"Public discussion almost exclusively focuses on the refugee crisis. Here, our project ""Migration in Europe"" started. It placed the refugee wave into a wider context and examined the different sorts of migration which have taken place in the last seventy years, since World War II. The students learnt that migrations took place for various reasons and that they happened in Europe in all epochs. We tried to avoid treating the subject only in an abstract way, but wanted to give the phenomenon ""migration"" or ""refugees"" a personal face. Therefore, we contacted migrants and refugees in each country to learn something about their personal fate. To complement these very personal life experiences, the legal circumstances in the different countries and the measures taken to solve the current refugee issues were examined. This gave our students a more sophisticated view on the current situation. By analysing former migration waves our students also learnt details about the various effects of migration in the different countries and that positive effects may result thereof, as history shows us. Due to the implementation of an Internet-based project room the students gained experiences in Internet-based cooperation and they promoted their ITC-skills. And so they gained experiences for their future professional lives. The work with this project room also provided the participating teachers an insight into a different teaching method. In the project five European schools worked together: Gymnasium Wertingen, Germany, Liceo Scientifico „R.Nuzzi“ Andria, Italy, Celldömölki Berzsenyi Dániel Gimnázium, Hungary, Osg Willemblaeu, Netherlands, and Garbi Pere Vergés Badalona, Spain. When choosing the project partners we paid attention to the fact that the countries had had different experiences with migration in the last seventy years and that they had experienced different sorts of migration. In some countries immigration prevailed, in others emigration. And in the current refugee situation the countries of the participating schools have had different experiences and shown different strategies. By comparing these manifold aspects we expected to achieve a more sophisticated picture of the current situation. Another aspect was the readiness to work with an Internet-based learning platform. All five schools have already had experiences with learning platforms and with European cooperation projects and they were ready to improve them.To support the project work a virtual project room on the Twinspace-platform was set up. This room served for communication and cooperation among the participants as well as for the collection of materials developed during the project. During the period of the project four topics were discussed:- Different kinds of migration in the students' own countries, their reasons and their effects- Regulations about immigration and treatment of refugees in Europe and in the respective countries- The current refugee wave- Efforts to integrate migrants. The students made research in all subject areas in their own countries and they fixed down their results. During the common learning activities those results were revised in transnational work groups and a final version was developed. In the course of the project a collection of materials resulted from that work. To complement the issues a meeting with refugees or representatives of local support organisations took place at each transnational meeting. Besides, a documentation of personal fates of migrants or refugees was produced. At the end, all the results were put together in an e-book and in various expositions, which were presented to the public. Posters of the transnational meetings and the results of the work have got a permanent place inside the school buildings.The online teaching unit, which the participating teachers created from the materials of the project room, was another final product. The different results are available via the Internet, even after the end of the project and they are published as OER. In the long term, by using the materials during the lessons the students got a more sophisticated view of the phenomenon of migration. Apart from that, they have learned that personal research is absolutely necessary for an informed opinion and that the results may well differ from the presentations in the media. As to teachers the experiences with the project may help them to initiate and supervise such projects in the future and - hopefully - they will use their knowledge to develop new online teaching units on their own."

