"Cultural Heritage - our cuisine, writing, arts, the native language, kids’ games, folk dances, songs – all this is just an unseperable part of our life that makes us consider ourselves as a generation. Passing all this heritage from generations to generations we construct a strong bridge which establishes a bond between the past and the future through the present understanding of the eternality of culture by the school which is the major dynamic in this sphere.Our project is based on the partnership of Greece, Latvia, Lithuania, Poland, Portugal and Turkey where the survey held among students has shown a deficiency of knowledge of historic and cultural sites refering to Cultural Heritage of their countries. Then, students of these countries do not destinguish in full between tangible and intangible objects of Cultural Heritage. Moreover, they face a kind of problem in naming the sites of Cultural Heritage of their partner countries.One of their latest works of the European Union is announcing 2018 as ""The European Year of Cultural Heritage"". EU's slogan is ""Europe, a common heritage."" Cultural heritage brings Europeans together, whatever their cultural, linguistic or religious backgrounds. https://europa.eu/youth/node/50_en Our project is aimed at ""Increasing Quality and Productivity of Education"" which is one of EU 2020 Education 4 main strategic aims, via Cultural Heritage Sharing; and one of the Europe Key Criterions"" increasing the rate of learning a foreign language and including their own native language all EU citizens' learning a foreign language.""We will learn and teach values which are common and different with European countries, to provide cross_cultural interaction without discrimination of language, religion and race by dealing with tangible intangible natural and cultural values in our project.PARTICIPANTSIn our 24-month-long project, there are six participant countries: Greece, Latvia, Lithuania, Poland, Portugal and Turkey with the students aged between 6 and 18. Our partners Portugal and Latvia have experience of 4 strategic partnerships; Greece - 1 (as a coordinating country); Portugal, Lithuania and Poland have experience of school education staff mobility. This project will be the first international experience for Turkey, the coordinating country.Each country will send 4 students, at least one of them - disadvantaged and 2 teachers for the mobilities. Mobility in Turkey lasts for 5 days and the other mobilities lasts for 3 days. The first mobility will be in Lithuania which has ‘’e-Twinning School Label’’ and Teacher Training on ‘’e-Twinning will be held there. The other mobilities will be conducted with the students.Activities will be performed in 4 main cathegories;Preparation ActivitiesTraining ActivitiesActivities that will support the cultural interactionMobility ActivitiesAIMS* Recognition,protection and maintenance of cultural hertage values.* Development in ability of a foreign language.* Providing opportunities for the students with disadvantages.* Enriching the students and teachers’ sufficiencies.* Creating a perspective which is adopting cultural differences with tolerance.* Developing some of 8 Europe Key Criterions;-Communication in the native language and a foreign language.-Sufficiency of digital platform/digital competence.-Learning to learn.-Social and citizenship sufficiencies/and civic competence .-Sense of initiative and entrepreneurship, cultural awareness and ability of expression.* Creating the awareness of importance of cultural heritage.* Adding new participants to European cultural heritage.* Providing the communication among cultures including teachers and students at an early age.* Recognizing cultural values which are common and different from European countries.* Providing intercultural dialogue whatever their religion language or race is.* Increasing their goods in cultural heritage over 80%Dissemination activities will be performed on 4 different levels; local, regional, national and EU, just after the acceptance of our project.The results of our project will be shared on the Erasmus+ platform of dissemination after it is completed.The web site of our project will be online and posts will go on.Activities which are low-cost or no-cost will continue.New e-Twinning and Erasmus+ projects will be organised with different partners due to our experience which we would gain in this project.Our new students will be informed of the project, their attention will be drawn and they will be motivated for different international projects.E-book created by the partners will reach masses.Project posts will go on accounts of the social media.A short movie created as a product of the project will be shared with TV channels."

