<< Objectives >>The project empowers digital literacy skills in participants by providing knowledge and opportunities to use digital technologies responsibly and effectively. We aim to increase participants’ digital readiness, resilience, and capacity through skills development, real-world applications, and exposure to ICT tools. We also provide professional development for teachers to integrate technology in teaching. Additionally, we aim to educate participants on cybercrime risks and ethical technology use.<< Implementation >>During the project period, a total of four mobilities are planned, once in each partner country. One of the mobilities (in Turkiye) is only for teachers, educators, and youth leaders. The remaining mobilities will be carried out with the participation of students from the partner schools along with teachers and participants from partner NGO. To have a broader impact, a virtual mobility will be organized on an online platform with more students. Dissemination activities will also be planned.<< Results >>The project aims to achieve improved digital skills, increased digital readiness, enhanced intercultural understanding, improved digital safety, and better quality education through technology integration. Teachers will also demonstrate increased digital competences through integrated technology in teaching. As outcomes, we will produce digital resources, training materials to promote digital literacy skills as well as brochures, posters, websites and social media accounts for disseminations.

European mobility and international migration are contributing to the change of the European society. However, recent OECD studies (2014 & 2016b) demonstrate that this diversified panorama rose intolerance and social exclusion instead of social inclusion, especially in school environment. Teachers and schools are directly interested by these social transformations and are required to be better prepared in order to support to newly arrived students, to address their specific needs, to foster tolerance, respect for diversity and civic responsibility. Furthermore, the switch from offline to online learning caused by COVID-19 is likely to affect negatively those children, in primary and lower secondary schools, who have higher difficulties in adapting to the new online learning environment. The switch is also expected to exacerbate existing educational inequalities. More vulnerable students, such as for instance those from less advantaged backgrounds, are especially likely to fall behind during this emergency period. These students are less likely to have access to relevant learning digital resources and less likely to have a suitable home learning environment. Additionally, they may not receive as much (direct or indirect) support from their parents (JRC,2020).In this regard, the project is aimed at promoting diversity in classroom as a key competence for students from primary and lower-secondary school. For teachers, it represents a framework to be possessed before entering the teacher profession (European Commission/EACEA/Eurydice, 2013) as well as a competence that should be continuously updated in order to respond appropriately and effectively to future demands, challenges and opportunities of the society. The growing diversity in terms of cultures, ethnics and communities in European classrooms and societies, in fact, creates expectation in teachers who should possess the competencies to promote inter-group respect and understanding and to apply learner-centered teaching strategies, considering diversity as a benefit and resource.In order to achieve such an aim, the project is proposing educational tools to equip teachers with relevant intercultural competencies and tools in both ITE and CPD in order to make students aware of the relevant educational resource diversity represents in classrooms, enrich the competencies and creativity of all students, promote inter-group contact, opportunities for reflection and peer-learning and cultural self-awareness.Outputs:1. Definition of Key Intercultural Competences based on the Conceptual and Operational Framework of Intercultural Competences (UNESCO) and on the King and Baxter Magolda’s developmental framework (2005) for intercultural maturity, the project intends to develop a framework of the most relevant intercultural knowledge and skills that students should acquire in order to benefit from cultural diversity at school. The framework will be structured in three levels corresponding respectively to EQF levels 1-3. Moreover, this framework will also be multidimensional, including the following three dimensions: how students see the world (cognitive), how they see themselves (intrapersonal), and how they relate to others (interpersonal). Taking into account these features, the competence framework will be characterized also by a practical dimension: it will be structured in different competence areas (e.g. communication, empathy, listening, respect, etc.).2. Creation of a Multicultural Educational Tools and Guidelines for teachers. On the basis of the framework identified in the O1 an educational toolkit will be designed with the direct involvement of teachers and students from Partner organisations. Starting from the framework structure, the toolkit will be created in order to match it in terms of levels, dimensions and areas with specific topics and activities developed by students and guided by teachers to be integrated into a unique ICT based tool, accessible on the project website. Each group of students will be responsible for an activity and will cooperate with their peers from other countries through the use of e-Twinning.DIVERS-CULT is expected to:-Promote intercultural dialogue as a key channel for enhancing conflict resolution, mutual respect,understanding, social cohesion, inclusion, democratic participation, empowerment of citizens andinternational cooperation-Build a framework for commonly shared values which fosters cultural diversity-Disseminate these principles and tools of multiculturalism through quality education-Strengthen teachers’ self-esteem and preparation on cultural diversity management.

