In recent years the usage of the technology is not for producing mostly for consumption.Especially in 21st century, there is a new generation who uses technology just for the social media or games.We aim to grow a generation that produces technology rather than consuming it by spreading the different dimension of technology and make awareness with our project. At the same time we aim to improve the way that children can gain a scientific perspective on problem solving and educate a creative and self-esteemed children who thinks analytically and never hesitates to try many times and produce at last,to spread this improvement in local,regional and international sense.Coding training is implemented officially in 12 countries curriculum in which Finland, England, Bulgaria, Czech Republic, Denmark, Spain, Ireland, Belgium, Portugal and Poland. Also England declared ''Year of Code'' in 2014.This is the part of initiative awareness of creation in teaching coding in European Union.The biggest obstacle in coding training is the absence of qualified tutors in schools.The applicant organization is Romania. Our project includes the partner countries Uludağ University, Lithuania KBPVM, Spain and Turkey (LOHAL), Greece and Croatia organizations.The project promotes collaboration between different educational organizations, university and civil society institution. All the project participants are composed of professional persons. Each project partner is choosen by consideration of their background and experiences.In the project each of the partner will create their own materials by coding, at the end of the project all the project activities and results will be exhibited at the projects' last LTT mobility. Also Lithuania KPBVM partner will create an e-book which involves the whole project activities, intellectual outputs and results of the project.Within international content all the project partners will exchange cultural, social and language features. At the end of the project we are expecting innovative solutions. All the project activities will be gathered in an e-book. We will disseminate the information we gained by sharing the activities and by interaction with the different countries thus arise technology literacy at the level of knowledge. For the 2020 EU targets in education, there will be intergration in language competences, social and cultural and also using ICT effectively.During the project the projects' involved partner countries will be trained at the three short-term joint staff training events (on the total 63 teachers) in order to enrich their knowledge and experience in the scope of coding training. Also the projects'involved schools students between the age 14-18 will participate to two exchange pupils mobility (on the total 32 students and 16 accompanying teachers) and share good samples and get new knowledge and experiences in coding.The intellectual outputs of the project includes, Curriculum of Coding training which includes Educational Computer Programme based on the Scratch programming language which will be a good sample to the countries in which it isn't implemented officially in their education system will be prepared to disseminate coding knowledge and to impelement easily online also we will prepare a policy paper and we will submit as a proposal to decision makers, the second intellectual output is an Interactive Education Tool which is created by coding,the childrens' parents can control their social media usage to protect them from hazardous sites.We hope to get successful results with the project (CAT), the intellectual outputs of the project will be useful in different educational organizations and we expect to draw attention on coding training and digital literacy on the useful way.The project intellectual output, activities and results will be presented in multiplier event of the project which will be organized by applicant country. All the project activities, results, e book, DVD, intellectual outputs will be shared on the project website, eTwinning, Scientix EU webpage, Erasmus project result, Erasmus Corner, School Education Gateway the project will be disseminated and sustainable, it will be shared with all interested people and it will be free and accessible. On the long term after the project ended the benefits will be in each organization, to improve new teaching/learning strategies and methods in coding training and digital literacy, to enrich IT usage, to raise tolerance towards EU values, to enhance cooperation with EU countries.

