"The gamification method, which is used frequently today, is known as the material that provides benefits in educational environments and helps students to create meaningful learning.In the literature, digital games are used in all areas of education.English education is one of these areas.Since English is an abstract and difficult to learn course for students, it is known that students have problems in this subject and countries are not at the desired level.According to the new generation of high school students, the fact that the textbooks / activities are both ordinary and boring, and that these students are more focused on university exams cause them to graduate quite inadequately about their English knowledge and skills, and to realize the necessity of English at a time when they are put into real life.However, regardless of the profession chosen by the students, the fact that they need to have digital competence and English skills should not be ignored. Considering the situations described above, it is thought that digital educational games that will be applied by gamification method will contribute to the English education in high schools.The project ""A New Approach in English Education: Gamification"" is connected with development and exchange of good practices between Turkey, Italy,Portugal and Slovenia in the field of art supported gamification activities involving transmission of the educational process.The main aim of our project is to enable teachers to integrate technology into English courses by using information and communication technologies (ICT) tools in English lessons, which are different from traditional classroom environments, especially in English courses, with low academic achievement, lack of selfconfidence towards English, reluctant and irrelevant students who have anxiety and concern Motivating against learning English, making learning and teaching process more attractive and enjoyable in English, which is often perceived as abstract, complex and difficult; to provide a positive effect on English lessons by using students' interest in computer games and technology.With this project; In addition to increasing their knowledge, skills and competences in English, students will have the opportunity to improve their skills of regulation, thinking and social skills while they learn English. We aim to deal with daily life problems that require problem solving and decision-making skills in a more comfortable way.Experts predict that 90% of future professions will require digital skills. For this reason, it is important for students and educators to have knowledge of daily digital technology experiences for educational institutions. The project will include 4 Learning Teaching Training Activities (LTTA).- Innovative Gamification Practices Material Development Study-1 (Short term joint staff training activities in Slovenia)- Innovative Gamification Practices Learning Activity (Short term change of student groups in Italy)- Innovative Learning Material Development Activity of -2 (Short-term joint staff training activities that will take place in Turkey)- Innovative Gamification Practices Learning Activities (Short term change of student groups in Portugal) Concrete Outputs of Our Project: -Online Applications Digital Book for English Lessons That Can Be Used in Gamification Method -English Lesson Plans on Gamification Applications -Imagine, Design, Produce Banner Design Competition -""My english Story Book"" and "" Cartoon Magazine"" writing event Workshop and Exhibition -Workshop: ""The Role and Importance of Gamification in English Education"" -Conference: ""Gamification in English Language Teaching"" -An international article"

Basic skills have an impact on all aspects of daily life, from school to employment and from health care to social life. We have seen this very specific during the “corona” crises, in terms of understanding given advices and regulations, to master digital tools, to decide if information in media and social media is true or false etc. Basic skills also effects work life and duration of employment shows that literacy difficulties limit individual capabilities, reduce productivity and prevent innovation. Recent research shows that adults with poor literacy and numeracy skills are less likely than more highly skilled adults to engage in education programs designed to improve their skills. The percentage of low-skilled jobs in the EU is expected to decrease by nearly 30 % between 2015 and 2025 (Cedefop, 2016). This means that today’s jobs require better skills and more education since the future the workplace will become even more basic skills dependent.The educator is the most important factor to create quality in adult training and education. Today there are no formal regulations in the partner countries regarding adult education. Almost anyone can enter a classroom and teach basic skills. The project will work to improve quality assurance of adult learning and better track the progress of adult learners, by develop criteria’s for transparency and recognition of skills and qualifications for educators. From our preparatory work, we see that trainers/teachers in adult education need new approaches and tools, adapted to today's situation, for training of important basic and literacy skills, as well of better integrate digital learning and digital transformation in education. Lack of certification to qualify teachers for such training provides very varied dividends for students.Projects preparatory work also shows that adult learning activities mostly are non-formal and most Basic skills training is conducted in a technical way, focusing on the teaching topic its self instead of how it integrates with life and work challenges. This highlights a need to revitalize the content, the curriculum, of offered basic skill teaching.In order to deal with those challenges, the project aims to - Create updated curriculum for concrete skills like Numeracy, Oral communication, Critical thinking, Digital skills, literacy and Media literacy with adjusted content meeting the real needs. - Create a powerful methodology package with learning modules, tools and guidelines to support basic skills teachers and trainers - Create certification criteria for trainers in order for lifelong training centres to certify their staff in using developed materiel. - Create assessment tools to certify educators within basic skills training as developed in this project.Each partner will conduct a pilot of basic skills training, where the developed methodology package and certification tools will be tested in all countries. The partners will cover various professional aspects of basic skills training (ex ICT, media literacy, numeracy) which overall cover a multitude of opportunities.As a result of the project, the adult educators will have much better quality in their basic skills. training and teaching. The positive effects of training will likely motivate more adults to undertake training. In order to achieve longer term benefits, the project’s methodology is centered around a close cooperation with all stakeholders, such as governmental education institutions, employer and employee organizations and business sector. The professional network of the project partners aims to create a network where one reaches as many potential companies/participants/students as possible in a given region, and show how it is possible to work together in order to improve the quality of basic skills training and teaching.

