We ensured the inclusion and diversity in 6 partner schools from RO, TR, GR, PT, FR, IT and Association in GR by using formal, informal, and non-formal education methods on no-touch traditional and digital games in our structured courses, and project activities . We improved by 1% the 8 key competences of 4000 students from 7 partner organisations by non-formal education methods during 2 years of project activities and 1 short-term exchange of groups of pupils in RO. We improved the quality of 60 teachers from 6 partner schools and 1 association by 10% by using 12 traditional and 15 digital games produced by using 5 different web 2.0 tools in face to face and distance learning . We developed 6 instruments with the role of transfer and exploatation in and outside Europe through the participation of 60 teachers in 3 short-term joint staff training events between 11.2021-11-2023 We increased the internationalisation of 6 schools from RO,TR, GR, PT, FR, and IT and an association in GR by cooperation and networking between 11.2021-11.2023 We also achieved: incresed in key competences of our staff (inclusive education model, games and inclusion, digitalization) , in Foreign language skilss of teachers and students.
Our project included 6 partner schools, TR, FR, GR, PT, RO and IT, and an education association (Educom -GR).Our project partnership was based on the basic needs of all our participants. In addition, other basic needs of our project partners were as follows. These needs were determined by our coordinator with a questionnaire prepared with googleforms) - lack of staff key competences (inclusive education model, games and inclusion, digitalization) - lack of Foreign language skilss of teachers and students -The European dimension of institutions is weak - Lack of opportunities for institutions to create new networks - the need to become a more inclusive school -Weak school-parent relationship - lack of awareness of active citizenship - democratic society and European Union - lack of awareness of eco-friendly approaches -Digital inabilities of teachers and students In the context of these needs, we had identified 3 main priorities for our project: -Inclusion and diversity in all fields of education, training, youth and sport, -Development of key competences, -Supporting teachers, school leaders and other teaching profession All of our project activities were designed to support our priorities and to achieve our goals.