The BEErasmus project deals with the "bee"on many levels. Although the bee is filled with consistently positive qualities in all cultures, this has not led to the urgently needed rethinking and acting in society. Our aim is to persistently attract the participating students as experts, actors and multipliers. The participating schools are four primary schools from Seiersberg (Austria), Ljutomer (Slovenia), Varazdinske Toplice (Croatia) and Klosterfelde (Germany). All schools already act according to the principles of sustainability. This happens in different areas (green classrooms, solar energy, local cooperations), but this leads to an interesting mixture. The immediate school population is about 3,500 people. In regional terms, the number of target persons is much more difficult to quantify so that an estimate can be inadequate. The joint work expects an increase in learning and teaching methods, knowledge and manuals. It is desirable to have a longterm cooperation beyond the projects. The billable goals are as follows: improved knowledge of the German language for the participants in the partner institutions in Slovenia and Croatia, a transfer of competence in the areas of environmental education, sustainability, intercultural competence, a strong attention and involvement of local partners for the individual school location of pupil partnerships through practical and joint action, strengthening of the language competence of the young people and the promotion of the "life of European thought", a multilingual website, which serves as an exchange medium and information source. (BEE-box, BEE-book, BEE-smart and the BEE-web (www.bee-online.jimdo.de). From a methodical point of view, three major pillars of methodology should be taught to the learners during the project. They comprise the actual methodological competence, the methodological diversity and the methodological interdependence. It is up to the teachers to prepare the methods, to introduce them and to practice them. These include differentiated learning, learning, eLearning, learning, explorations, experiments, free-lance, group expert rally, brainstorming, cluster, group puzzle, diary method, action orientation, cooperative learning, learning by teaching, multidimensional, self-organized and self-determined learning. The teachers are available during the project as facilitators and organizers. A special focus is also on the reflection of learning. This serves as a gauge of the change in one's own actions among teachers and learners.
The aim of the project work was to approach the bee as a carrier of culture in Europe in different ways. The disappearance of many insects and thus also many bee colonies as a result of the use of pesticides, monoculture and the sealing of green areas were the starting point. The question arose as to what can we experience in Seiersberg-Pirka (AUT), Varazdinske Toplice (CRO), Ljutomer (SLO) and Klosterfelde (DE) and which changes can we initiate ourselves. We also had to acquire knowledge about the bees and work out concrete instructions for a change in dealing with nature. In order for the project to be successful in the four countries, local and regional cooperation partners had to be found who would support teachers and students in their endeavors. All schools succeeded in doing this. In Ljutomer there was support from beekeepers, forest workers and the Deputy Environment Minister, in whose presence trees were planted. In Klosterfelde we were supported by local companies, the forest ranger and the community. A letter sent to the Federal Chancellor Dr. Merkel was written, was answered by the head of the Chancellery. In Seiersberg-Pirka there was support from the community and an agricultural school. In Varazdinske Toplice we were welcomed by the mayor who supported the project. In this way, we achieved a greater reach than we had thought possible and thus brought the project and its urgency to the public nationwide. The school public of all schools is around 3,500 people, the total coverage could have been around 15,000 people, if all media (Facebook, Twitter, Instagram, newspapers, official gazette, letters) and people reached in the communities are taken as a basis. During the course of the project, the learners at the Klosterfelde primary school were able to draw conclusions from the knowledge they acquired and to change their behavior. This can be seen in concrete terms in the handling of rubbish during breaks, work in the school garden, and participation in community environmental projects. Since environmental education is an important part of everyday school life, this generation of schoolchildren should see significant changes in relation to the problems explained. The Fridays-for-Future movement also plays a role with the older students. Our findings were documented in the BEEweb (https://bee-online.jimdofree.com/), in the BEEbook and on the project homepage (https://gemeinsam-in-europa-lernen.jimdo.com/). The BEEbox - a self-developed learning box filled with its own materials - is used to obtain information and BEEsmart should secure what has been learned in a multilingual, team-oriented and playful way. The learning objectives were always with the help of music (Maya the bee, sung in three languages), games (bee cup, relay competitions), art (logo competition, spring pictures, bee pictures), specialist teaching (biology, history), expert panels (beekeepers, museums, foresters) and through the Reached help from parents and grandparents. We have not only covered many areas and enabled the children to get involved where their skills are most valuable, but also brought different generations together. The added value for all involved learners and teachers lay in getting to know European cultures in terms of language, food and sights, recognizing similarities and differences, jointly pursuing a learning goal and exchanging examples of good teaching practice.