"<< Background >>In our era, addressing climate change and environmental issues is critically important. These global challenges require both awareness and actionable solutions at both individual and community levels. Recognizing the value of educational and participatory activities and aiming to bringing the biological science to daily life as sustainable approaches, we applied for this Erasmus+ project to bridge the gap between understanding and action. Green All Together (GreAT) project aims to address the pressing need for a well-informed and proactive young population capable of mitigating environmental degradation. GreAT aimed to instill a sense of responsibility and stewardship in young participants by focusing on climate change and sustainability. Its objectives were to raise awareness of environmental issues and empower individuals with the knowledge and skills for sustainable living.Through structured activities, GreAT aimed to foster global citizenship and environmental responsibility. GreAT equips participants to advocate for and make meaningful changes in terms of sustainability in their daily lives and communities. Comprehensive details about the project can be found on the official website: https://great.istanbul.edu.tr/en/. << Objectives >>The primary aim of GreAT was to bridge the gap between biological sciences and daily life applications, thereby fostering environmental awareness and sustainable living practices. GreAT sought to introduce participants to sustainable and eco-friendly products, emphasizing their importance and encouraging their use in everyday life and included key objectives as, understanding biocompatible and biodegradable, the significance of renewable energy, and the conscious consumption of eco-friendly products. A significant aspect was to promote the concept of ""green and social entrepreneurship,"" with environmental and problem-solving approach among young people, encouraging them to develop solutions for a sustainable future. By combining eco-consciousness with entrepreneurial ideas and skills focused on environmental needs, participants were informed about pressing ecological challenges such as energy, food and pollution, to become proactive agents of change, for a more sustainable world. Providing also philosophical perspective, GreAT sought participants would think about the interconnectedness of human and nature, act with a sense of deep responsibility, and create practical, eco-friendly solutions that address real-world challenges.<< Implementation >>Great included six learning, teaching, training (LTT) activity, each carefully designed to enhance participants' understanding of sustainability and environmental awareness through innovative and engaging approaches:1. Biofuel production from waste (compost) focused on the practical application of biological sciences by teaching participants how to produce biofuel from food waste. It highlighted the importance of waste management and renewable energy, demonstrating how everyday organic waste can be transformed into a valuable energy resource. This activity was crucial in fostering a hands-on understanding of sustainable practices and renewable energy technologies.2. Gaming approaches to biotechnology which was plastic pollution themed sought to tackle the issue of plastic pollution. By integrating biotechnology concepts into an interactive video gaming format, this activity made learning about environmental challenges more accessible and engaging. It emphasized the role of innovative educational tools supporting conventional education sessions in raising awareness and driving action against plastic pollution. Additionally, the initiative focused on spreading clear scientific information about plastic pollution and encouraging simple, everyday actions that help reduce it. This approach aimed to reach more people and raise awareness, helping to create a more informed and environmentally responsible community.3. Microalgae as alternative food explored the potential of microalgae as a sustainable and nutritious food source. Participants learned about which types of microalgae can be consumed, their high-quality nutritional benefits, and the environmental and health advantages of incorporating microalgae into the human diet. The program included both educational sessions and hands-on workshops, where participants were able to taste and experience the safe use of microalgae as food. These sessions inspired young people to explore innovative microalgae business opportunities for sustainable food production and environmental sustainability. This activity played a key role in promoting sustainable food practices and emphasized the importance of alternative food sources in addressing global food security challenges and combating the climate crisis.4. Gaming approaches to green environment included several components through philosophical perspective: Ecological thinking exercises encouraged participants to adopt and discussed together an ecological mindset, considering the broader environmental impacts of their actions. Discussion meetings in nature fostered a deeper connection with the natural environment, promoting environmental awareness through direct engagement with nature. Argumentation study combining science and philosophy aimed to merge scientific understanding with philosophical perspectives, encouraging participants to develop well-rounded, environmentally conscious viewpoints. This activity with all its points of views was essential in cultivating a holistic understanding of environmental issues, combining cognitive and experiential learning methods.5. Young entrepreneurs of microalgae aimed to inspire and empower young participants to explore entrepreneurial opportunities within the microalgae industry in terms of sustainable and eco-friendly food and energy source. Participants were also introduced to the health effects of microalgae through their valuable content and by-products. They explored microalgal bioactive compounds and their potential usage in cosmetic and supplement sectors. By providing insights into the business aspects of microalgae cultivation and commercialization, this activity fostered an enterprising spirit and encouraged innovative thinking for sustainable business solutions.6. The young wave of microalgae startups with entrepreneurial theme, this activity focused on nurturing the young generation of startups centered around microalgae technologies. Participants learned about startup development, business planning, and market strategies, all within the context of sustainable and eco-friendly innovations. This activity was crucial in supporting the growth of green and social entrepreneurship and promoting sustainable economic development. Each of these activities played a significant role in advancing the project's goals, providing participants with innovative educational experiences, and a deeper understanding of sustainability and environmental stewardship.