The aim of this project was to: -Improve teachers' practices, innovating them and making them more inclusive, to respond to students' individual needs, improving their school results and reducing the risk of school dropout by 10%, improving school results by 10%; strengthening the professional profile of teaching-related professions by involving more than 20% of teachers in European training projects or programmes; - Raise teachers' awareness of the positive impact of using ICT in an educational context: increase in the systematic integration of ICT in 40% of school subject plans and annual activity plans; increase in the number of teachers (40%) who have started to integrate ICT into their daily teaching practice; increase in the production/availability of educational resources in digital format (average of 1 resource per teacher); increase in cooperative work and knowledge sharing between staff members: increasing the number of training hours with the participation of teachers and other technicians in replication/dissemination activities; improving the English skills of members of the educational community.
In a cluster of schools where traditional teaching methods prevailed, this project aimed to increase our internationalisation to develop innovative teaching methods and explore curricular content based on the use of ICT, reducing barriers and promoting full European citizenship for our students. These teaching methodologies, experienced in the courses and Job Shadowing activities, could not only be more motivating but also make it possible to make the most of existing resources, implement active, student-centred methodologies (with the development of their critical and creative thinking), which could contribute to their success and prevent early school leaving. At the same time, the emotional climate of our students was/is unstable and we wanted to learn more about emotional education and inclusion, especially as we have students from different countries and of different ethnicities, so it was essential to improve the quality of the European dimension of teacher training (many felt insecure in their command of English, had little/no international experience and were unfamiliar with the reality of EU schools).