<< Objectives >>This project aims to bridge the gap between traditional history education and contemporary STEAM (Science, Technology, Engineering, Arts, and Mathematics) approaches to enhance teachers’ readiness to apply integrative teaching, as well as students' understanding of historical, scientific, and ethical issues. The project will provide teachers with innovative educational tools and methodologies that promote interdisciplinary learning, making education more relevant and engaging for students.<< Implementation >>Project management activitiesResearch framework Identification of historical contents related to STEAM subjects in high schools’ curriculaDeveloping the PAST recommendations frameworkDevelopment of the PAST framework for teachersDevelopment of the training modules for teachersDevelopment of teaching scenariosLTTAsDevelopment of the framework for testing teaching scenariosPiloting and testing of teaching scenariosImprovement of teaching scenariosDissemination activities<< Results >>PMt handbookQA and evaluation plan/reportPAST research frameworkReport on history and STEAM contents PAST recommend. framework for history and STEAM PAST framework for teachersHandbook with Training modules for teachersCollection of Teaching scenariosEducation about integrative history and STEAM teaching approachImplemen. guidelinesEvaluat. reports of teachers and studentsCollection of Teaching scenarios – final versionDissem. strategyVisual identityDissem. reportMultiplier events

<< Background >>1. Project management.2. International meetings with partners.3. Development of methodological material.4. Development of training materials.<< Objectives >>In order to reach this aim, the OBJECTIVES are as follows:O1. To conceptualize a methodological approach and prepare an educational framework for CCE teaching at secondaryschool level for formal and non-formal education.O2. To develop a teacher training program which will include theoretical and practical training on CCE.O3. To organize teacher training activity based on the developed program in order to test and validate the outputs created.O4. To organize a multiplier event for high school teachers and non-formal educators with the purpose to share the projectresults.<< Implementation >>a) Project management plan prepared by 2023.12;b) Evaluation Template of Multiplier Event - Multiplier events will take place in Autumn 2024;c) Evaluation questionnaire templates after Learning Teaching training activity. - Learning Teaching training activity will be held on October 2024;d) Dissemination plan.e) Meeting in Novi Sad, Serbia, January 2024 (Live meeting, the meeting was attended by 9 participants):• 2 persons from Old Town Daycare center (Kaunas, Lithuania) – project coordinator;• 5 persons from Minds Europe (Novi Sad, Serbia) – project partner;• 2 persons from S. Darius and S. Girėnas Gymnasium (Kaunas, Lithuania) – project partner;Meeting in Kaunas, Lithuania, May 2024 (Live meeting, all partners);f) Online meeting March 2024, the meeting was attended by 5 participants:• 1 persons from Old Town Daycare center (Kaunas, Lithuania) – project coordinator;• 2 persons from Minds Europe (Novi Sad, Serbia) – project partner;• 2 persons from S. Darius and S. Girenas Gymnasium (Kaunas, Lithuania) – project partner;g) Online meeting September 2024, the meeting was attended by 4 participants;h) Meeting in Novi Sad, Serbia, November 2024 (Live meeting, all partners);<< Results >>1.Developed methodological material for climate change education in grades 9-102.Developed teachers training materials with biology and geography lesson plans.3.Project management plan 4.Evaluation Template of Multiplier Events in Kaunas and Novi Sad5.Evaluation questionnaire template after Teachers training activity. 6.Dissemination plan. 7.Meeting in Novi Sad, Serbia, January 2024 (Live meeting, the meeting was attended by 9 participants): 8.Meeting in Kaunas, Lithuania, May 2024 (Live meeting, all partners); 9.Meeting in Novi Sad, Serbia, November 2024 (Live meeting, all partners);10.Online meeting March 2024, the meeting was attended by 5 participants: 11.Online meeting September 2024, the meeting was attended by 4 participants: 12.Teachers training event, 11th October, 2024, Kaunas, Lithuania – 60 participants13.Dissemination event, 30th October, 2024, Kaunas, Lithuania – 47 participants14.Dissemination event, 27th November 2024, Novi Sad, Serbia – 32 participants

