<< Background >>Today, in addition to technological pedagogical field knowledge, it is necessary to know design, application, ethics and specialization information in order to ensure complete learning. Based on this, it is essential for teachers who educate immigrants to have technological pedagogical field knowledge in the training they provide during the integration process. In addition, design, application, ethics and specialization information must always be up-to-date and effective. The educator is the most fundamental determinant and basic element of an educational activity. The competencies of educators who educate immigrants and the integration of immigrants into the education systems are directly proportional. Thanks to the trainings to be received by teachers working in the institutions with which partnerships are established, the adaptation of immigrants in the partner countries to social life through education and training and the integration process into education with the modern education system will be made faster and more efficient.<< Objectives >>By implementing this project, we wanted to transfer the studies conducted on immigrants in our partners Greece and France and the results of these studies to our teachers participating in the project and to use this knowledge to make the education of immigrants more different and more effective.<< Implementation >> Our aim in these movements was to see the results of education and integration applied to immigrants in the countries we visited and to have the opportunity to develop these. In the first country we visited, France, we had the opportunity to learn France's perspective on immigrants and the general education model with the presentations of an academician working at the university during the 5-day studies. In Greece, we listened to the problems related to Greece and the solutions to these problems in the same way during the 5-day training. In the last movement of this process, we had the opportunity to concretely show what is being done in Turkey, especially in our city, regarding the education of immigrants. We saw how the students in the pilot classes received education and our country's perspective on immigrants. In this project, we implemented the following activities:1. Training activities for teachers who teach immigrants hosted by Esquare Education Institution in France2. Training activities for teachers who teach immigrants hosted by Areadne Lifelong Learning Center in Greece3. Training activities for teachers who teach immigrants hosted by Antakya Nedime Keser Public School in Türkiye<< Results >>At the end of this project, teachers who went to both countries had the opportunity to talk about their experiences with the education of immigrants and listen to their experiences there. Throughout the project process, we trained 30 students in our country with the program we prepared with the knowledge and experience we gained through pilot applications. In each other country, 15 students received education within the previously prepared program thanks to this project. In summary, 1. As a result of our project, participating teachers increased their technopedagogical competence. In this way, they became able to use digital educational materials.2. Technopedagogical training was provided to many educators through online and face-to-face courses opened for our project. Contributions were made to the students, the final affected group.3. Many students benefited from our courses opened to examine the results of our project and determine the effects of the training.