Introduction. The so-called refugee crisis in Europe of 2015 is the overall contextual setting of the project: Thousands of youngsters were on their long way to Europe seeking for a better and in particular safer future. Societies of receiving western European countries are now facing the challenges of integrating these visitors. As part of society, schools (such as the August-Griese-Berufskolleg, AGB) also do their jobs by establishing so-called international classes (IK) since early 2016 to educate the refugees in the German language at first place. As an upper secondary vocational college our second task is to deliver basic work-related skills to the displaced persons. As the AGB is strongly targeting the field of IT (information technology), a key branch of the future, there was so far no didactic concept available to motivate the fugitives approaching this sector of industry.Thus, one of the main goals of the present project in close collaboration with the Swedish Teknikum was the development of a simple didactic vehicle in order to teach the IT basics and especially the fundamentals of microcontroller programming in a funny and simple way. As we noticed, our didactic vehicle worked out fine in transmitting fundamental skills to the IK students at AGB.As the Teknikum in southern Sweden has been facing the same challenges in terms of integration by education, the european colleagues appeared to be the best choice as a collaborative partner. Similarly, in addition to a focus on computer science the Swedes also have a branch within their educational system mainly tackling handiworks. This implies that this was the ideal partner in order to construct suitable a chassis for the coming Arduino product.Prior to the construction and programming of the didactic arduino vehicle we had a long planning phase. During this meticulous planning the students involved in the project got in touch with each other via numerous skype meetings and several email correspondences in order to get to know their partners. In the daily lessons at school, the basics of programming and profound background knowledge on migration have been taught: Historical contexts, economic reasons as well as ethical challenges have been addressed. All these topics have been covered and structured by an extremely novel didactic concept called ‘Self-Organized-Learning’ (SOL) enabling the students to get their duties done in time.Besides the field trips happened in advance, the two encounters in November 2017 in Växjö (Sweden) and in March 2018 in Löhne (Germany) depicting the main activities of the project. On the first meeting, three didactic vehicles to deliver basic IT knowledge to the IK students have been constructed in an impressively short period of time (less than a week) by the project students. The second meeting was focussing the tutorial setting and the question of how to teach the IK students use and program the arduino constructions. During the same week also several day trips around the topic of migration and information technology have been conducted.Finally the German and the Swedish project students decided to use two very suitable arduino projects for their teaching lesson: A newly and from-scratch- developed ‘Tic Tac Toe’- game as well as a ‘Four in a row’ game fully programmed and electronically wired and also wooden chassis built. Also the entire game logics and winning conditions have planned and realized using their formerly learnt programming language. Our students managed to significantly and especially measurable increase and drag the interest of the migrant students towards IT. A large majority of the refugee students could easily imagine to enter the IT field after graduation.The didactic concept developed within the present project is absolutely suitable for other types of schools and can easily be adapted to their specific needs in terms of specialisation (eg. biology, psychology, social sciences…). In particular it is interesting for people who don’t know what to expect if they enter the field of computer science in High School preparing for university entry. We have finally developed a blueprint to successfully introduce a (almost any) complex topic to an audience which has absolutely no idea of. In case of the AGB, it is a matter of fact that the project results will be used in our daily classes for the next couple of years.

The two upper secondary schools Teknikum in Sweden and Instituto Galileo Galilei in Italy have long experience in IT-education on many levels, from beginners to advanced courses. During the years, we have identified some common problematic areas for the teaching and the students: They lack competence in working in larger projects, and they don’t have sufficient knowledge or competence to work in project groups. They have, in general, a surprisingly low awareness on environmental issues and the UN's Sustainable Development Goals (SDG:s). They lack entrepreneurship skills and the ability to start a business, and they lack of competence in communication using English as language for working in transnational teams. These problems, or developing areas, risk to become large problems for the students when they are going to work in the IT businesses, since the majority of the students will work in with development in long term projects with participants in different countries. With our project, we will train the students in working in a realistic bilateral ICT-developing project, hence training their abilities to communicate and work well structured according to a project methodology (SCRUM). Since the outcome of the project will be a digital application (a web page, an app for a telephone or something the like) will be centred round environmental issues and the SDG:s, the project will also enhance the participants’ awareness on environmental issues. Another essential part of the project is to develop the students’ entrepreneurship skills and teach them about creating start-up companies. This is important for the students, since it many of the ICT students at both schools most probably will work as free-lance or entrepreneur in small innovative companies in the future. The digital application that is being developed by the students will be made public on the project’s and the schools’ homepages, as well as the Erasmus+ Project Results Platform and the eTwinning workspace.

