Young people are the citizens of tomorrow. To become fully responsible and involved in their environment, it is necessary to pass on their keys to better understand the world around them. The goal of the project is to promote the awakening of an eco-citizen conscience by providing students with a foundation of knowledge to help them become aware of the issues related to sustainable development and encourage the emergence of eco-citizen behaviors.This project involved 3 institutions located in Italy, Croatia and France and directly addressed nearly 100 high school students, all technological and general sectors, who wanted to work on a common European project.The project allowed students to take ownership of the issues of sustainable development and propose concrete actions to preserve the environment and initiate a lasting change in behavior.For eco-gestures to become reflexes, it is still necessary that all high school students understand the issues of sustainable development and acquire the skills and knowledge both transversal and scientific related to it. It was the ambition of Workshop 1, I want to understand the issues.As part of Workshop 2, the students went in search of good experiences and met with local actors of sustainable development, these positive experiences were put end to end in the frame of reports to show that the development sustainable development is everyone's business and that the main principles can be applied in our territories and that we have gathered a good number of positive experiences to disseminate to inspire a maximum of people.Beyond the awareness, it is now to promote the development of eco-friendly family or eco-responsible behaviors within our institutions. In workshop 3, students were asked to become individually and collectively involved in concrete action with their families, high school and / or at their city / village / neighborhood level to respond to sustainable development issues. To participate in the emergence of such initiatives, the teaching team has favored educational resources that mobilize new active and practical approaches rooted in the digital age.The students carried out actions to make known and recognize their actions to change behavior. As ambassadors, they had to raise awareness, inform and convince the maximum number of students, parents, teachers and local actors (local elected representatives, local populations, local businesses, associations ....) ..... to adopt eco-friendly gestures.The priority of this strategic project was to develop a scientific and prospective approach, allowing each citizen to make his choices and his commitments by supporting them with a lucid and enlightened reflection. As informed, thoughtful and more accountable citizens, students will be able to play an effective role in society. The students were able to deepen their scientific knowledge in the humanities and social sciences as well as the natural sciences and engineering. They also havedeveloped their cultural and social openness especially through educational stays and skype exchanges. This project generated interest in foreign languages ​​(Italian, English, French) and promoted the use of new information and communications technologies. Teachers have also been able to discover and introduce other educational systems, some have even changed their teaching practices and thereby developed their European identity and their language skills.

SUSTAINABLE DEVELOPMENT GAME NEED AND SOLUTION FOR THE NEED: Experienced in sustainability education and certification and somewhat frustrated by the levels of abstraction and bureacuracy involved, the participating schools have identified a need to rejuvenate schools' interest in rich, meaningful and fun work with environmental, economic, cultural and social sustainability. In an era of accessible digital game design and great youth interested in gaming, we intend to develop a monopoly-like Sustainable Development Game (SD-game for short) where whole schools, groups of stakeholders within schools and individual classes can plan and record sustainability actions in their community. OBJECTIVES: The project has the tangible goal of developing a prototype of a playable online SD-game that will take middle and high schools' sustainability work to the next level. However, through engaging students in a technology-assisted, cooperative design project, the project also aims at developing the participating students' broad-based competences (e.g. critical thinking, social skills, digital skills) required by today's school curricula and working life. Participating teachers gain experience of guiding students through such skill development, which spills over to their other work and serves as an example of modern, curriculum-required pedagogy in the participating schools. PARTICIPANTS: The project has three middle school partners: Sammonlahti school in Finland, Le collège Saint-Étienne in France and Kolding Realskole in Denmark. Work is planned such that there is a core team of teachers and students involved in various different roles throughout the project, but the project will touch all members of the participating schools. Four non-school actors in Finland are official project partners and bring different sustainability and digital expertise to the venture: Lappeenranta region environment office, Saimaa media center, Seepia Games game development company and Okka foundation offering sustainability certification to Finnish schools. Three universities with expertise in various academic aspects of sustainability function as advisory partners. ACTIVITIES AND METHODOLOGY: The project will progress through three years of game development and consist of the following main stages: research, manuscript (= parameters of the game) and visualisation (Year 1), creating the game (Year 2), and prototype piloting and further development (Year 3). Design-Oriented Pedagogy and other methods of student-centered, skill-oriented learning will be employed in the course of the project. Work will progress through an initial Learning, Training and Teaching Activity, two annual Transnational Project Meetings and local work and digital cooperation in between. IMPACT: At the end of the project, various dissemination activities will take place to spread information and experiences of the SD-game to interested municipal, regional, national and European actors advocating sustainability education. We expect many seconary schools to be interested taking the SD-game into play and in this way, the project will impact the sustainability attitudes and actions of thousands of youth in Finland, Denmark, France and most likely beyond. The project participants will gain an experience of a shared, significant and meaningful undertaking that will stay with them for life.