"The ""Innovative Education with the Harmony of Art, Science and Technology"" project was carried out in cooperation with the education authorities, Faculty of Fine Arts, Art Foundation, Regional Development Agencies and Art organizations operating at the regional level in the field of development and exchange of arts-supported good practices in the education process between Bulgaria, Poland and Turkey. . The main purpose of our project is to support the integration and continuity of our vocational high school students with low academic skills through extracurricular activities supported by science, technology and art. With the project, it is aimed to enable vocational high school students to become individuals who make a difference by adding not only their professional skills but also their creativity and aesthetic skills in the labor market they join when they graduate, and to develop the skills they need to produce creative works with high added value to the economy.In this direction, through the scientific, technological and art-oriented activities carried out in our students, the awareness that schools are places where not only academic but also social cultural and artistic activities are carried out, they love school more and their school attendance rates have increased by increasing their commitment to school. The development of tolerance and tolerance towards cultures was also ensured. The general results of our project are as follows; - Innovative Science Technology and Art Practices Guide was prepared. In this study, creative art studies in science and technology included in the curriculum were included. - A ""Good Practices Booklet"" was prepared using good examples to prevent students from dropping out of school. ""My Job and My City Short Film Competition"", short films were prepared for high school students from each partner country to promote their future professions and promote their own cities. - To have information about the structure, content and forms of education in the education systems of the partner countries, and cooperation between the institutions participating in the project has been developed.Monitoring and evaluation - summarizing research and results for initial, interim and ongoing studies, planning measures for future implementation and methodological analyzes of implemented activities were made during the project and a scientific publication was prepared. Learning Teaching Activities (LTTA) were carried out. Innovative Learning Material Development Activities -1 : It was carried out in Poland, Short-term joint staff training activities were held. Innovative Learning Material Development Activities -2 Short-term joint staff training activities were held in Turkey Art Supported Science Learning Event Short-term exchange of student groups was held in Bulgaria Art Supported Technology Learning Activities: This event was supported by Artistic activities in accordance with the subject of the Project as the content realized as Distance Online platform due to the Covid 19 pandemic.Totaly 145 students and 18 teachers participated in this workshop.At the closing meeting of the project, a conference on ""Art and Problem Solving Skills"" was held. Main activities carried out locally within the scope of the project: -Renewable Energy Workshops -Recycling Workshops and Students Exhibition - Establishing a Joint School Museum - Educational Environments Meet with Humor: Cartoon Exhibition - Science and Art Functional Art Workshop -Geography Activity in Our LivesAs a result of the project implementation, significant changes were observed in the opinions of the Turkish student group on leaving school, and their levels of commitment to school increased. In addition to this basic result, it was confirmed that the project was effective on students in terms of increasing their academic skills and reducing their prejudice against school. It was also observed that the students improved in the fields of art and design, their bias against science classes declined, and their attitude toward education at school changed positively. Therefore, it is concluded that the project implemented within the scope of extracurricular activities has the potential to produce a positive effect on the adjustment and success of the students in school."

Upon starting the project, its objectives were carefully studied by the team of teachers from all partners. Therefore, our goal was to accomplish the project objectives. Through the activities which we carried out we contributed to the development of our institution and of our teachers’ expertise, as well as to the improvement of our students’ skills. According to the project, the objectives established by collaborating with our partners were: acknowledging and preserving the rich heritage belonging to a composite culture (museums, cultural directorates and institutions); protecting and improving the environment, including forests, lakes, rivers and the wild life; encouraging compassion for living creatures (environment centres, NGOs); developing an inclination towards science, humanities, research and reform initiatives. In order to achieve institutional developments of all partners, all partners collaborated with local and regional qualified institutions so as to highlight the particularities of the regional nature and culture through educational activities. We successfully collaborated with institutions such as museums and universities and NGOs..We closely observed the way in which our project partners collaborated with partners from their own regions and we successfully exchanged good practices when organising activities within mobilities. The teachers of projects who took part in the project managed to successfully attain its objectives, put effort in order to carry out the activities in an adequate manner, found ways to develop and apply innovative practices, accomplished their own activities focused on research and on the thorough study of topics related to culture, science or environment protection. Five teachers from partner schools who took part in the training session in Greece have applied the practical abilities acquired there upon their return to our school; in addition, they themselves organised a range of extracurricular activities where they put into practice the knowledge acquired during the transnational experience. The pupils of the schools were strongly motivated by the anticipation of taking part in extracurricular activities in an international context, as well as of accomplishing an educational journey abroad. They have enthusiastically participated in all activities, collaborated with their teachers and, at the end of their activities, they attained a wider perspective on the necessity of preserving their natural and cultural environment. Socialising with the pupils from the partner countries and the experience exchange have led to the improvement of the school life and to the formation of a wider perspective on the quality of education within all partner schools; furthermore, it led to the formation of opinions regarding European educational standards, which are essential for their future.