1. After the strong isolation and segregation during the pandemic had led to a loss of a sense of a common European identity and actual encounters within Europe had practically come to a standstill, Europe should be increasingly experienced in our daily teaching activities, pupils should regain a sense that they also have a European identity that needs to be cultivated. 2. The bilingualism of our pupils in the school environment, but also in their private and professional lives, should be strengthened and the importance of learning a foreign language should be made tangible. It should become clear to the pupils that multilingualism thrives on encounters with representatives of other countries and cultures and that one can expand one's own abilities and perceptions in the context of these encounters.
Digitalisation is the dominant topic in many areas, but we also see a problematic situation for us that has only been exacerbated by digitalisation, namely that we have to integrate more pupils who need support in foreign languages and intercultural communication, important areas for business people. This has been exacerbated by the COVID pandemic and the strong focus on digital teaching, as in the two years since the start of the pandemic, disadvantaged pupils in particular have lost even more skills in terms of intercultural and foreign language competence due to isolation in front of their computers. As a result, we need far more programmes to enable foreign language skills and the experience of interaction in real, face-to-face encounters. Europe needs to be experienced again in our daily lessons. Pupils want to regain a sense that they also have a European identity that needs to be nurtured and maintained. Foreign language learning and bilingualism should be promoted, as they are essential elements in cultivating and maintaining a European identity.