First of all our goal was to implement a more modern, global approach during the teaching-learning process from the perspective of both educators and students. Besides that we intended to broaden our students' horizons by conveying subject content in the form of non-isolated datasets since this complex approach assumes critical thinking, creativity, a combined view of details and the whole unit. The project-based learning process requires the cooperation of the participants and establishes pedagogical and professional relationships between teacher-teacher, student-student and teacher-student. It helps students consciously shape their own learning process replacing the traditionally passive role of receiver. It was our declared intention to strengthen these effects. Our specific plan was to start experimental courses within the framework of language classes. During the implementation, we created the content of two two-week/ 10-hour courses each, and put them through with our students. In the form of the course education, we grouped the associated subjects around a topic, thinking in terms of both the humanities and the sciences.
In connection to the previously implemented Erasmus+ projects it became clear that the education taking place in Hungarian schools and our education system itself differ significantly from institutions with a similar profile in Northern and Western Europe. Summarizing the essence of our goals in the name of our 2019 project: "Let's update Károlyi!" we have been looking for a methodological solution - already proven for decades in Europe - which can be implemented with our own tools system and easily adapted in the Hungarian institutional environment. We were hoping to break the isolation of the subject contents allowing the inclusion of experiential pedagogic elements and strengthening the cross-curricular activities within the framework of project based learning. Based on our experience so far and our research in the pedagogical literature, we turned our attention to course teaching. Within the project we were able to visit institutions whose educational practice was a good example both in terms of a holistic approach and experiential pedagogic methods. On the other hand, we were able to participate in further methodological training, which helped us to achieve our goals.