Learning environments in which participants share the education-based, innovative ideas were created in the scope of the aim of the Project. 4 Workshops – Science, Mathematics, Technology, and Robotics-were embodied in those learning environments.Since this project focused on up skilling Holistic Learning, an international education environment was set and cultural interaction was created. For this purpose we worked with overseas partners who have innovative ideas.The aims of these sharing were to decrease the rate of unsuccess, absenteeism and dropout rate of students of schools in backward areas. Thus, students with research skills, and who were interrogative, forward-looking, creative and interested in science and facts were reintegrated into the society. Workshops were provided for risky students in the educational performance and for those with increasing performance .The detrimental effects of digital age was minimized by educating teachers and students in coding in the workshops of our project. The goal of workshop studies to improve the capability of coding and to make it a part of basic education was full-filled. Studies for providing everybody information, value and skills required at international level and giving children, the young and adults access to sufficient education at all levels was accomplished by conducting workshop training. By practicing on the workshops within summer schools, the persistence of efficient education activities, learning based, collective and permanent learning opportunities and use of free time were targeted. Project partners were composed of organizations which support their managers and teachers to create high-level skills by taking different educations. By initiating STEM-training at schools, we desired to practice the Project in need of bringing an innovative viewpoint to learning and influencing students’ knowledge and skills positively. Overseas training and dissemination of these training at our schools was the main stage of the studies that aim to enhance the outputs of student success and performance. We shared out STEM-Lab activities carried out in educational environments for each partner so as to support the improvement of their own education systems. Participations comprises of virtual and overseas mobilities and 5 teaching-learning activities were full-filled completely. At the outset, we made a mobility for introduction, planning, time managing, determining activities. Teachers and students participated in two international mobilities which are on site for the observation of our educational practices. There were overseas mobilities where the good implementation examples of teachers were shared. With those workshops, we aimed to pick up activities which could be participated in classes. Two overseas mobilities for mid-term evaluation with the aim of following the lifecycle of the project, evaluating the studies and identifying the defects were carried out by the partners. Finally, there were virtual meetings for the last meeting of the Project due to the Covid-19 pandemic and reporting as well. The logo(https://docs.google.com/forms/d/1Hl5pULnEfE3rf1432NwKZoZXF7Vpn1HzNdXbPW44OpA/edit), brochures ( https://twinspace.etwinning.net/81421/home), participants’ studies and outputs in STEM-Lab practice workshops were put our web site (https://handsonmindson.co), Facebook (https://www.facebook.com/groups/288703751994891), TwinSpace (https://twinspace.etwinning.net/81421/home) and Youtube channel (https://www.youtube.com/channel/UCR1SRlW4ZrpnKgH6PHayevw/videos) and our schools’ website (https://aksarayaal.meb.k12.tr). The Project introduction, partner’s communication and studies were shared out by participating in blogs, Google groups, and forums by partners. Robotics projects and products prepared by students on e-twinning training environments were shared and meetings and communion were provided. Extending the project with innovative ideas and turning those ideas into practice were the objectives. Student groups of the project are on social networks and be aware of all the stages directly by creating Web pages. With authentic course material design contest and STEM-Lab activity-based course, perform video contests we set good examples in training. This knowledge are in use for forming activities, course files, and E-Books. The introduction, application and international activities of Project were presented at a national official radio channel by broadcasting a live program. The aim of this was to declare how significant Stem-Lab in an education system is to all parts of society and that was fulfilled. At the end of the Project, a Science Fair on which products of the teamwork of partners were displayed was held. For the sake of fascinating science, awareness of the ability to design was created by learning innovative ideas from the partners. Sharing technological products and scientific processes and manipulative helped everybody understand how important the Stem education is. STEM-Lab samples containing web site and consisting, of course, materials were held out as a joint publication. The multi-dimensional thinking abilities, providing accommodation to technologic improvements were developed by programming and coding with robotics projects.

