The aims of the project were: to increase students' motivation to learn and to improve their skills in gaining knowledge and in solving problems. We wanted our pupils to acquire knowledge more effectively, to make learning activities more interesting, conducted with the use of modern working methods. Another objective was to increase professional competences among teachers, which would lead to the practical application of knowledge by students and improve their foreign language skills. The acquired competences were to open teachers to learning new methods, applying new working methods, implementing pupils' learning from each other, combining different educations with a creative approach to problem solving. They were to become ambassadors for change in the school. The project aimed to improve competences among teachers co-organising the education process of pupils with special needs related to the use of computer technology in the education of these pupils. We wanted teachers to start using ICT as an integral component of education.
The project was designed to bring about changes that were necessary due to the main problems diagnosed. These included a low level of application of acquired knowledge in practice, too few opportunities for pupils to learn from each other, insufficient use of computer technology in practice, poor motivation of pupils to learn and poor foreign language skills among school staff. The problems were exacerbated by a long period of on- line teaching, school staff entering a comfort zone of low motivation to implement change, physical stagnation and lack of interest in organisational development. The project involved mobility activities followed by local activities, which gave participants the impetus to implement change in the school. The high number of mobilities and people participating were important in the process of change, because they had more power, more people became convinced that change was possible and they had the influence to implement it. The school needed to strengthen the European dimension, to involve a larger group of teachers in international cooperation. Erasmus +, became an educational brand. Staff gained experience and resistance to participating in mobility was overcome.