"<< Objectives >>The top 10 focus areas of UNESCO Global Geoparks; Raising awareness in Natural Resources, Geological Hazards, Climate Change, Education, Science, Culture, Women, Sustainable Development, Local and Local Knowledge, Geological Protection,With the project: It is aimed to recognize and protect geoparks, raise awareness in combating climate change, create new approaches with ICT and provide new digital skills to students, thereby strengthening the European dimension of participating partners.<< Implementation >>With tudents (11-14 ages), teachers and other participants;*EDUCATION * (Digital new skills-CZECH REPUBLIC)*TREASURES OF NATURE * INNOVATIVE IDEAS WITH ICT (New ideas with WEB2 tools-CZECH REPUBLIC)*GEOTURISM * ORIENTEERING (UNESCO Global Geopark Area-ITALY)*CLIMATE CHANGE * ROCKS (Fossil Search, Stalactites in the Cave-ITALY)*NATURAL RESOURCES * TRADITIONAL CRAFTS (Painting, weaving, illumination, miniature-TURKEY)*GEOFOOD (Regarding Geological Heritage Recognition and Protection-TURKEY)<< Results >>SOCIAL MEDIA tools will be used to disseminate the project outputs. ""CLIMATE CHANGE AND GEOLOGICAL HERITAGE AWARENESS ACTIVITY"" will be held to at least 2 village schools every year. LOCAL and NATIONAL PRESS, VISUAL-AUDIO MEDIA, PROJECT CORNER, POSTER, LOGO, PANEL, PROMOTION MEETING, DIGITAL BROCHURE and WEB site of the local community, schools and regional communities, projects and institutions (at least 5 years), E-MAGAZINE also dissemination will be made to large communities."

The development of information and communication technologies provides many innovations and convenience in all areas of our lives, as well as the emergence of new concepts, methods and techniques in the field of education. Innovative and creative technologies such as digital learning, Massive Open Online Course (MOOC), e-assessment, distance education, interactive learning, computer-based learning and learning management platforms add a different dimension and acceleration especially to foreign language education. This acceleration contributes not only to the development of the learners' motor skills and analytical thinking skills, but also their social aspects. Academic English education (CLIL) (Content and Language Integrated Learning) includes teaching the content of different disciplines such as Mathematics, History, Geography, Science, Social Sciences, Citizenship, as well as teaching a foreign language. The essence of academic language education is not education in a foreign language, but language education using a foreign language. Content-based education, namely Academic Language education, has two focused objectives. In a content-based lesson, attention is paid to both content and language. The student should always be at the center of learning, and technology tools should be considered as helpful and facilitating materials in achieving the determined goals. However, all these opportunities can be turned into an advantage by using technology tools effectively and correctly. It states that the contribution of information and communication technologies to education is related to the choice of hardware and educational software and how it is applied in the learning process. Thanks to information and communication technologies, the learning and teaching process has gained a different momentum. Digital tools have now made the learning environment interactive, bringing together many learners from anywhere in the world on digital platforms, providing the opportunity to facilitate learning, develop, share information, interact, learn and teach. Today, many interactive learning modules and learning management platforms are widely used by both commercial and educational institutions for free. In our project, we would like to bring our teachers' foreign language education to the participants with the MOOC platform, which will include the CLIL education method. In our project, we would like to bring our teachers' foreign language education to the participants with the MOOC platform, which will include the CLIL education method. This platform can be used free of charge and open to everyone. Among our goals;- To reach more teachers through the MOOC platform and increase their awareness about CLIL education approach,-To realize deep learning by improving both the content and the foreign language in language development,-To improve teachers' CLIL lesson plans skills,-Increasing the professional skills of our teachers in language development,-To improve the digital literacy skills of our participants,- Collaborative learning, developing problem solving skills, developing critical thinking skills,-The importance of multilingualism, cultural awareness, developing active EU citizenship.Among our project activities; LTT (Learning, Teaching, Training), TPM (Transnational Project Meetings), Intellectual Outputs, Multiplier Events and local activities are included. Project partnerships LTT activities; In September 2021, ITC International TEFL Certificate s.r.o. in December 2021 in Cofac Cooperativa De Formacao E Animacao Cultural Crl from Portugal, in Rödabergsskolan in March 2022, in Yenişehir Anatolian Imam Hatip High School in June 2022, in Learning for Integration ry in September 2022 and in Scoala Gimnaziala Ghcaleorghe Magheru in January 2023. will be carried out. TPM activities; In June 2021, at the Kick off Meeting Rödabergsskolan, in May 2022, the Interim Meeting ITC International TEFL Certificate s.r.o. Final Meeting will be held at the Learning for Integration institution in May 2023. MOOC platform and digital lesson plan book will be created among our intellectual outputs. Multiplayer events will be held on April 202 as a conference at Cofac Cooperativa De Formacao E Animacao Cultural Crl. Thus, our project will reach more people and more teachers will benefit from our course. Europass mobility certificate and participant documents will be given to our participants. With the MOOC platform, our participants will receive course training with the CLIL training method, our participants who pass the test exams will prepare CLIL lesson plans at the last stage and each participant will evaluate the lesson plans of the other participants. Participants who are successful in the peer review will be awarded a certificate. Thus, the professional competence of our participants in the field of CLIL education will increase.

