Guided by creating an ideal studying environment and necessary tools for improvement of the current studying process in schools we have decided to step on the shoulders of great thinkers and innovators of education combining non-formal , interactive and new wave education. This project might be regarded as pioneer in the field of autonomous learning additional activities, intertwined throughout its length in form of additional per/country activities , collaborative work and increasing capacities for the future generations. For all the previously and ongoing activities, it is to be held accountable. For this purpose we have created a system of checks and balances at the beginning in the middle , after each activity and at the end of project . This particular dissemination of results, being conducted in form of combined or individual scale for the sake of greater transparency and learning during the process typology of project implementation, is imperative for further development and future growth. Needs Analysis of learners' autonomy levels has previously demonstrated that the learning strategies have to be adapted so that higher proficiency levels in the curriculum be accomplished. The creation of independent, self-directed, self-motivated and collaborative learners can be favorably pursued in the common building up of a Collective European Identity through the familiar concept of Cultural Heritage. Our E+ partnership can boost the promotion of the above elements supporting them financially. The benefits of such a cooperation at an international level will be multifaceted, facilitating the emergence of European Citizenship and promoting the Integration of Multiple Literacies: multi-cultural, linguistic, visual, technological, kinesthetic, social-emotional. Through the learning strategies of Crossover learning, Embodied learning, Constructivist Learning, Gamification, Intergenerational learning our learners will be allowed to discover their identity and creativity. The concept of Cultural Heritage will be the bond around which cultivation of collective identity and memory will facilitate the long-term development of students' autonomous learning. During the project, students’ behavior will be observed based on the observation forms created by our partners and the results will be available periodically for assessment, reporting and comparison. Information about the project will be given through surveys, interviews, seminars and conferences. The production of tangible intellectual outcomes: "European Cultural Heritage Picture Dictionary", a Handbook, a Website will be a clear demonstration and evaluation of the work been done. This project will bring together the work from the countries of Turkey, Romania, Spain, Italy, Greece and Portugal, each pooling their experience and good practices. It is about a sustainable project which will allow for popularization and long-term benefits. Behavior, which will be learned by the end of it, will have become a habit and passed down from generation to generation. We aim to guide the learners from the mere Consumption of culture to the understanding, appreciating and constructing of a collective cultural identity, critical thinking, seeing with the eyes of "the Other", the foreigner. This cultivation of collective identity and memory through the teaching of cultural heritage in young learners is of great importance for the long-term development of their autonomous learning. The familiarization of students with ‘cultural goods’ through creative experiential learning activities is an interesting challenge for all the stakeholders of the educational process, especially for those who collaborate through Erasmus projects in an intercultural context. The realization of this idea is an interesting challenge, since the interconnection of cultural heritage with the educational act and the acquaintance of the students with the meaning of it have special value and multiple benefits. Our main concern is to seek, in cooperation with the educational community, ways in which cultural heritage can be used as a tool for acquainting and familiarizing students with its facets, giving rise to discussion, helping them widen their aesthetic education and exaltation of their consciousness as independent learners and active citizens. The forming and exchanging of good practices is one of our main goals, to disseminate that is the effects of our attempts to develop learner autonomy through cultural interactions.
Guided by the creation of an ideal learning environment and the necessary tools to improve the current learning process in schools, we decided to stand on the shoulders of the great thinkers and innovators in education by combining non-formal, interactive and new wave education. This project can be considered a pioneer in the field of additional autonomous learning activities, interwoven throughout its duration in the form of additional activities per country, collaborative work and capacity building for future generations. For all of the above and ongoing activities, there is accountability. To this end, we have created a system of checks and balances at the beginning, in the middle, after each activity and at the end of the project. This particular dissemination of results, which is carried out on a combined or individual scale for the sake of transparency and learning during the typology of the project implementation process, is essential for future development and growth. The needs analysis of learners' levels of autonomy has previously shown that learning strategies have to be adapted in order to achieve higher levels of competence in the curriculum. The creation of independent, self-directed, self-motivated and collaborative learners can be fostered in the common construction of a Collective European Identity through the well-known concept of Cultural Heritage. Our E+ partnership can encourage the promotion of the above-mentioned elements by supporting them financially. The benefits of such cooperation on an international level will be multifaceted, facilitating the emergence of European Citizenship and promoting the Integration of Multiple Literacies: multicultural, linguistic, visual, technological, kinaesthetic, socio-emotional. Through the learning strategies of Crossover learning, Embodied learning, Constructivist Learning, Gamification, Intergenerational learning our students will be allowed to discover their identity and creativity. The concept of Cultural Heritage will be the link around which the cultivation of identity and collective memory will facilitate the long-term development of students' autonomous learning. During the project, the behaviour of the pupils will be observed on the basis of observation forms created by our partners and the results will be available periodically for evaluation, reporting and comparison. Feedback on the project will be given through surveys, interviews, seminars and conferences. The production of tangible intellectual outputs: "Dictionary of European cultural heritage images", a handbook and a website will be a clear demonstration and evaluation of the work done. This project will bring together the work of the countries of Turkey, Romania, Spain, Italy and Portugal, each of them sharing their experience and good practices. It is a sustainable project that allows for dissemination and long-term benefits. The behaviours, which are learned by the end of the project, will have become a habit and will be passed on from generation to generation. We aim to move students from mere consumption of culture to understanding, appreciating and building a collective cultural identity, to critical thinking, to seeing with the eyes of the "Other", the foreigner. This cultivation of collective identity and memory through the teaching of cultural heritage in young learners is of great importance for the long-term development of their autonomous learning. The familiarisation of students with "cultural goods" through creative experiential learning activities is an interesting challenge for all actors in the educational process, especially for those who collaborate through Erasmus projects in an intercultural context. The realisation of this idea was an interesting challenge, as the interconnection of cultural heritage with the educational act and the students' knowledge of its meaning has a special value and multiple benefits. Our main concern was to find, in collaboration with the educational community, ways to use cultural heritage as a tool to make students aware of and familiarise them with its facets, giving rise to discussion, helping them to broaden their aesthetic formation and to raise their awareness as independent learners and active citizens. Training and exchange of good practices is one of our main objectives, to spread the effects of our attempts to develop the learner's autonomy through cultural interactions.