Starting from the concrete needs and challenges of our learning environment, we in the project team set goals in three broad areas, which are in fact constantly intertwined: learning foreign languages and new digital tools, sustainable development in kindergarten and school, and integration as a path to inclusion. Getting to know foreign languages and new digital tools is therefore primarily of organizational implementation importance, and at the same time, both employees and children and students strengthened their competences in this field and updated teaching practice in the direction of digitization (also in the field of special needs) and international integration. Sustainable development in kindergarten and school was actually a bridge to the third goal - to integration as a path to inclusion. We acquired new, sustainable areas and at the same time strengthened integration - in a local and international environment. At the same time, we promoted specialized programs and new, inclusive practices.
The reason for our project was the thought "even our students must have the opportunity to travel to a foreign country!" We are a primary school with a customized program, and a developmental kindergarten department also operates at an external location under our auspices; in our mission, we are dedicated to children and students whose development path goes differently due to special needs and health specifics. A stimulating learning environment is even more important for them, as they often have fewer opportunities due to various obstacles. As a bridge of connection with the environment, we have chosen sustainable development, which we have been very actively introducing for almost a decade on the ecologically certified areas next to the school - caring for the planet is what we all have in common. Through project contents and activities, we also trained the language and digital competences of all participants - a stimulating learning environment can only be built in a stimulating working environment. We are implementing the project for the first time and the experiences of teachers and students are exceptional. The inclusivity of the school has also increased through the contents and connections with other schools and countries.