<< Background >>We identify two trends:1)Policymakers and other educational stakeholders recognize the need to integrate digital competence as a main component in the skill set of students. To achieve this end educational institutions must offer digital learning tools that attract use by Learners based on their intrinsic motivation. 2)As a result of the global obesity epidemic an increasing number of primary and secondary learners in the EU Member States and beyond do not meet the recommended BMI or physical activity levels of their national health authorities. Member States health authorities as well as families and individual children struggle to identify efficient lifestyle interventions that can support long lasting results.This Erasmus+ Project will create the Digital School Health Motivation Platform, DISHMO, a digital tool that offers Primary and Secondary Learners a supportive digital community and help to maintain a healthy lifestyle.Having a healthy lifestyle is a positive social marker of society and a widespread personal desire for Learners, which therefor seems fit to drive traffic to the digital platform. This is, to the Applicants knowledge, the first time that a health / empowerment program is embedded into a digital setting for the purpose of increasing digital readiness, resilience and capabilities while increasing Young Learner mental and physical health.<< Objectives >>In general, policy-makers and other educational stakeholders recognize the need to integrate digital competence as a main component in the skill-set of students.” (“ICT in Education FINAL REPORT”, European Commission DG Communications Networks, Content & Technology (2019)) To achieve this end educational institutions must create and make available digital learning tools that attract use by Learners from their intrinsic motivation. The DISHMO project utilizes the very personal need and interest among Learners to achieve a healthy lifestyle as a lead magnet to drive interaction and engagement to a digital Learner-centric platform offering a supportive relevant universe. As a result of the global obesity epidemic an increasing number of primary and secondary learners in the EU Member States and beyond do not meet the recommended BMI or physical activity levels of their national health authorities. Member States health authorities as well as families and individual children struggle to identify efficient lifestyle interventions that can support long lasting results. (Bruun JM, et al. , Prevention of overweight among children and adolescents, Copenhagen, Vidensråd for Forebyggelse, 2021) Primary and Secondary schools are a valuable yet underutilized setting for the promotion of healthy lifestyle among children and adolescents. (Bundy DAP, Silva Nd, Horton S, et al., Washington (DC): The World Bank; 2017) One of the reasons for the underutilization (and ineffectiveness) of schools as a healthy lifestyle promoting setting is due to the lack of effective and attractive healthy lifestyle programs for children. This making it difficult for the teacher to engage students, justify time investment and assess and meet own and/or faculty expectations to the amount of actual habit (re-)formation that the curriculum creates with the learners. Another reason for the underutilization (and ineffectiveness) of schools as a healthy lifestyle promoting setting is the complexity of problems such as childhood obesity and physical inactivity. These factors make it difficult for the Teacher to know which approach, starting point, perspective, topics, order etc. to address the subject matter from, but also what success criteria to set.Clearly even more difficult and time-consuming for Teachers is to respond to the emotional / motivational needs of individual Learners, a need that arises in almost every single case of lifestyle management. Teachers lack knowledge on and tools to customize coaching responses to Learners. With DISHMO’s personalized Learner-centric universe these barriers for entry to and sustainment of health interventions in a school setting are alleviated creating the interaction between Learner and technology that increases digital capabilities and readiness. The Objectives of the Project: 1. To give the target group Children in Primary and Secondary schools in Italy, Portugal and Turkey, “Learners” an effective and attractive digital learning tool for a) increasing their ability and desire to pursue a healthy lifestyle b) honing their digital readiness and capacity skills c) integrating a biology and neuroscience curriculum with daily habits d) deepening their sense of self and “other” e) relaying to their Teacher their personal preferred mode of motivation 2. To give the target group Teachers in Primary and Secondary schools in Italy, Portugal and Turkey, “Teachers”, an effective and attractive digital teaching instrument increasing their ability to and success in a) developing student competences within healthy lifestyle b) using digital teaching materials c) offering individualized, customized, respond to Learner needs.<< Implementation >>Here we will explain how the project activities lead to the achievement of the project objectives. For a detailed explanation of the actual activities of the Project please see the Project Results section. The main objective of DISHMO Project is to increase Learners digital readiness, resilience, and capacity. “Digital” is a type of approach or a type of tool. It needs a medium to interact through much like a game has to be about something; In order to achieve this objective, the Project Partners will undertake the development and piloting of the DISHMO Platform, a digital universe that offers help to Learners with improving their lifestyle. The Project Partners have chosen the topic, or problem, of healthy lifestyle as the lead magnet or bait that shall lure the young Learners into the digital setting in which they will be persuaded, nudged,challenged or directed to perform different tasks aimed at increasing their familiarity with digital