<< Objectives >>With this project, we aim to increase literacy and digital skills of primary education pupils by using European Heritage as a mean of learning with the creation of stories and ebooks. By that, we also aim to increase cultural awareness of pupils and teachers. Finally, this project has the objective to foster digital skills and experience of teachers by giving them the tools to implement it into classrooms.<< Implementation >>To reach those objectives, we will implement different activities which will led to the creation of 3 guides: •Heritage as gateway for developing skills will be an introduction guide for education professionals •A creation guide which will explain how to create city tour stories and how to shape them digitally as well as 4 story examples•A white paper which will gather the feedbacks from the testing phase to adapt the creation guide.<< Results >>To allow partners to reach the 3 guides creation, different steps will be implemented: in each activity, all partners will supervise and disseminate the project, they will think about a framework to design the different guides, create the content together, review it and translate it in all partnership languages. In the second activity, partners will organise a testing phase for the creation guide which will be the base for the white paper conception.

"The ""Experiential travel for creative education"" project reunites partners from Lithuania, Italy, Romania, Turkey and Greece, and is addressed to students who are 10 - 13 years old. The partner schools compared their development plans and the following common points were identified: giving a European dimension to the school, increasing the quality of the educational process, raising the attractiveness of classes, developing teaching methods, developing students’ key competences, increasing cooperation with teachers from other European countries and stakeholders at a local, regional and national level.The main aim of the ""Experiential travel for creative education"" is to foster social inclusion among 250 students from 5 European schools during a 2 years project.The project objectives are to encourage students from 5 EU schools to have an empathetic behavior, reinforce mutual understanding and successful coexistence, promote the use of project-based learning and facilitate intercultural dialogue.The project combines classroom education with outdoor adventures, international project meetings, virtual exchanges and a wide range of learning techniques.The planned 5 LTTA meetings will include activities that involve students’ choice, real-world scenarios, authentic audiences and cooperation. A team formed by 4 students and 2 teachers from each country will attend the project transnational meetings. The activities are designed to help students’ develop interpersonal skills through cooperation and boost their sense of personal independence. We will use PBL to encourage students’ active participation which means that students will have the freedom to arrive at conclusions through their own process. They will explore, question and make their own tests to come to conclusion on their own. The meetings are divided into topics (European Cultural Heritage is our common treasure, Sport unites pupils, Environmental challenges, Digital citizenship for pupils, The power of pictures) and there are activities aiming to develop participants' communication and team skills, empathy, critical thinking, curiosity, collaboration, leadership and adaptability.We intend to use project-based learning (PBL) as project methodology because is a dynamic approach designed to engage students in the process of investigation of real life problems and to encourage them in the process of experiencing learning by doing and by discovering. In grappling with authentic problems, students bridge the gap between theoretical knowledge and real-life experiences. PBL is a wonderful opportunity for students to develop their key competences through educational travel which incorporates multiple subjects. By removing students from the boundaries of a classroom, students are determined to use multi-faceted skills, establishing a basis for PBL.Our project is student-centered, empowering each and every student to trust him/herself more and become aware that by working together we can achieve great things. Working with their peers will improve communication, interpersonal and social skills.Reuniting people from different geographical areas, people with different socialeducational-cultural background and who work for reaching common goals is a unique opportunity for encouraging pro-social behavior, social inclusion, intercultural dialogue, communication, social cohesion, mutual understanding, successful coexistence and empathy. This will also contribute to understand stereotypical thinking and its side effects, decrease discrimination and racism.The diversity of activities will contribute to increase participants’ communication skills, cross-cultural understanding, creativity, critical thinking, adaptability to newenvironments and flexibility for working in international mixed teams. Teachers' will develop their professional competences and interest in continuing to develop their teaching skills. They will gain knowledge for expanding the school curricula and give it an international dimension, which will have a positive impact on theschool teaching and learning activities."

