The project “Living healthy in different regions of Europe“ aims to show the students a way to a healthy lifestyle. During preparation classes the students work on the theoretical basics of psychological/ mental health, healthy nutrition and healthy physical activity/ sports. In the meeting in Biberach (Germany) the mental health is going to be the focus, while the meeting in Rome (Italy) is about healthy nutrition and the meeting in Dublin (Ireland) is about healthy physical activity. During the weeks of the meetings the hosting countries are going to offer workshops as an additional theoretical or practical input. The students will already bring national suggestions about healthy living in the specific area of health to the meeting, will discuss them with their international partners and will each time produce one video about the specific area of healthy living, which will at the end be the final product of this project. The results of the meetings in form of propositions will be realized and eventually optimized in the different countries afterwards, while at the same time the students are going to be prepared for the following meeting. After the meetings the students are going to give presentations for their fellow students at home, in which they report about their findings and experiences.
The goal of the project "Healthy Living in Different Regions of Europe" was to guide participating students towards a healthy lifestyle. During preparatory phases, the children engaged with the theoretical foundations of mental health, healthy nutrition, and health-promoting exercise. Due to the removal of our third partner school from Rome, the module "Healthy Nutrition" was collaboratively addressed online by the Irish and German partner schools. As planned, this project module proved to be well-suited for online processing and implementation. The other modules were prepared by the schools and further developed during mobilities (Dublin: Health-promoting Exercise, Biberach: Mental Health). The project results met their objectives and were comprehensive after all three modules: Collaboratively, videos were created in small groups and then merged into a joint project outcome, resulting in a shared video encompassing all three project modules. During reflection with our students, the idea arose that different media formats (variation) might have appealed to them more (flyers, posters, presentations, etc.). The greatest increase in competence was observed in the personal and methodological skills of the young participants. At the beginning of the project, students found it challenging, among other things, to formulate goals, plan a process, and structure it. Gradually, there was an increase in independence and self-management. Direct instruction was needed at the beginning, and by the end of the project, students were working independently. It is noteworthy that the students experienced the greatest personal development during the mobilities. All activities conducted contributed to a thorough understanding of the project modules, both in terms of content and practical application. Reflections during and between activities were used, among other things, to collectively demonstrate how all three project modules interconnect to emphasize their significance in daily life and promote the sustainability of the topic.