tools, and in this way gain the positive change, the purpose, for which the DISHMO Project is built. Healthy Lifestyle has been chosen by the Partners as vehicle for driving up the interest of the young Learners to engage with and spend time and attention on the digital milieu. Other topics could have been chosen but there are several reasons for this particular choice: First of all, a rather large proportion of the Learners (between 30-40 %) are either overweight or obese and thus need help to change their lifestyle. Second, lifestyle and health in general, appearance, physical performance (strength, cardiorespiratory fitness, strength, agility, flexibility and height) are all parameters that children and adolescents take interest in, focus on and compare each other on. At the same time society has strong awareness and opinions on obesity, health, personal responsibility etc. Furthermore, improving your lifestyle requires self-management, which entails self-discipline. But also, Self-efficacy, persistence and resilience are traits connected to proper self-management. The link to school performance is clear: Research has shown that the child’s self-regulation of his/her own inner life is a necessary pre-condition of effective learning. (Zigler, E., Social Policy Report, 2003 and CB Olson, R Land - Research in the Teaching of English, 2007). DISHMO is then in essence a child empowerment system, making the DISHMO platform not only relevant for all children and all class levels, but also relevant for and supporting of the goals of the school / educational system as well as supportive for the Teachers’ work. It should be clear to see how the other two objectives of the DISHMO project;“supporting teachers and school leaders by making available an innovative, attractive education program using participatory approaches and digital methodologies”, and “facilitating improvement in physical and mental health and well-being with the school children”, are catered for. The final objective of the DISHMO project is “promoting interest and excellence in Science within the fields of Healthy Lifestyle, Nutrition, Physical Exercise, Metabolism, Brain Science, Cognitive Psychology and Habit Formation”. The applicant FitforKids understands the process of improving your lifestyle as a learning process. The importance of understanding lifestyle improvement as learning is inter alia that lifestyle changes rest not only on “doing” (behavior) but also upon “understanding” this body of Scientific knowledge which must be absorbed and applied. Important is also that the learning perspective places practice central in among the agents ofchange making it an iterative process. When the young Learners get insight into the mechanics of motivation and thus a better understanding of them selves and why they behave as they do, they simultaneously become better learners, which leads to more appetite for knowledge, which again leads to deeper and broader understanding and a process of learning how to learn begin to fly.<< Results >>We understand “Outcomes” as the changes we expect to result from our DISHMO project. These can be changes in individuals, systems, policies, or institutions that you seek to achieve. They may reflect shifts in relationships, knowledge, awareness, capabilities, attitudes, and/or behaviors. Outcomes during test period January 1st 2023 – June 30th 2023. First two Months Projected Learner Outcome: 40 % of target group to confirm positive change in knowledge, awareness, capabilities/attitudes, and/or behaviors on the following objectives: a) increasing their ability and desire to pursue a healthy lifestyle b) honing their digital readiness and capacity skills c) integrating a biology and neuroscience curriculum with daily habits d) deepening their sense of self and “other” e) relaying to their Teacher their personal preferred mode of motivation Projected Teacher Outcomes: 40 % of target group to confirm positive change in knowledge, awareness, capabilities/attitudes, and/or behaviors on the following objectives: 1. increasing their ability to and success in a) developing student competences within healthy lifestyle b) using digital teaching materials c) offering individualized, customized, respond to Learner needs Middle; Months 3-4 Projected Learner Outcome: 60 % of target group to confirm positive change in knowledge, awareness, capabilities/attitudes, and/or behaviors on the following objectives: f) increasing their ability and desire to pursue a healthy lifestyle g) honing their digital readiness and capacity skills h) integrating a biology and neuroscience curriculum with daily habits i) deepening their sense of self and “other” j) relaying to their Teacher their personal preferred mode of motivation Projected Teacher Outcomes: 60 % of target group toconfirm positive change in knowledge, awareness, capabilities/attitudes, and/or behaviors on the following objectives: 2. increasing their ability to and success in d) developing student competences within healthy lifestyle e) using digital teaching materials f) offering individualized, customized, respond to Learner needs Outcomes on Completion: End of Pilot; Month 6. Projected Learner Outcome: 80 % of target group to confirm positive change in knowledge, awareness, capabilities/attitudes, and/or behaviors on the following objectives: k) increasing their ability and desire to pursue a healthy lifestyle l) honing their digital readiness and capacity skills m) integrating a biology and neuroscience curriculum with daily habits n) deepening their sense of self and “other” o) relaying to their Teacher their personal preferred mode of motivation Projected Teacher Outcomes: 80 % of target group to confirm positive change in knowledge, awareness,capabilities/attitudes, and/or behaviors on the following objectives: 3. increasing their ability to and success in g) developing student competences within healthy lifestyle h) using digital teaching materials i) offering individualized, customized, respond to Learner needs.