“Tracing our Cultural Heritage” is a project devoted to European Cultural Heritage. Through our project, we knew, appreciated and maintained for the next generation, our cultural heritage and at the same time, we met the heritage of our partners. And that is the importance of our project: We focused to find out our similarities that will help to reinforce a sense of belonging to a common European space. The main objectives of our project for the pupils were: become aware, respect and appreciate their own cultural (regional and national) heritage, discover the cultural heritage of the partner countries and find similarities with their own, recognize and show respect for different cultural practices and traditions, develop of critical thinking and use of technology and internet. Teachers and staff of the school discovered and understood different education systems in Europe, different educational approaches, teaching methods and practices. Also they improved language acquisition by communicating with other teachers, improved their computer skills and developed cooperation in teamwork. Our project had a duration of 28 months (we got an extension of 4 months due to Cocid-19) and consisted of organizing numerous activities among partner children in the following domains, with emphasis on their traditional aspect: history of the schools (areas, countries), literature, customs, music, dance, art, song and gastronomy. To achieve this we proceeded in 5 ways: internal reflection, production, sharing, common use of productions, then evaluation. Main tool of the project was a website dedicated to the project, on which we published photos, videos, our creations and comments of teachers and pupils. Six schools from six different countries (Cyprus, France, Spain, Italy, Romania and Croatia) participated to the project and the Cypriot school was the coordinator. In the project were involved pupils, teachers, school staff, parents and local authorities. Each school organized both short term exchanges of groups of pupils and joint staff training activities for teachers at the same time. The Cypriot school organized a diversified activities, because of the pandemic. A total of 89 pupils (1 pupil with special needs) and 69 teachers participated in L.T.T.A. The main results of the project were: presentation of the history of the region/town of each school (Power Point), posters devoted to an important historical monument on each country (in its area), presentation of traditional art/craft on each school (Power Point in some countries or posters or books),CD with traditional music/song of each school, concert with traditional instruments, Cookbook with recipes of traditional food of all partner countries, illustrated book (traditional folktale from each country) and finally the Creation of the Museum of European Cultural Heritage (exhibition) with all the similarities among the partners. By the end of the project, the experiences pupils and teachers acquired, increased the feeling of the European citizen and in addition, the project will lay the foundations for the recognition, assessment and protection of the cultural heritage as a long-term priority of the schools. All the concrete results of the project will be in the libraries of each school and will be used in future activities and lessons. Also they will be sent to the local communities and to nearby schools.

"Two Spanish and French high schools meet around a strong society challenge, which is ""school for all"". This topic will be addressed through the issue of inclusion playing in language class. The teams will discover the history of the game and the national and / or regional specificities of each partner and then introduce the innovative concept of serious games and escape games to offer adapted educational solutions for students with special educational needs. The teams have as final project to design and develop a multilingual escape game using German, English, Spanish and French. This project involves 4 teachers and 44 high school students from the second to the end of the year with very different profiles (DYS students, students attending regular schooling, students weakened by their family situation but all motivated by the interactivity of the project eTwinning will be the common workspace used from the time of its organization until its release and the final project will be distributed to both institutions during the language week and offered on the eTwinning platform. eTwinning will be the common workspace used from its organization until its release. The final project will be made available in both institutions (Language Week, Erasmusdays, Open House) as well as on the eTwinning platform. With this experience, this form of innovative pedagogy could be developed for other courses in our schools to always meet the needs of students."

<< Objectives >>Our goal is to enhance enthusiasm and achievement in STEM fields, particularly encouraging girls to engage with STEM. We aim to increase awareness of mathematics, illustrate the connection between culture and math, emphasize the value of teamwork, promote programming and artificial intelligence, nurture collaborative and innovative thinking, establish a universal language, improve presentation abilities, and support the proficient use of English.<< Implementation >>We plan to run the activities ETHNO-ARCH, ETHNO-CRAFT, ETHNO-AGRITOOL and ETHNO-LOGICGAME. During this process, we will develop classroom activity forms using AI, create games with M-block, give presentations about ETHNOMATH and organize class meetings. We will keep a blog to share our work, products and reports. We will also start an eTwinning project related to this project and continue our work and share updates on Twinspace and social media platforms and websites.<< Results >>By the conclusion of the project, we aim to establish a nurturing environment that fosters girls' interest and achievement in STEM fields, through a focus on female students and participation from their mothers. We anticipate that students will uncover the connection between mathematics and their everyday lives, utilize technology like AI for modeling, enhance their teamwork abilities, and effectively use language.