<< Results >>Various concrete outputs including project website (Link for the website: https://great.istanbul.edu.tr/en/_ ), mobile game, e-books, handbooks, guidelines, Quiz & Survey studies, QR-code based discussion, were created. A total of six handbooks have been prepared, with each handbook specifically dedicated to a different Learning, Teaching, and Training (LTT) activity. Each handbook provides detailed guidance and resources tailored to the objectives and requirements of its respective LTT activity. The e-books, titled ""Practical Daily Strategies for Plastic Reduction"" and ""Practical Daily Strategies for Zero Waste,"" aim to expand the project's reach by demonstrating simple actions that anyone can easily incorporate into their daily lives. The guidelines include three key documents designed to support sustainable practices and green entrepreneurship. Best Practices for Microalgae as Alternative Food offers valuable insights into the use of microalgae in food production, emphasizing their nutritional benefits and sustainable practices. Guide4Mentors is tailored for mentors assisting young people and emerging green entrepreneurs, providing practical advice on goal-setting, feedback, and creating a supportive environment to enhance mentees' development. Guide to Green Entrepreneurs' Success is aimed at aspiring green entrepreneurs, offering essential tips on identifying market opportunities, developing sustainable business models, and navigating financial and regulatory challenges. Together, these guides provide comprehensive support for fostering innovation and sustainability in the green business sector., The ""Scientific Literature Review on Clean and Sustainable Environment"" is a key component of the project's scientific results. It serves as a detailed guide for researchers, particularly newcomers, on conducting and presenting scientific research in environmental science. The review begins with an overview of the importance and methodology of literature reviews, followed by a comprehensive compilation of literature searches relevant to all project work packages. It covers research methods, data analysis, and presentation, offering practical advice for navigating the complexities of environmental science and advancing clean and sustainable practices.Besides these outputs, GreAT also raised and created strong awareness of climate change, environmental degradation, green and social entrepreneurship for youth. Through the diverse activities and outputs, participants experienced significant gains and learning experiences. Before the project, many participants had limited knowledge and understanding of the complexities of climate change and environmental issues. They might have been aware of the problems but lacked the depth of understanding and the practical skills needed to address these challenges. During the project, participants engaged in hands-on activities, interactive workshop, and philosophical discussions that deepened their understanding of environmental science and sustainability. For example, participants learned how to convert waste into valuable resources, gaining practical skills in sustainable waste management and biofuel production. Microalgal food alternative educational sessions and workshop provided insights into the nutritional and environmental benefits of microalgae, highlighting alternative food sources that are sustainable and eco-friendly. Initially, many participants had a basic or superficial understanding of topics such as renewable energy, sustainable agriculture, and environmental ethics. After participating in the project activities, their understanding became much more comprehensive and nuanced, which were assessed through Quiz and Survey studies. They could articulate the importance of these issues and felt equipped to implement sustainable practices in their own lives and communities.Participants learned about the direct and indirect impacts of plastic pollution on climate change, while also climate change effect on plastic pollution. Before the project, many were unaware of how plastic production and degradation contribute to greenhouse gas emissions. After engaging with the educational materials and activities, they gained a deeper understanding of this connection and the urgency of reducing plastic waste to mitigate climate change. The plastic pollution-themed activity and game educated participants about the impact of plastic waste and encouraged behavior change through an engaging, game-based learning approach. GreAT emphasized the significant role of individual habits and daily actions in combating climate change and environmental degradation. Participants became more conscious of how their consumption patterns, waste management practices, and lifestyle choices directly impact the environment. Participants reported an improved sense of environmental responsibility and a stronger motivation. This newfound awareness motivated them to adopt more sustainable practices, such as reducing plastic use, composting organic waste, and supporting eco-friendly products. Before the project, participants had limited knowledge of green entrepreneurship and its potential to address environmental challenges. Through activities like the Young Entrepreneurs of Microalgae and discussions on social entrepreneurship, they learned how entrepreneurial initiatives can drive sustainable development. By the end of the project, participants were equipped with the knowledge and skills to create business ideas that not only generate profit but also contribute to environmental sustainability and social well-being. They also developed entrepreneurial skills related to green and social business ideas, preparing them to become proactive agents of change. Social entrepreneurship was a key focus, inspiring participants to develop business ideas that address environmental and social challenges. This aspect empowered youth to think creatively and act entrepreneurially, fostering a sense of purpose and agency in tackling global issues. GreAT's activities fostered collaboration among participants from different regions, creating a network of environmentally conscious youth who could support and inspire each other. This regional network helped amplify the project's impact beyond the immediate participants. By sharing their experiences and knowledge with peers, family members, and community members, participants contributed to a broader cultural shift towards sustainability. Eventually, GreAT aimed at emphasizing the application of scientific knowledge to real-world problems. Participants gained a solid foundation in the latest research and technological advancements in sustainability and bioremediation techniques against plastic and soil pollution. Also, philosophical discussions encouraged participants to reflect on ethical and philosophical dimensions of environmental issues. This comprehensive approach helped them understand the environmental ethics, moral imperatives of sustainability and the interconnectedness of human actions and ecological health."