T-SHIRT is implemented by 7 partners [Casa do Professor, XENIOS POLIS, CSI, University of Thessaly, INOVA, University of Bucharest, INNOVED] from 5 EU countries [Portugal, Greece, Cyprus, UK, Romania]. The project includes: 1. The T-SHIRT Courses for Teachers2. T-SHIRT Guide and Methodology Package 3. T-SHIRT Digital Resources and Tools 4. National workshops in the 5 countries, Portugal, Greece, Cyprus, UK, Romania; Final Conference in Portugal 5. Dissemination Results On the one side of argumentation, gender bias and inequity have remained extensive issues extended to one of the most important facets in our society: the SCHOOL EDUCATION sector. On the other side, education system is the context for an effecting change both on an individual and social level and it is a key institution that can minimize the differences between genders. Teachers are key- actors responsible for implementing this basic function of education and, they themselves are raised in societies that are stratified by gender; teachers act as carriers of the values and cultural codes of their societies and therefore their empowerment with pedagogies and tools towards gender issues ‘elimination’ is a necessity, through the provision on the one with effective training on how to tackle with the gender equality in their classrooms (via educational approaches to adopt a strategy combating gender inequality, raise awareness and proper sensitivity) and on the other, with additional materials and extracurricular activities targeting the gender equality sense of their students. In this context, emphasis must be placed on sensitizing key-actors in the education system to the importance of gender issues and on the fact that it is a long and painful process requiring not only learning of new perspectives but also the unlearning of old ones. Teachers need to undergo gender sensitive courses in classroom behavior and interaction with students, to be empowered on gender bias identification in the system and to be equipped with the proper mechanisms or learning/teaching materials on reacting against these. Additionally, they should empower their students with critical thinking by considering their attitudes, judging school text books, changing negative perceptions or concrete attitudes towards gender roles, all these from multiple perspectives and alternative dimensions.T-SHIRT addresses school community members, the teachers at primary education and subsequently, the students at primary education level (7-12); Its objectives are:a) to make teachers- as significant education key-actors -empowered on gender mainstreaming, gender equality issues awareness, gender competence building, gender equality goals promotionb) to contextualize for them the processes for addressing arising gender behaviors in the classrooms, genders cases in the school materials, gender attitudes on behalf of the students c) to give them the opportunities to be engaged in training procedures with high quality outcomes for their profession and their further knowledge base expansion d) to provide them with innovative pedagogical approaches and extra curriculum materials in regards with gender traditionality and disparities fight in the classroome) to create and deliver innovative training digital tools- as tailored needs learning resources – taking advantage of the ICT context and digitizing the quality of learning/teaching content SHORT TERM RESULTS:-The teachers will have been reinforced with training for practical gender sensitivity knowledge & skills and strategies for structured ways of changing and developing students perceptions, behaviors, etc towards gender discriminations -The teachers will have been provided with resources and tools which will have enabled them to successfully deliver such practices for all their students promoting gender equality, and fighting issues of ‘traditional’ gender perceptions -The students at primary education will be given the chance to be engaged in meaningful practices and school activities towards gender awareness LONG TERM RESULTS:- A common pedagogic approach towards gender awareness and gender equality in school education across regional, national and European institutions/levels , through the sharing of best practices and high-quality resources will have been developed -An innovative example of how school education and school community training can be improved by embracing new technologies and online platforms The project covers a geographical ‘variety’ and different ‘degrees’ in the education approaches either concerning teachers training or the gender issues in the school education. Implementing such a project on gender mainstreaming at their primary education systems includes a transnationality necessity since it is an issue which ‘touches’ all of the countries and their educational context, refers to their different cultural perceptions and will contribute mutually through practices exchanges.