Popular culture is an inescapable force of social change and democratic practice as it incorporates every aspect of our daily life, people are exposed to popular culture in their homes, communities, and schools, friendships are built around popular themes.Pop culture offers an opportunity for educators to meet students where they are. Culture is a combination of moral and material bonds which distinguish a community from others. Cultural ties combine individuals into a community. Popular culture is the product of daily living, having unavailable impacts on youth as its target mass. It is clear from “Questionnaires to Research on Reasons for Failures in Students ” that popular culture causes students to avoid curricular processes. The general aims of the project were to reduce negative effects of popular culture students, make curricular activities efficient and increase their performance, to discover new ways of learning through the accumulation of knowledge and experience at the local and European level, to offer students the chance of being creative, to introduce new teaching methods using popular culture, to improve the language skills of the students in a real context, to improve cooperation at European level.Partnership has been established between Colegiul National Mircea cel Batran (Romania), Karabaglar Cumhuriyet Ticaret Meslek )Turkey), Lisesi Escoplapias Valencia (Spain, and Nösnas GYMNASİET (Sweden) institutions which encountered similar problems and responded to our offer for project partnership. Comprehensive questionnaires and individual interviews performed by partner institutions show that students waste most of their times by playing games and surfing the internet. Motivation for continuous consumption created by popular culture forces students to think and live instantly,making curricular activities meaningless.They hardly recognise or know their own cultures needed to resist negative influences of popular culture or even if they do they ignore them. Activities have been designed for such problems to be solved according to requirements and capacities of partner institutions, focusing on project target groups composed of 84 students in 15- 17 age group and their parents. These target groups exposed to literature scanning on popular culture first and presented the benefit and the destruction caused by popular culture. Students provided training activities for media literacy, conscious consumerism and democratic family,the main purposes of which are for students to increase awareness of popular culture, gain skills to become conscious consumers, contemplate on social and political phenomena, and efficiently, properly use mass media skills thanks to ICT proficiency and media literacy and increase quality time spent by family members.The results and the output of the activities were disseminated to partners and other users as well by means of the web page, facebook group, information meeting, brochures,dictionary,newsletter,youtube, media/videos,films,etc. Project activities created the following opportunity- To discover new ways of learning by creating a learning environment where students can gain knowledge and experience at the local and European level. - To perform the acquired knowledge and to exchange its using new technologies and ICT- To give the opportunity to young people to take initiative, to be creative, to use multimedia tools.- To increase number of high quality graduates with key and cross skills from partner institutions exchange good and innovative practices between partners- To introduce new methods of teaching using popular culture and improving curricular institutions considering their requirements on European level - To Improve cooperation between partners on European level - To improve foreign language skills of the participants in a real contextDuring two year project four transnational meetings took place in order to planning the project activities and to evaluate the project results.Project results: lesson units, training and seminars content, learning activities, website, facebook page, brochures, newletters, dictionarry, videos, educational projects.

"The VIRTUE-s project focused on developing digital and practical tools to increase the quality of teaching natural sciences using ocean-based examples. The partnership consisted of 6 teachers (school partners) and 8 researchers from Sweden, Germany, Spain and USA. The target groups were teachers and pupils, especially our school partners and their senior high school pupils because they contributed first-hand experience and feedback with our developed methods and tools. The pupils were studying either biology, natural science, language, social science or followed the maritime vocational programme (seafarer).A media literacy workshop was implemented for project partners. The acquired media literacy knowledge helped school partners train their pupils in how to produce videos on a scientific subjects, which was an essential part of intellectual output (IO4). Within IO4, pupils performed fouling experiments – studying biodiversity and growth of marine organisms using scientific methods – on discs that had been placed in the ocean and analysed the results using outputs from the project (e.g. ID plates, biodiversity calculator tool). The pupils shared their results on biofilm and biodiversity in presentations, videos and via direct exchange (intercomparison of data from different regions) through 64 video conferences, using English as a common language. This experience not only increased media and ocean literacy (SDG14) in pupils and teachers but also stimulated a team-based collaborative approach (SDG4), language skills, geographical comprehension, global and local environmental awareness and increased social competence. The pupils now understand that even if we are far apart we can still work together in a project and learn a lot from each other. Pupils for the first time wrote reports presenting own analysed data. This taught pupils documentation, as it gives them a chance to reflect on and be critical about their findings. Pupils reported that they learned how to express themselves in a foreign language, how to digitally work and communicate with others – from different countries – and present results (SDG4) via the internet. Pupils have become more acquainted with scientific concepts and technical terms and have been taught using marine examples instead of only terrestrial. Biofouling was a new concept in some schools and also the use of species counting in combination with statistics. All these acquired skills will be of major benefit in the pupil’s future careers (EU goal). The partnership developed a number of outputs, such as teaching resources (IO1) (e.g. tutorials for quantitative analysis methods, species identification plates); further development courses (IO2) for 136 in-service teachers in Sweden, Germany, Spain and USA, where the impact was learning how to use marine examples and project-based learning in their classrooms; the Massive Open Online Course (MOOC, IO3) “Promoting ocean literacy and project-based learning by monitoring biodiversity” attracted 365 teachers and educators from 27 countries, where the impact was learning how to use marine examples and project-based learning in their classrooms; the biodiversity calculator (IO5) was constructed to make direct links between mathematics content and ecological content. The impact developed pupil’s ability to practice (interactively on the web) how numbers associated with biodiversity can shift the values of measures of biodiversity. The project website (virtue-s.eu, IO6) is available in Swedish, German, English, Spanish, Catalan and contains all downloadable (e.g. a handbook ""Making a video on a scientific subject"") and interactive resources. Due to all languages, the project website now has a wider global reach.Due to the pandemic a face-to-face summer school for pupils of the partner schools was converted into a virtual activity named OCEAN, an “Online Classroom for Education And Networking”, focusing on international collaborations on marine biology topics. The programme ran for 6 weeks (once weekly) and 75 pupils participated . 260 pupils from our partner schools took part in IO4 and OCEAN. The project impacted cross-curricular (English, Biology and Arts) teacher collaborations. This is beginning to have an impact on the curriculum at these schools, where schools shifting toward (or increasing) the use of project-based learning as a method for teaching science content. Due to the project, teachers felt better equipped and more confident using ICT tools and to converse in English.Other EU projects have identified gaps, such as lack of teacher training and ocean-based resources, and these gaps have been filled by our project. Our project was innovative in demonstrating a clear model for project-based learning internationally and demonstrated how changes in pedagogical approaches to science enhanced the engagement of teachers and pupils in collaborative education efforts."

