We aimed at increasing Ss motivation and including them directly in learning process to be able to equip them with a variety of soft skills including, creative thinking, teamwork, , conflict resolution, and problem-solving skills. We planned to contribute to the development of key competencies such as communication in mother tongue, basic competencies in interdisciplinary subjects, digital competence, learning to learn.
We, were aware of the real risks and socio-economic disadvantages early school leavers could have in future, responded to this pressing issue activating strategies, hands-on approaches to meet the different needs of young learners. Teachers tailor teaching on students’ learning social -cognitive skills associated with collaborative problem solving using authentic and real life problems as a starting point such as environmental issues, they studied trips and eTwinning projects where students were encouraged to interact with foreign peers aiming to develop their foreign language competences and cultural awareness and expression. They proposed collaborative and reflective activities, created a supportive learning environment to make lessons more attractive. They cooperated with parents and the local community to help students to develop their basic skills, collaboration, communication, and social and cultural competences through project-based learning using methods like inquiring-based learning. We applied a motivation survey to see the motivation levels of the students in all partners schools, and as result it was seen that 60% of the srtudents lacked motivation when it came to attend the activities carried out in the lessons.