CONTEXT AND BACKGROUNDAmong the necessary skills and competencies described by the European Commission (Recommendation 2006/962/EC on crucial competencies for lifelong learning) we can find “Communicating in a foreign language” understood as “the ability to express and interpret concepts, thoughts, feelings, facts, and opinions both orally and in writing” in a foreign language. According to different European reports, European citizenship has as prerequisite the effective mastering of a second language, with English being the language of choice in most of the countries. On the other hand, external evaluation tests of the English proficiency of Europeans systematically show results that prove the low capacity of the students from Southern countries in the English oral skills (listening & speaking), with an obvious imbalance when compared to Northern Europe. So, we must agree that we need to improve the level of English of our students and to promote their skills about the use of the primary foreign language. And this is our main purpose. OBJECTIVESThe project aims to influence the development of teacher evaluation skills to enhance reflection on the practice and provide a better understanding of the increase in the chances of success of students with the implementation of a competency assessment. Our ultimate goal is to include useful evaluation tests of oral skills in the final exams of these secondary levels. These tests would have a specific weight in the final grade, which will make teachers and students. The tools that we are going to develop will be useful to support teachers’ work in the classroom, they will help teachers to assess and improve oral competences of their students. These tools are related to teaching methodologies, a bank of digital resources and an online platform to guide the educational work in every competence of oral skills in English. Finally, we will provide a guideline with recommendations for teachers, schools, stakeholders and policy makers.ACTIVITIESWe are going to organize four multiplier events, one in every country (Spain, Italy, Portugal and Turkey). The last of them will be the international final conference which will be organized in Murcia (Spain) as coordinator of the project.We will organize a training course for teachers from every country, a total of 16 secondary teachers who will learn about innovative methodologies and AROSE tools.EXPECTED RESULTS AND IMPACTAfter the project, we expect the next main intellectual outputs: an oral skills assessment model; a bank of OER useful to the assessment of English oral skills; a toolkit for secondary teachers plus an open online course; a web based evaluation tool; and finally, a guideline with recommendations to teachers, families, stakeholders and educational policy makers in Europe.About direct results we expect to improve secondary teachers’ competences about English as a foreign language and also to assess the students about oral skills and to promote the work with digital resources in the classroom. This international consortium will provide them the opportunity to work in international teams using digital networks and sharing good experiences among them. We also expect to improve the oral skill level of the students who have participated in this project as the leading indicator of quality and usability of produced resources and tools. We intend to promote the implication of stakeholders and other educational & social agents in every partners’ country. And finally, we also expect to produce a global impact on educational institutions promoting the implication of all the teachers of English and with the involvement of the headmaster and the school community. In the same way, we expect to enhance the quality of English teaching and assessment with the exploitation of the AROSE open resources and tools in the regions and countries and finally, to facilitate international cooperation among south-European countries to develop common strategies and policiesPARTNERSThe consortium consists of 9 partners from 4 European countries (Spain, Portugal, Italy, and Turkey), all of them in the south where the needs to reinforce English skills in our students is more necessary. Four of the partners are secondary schools, one in every country; the technical partners have a profile of educational associations of teachers and schools, experts in educational research and experts in digital education. All of us have experience in European projects participation and management. As external expert, we have the participation of Trinity College, as it is well known by their expertise on exams of English.