This project is based on the study of climate and its characteristics, and on climate change and its effects. It is aimed at students aged 14 to 16 years old, about 200 pupils from 5 different countries will take part in it directly and up to 2000 students will be involved indirectly.Through the activities that we will develop, we want to achieve the following objectives:Promote a responsible environmental awareness among our students based on scientific facts. Increase skills in the management of ICT by our students. Foster learning and active use of English, and increase oral and written skills in both teachers and students. Implement new methodologies of teaching and learning in our schools. Increase knowledge of other cultures by the entire school community, and thus contribute to the establishment of international links and the construction of a more united Europe.As the main goal is to promote useful strategies and skills to improve general English, we assume this will have different impacts regarding the continuous learning throughout life. It will improve the quality of teaching contributing to foster teamwork among all the parts involved, reinforcing the language skills of the participants and, in conclusion updating our schools.To achieve all the objectives mentioned above we have created a consortium of 5 schools from 5 different countries, with different weather types. This is an enriching element of the project, for several reasons:The variety of climates translates into different biological and geological related features, what increases the value of the scientific results of the projectThe cultural diversity, which will serve to enhance the European dimension of our school communitiesLanguage diversity, which requires the use of English as a language of communicationThe partner schools have cooperated from the very beginning in the development of the project, creating a good team working environment that we expect to be kept in the future, after the conclusion of the project. We also hope this will help us to work together in further collaborations through different channels.The working methodology will be active and child-focused, following the principles of Problem Based Learning. It will consist of different tasks, such as Lab experiences, researching works, bibliographic collection, surveys, excursions to the natural environment to analyze different aspects, etc. With them we hope to respond to two different issues, divided each one into 5 sections:During the first year we will analyze the climate of each region and its characteristics regarding 5 topics: climate, vegetation, flora and fauna, soils and crops, culture and society. Each School will design specific activities for each topic, which will be worked jointly by all schools.During the second year we will analyze the climate change, again regarding 5 main aspects : causes, consequences, evidence, official policies and the role of NGOs in this field. In this case, each country will develop just one of these aspects.Three types of mobility or meetings have been scheduled, in order to facilitate the coordination, dissemination, collaborative work and sharing the results:Two transnational meetings for teachers on the whole, one at the beginning of each year of the project to carry out coordination duties/tasks and assignment distribution.Two visits with students. We have scheduled one each year, so students could work together and share experiences and results. In these visits there will be five students from each school, on behalf of the colleagues who have worked in the projectRegular virtual meetings, through different media, for both teachers and students. All the people involved in the project will take part in order to perform joint tasks, assess the development of the project and the quality of processed products and promote the establishment of personal links and the active use of English. The task of evaluation will involve teachers, students, and even external agents (parents, for example)All the developed products, the lesson plans, learning diaries, shared experiences, etc… will be available to all teachers of the participating schools. They will also be published through the web pages, the own communication channels from each country and the available teaching platforms (such as the European Shared Treasure)In the long term, we hope this project will be useful to: -promote long-lasting cooperation relationships between the Schools. -Improve the communication skills among people involved in the project. -Improve their ICT skills. -Use new teaching methodologies in our schools.

Enable project aims at reducing the number of early school leavers by developing career-oriented soft skills, enhanced in a technological environment. The European Union has set the goal of reducing the number of young people who leave school by 2020 by 10%. Students enhance transversal skills oriented towards the labor market through teaching supported by technology.The European Union intends to support young people and allow them to fully develop their personal talents. One of the main obstacles to the full achievement of this goal is the high rate of young people leaving school before completing the learning path and before obtaining a certification that guarantees them to be competitive within the labor market.The causes of early school leaving can be social, economic, individual or linked to learning difficulties. Plausible countermeasures can be the effective use of educational technology and the growth of awareness of educational goals in students.The use of the ENABLE platform for the development of soft skills allows a personalized approach to learning, a diversification of training paths to adapt them to cognitive styles and even to the expectations of young people.The student himself has some control over his training. The teacher or tutor can communicate directly with the student, assigning tasks and personally verifying progresses: for a student, especially if at risk of leaving school, having the opportunity to create his/her own portfolio of skills and negotiate educational goals useful for training a soft skill, is a powerful incentive to empowerment and consequently to the realization that what you learn is useful. By stimulating the curiosity of the students and their personal interests, their self-respect and awareness can be gratified and improved.IIS Federico Caffè in Rome is the Coordinator of the project that has Partners from four different countries, Italy, Lithuania, Romania, Sweden: the Regional school Office of Lazio (USR), Eco E-learning, as a technological partner, Effebi association (Finance & Banking, Association for Organizational Development and Human Resources), Technology and Scientific Park of Kaunas (LT), Simono Daukanto Progimnazija School of Kaunas (LT), Gheorghe Lazar National College of Bucharest (RO ) and Folkuniversitetet of Uppsala (SE).In addition to the activities planned within the Project Management and Implementation, A1- management plan; A2- quality plan; A3- Skype Partner meetings; A4 - monitoring and evaluation activities; A5- administrative and financial management activities; A6 - realization of the material for dissemination (brochures, newsletters, website, social pages); A7- agreement on Intellectual Property Rights and Open Access Strategy of the results obtained, five important outputs have been realized: O1-research and analysis of needs in the field of dispersion; O2 - the choice of the methodological approach; O3 - the realization of the technological environment; O4- realization and integration of pedagogical contents into the learning platform; O5 - Pilot Project to test the project activities.The Partners met in 7 transnational meetings and carried out 7 Multiplier Events for the dissemination of the project results.One hundred European students have strengthened their soft skills, carrying out the activities prepared by the Partners and inserted on Enable platform.Twenty teachers have improved their methodology, acting as tutors during the pilot project. The dissemination plan had been established from the very beginning of the project with the aim of spreading information about the project's aims, results and outputs through websites, newsletters, seminars and events, brochures and articles.