The need to form this association arose from a deep reflection on the need to renew teaching methods globally. For this reason, observation and cooperation in teaching methods and in diverse learning contexts and in different Educational Systems has meant an improvement in teaching and learning, as well as in the management of spaces. The association has reached and expanded the European dimension that contributes to its academic and social development through methodological innovation. The experience of the association was characterized by its work practice in technological skills, teaching skills and good practices in environmental education and active citizenship, management and implementation of European projects, educational quality seals, experiences in eTwinning projects, teacher training, educational strategies for the awareness of knowledge and the maintenance of the cultural legacy of the peoples, all contributing to the fact that we have improved the digital and communication skills of the participants and achieved two new Erasmus accreditations. The priorities that founded the Project are the social and educational value of European cultural heritage, its contribution to job creation, economic growth and social cohesion; social inclusion; the comprehensive approach to teaching and learning languages, through innovative ways of learning and significant methodologies. The ages of the students ranged between 12 and 17 and in the transnational mobility the number of participants was between 6 to 10, depending on the country, and from 2 to 4 companions, all of them selected based on agreed criteria. Regarding the profile of the teaching staff, they had experience in the linguistic field, ICT, Science, History, sports. The selected students were prepared in the academic field and in the development of relevant skills for positive coexistence. The objectives of the mobility and European cooperation activities were: to introduce methodological changes based on collaboration with European educational institutions; achieve a greater understanding of and responsiveness to the social, ethnic, linguistic, and cultural diversity of the school community; encourage more active participation in school and in society; increase the degree of motivation and satisfaction of students and teachers in their daily work; promote democratic values and fundamental rights, intercultural dialogue, critical thinking and communicative competence. The planned activities were varied: ice breaking, creative workshops, data presentations and debates, environmental awareness campaigns, dance workshops, photographic contests and challenges, laboratory practices, talks, seminars, hiking, orientation, historical routes and in the natural environment, visits to companies and museums, job shadowing. Its design and organization contributed to the development of awareness of the value of cultural heritage, protection of the environment and the need for efficient communication in English. Its implementation required a creative and critical methodology: research, design and production of products, use of new technologies in development and dissemination, cooperative work and student interaction, better peer learning, interdisciplinary work. The activities have reached further development with the contextualization of learning, applying methodological strategies acquired in the classroom and to the design of the didactic programs. The participating teachers have shared with the rest of the teachers and the management teams the good practices acquired, contributing to the improvement of motivation and innovation. The results obtained are: incorporation of good practices in daily activities; positive impact on the people directly or indirectly involved; greater social participation in collaborative and service-learning projects; assessment of the educational school as a guarantor of the academic and sociocultural development of the municipality; positive coexistence through intercultural communication and critical thinking that have clearly reinforced human values. The impact and benefits of the project are reflected in the strengthening of the roots of culture and traditions and appreciation for the natural environment and its conservation, durability of non-formal learning methods, high appreciation of interculturality, the real inclusion of students with difficulties, the fact of being sources of inspiration for other people or institutions, the growth and maturity of young people with healthy lifestyles, boosting school media in promoting European citizenship, amplification of materials and results from publication on eTwinning and Erasmus+ results platforms.
The need to form this association arose from a deep reflection on the need to renew teaching methods globally. For this reason, observation and cooperation in teaching methods and in diverse learning contexts and in different Educational Systems has meant an improvement in teaching and learning, as well as in the management of spaces. The association has reached and expanded the European dimension that contributes to its academic and social development through methodological innovation. The experience of the association was characterized by its work practice in technological skills, teaching skills and good practices in environmental education and active citizenship, management and implementation of European projects, educational quality seals, experiences in eTwinning projects, teacher training, educational strategies for the awareness of knowledge and the maintenance of the cultural legacy of the peoples, all contributing to the fact that we have improved the digital and communication skills of the participants and achieved two new Erasmus accreditations. The priorities that founded the Project are the social and educational value of European cultural heritage, its contribution to job creation, economic growth and social cohesion; social inclusion; the comprehensive approach to teaching and learning languages, through innovative ways of learning and significant methodologies. The ages of the students ranged between 12 and 17 and in the transnational mobility the number of participants was between 6 to 10, depending on the country, and from 2 to 4 companions, all of them selected based on agreed criteria. Regarding the profile of the teaching staff, they had experience in the linguistic field, ICT, Science, History, sports. The selected students were prepared in the academic field and in the development of relevant skills for positive coexistence. The objectives of the mobility and European cooperation activities were: to introduce methodological changes based on collaboration with European educational institutions; achieve a greater understanding of and responsiveness to the social, ethnic, linguistic, and cultural diversity of the school community; encourage more active participation in school and in society; increase the degree of motivation and satisfaction of students and teachers in their daily work; promote democratic values and fundamental rights, intercultural dialogue, critical thinking and communicative competence. The planned activities were varied: ice breaking, creative workshops, data presentations and debates, environmental awareness campaigns, dance workshops, photographic contests and challenges, laboratory practices, talks, seminars, hiking, orientation, historical routes and in the natural environment, visits to companies and museums, job shadowing. Its design and organization contributed to the development of awareness of the value of cultural heritage, protection of the environment and the need for efficient communication in English. Its implementation required a creative and critical methodology: research, design and production of products, use of new technologies in development and dissemination, cooperative work and student interaction, better peer learning, interdisciplinary work. We will give continuity to the activities developed with the contextualization of learning, applying methodological strategies acquired in the classroom and to the design of the didactic programs. The participating teachers have shared with the rest of the teachers and the management teams the good practices acquired, contributing to the improvement of motivation and innovation. The results obtained are: incorporation of good practices in daily activities; positive impact on the people directly or indirectly involved; greater social participation in collaborative and service-learning projects; assessment of the educational school as a guarantor of the academic and sociocultural development of the municipality; positive coexistence through intercultural communication and critical thinking that have clearly reinforced human values. The impact and benefits of the project are reflected in the strengthening of the roots of culture and traditions and appreciation for the natural environment and its conservation, durability of non-formal learning methods, high appreciation of interculturality, the real inclusion of students with difficulties, the fact of being sources of inspiration for other people or institutions, the growth and maturity of young people with healthy lifestyles, boosting school media in promoting European citizenship, amplification of materials and results from publication on eTwinning and Erasmus+ results platforms.