The main element of us is a project that tends to improve the educational offer in the field of intercultural development by creating a master's study program in the University and supporting new technologies with the development of a new mobile phone app for university and students. Keeping track with the new digital era and with an innovative mobile application to provide students with information about exams, time schedule of lectures, master programs available, registration for exams. During the project, we have done work for 2 years on the activities. - The first transnational meeting was held from 25-27 of January 2018 in Tetovo, Macedonia. At this meeting, we had an opportunity to visit the applicant institution Tetovo University. We had a meeting with the project team of the university and with the leadership of the University. The project coordinator Mr.Celiku gave us information about the history of the university and its development. He informed us about the process of how this project started and how the idea was developed with the assistance of all partners. The partner institutions and organizations from Macedonia, Bulgaria, Turkey, and Spain, joined the meeting with 2 representatives from each partner. At this meeting, the partners have been informed about the change of one of the partners Haccitepe University and in its place, we have a new partner from Turkey and this is Nisantasi University. The partner was changed as in Haccitepe University due to some reasons they cannot continue with the project implementation. The applicant informed the partners about this change and inform them that this change was made in coordination with the National Agency and that the National Agency has approved this change. After this, the partners talked about the agreements that should be signed between them in order to regulate all technicalities about payments, monitoring, reporting, etc. Each of the partners agreed on the detail mentioned in the agreement for cooperation. The partners agreed on the project team. The overall project coordination team was created. The partners agreed upon tasks that have to be done in correlation with the development of intellectual outputs. We agreed on engaging joined efforts in the development of these tasks. The team agreed on a communication strategy and to talk regularly on skype meetings.- IO1 development - Research on master programs in Europe connected with intercultural learning and their outputs and possibilities for employment as results of the studies. In charge of this output will be the Spanish partners. - Second coordinative meeting in Bulgaria where we saw the development of IOs and overall coordination - IO2 development - Research on usage of IT in the universities.- Third coordinative meeting in Spain. Overall coordination on the development of IOs and starting the training coordination.- C1 Training about the creation of intercultural studies in Spain. ON this training we got an expert overview and help in how to developed master studies in our universities. - IO3 development - New master program on Intercultural studies. This is one of the key elements of our project and it was done after a long process of consultations. - M4 transnational meeting in Turkey – coordination of the developed IOs and planning of the upcoming IOs and training. - IO4 development - IT mobile phone application for Master's studies. https://play.google.com/store/apps/details?id=eu.eueplus.heprof – for professorshttps://play.google.com/store/apps/details?id=eu.eueplus.hestu – for students This one is also important as it will allow the university to be in much better coordination with students and professors - C2 Second Training about the usage of IT in higher education in Bulgaria.This is important training as it allowed the institutions to get their employees and collaborators to get additional skills and competencies in the area of usage of IT in higher educational institutions.- Multiplying event in Tetovo on 4th of July 2019. The multiplier event was held in Tetovo in the main hall of the University. At this event, we had 280 guests from different state institutions, students, representatives from the local municipalities, university professors, and representatives from the embassies of the partner countries. The event was a conference on which the partners and main coordinator Prof.D-r. Celiku was able to share information about the project, about possibilities, and to promote and multiply the intellectual outputs. The duration of the event was 1 working day. The event was well promoted on media and the final results of the project had been disseminated and promoted.- Final meeting in Macedonia for evaluation and dissemination of project results. The project trained professionals needed in the upcoming challenges and changes happening every day in Europe. We believe that this project will make significant progress that will be accepted and implemented by many other universities around Europe.