In order to meet the targets set by the EU 2020, schools should be able to respond to new phenomena such as the internationalization of education and increasing migration, the use of digital learning and support the creation of flexible learning paths depending on the needs of students . However, many teachers are faced with the dilemma of balancing internationalism and national identity, especially in a single nation or a union of countries. By learning about the unique characteristics of their own and other cultures, children come to a greater understanding of their own national identity, while at the same time developing a sense of tolerance and acceptance. An international learning environment is commonly known as internationalization. Generally, internationalization activities are referred to as "projects". However, these activities are tried out in the short term, rather than being understood as a fully integrated element of the school curriculum. The internationalization strategy should promote an institution-wide approach to the development and integration of international, intercultural and global perspectives into institutional policies, programs and initiatives. Curriculum internationalization should enable children to develop the knowledge, skills, attitudes and habits of global citizens. In this way, we intended to achieve with this project and we can say that these objectives were mostly achieved, insofar as it was noted: • Improvement of management and staff skills in inclusive learning, • Introduction of innovative teaching methods and instruments that reinforce common citizenship, • Integration in the European dimension, in the curriculum to promote social values, • Improvement of language skills, • Modernization of the curriculum, • Strengthening cooperation with partners from other countries to increase mutual understanding; • Improved quality in the preparation, implementation, monitoring and follow-up of international projects. Participants played an active role in disseminating their experience both within the institution and in the region. Teachers were able to integrate newly acquired and improved skills, new working methods and tools into their daily work. Through internal dissemination, teachers were encouraged to adopt new ways of working to include children with different backgrounds, creating a personalized learning curriculum, finding other ways and opportunities to develop the skills of both students and teachers.
In order to promote citizenship and the common values of freedom, tolerance and non-discrimination, as well as improve the quality of education and internationalization, Eb1/PE Visconde Cacongo took advantage of the opportunity offered by Erasmus + and applied for this project of training, in order to respond to institutional and teacher needs, taking into account the institution's strategic plan for social inclusion, the implementation of educational excellence and curricular modernization, as well as the personal and educational development needs of the participants. This project aimed to enhance social inclusion, internationalization, create the opportunity for the development of linguistic, cultural and international skills of teachers. Quality assurance and internationalization needs: our school aimed to strengthen the motivation of children and teachers for education (learning and teaching). We also intended with the execution and implementation of this project to increase the sense of initiative, the motivation to participate in the construction of the future of education and inclusive education program, to improve their skills in foreign languages, strengthen intercultural understanding in the European context, Participate actively in society. To achieve these goals, we wanted to improve the quality of education in the institution, increasing the creativity of teachers, developing their professional skills, especially in the development of inclusive curriculum, planning and management of international projects, intercultural awareness, initiative, cooperation and development of language skills. . The Mobility One School...in Europe project contributed to the expansion of teachers' experiences through the training programme, providing them with a better understanding of the education systems in European countries, which was reflected in the work of teachers in improving the quality of education. Teachers learned about new methods of education, gained the knowledge to design and deliver an international curriculum that included children from various backgrounds in the education process, improved their foreign language skills and acquired computer skills. By integrating best practices and new teaching methods, participants became more open to the modernization of institutions, international project work, linguistic and cultural diversity. This led to an increase in teachers' motivation and satisfaction in their daily work.