CONTEXT/BACKGROUNDSchool community service and volunteering can offer solutions to several social and environmental issues in Europe, sharing the values of solidarity, social inclusion and active citizenship among young people.OBJECTIVESThe main objective was to promote solidarity, social inclusion &cohesion and active citizenship by discovering and exchanging Good Practices of partner schools and supporting teachers with the enhancement of social and civic competencies (knowledge, skills and attitudes) of their students. We wanted to educate our students’ to become active European citizens, to develop their ability to work in multicultural groups, positive attitude towards European projects and tolerance towards different cultures.NUMBER AND PROFILE OF PARTICIPANTSThere were 5 European schools involved in the project - from Belgium, Hungary, Portugal, Spain and Turkey, which all had their extra-curricular programs for social inclusion via community service. They all provide general education at secondary level, the Belgian, Portuguese and Turkish schools are state run, while the Spanish and Hungarian schools are maintained by foundations. Each school has involved participants aged 14-17 with gender balance and English skills at least at B1 level who were committed to school community service.DESCRIPTION OF ACTIVITIES1. Preparation – project management was set up, students were selected, their competences assessed and project workshops held in each school, while the project website was created and maintained by the coordinator school: https://comserv.poli.hu.2. There were 6 transnational project meetings to discuss management issues, to plan how good practices can be integrated to community service programs of partner schools.3. There was a staff training event in Turkey to learn about ESC and applying for Quality Label accreditation. Till the end of the project, each partner registered students on ESC platform, applied for ESC Quality Label, the Portuguese and Hungarian partners have obtained it.3. We organized 4 short-term exchanges of groups of pupils - one in Hungary, Belgium, Spain and Portugal, where both teachers and students took part in community service activities organised by the host school.4. We created our main products: a Teachers’ Manual - https://comserv.poli.hu/2019/12/26/1031/ and a video guide - https://comserv.poli.hu/2019/12/20/video/METHODOLOGYWe used a non-formal, activity and competence based approach in the project. Our main method was ’learning by doing’ and ’peer to peer teaching’, i.e. students worked in transnational groups, presented home assignments, took part in interactive workshops, discussions with representatives of NGOs and carried out community service activities.At project workshops between student exchanges, students worked in groups or pairs. They carried out school community service activities and prepared materials for the exchanges: made presentations, made and watched videos about community service, shared information about partner schools and countries. After each exchange, they reported to their peers: introduced the activities they had taken part in with photos and videos.RESULTS1.Main products - the project website for disseminating results, a Teachers’ Manual and video guide, uploaded to the website with free access for the public.2.The project TwinSpace has been awarded a European Quality Label: https://comserv.poli.hu/2019/11/10/european-quality-label/.IMPACT1.On partner schools - the project has enlarged their community service programs with new activities and their European network, the Portuguese and the Hungarian partners have acquired a Quality Label in ESC.2.On participating teachers – it has contributed to the development of their motivation, attitude, professional skills and methods, English and ICT competences.3.On participating students – they have gained experience in project- and activity based learning and school community service in European context – their knowledge, critical thinking, communication, social and intercultural skills, attitudes and commitment to solidarity and active participation in society has improved. The inclusion of students with fewer opportunities has helped their social integration.LONG TERM BENEFITS3 of the 5 partner schools have started another collaboration in a KA229 project in September 2020.Student participants might get involved in the activities of NGOs related to ESC.There can be other schools in Europe, taking over school community service programs developed in the project.

