Our partnership consists in 4 countries: Italy, Germany, Poland, and Slovenia. Every country has its contribution related to the subjects. To develop a good plan and a coherent set of activities and to give a positive sign about collaboration, effort, and common values a final meeting is necessary to discuss the coordination of the four different partners. At the beginning of the project, by remote session, will be confirmed all tasks and detailed final planning of activities and exchanges. Specifically; will be approved next listed tasks: *Making the detailed plan of activities for the whole project, * Composing a group of teachers from the participating countries monitoring the process, *Motivation of the employees and better getting to know all involved, *Working with e-Twinning platform-workshop, *All schools will work together and contribute their knowledge about „Eco-Poly“. In a more innovative and resilient teaching perspective, investing in teacher training is crucial. In this perspective, the project will be a good occasion, for all teachers, to boost and enhance the IT (e-Twinning) competencies, to innovate their educational methods and their scientific skills. To be more efficient in the digital sharing platform, teachers will participate in the national training about use and potentials of the E-twinning platform. Students will be involved in 4 exchanges experience, four working days long. During each exchange hosted students, collaborating each other will be involved in different activities, dedicated to deepening of specific themes (sustainability, recycling, environmental protection and climate change) through dedicated workshops, visits and role games. At the end of the " Eco-poly" project, students will improve their English skills, will become more conscious about the global challenges and more cooperative and proactive in thinking up new and more resilient solution for a more sustainable future. All these goals will be reached thank to an innovative educational approach, based on more active learning such as gamification, field-based learning and cooperative learning. At the beginning and the end of each exchange experience, participating students will be evaluated, by an online multiple-choice test, to have a clear indication of reached goals in term of English and scientific literacy. Finally, each school will produce a shareable board game useful also for other students from different schools and teachers will produce a report containing best practices and new didactics developed during the project.
The focus of our joint collaboration on the Erasmus project with the school partners from Maribor in Slovenia, Cavalese in Italy and Sosnowiec in Poland with the title: "Ecopoly-The real game for a better life!" were mainly topics that dealt with environmental protection, climate change, sustainability and recycling and led to the improvement of the key skills of the participants. This was achieved, among other things, because each country made its own individual contribution to the topics and we thus ensured a variety of learning activities that met the different requirements and individual performance levels of the participants. The detailed final planning of the activities and exchange was accelerated through new direct and environmentally friendly communication options (video conferences, email or WhatsApp). In addition, the project's planning also included a final meeting in order to secure sustainable results for the individual tasks right from the start. These were: 1. To prepare a detailed plan for the activities of the entire project. 2. Mobilize a group of teachers from the participating countries to moderate and accompany the process. 3. Increase engagement and get to know everyone involved better. 4. Implement the work with the e-Twinning platform, which requires training. 5. All schools implemented the goal of profitably contributing their knowledge about “Eco-Poly”. Individual training and qualifications on the topics of sustainability, Erasmus programs, eTwinning and digitality proved to be extremely useful for the successful organization of the project due to the Covid19 pandemic. With the digitization of some methods as an innovative and resilient teaching perspective from January 2020, previous investments in teacher training were crucial. The project was a good opportunity for all teachers to expand or improve their IT skills (e-twinning) and to renew their pedagogical methods (video conference) and their scientific discussions. The participants took part in 6 exchange experiences, two more than planned. Four of them were in-person, the other two were digital, with one of them being a teacher activity. The physical exchange took four working days, with an additional two days each being useful for arrival and departure. During each exchange, participants took part in various projects dedicated to deepening specific topics (sustainability, recycling, environmental protection and climate change) through special workshops, excursions and changing perspectives. The participants became aware of the global challenges posed by transnational issues (C4). Cooperative and proactive skills were also strengthened in the social area, and it is not uncommon for individual participants to still communicate with each other today. Through firmly established content such as the environmental week, an environmental logo, upcycling projects and recycling in general (glass bottles, paper collection, waste separation), the students qualified for new and resilient solutions for a sustainable future that are relevant to their everyday lives, and adapted them into their living environment. Furthermore, different types of board games (e.g. puzzles, plug-in games, construction games, puzzle games) have been created, which are also useful for other students. All of these educationally relevant core elements were achieved thanks to an innovative, primarily digital educational approach, which is based on active learning such as gamification / learning from a model (e.g. building bridges in Slovenia), extracurricular learning locations (e.g. the visit to Profiroll in Bad Düben) and cooperative social forms (cross-border student groups). based on a central idea (e.g. the topic of “water” in Italy). As already mentioned, the prerequisite for this was fundamental new IT skills and communication media (e.g. “Zoom”). This well-founded acquisition of profitable knowledge through independent scientific work, lectures in English and, last but not least, exchange within the host families makes the further development and learning growth of the participants more clear than a test that would represent homogeneous and undifferentiated results. In order to be able to check an overall overview of the increase in knowledge across countries and to receive a clear indication of the goals achieved in terms of English language skills and scientific competence, a final meeting was organized at the end of the project. A multiple-choice quiz was created as a new method of innovative teaching in English on the learning platform kahoot.it.