"European challenges, such as the promotion of common values of equality, democracy and citizenship, bring very demanding tasks for education as they require a (re) consideration of the role of school and teachers across Europe. Thus emerges the project NESTT - New European Settings for Teachers and Teaching, designation originating from the word nest (NEST), associated with birth, growth and space where another value is given to diversity in education, equal opportunities for school success and education, beliefs and core values of the partnership on which the project is based.This consortium, coordinated by Casa do Professor, comprises six other organizations - European Schoolnet Academy (Belgium), which is also holds the ""European Education Observatory"", which comprises thirty-four Ministries of Education, responsible for various projects, such as ""Classrooms of the Future"", Asociatia Edulifelong (Romania), with experience in non-formal education, Stowarzyszenie Nowa Kulture i Edukacja (Poland), dedicated to content development and training - and three more portuguese organizations - the Institute of Educational Communities (Setúbal), as a scientific validation partner, and the Schools Groups of Maximinos and Dr. Francisco Sanches (Braga).The main intention of this partnership was to intervene on the traditional way teachers teach, building a perspective that conceives their formation from two assumptions:i) How children and young people learn in formal and non-formal contexts;ii) How can teachers make a difference, considering the indispensable focus on their professional development.The knowledge that has been produced and continues to spread contributes, in a sustained and innovative way, to the necessary change in teaching professional development and, consequently, in teaching in schools. In fact, throughout the project implementation, new training models were sought and presented, with successful practices and results in different countries, but above all, new forms of teacher education for these new realities were envisaged.The project was developed around nine properly structured, planned and shared activities:1-Coordination, which included the set of actions related to the organization and implementation of the project;2-The transnational meetings, focused on project development, specifically i) the constitution of intellectual products 1, 2 and 3, ii) the preparation of dissemination events, the International Conference, iii) the planning of other moments of dissemination and iv ) the development of the NESTT website;3-Short events, in the course / workshop, distance or in person, were always included and taken care of by all partners; In this context, several communications were also submitted to International Teaching Training Meetings;4-The e-learning course ""Teacher Skills for the 21st Century"" gave rise to the MOOC ""Empowering Students Learning"", certified 1,155 teachers;5-The development of products 1, 2 and 3: product 1 had the main focus in the documentary ""Yes, I can""; product 2, following the review of the policies, practices and approaches used in teacher education, was published…; for product 3, ""Teaching materials and portfolio of good practices for teachers"", is also finalized;6- The availability of products resulting from the dynamization of the project, in semi-structured actions, allowed the constitution of the Hands on Practice version, which is public from the website and continues to be used, serving as a basis for partners to disseminate a new version. field of knowledge;7-The dynamization of the website allows the distribution of resources, the publication of results, the consultation of activities, the search and interaction among participants, the publication of articles; It is within this framework that the NESTT community of practice has been nurtured (https://teacherstrainning.wixsite.com/nestterasmusplus);8- Participants prepared and implemented (in) training actions for non-participating teachers to ensure dissemination; partners produced reports, including photographic evidence and attendance registration, disclosing target group, impact, assessment and results;9-The Making Learning Meaningful International Conference was a privileged occasion for the dissemination of intellectual production; This event was attended by António Nóvoa, Asunción Flores, Manuel Fernandes, Teresa Godinho, Maria Emilia Brederode Santos, Alexandre Quintanilha and, among foreigners, Marc Prensky, Auli Toon, Daniela Cuccurullo and Miquel Amor; The media partners were Agência Lusa and TSF.The activities were developed as planned, always with the purpose of reaching the established goals and honoring the commitments made with the different stakeholders."

<< Objectives >>The main objectives of the project are:-Train older people to develop the digital skills needed to prevent dementia-Provide a tailor-made solution to overcome the barriers related to access, skills, trust and motivation of older people to take full advantage of the opportunities offered by the Internet and digital services.-Develop a real-life scenario-based care system for older people<< Implementation >>- Training course for seniors in the form of a manual and MOOC. The manual is designed for learning basic computer skills: it is written in simple and understandable language. The publication is available for download by all from the project website and the EPALE website.- A report on the needs analysis of the over 60 + population in partner countries- A collection of good practices available in partner countries, to be published online<< Results >>- Increase the number of active seniors in the digital world.- Increase the trainers' skills, the spirit of initiative and the ability to work in an international team- Raise awareness in institutions on the problem of senile dementia and the consequences it has in terms of costs in social assistance-Increase the economy by improving the digital skills of the elderly and their consequent ability to use the network.