"<< Background >>Our project is called GLOBAL DIGITAL LITERACY OPPOSING BIG ERRORS or GLOBE. This project can be considered as the second step of an Erasmus+ project called ""The World is Bigger than what you see on the Screen"", WOBIGREEN, which was coordinated by the Spanish partner.We applied for this project to address the growing threat of misinformation and fake news, especially exacerbated during the Covid-19 pandemic. We recognized the urgent need to improve the media and digital literacy of our students and citizens in general. Our goal was to develop critical thinking skills and provide tools to discern between truthful and manipulated information in a digital environment. Additionally, we saw the opportunity to help teachers improve their digital competencies to effectively adapt to online teaching, a clear necessity during the pandemic-related lockdowns. This project was our response to address these critical needs in an ever-changing educational environment and an increasingly digitized society.<< Objectives >>Our objective in implementing the project was multifaceted. Firstly, we aimed to raise awareness about the dangers of misinformation and fake news among our students and the wider community. We wanted to equip students with critical thinking skills and media literacy to effectively distinguish between authentic and manipulated information in the digital environment. Additionally, we sought to enhance the digital competencies of teachers to provide tools for online teaching, should it become necessary again. Furthermore, we aspired to develop tangible resources, such as teaching units and manuals, that teachers could use to teach fact-checking skills and media literacy in the classroom. In summary, our goal was to strengthen the digital competence and critical capacity of both students and teachers to navigate the current digital world safely and effectively.<< Implementation >>Seminars and workshops were conducted for teachers from the partner schools of the project to develop digital competence. Activities covered the following topics:- Awareness through hashtags- Promotion of fact-checking habits- Identification of rumors and fake news- Social media and perfectionism- Social media and syndromes (e.g., the ugly duckling syndrome)- Activities on how to formulate better questions- Digital development in the educational center: simulation of online teaching- Innovative teaching practices- Design of educational tools- Development of speaking skills, research, content creation, and video editing in the TV studio of the coordinating center- Collaboration with other institutions (educational authorities providing support as hosts during mobilities, local universities assisting in the dissemination of toolkits/manuals and the website in their education faculties).Our activities also addressed cross-curricular topics such as:- Increased sense of initiative and entrepreneurship- Enhanced competence in foreign languages- Greater understanding and responsiveness to all types of diversity, including social, ethnic, linguistic, gender, and cultural diversity, as well as different abilities<< Results >>A set of best practice examples to work towards achieving the project objectives, with descriptions of each, justification for their selection, and links to their websites and resources.A toolkit (Teaching Units) designed to develop students' digital literacy and equip them to combat misinformation and fake news in their schools. It includes practical activities and assessments.A teachers’ manual aimed at supporting educators in implementing the toolkit and Moodle course for teachers with free access for all the educational community."

<< Objectives >>We want to reduce the negative consequences of excessive use of social networks in high school students aged 15-19, such as self-image distortion, isolation and hopelessness. We want to enable teachers to develop together with students healthy habits in using social networks for content such as campaigns related to social problems. It is important for us to strengthen the media literacy of both teachers and students, as well as the skills of cooperation and mutual communication.<< Implementation >>Online research and living labs to analyze the problem deeply and get recommendations for the training program.Develop and pilot training programs related to the topic for teachers and for students 15-19yo.Train the teachers and students both within and out of the partnership in participating countries in healthy SM use.Share the results of the project at the students and teachers conference where the public of the host country would participate in workshops held by teachers and by students.<< Results >>International report: Impact of Social Media (SM) on teenage students’ self-image and communication skills;Training for teachers: Enhance collaboration and communication in students 15-19yo;Training for students: Healthy use of SM and creation of SM campaigns to foster civic engagement of students;Recommendations for healthy and socially responsible use of SM;Collection of good practices of healthy and socially responsible use of SM.