A major problem in the world is overconsumption and energy waste, and at our schools we can clearly see that many of the students are living and consuming in a way that is not sustainable. We also know that the awareness of the impact of every individual on the environment is weak. These severe problems are what we will address with our project.The overall goal with our project is to make young people aware of their impact on the environment, and what everyone can do to decrease his or her ecological footprints and negative impact on the environment. We will accomplish this by connecting an IT-development task to a task that will rise the environmental awareness of the students and make them live in a more sustainable and environmentally friendly way. The first step of the project is to define what deeds are considered as sustainable (‘fames’) as well non-sustainable (‘shames’) actions and conditions. Then the students will take pictures of ’fames’ and ‘shames’ that they will upload to a database. The application developed by the students will then count and sort the pictures (or fames and shames) and create a (public) digital “wall of fame” where good and bad examples of sustainable living will be displayed to be studied and learnt from.The participants of the project will be IT-students at upper secondary schools in Växjö, Sweden, and Löhne, Germany. The participants are 16 to 19 years old, and approximately 180 students will be involved during the project time. Four meetings will be held, where background research will be done and the application will be programmed. To these meetings the sending schools will attend with 12 or 14 students. In order to keep the project going in a well-structured way we will use the Scrum and Kanbas methods. A great advantage with this is that the students will work with methods that are similar to what they will meet in their future jobs. And since there will be a lot of work done over the Internet between the meetings, the similarity to a real-life IT development project will be even stronger, thus preparing the students for their future jobs.A key feature of the project is peer to peer teaching, where older, more experienced, students will teach the younger beginners in programming, which will strengthen the students’ pedagogical skills. Also, the transnational development work will also give the students a wider cultural understanding, good language training and general preparations to live and work in a multicultural global and digital world.At the first meeting, the students will get the task (to develop the application) and the framework for it (i.e. issues on sustainable living, factfulness and the Scrum and Kanban methods) and they will also decide on the basic content and design of the application to be developed. The work will then continue via Internet until the second meeting, which will focus on programming and testing, as well as further discussions on the issue of sustainable living. Between the second and third meeting, the work will continue via Internet until the third meeting, when the application is supposed to be almost finished to a level where only additional tests are left.The fourth and last project meeting is dedicated to dissemination. The application will be deployed and made public, and the students in the project will meet other students to talk about the project, sustainable living and how the everyday choices of each individual can have an impact on the environment.

Electronic sport (esport) is a popular and rapidly growing phenomena all over the world today, and just as traditional sports, it attracts people of all ages and of all levels. In recent years it has been possible to attend esport profiles at upper secondary schools, just like for example football or hockey schools, thus making esport a big part of the students’ everyday life, as well as their studies. The Swedish, Finnish and Norwegian vocational schools who are running this project have had esport profiles for several years, and they all has seen that the integration of esport into regular school has increased motivation, integration and the graduation rate if its handled didactically and pedagogically well by educators. However, they have also discovered that the lack of standardised classes and learning goals is something that is an impediment for the further development of esport in schools.The goal for this project is to develop tested and evaluated course content and assignments connected to the esports classes, which is something that do not exist today. This is a great lack since it makes it difficult to work with a standardized and professional course content in esports. In this project two teachers from each school will meet three times to develop three VET esport courses; 1) Tactics and Planning, 2) Health and Life Management and 3) Multicultural Teamwork and Gender Equality. All courses will be piloted with five students and one teacher in Finland, Norway and Sweden. Based on feedback from the pilots the educational material will be developed even further. Standards for the connection of the courses to national curricula of the participating countries will be made. In the project we also raise awareness and increase knowledge of healthy and professional esport on a national level. On the European level we aim to enlarge this VET esport education network for further development in the future.

Esport as a hobby, part of studies and as a profession has increased in recent years among students in vocational education in northern Europe. Esport in vocational education was quite new in 2018 when Prakticum (FI), Teknikum (SWE) and Arna vgs. (NO) decided to start cooperating on the topic. In this project we have developed esport education and coaching in vocational education and published findings in an esport handbook för students. The focus as been on physical and mental health in esport and life management skills for students. We believe that combining physical and mental wellbeing with esports give esport students increased study motivation, better study results, decreases dropouts and decreases the risk for marginalization. Esport can also contribute to developing social and teamworking skills, as well as many other skills for working life. Special attention was given to support for students in the risk of dropping out of school, disadvantaged groups and students from diverse cultural backgrounds. The main target group was teachers and students age 16-21 involved in esport in the partner schools. As the project evolved secondary target groups emerged; esport organizations, esport teams, other schools and esporters outside the partner organizations. Six teachers (two from each country) and 104 different students took part in the project. The working group of the project consisted of two teachers from Finland, Sweden and Norway whom met four times to benchmark best practices, develop esport education and published an esport handbook for students. Six students from respective countries met in Helsinki and Växjö to pilot new pedagogical methods and coaching in esport education. Students also participated in piloting and developing the esport handbook. The mobility with students planned to Norway was held on distance due to corona. The working language of the project network was Swedish, but we communicate externally in English to spread results, enlarge our network in esport and further our thoughts of physical and mental wellbeing in esport.This network will 2021-2023 continue to develop esport in vocational education with a focus on esport students health, wellbeing and life management skills in the Erasmus+ project Excellence in esport. Feel free to contact us with any collaboration suggestions in developing esport education. Also make use of the student's handbook in esport produced in this project and spread it freely throughout your own networks. You can find the handbook in the Erasmus+ results platform and Prakticums webpage; https://prakticum.fi/om-prakticum/projekt/internationella-projekt/student-wellbeing-through-esport.