With structured courses conducted in various European countries, we wanted to establish attractive programs for all students, especially those who come from other socio-cultural backgrounds and/or have special educational needs. We wanted to upgrade the culture of coexistence between employees and enrich our competencies by exchanging experiences at the level of the national and European space. We wanted to establish an inclusive intercultural environment using modern pedagogical, didactic methods and approaches that go beyond language constraints (art, social skills, mindfulness, modern ICT tools) and to develop students' moral functioning and sensitization to respect diversity. By getting acquainted with different school systems, we got to know the work of professionals and leaders, work with students, pedagogical preparation and management of documentation, ways of educating their professionals, organization of technical support, information on technologically equipped schools, ways of involving students from different cultural fields, migrants, refugees, children with special needs and other groups of vulnerable students. We wanted to improve the management of professional teams and improve their mutual cooperation.
We applied for this project because we are a school with a vision of lifelong education and upbringing, open to ideas, knowledge, creativity, and good interpersonal relationships. With the mobility of seven individuals in the field of education and training, we wanted to put at the forefront the priorities that follow the goals of European priorities at the national level: social inclusion, acceptance of diversity, and the development of multicultural competencies. We are a school with more than one-eighth students with special needs, the number of immigrant students coming from different language areas is increasing every year, we have students from different social, cultural backgrounds and educations. needs, abilities, etc., so we have set high standards in creating an inclusive environment where each individual can develop their potential and feel an equal member of the community. As cultural diversity requires special care and openness of all actors: teachers, parents, students, local communities, we wanted to learn about various positive practices of intercultural school environments through mobility and working visits and enrich our own and upgrade the competencies of seven participants from different fields and positions.