefore be for the students to create short plays using the three languages. These plays will be performed on the occasion of the last mobility in the French high-school. The number of participants amounts to 40 French students (20 German learners- 20 Italian learners belonging to « European section » classes in the school), 20 German students, 20 Italian students learning French as a foreign language and doing drama. So as to ensure the cohesion of the group of participants, it was decided that the project should last only one year. The teachers supervising the project in each country are language teachers and/or drama teachers. The teaching of languages and drama should radiate all the more at the outcome of the project, which will demonstrate all the richness and quality of studying in a collective way languages and drama associated with societal topics. The project is bound to have an impact on the schools' involvement in sustainable development.

During 2015 a large refugee stream started in and through Europe. In 2016, the number of refugees culminated in Europe. The refugee stream has affected us in several ways. The arrival of refugees at our schools has caused the size of classes to grow, more staff has been needed, language advocacy problems and cultural clashes have occurred. As a consequence of the influx of refugees to our schools, we have noticed an increase in prejudice and xenophobic tendencies. This is not an isolated phenomenon in our schools and in our neighborhoods but also applies at national as well as international level. The increase in xenophobic tendencies and the return of nationalism in every country in Europe is going to be a big problem, not only for us in the local communities, but also in Europe as a whole. If we are to solve the problem of xenophobia, racism and increased negative nationalism, we must start locally in our schools and work actively to ensure that our young people do not get caught up in a development that we definitely do not want in Europe.The main objective of the project is to reduce xenophobia in our respective societies and countries, counteract hatred and promote empathy and tolerance among our students and their parents, as well as teachers and other staff in our schools.A total of five partners are involved in the project; schools based in Sweden, Germany, Italy, Greece and Turkey. The partners were selected on the basis of them all being, in different ways, affected by the migration flow into and through Europe.All activities of the project; lessons, seminars, lectures, study visits and workshops all have one thing common goal, to reduce xenophobia in our respective societies and, in the long run, also throughout Europe. As our pupils, teachers and parents get knowledge and share their experiences, their own and other people's prejudices will be reduced, and in the long term, the understanding that all humans have an equal worth and contribute in different ways to develop our common societies will take hold and get spread. The activities will spread the knowledge that, in the long run, migration always means something positive and developing for the recipient countries.The results envisaged are reduced prejudice, xenophobia and racism, based on increased awareness, knowledge and a systematic work, in schools and communities, for tolerance, inclusion and open-mindedness, countering xenophobic tendencies and antipathy toward migrants and refugees.Through the creation of a joint action plan to facilitate an effective reception of immigrant pupils and counter xenophobia and racism we can quality assure the projects objective by giving each of the partner schools a long term structure of working with these issues. Xenophobia occurring is inevitable, with this plan in place at our schools we have a way of attacking the problem as it occurs and a method of countering it that will benefit and facilitate the schools work and it's staff and pupils for the foreseeable future.

"Questions for Europe? - Answers from Europe! - The macrocosm of thought of European teenagers as mirrored in their questions I. Participants: Secondary Schools in Germany, Italy, Poland, Lithuania, and Estonia; age of students: 14 to 17 II. Context/Objectives: ""A look at a country's youth is always at the same time a look at the future of a country."" (Sinus Survey) - What is presently on young people's minds? What moves them? What identities do they form? What are their values? - Questions like these were at the heart of the German Sinus-Survey, which was published in April 2016: 14 to 17 year-old teenagers were interviewed extensively and without being limited by any list of fixed topics. The results of this survey are highly fascinating and sometimes downright surprising. It is not just such narrative interviews that can reveal many things about the workings of an individual's mind. Also people's questions provide important clues about their identities, give away their hopes, but also their fears and uncertainties. Collected in a systematic fashion, such questions can reflect a macrocosm of thoughts, of ways of life, and of individual as well as collective identities. Especially at a time of vital challenges to a united Europe against the backdrop of severe global crises, focusing on the questions of young people from different European countries offers the possibility of figuring out what is on young Europeans' minds and what they expect from Europe. If young people cannot find satisfactory answers to their questions in their local, regional or national contexts, they can use Europe as a kind of ""think tank"", which they can tap for the knowledge and experiences available in other European countries and which can help to answer their questions. If Europe can provide answers to the central questions of its youth, it can give them guidance and promote their commitment to the idea of a united albeit diverse Europe. This is why, in addition to collecting these questions, looking for relevant answers to them was a vital part of this project. Comparing the questions and the various answers from different countries revealed both a European common ground and national, regional and cultural differences, which could then be discussed, understood and relayed. This lively and fruitful transfer of knowledge and experience among Europeans promoted a mutual understanding, tolerance and willingness to cooperate with each other. Students and teachers participating in the project, thus, also learned a lot about the matters European teenagers consider key issues and key problems. In doing so, they put their own thought patterns under scrutiny and - in an active, independent, reflected and self-reflexive way - applied (meta-) cognitive strategies that are crucial in our modern (digital) knowledge-based society. III. Methods and phases: Stage 1: Students collected questions in their home countries - without any limits or focus on certain fields or areas. The questions could be on anything that crosses their minds or that they wondered about. Stage 2: Students tried to find experts to answer their questions in their countries. They transferred these questions/answers into English and collected them. Stage 3: In transnational working meetings, students from all partner countries discussed and compared their ""national"" results and determined parallels and differences. Students learned to look to other countries to find answers to what they wanted to know. They cooperated in preparing the presentation/dissemination of their results. Stage 4: The presentation/dissemination of the results was originally planned in different media representations and contexts. Unfortunately, the aftermath of the Corona pandemic meant that some of this had to remain fragmentary and unfinished. IV. Outcome and Impact: The presentation/dissemination of the outputs fell short of the original goals due to the Corona pandemic. The results (film clips, screencasts/learning videos, presentations, website, materials on e-twinning) are often only available in fragments, but other educational institutions/individuals can benefit from the project's results and possibly carry out similar projects with their exchange partners or at their schools, or use the materials developed in the project in the classroom."