In continuous education there are GAPS when it comes to teaching or learning foreign languages. As the target in the EU is more on widely used languages, there is a gap between those and the teaching of the target LWUL (Romanian, Hungarian, Estonian, Polish, Czech and Italian), for example: less teaching resources; outdated or lack of specialised books; limited possibilities for teachers to attend lifelong learning programs in order to improve their teaching. The partnership wished to pursue 3 OBJECTIVES in order to meet the mentioned needs: 1. To increase the knowledge about 3 different types of ICT based methods within the partnership during the lifetime of the project;2. To empower the partner language schools and teachers to be able to adapt and integrate the transferred ICT based methods for teaching the target LWUL as a foreign language;3. To improve the knowledge of min. 120 language teachers from outside the partnership by the creation and dissemination of a Handbook containing at least 90 LWUL teaching exercises; The ICT4LWUL project’s direct TARGET GROUP were educators and institutions involved in continuous language education, namely Romanian, Estonian, Hungarian, Italian, Polish and Czech language providers. During training events mobilities were organised involving 30 teachers of the partner institutions, while dissemination and exploitation activities reached more then 30000 people. Learners were not direct target groups within the project, however 127 people learned the 6 target languages during pilot study courses. The ACTIVITIES of the project lasted 2 years (2017-2019) during which the 6 partner institutions implemented 6 work packages: 1. Project management and quality assurance; 2. Implementing teacher training sessions; 3. Adapt and integrate the ITC methods; 4. Implement pilot study activities; 5. Design and development of Handbook; 6. Dissemination and exploitation.Besides the milestones foreseen at each work package, a main RESULT was developed: the Handbook. The Handbook was designed especially for language teachers and representatives of language schools. It is multilingual, being available in 7 different languages and it was meant to offer a support (ex. exercises, resources, instruments) for teachers of 6 different less widely used languages: Romanian, Hungarian, Estonian, Italian, Polish and Czech as a foreign language. The Handbook contains 3 main chapters: 1. an introduction section with information about the project, authors and contributors who developed the Handbook and a legend; 2. a general description about 16 different technology-based methods targeted by the current project (e-learning methods; social media & web platforms; mobile and smartphone apps);3. exercises and examples for teaching the target less widely used languages as a foreign language at A1-B1 levels, together with a guide on how similar exercises can be developed by teachers/other institutions;The Handbook is freely available for download by accessing: https://www.blsh.ro/sdm_downloads/download-the-ict4lwul-handbook/ The project had an IMPACT on language learners, education institutions and of course teachers. The most important long time benefits of the project include: increased quality of LWUL education; more strategic and integrated use of ICT in language education;increased motivation for LWUL learning; more importance given to teaching and learning LWUL, especially those targeted by the project (Romanian, Estonian, Hungarian, Italian, Polish and Czech); raised awareness about the importance of the development of human resources.

Dig4VET proposal links with all objectives of ET2020 and with Objective 5 of Riga Conclusions: “introduce systematic approaches and opportunities for initial and continuous professional development of VET teachers, trainers and mentors in both school and work-based settings.”We believe that one the key elements in continuous professional development of education staff should be digital competences which enable teachers to use different digital tools in education process. Digital tools have the power to make education process more attractive, interactive, flexible, inclusive, more participatory and more personalized. Digital Education Action Plan (EC, 2018) notes that “digital technology has huge, largely untapped potential for improving education”. One of the policy pointers of ET2020 working group on VET (Cedefop, 2019) urges to “support teachers and trainers for innovation and digitalization”.The objectives of Dig4VET project are:-To improve skills and competences of VET teachers, trainers, mentors for use of digital tools in education process, for both: classroom and distance learning-To raise awareness of variety of digital tools and technologies that can be used in VET school and WBL settings.Dig4VET proposes empowering VET teachers, trainers and mentors/WBL tutors with the support of a training program for VET teachers, trainers and mentors which can be implemented by VET institutions (local level), by national CPD systems and internationally as Erasmus+ courses.Dig4VET objectives will be achieved through the following project steps and activities:-preparation; needs analysis and review -development of the training program and materials; -piloting/testing the training program at international level (2 joint staff training events); piloting the training program at national level (master classes);-developing OER to support the training program and demonstrate use of digital tools in VET and WBL process;-multipliers’ events at national and international levels;-dissemination activities.Direct target groups of our project and of the proposed training program are:-VET teachers, trainers, mentors/WBL tutors-VET teacher trainers, trainers of WBL tutorsIndirect target groups (can introduce the training program in VET schools and CPD systems):-VET managers, WBL coordinators, VET and WBL stakeholders;-VET policy and decision makers, authorities responsible for VET CPD.These target groups are represented by project partners and will be involved as participants. Dig4VET participants will include approximately 230 directly involved persons:-66 VET teachers, trainers, mentors, teacher trainers involved in piloting the program international and local trainings-At least 164 persons involved in multipliers’ events;Up to 10 000 persons will be reached through dissemination activities and needs analysis as respondents.Dig4VET project will develop the following outputs:1) Needs analysis and review report “Digital Competences of VET Teachers, Trainers, Mentors” which will include a review of existing practices of using digital tools in VET, results of SELFIE reviews in partner countries, review on VET distance/digital learning during virus outbreak in spring 2020, overview of digital tools available for use in Vet and WBL teaching and learning;2) Training program “Attractive, Interactive and Inclusive VET: Digital Tools for Teaching, Learning, Assessment and Validation” aimed at both VET school and WBL settings, taking into account the European Framework on Digital Competences of Educators and covering the education process stages: preparation - teaching/learning – assessment – validation.3) Open education resources (OER) including video lessons for use of some digital tools and examples provided by training participants for use of digital tools in VET and WBL contexts in specific VET fields/subjects.Dig4VET project outputs will be shared through the website www.qualityplacements.eu and through EU platforms for project results.We expect that Dig4VET impact will be in 2 main areas:- improved skills and competences, as well as motivation, of VET teachers, trainers and mentors for using different digital tools for teaching and learning, assessment and validation in VET and WBL;- better awareness of digital tools applicable for education and specifically for VET and WBL, as well as awareness of EU frameworks and tools, such as DigCompEdu, SELFIE.