There are extremely well-documented reasons why immediate and decisive climate actions are essential to protect our planet. The European Commission has emphasized the importance of consumer behaviour as a key area: “As consumers, citizens have a powerful role to play and personal lifestyle choices can make a real difference.” (European Commission 2018). However, in our globalized food systems, consumers, and especially children are increasingly disconnected from understanding both how and where their food is produced, processed and prepared which can have detrimental effects on our environment (Dyg 2014) (Clausen & Fisker 2017). It is therefore essential to teach, empower and provide young generations with the necessary knowledge and competencies, as they will be the future consumers, whose skills, habits and choices will create and shape a sustainable future.These urgent climate and environmental challenges are what gives Learn4Earth its rationale. With a point of departure in the concept of ‘farm to fork’, Learn4Earth will develop innovative methodologies, approaches and hands-on activities to raise awareness in European Schools about the current climate change challenges and empower and provide pupils with key competencies within the fields of Climate, Environment and Food. Learn4Earth will initiate this innovation by operating from the new innovative learning concept, the Learn4Earth Learning Triangle - The growing, The Lab and The Meal.The overall objectives of Learn4Earth are:•To raise the overall awareness about environmental and climate change challenges for pupils in European schools based on interdisciplinary cooperation between schools, research institutions and practices•To develop key competencies in various sustainability-relevant subjects, i.e. develop green skills, strategies and methodologies, as well as future-oriented curricula that better meet the needs of pupils in everyday life•To support the testing of innovative practices to prepare children to become true factors of change, e.g. save resources, reduce energy use and waste, compensate carbon footprint emissions, opt for sustainable food and mobility choices, etc.•To enhance teachers’ education and continuous professional development by developing innovative interdisciplinary teaching approaches and promote and support competence-oriented teaching and learning within the fields of Climate, Environment and Food•To enable behavioural changes for children and their food preferences, consumption habits and lifestyles through education and trainingLearn4Earth is a transnational strategic partnership between 4 European primary and/or secondary schools, and 5 higher education institutions, organisations and food professional organisation from 5 European Countries. Learn4Earth will be led by Aalborg University, Denmark and will be joined by Arden School (DK), Primary School Franceta Preserna (SL), Fundació Escoles Garbí (E), Washingborough Academy (UK), University of Gastronomic Sciences (I), Health Education Trust (UK), Centre for Health and Development Murska Sobota (SL) and Taste Lab (DK).Based on interdisciplinary cooperation Learn4Earth will produce and assess 9 Learn4Earth Intellectual Outputs. Using Problem-Based Learning (PBL) and an interdisciplinary approach the Intellectual Outputs will develop, implement, test and evaluate a wide range of innovative hands-on activities. The results and experiences will be formulated into Teaching Manuals which will all be collected in the Learn4Earth Handbook. The Learn4Earth Handbook will ensure that the results can be disseminated and exploited by all target groups and stakeholders and thereby securing the overall impact and long-term benefits of the project.Learn4Earth will conduct 6 Learning/Teaching/Training Activities as an essential part of the project structure, giving partners and participating pupils the opportunity to work together, workshop, give feedback, evaluations and develop new innovative material, methods and approaches to be implemented and tested in the Intellectual Outputs. Learn4Earth will facilitate 6 Multiplier Events which will be essential activities to target stakeholders outside the project as well as the general public by promoting the Learn4Earth activities.Through interdisciplinary collaboration, Learn4Earth will develop and create new knowledge alliances to foster innovation in the fields of entrepreneurship, knowledge exchange and interdisciplinary teaching and learning. Learn4Earth will also promote inter-sectoral cooperation, supporting a more effective and innovative approach to education and increasing the innovation potential within the fields of Climate, Environment and Food. Finally, Learn4Earth aims to support and impact Environmental and climate goals by formulating essential recommendations for policymakers, contributing to the European Union’s structures and agendas regarding education in the fields of Climate, Environment and Food.