Sustainable development is a global priority because current generations must be able to meet their needs without compromising the ability of future generations to meet their own needs.The UN 2030 agenda, adopted by world leaders in 2015, represents the new global framework for sustainable development and sets 17 sustainable development goals (SDGs). There is a major concern worldwide for bringing education about global development in schools. Education is an important component because a quality education for all, will help break the cycle of poverty (Goal 1) and reach gender equality (Goal 5). These Goals will help people into decent work and promote thriving economies (Goal 8) and are empowered to live healthier lives (Goal 3).Education promotes the values of empathy and inclusiveness key to reducing inequalities (Goal 10) and leading to peaceful societies (Goal 16).Partner schools come from countries that are facing problems specific to the respective region. Through the exchange of experience from the project level, we will have better informed teachers, able to educate others as well, we will have more methods and means of educating students about sustainable development.The objectives of the project are:1. Increasing the number of teachers and students who know at the sustainable development goals (SDGs) and know how to explain them 2. Increasing the number of formal and nonformal activities dedicated to the sustainable development3. Increasing community involvement through collaborative projects between the school and the community in the field of sustainable developmentThe target group will consist of approx. 25-30 students/school, of 12-14 years old and coming from different social and ethnic backgrounds. Thus, they will better understand the social and ethnic differences that distinguish people and learn to empathize with one another. Apart from the target group, at least another 30-50 students/school will be involved in the project activities.There will also be 7-10 teachers/school directly involved and another 5-10 teachers/school participating in the project. Another category of indirect participants are: parents, local authorities and other local organizations who will collaborate in the implementation of environmental projects and students from other schools who will participate with different types of works (eco-pictures, videos, presentation for exhibisions).The activities are grouped around two important forms of student organization within the project: STUDENTS CLUBS and ECO-PARLIAMENT, which will be created in each school. Activities include: •trips, tourist maps for a bicycle route which show the varieties of plants and species in the area, •Eco-photocontest, •campaign for documenting the ingredients in the foods we eat; comparing eating habits in partner countries•Hobbies related to nature•Popularizing the 17 SDGIn order to ensure the succes of the project we will lead a well-defined methodology from the drafting stages of the project. This means that:•the project coordinators from the partner schools, tasks and responsibilities were established.•Preliminary plans of implementation, monitoring/evaluation and dissemination were elaborated. A Gantt chart was prepared to track the activities•the project will be initiated on etwinning, which will be the project site•Partnership agreements will be signed between the Coordinator and each partner •the monitoring will be done every 6 monthsThe main intangible results are:•improving the knowledge of teachers and students about sustainable development and the 17 SDGs•development of skills for students: socialization, initiative, teamwork, communication, creativity, skills for practical work, active involvement, observation and analysis of problems in the environment•improving the teaching methods in the field of sustainable development•increasing the European dimension of the schoolsTangible results:•Album with pictures that reflect the environment and ecological problems •Brochure with the natural environment•Collection of projects in the field of sustainable development, proposed and implemented by students•Collection of documentary films / videos made by students on eco themes•Guide with cross-curricular lesson projects that include global development.In the long term, this project will contribute to the development of schools as follows:- the experience gained by teachers in the field of sustainable development will be used in the education of the new generations of students. - teachers will improve their vision on the European dimension of education; - schools will improve their strategic plans for European development with goals aimed in sustainable development- Collaboration through European partnerships will be encouraged and improved

Τhe last years it is observed that pupils and educators are facing barriers in effective participation and learning due to the lack of efficient practices and transversal skills. School boards are among the local stakeholders who deal directly with this issue. They face the need to support, inspire and even sometimes propose ways or solutions to their school staff and members in order to escape from this unpleasant condition of keeping themselves and their pupils, unintentionally, far from improvement. Thus, the core of the designed policy of all stakeholders is suggested to be the development of the basic key competences and improvement of inclusive practices of their staff. Erasmus+ programme offers great opportunities to schools for opening doors to partnerships which address issues like developing transversal skills, increasing awareness on social inclusion and enhancing digital integration in learning and teaching. The project ''My Roots become Our Wings-Travel Agency / MRBOW-TA’’ aims to increase awareness on the importance of skills and competences in today's life, through the implementation of inclusive education and digital integration. We intent to show how international cooperation through Strategic partnership can improve the basic key competences, with special focus on the one of initiative and entrepreneurship in the framework of inclusive practices, for the development of pupils and educators into (more) independent lifelong learners. In relation to this, all 6 partners (Cyprus, Romania, Lithuania, Austria, Poland, Italy) with 159 teachers and 2063 pupils during the project, intend to show the power of KA2 collaboration on improving key competences for developing entrepreneurship, removing the barriers to social inclusion and providing ways of turning schools into learning communities. Several methods and tools will be used for the realization of the aims and the objectives of the project: (a) Pupils are travel agents who aim to increase awareness on local and European identity/citizenship and cultural heritage through the use of transversal skills, digital integration and inclusive practices. Teachers guide and support pupils while at the same time they are involved in self-improvement procedure. (b) Teachers and pupils will work using collaborative methods with tools of formal and non-formal learning. Non formal learning: simulations, role play, problem solving, case studies, debating. Formal learning: They will make use of media and technology, implement skills and competences from maths, mother tongue and foreign language, social and civic, and sense of initiative and entrepreneurship. Objectives: - To develop basic and transversal skills, such as entrepreneurship, digital skills and multilingualism in all fields of learning and teaching, using innovative and pupils centered pedagogical formal and non-formal approaches; - To improve the level of key competences and skills, with particular regard to their relevance for the nowadays life and their contribution to a cohesive society; - To promote digital technology as an entrepreneurial tool for enhancing independency in lifelong learning and social inclusion (in local, national and European society); - To develop participants social and personal skills; - To help young Europeans and educators in the planning and implementing of practices for tackling social exclusion; - To increase awareness about the power of Erasmus+ programmes for supporting the development of transversal skills. During and by the end of the project we will ensure the visibility and dissemination of E+ KA2 projects through many products and platforms. We will create a blog, upload videos, produce teaching games and booklets (recipe books, dialogue books), photo albums etc. We will also produce a joint learning outcome which will be an Index for improving teaching and learning in practice. This LO will be disseminated to the wider LL Community and will support the power of such collaborations. The expected impact on participants: Going through this project, we believe that all participants will get the opportunity to change their attitudes and beliefs towards major issues, such as inclusion, cultural diversity and tolerance in education. They will all gain knowledge, in order to develop empathy in diversity and increase self-reflection in favor of solidarity in an ongoing transformed society. As a direct impact we expect more openness in the attitude of the participants that will help them understand their status of living and thinking in a more complex way, how they can improve their opportunities as teachers and pupils who have to deal with new unexpected situations every day. Participants will develop their competence on social skills, media technology and entrepreneurial thinking. Moreover, they will develop a sense of being independent active learners, regarding their self and professional development and the social inclusion practices they use.