The pandemic was a worldwide phenomenon and our survey results confirmed that we were united by the problem of students' addiction to mass media. With the end of the pandemic and the isolation and forced remote teaching, we observed an increasing number of cases of computer, Internet, cell phone and network game addiction among students. Children and adolescents mostly used these media to further their knowledge, communicate and also for leisure and entertainment. Our goals were: - returning students to the real world - rebuilding interpersonal relationships - learning self-control of time spent online - modeling correct patterns of using mobile devices - developing the ability to take a selective and critical approach to content presented on the Internet - awareness and modification towards a healthy lifestyle - developing language skills - encouraging teachers to introduce new methods of working with students (including film education, discussion clubs, board games board games during classes)
Teachers at our school observed that after a period of pandemics and isolation at school, there was a group of students who did not respond to the school's anti-networking and phonoholism actions. The students neglected their school and family responsibilities, gave up their interests and social contacts with their peers, and were unable to control the time they spent on the Internet. The project was part of the need for prevention and early intervention related to the emergence of the problem of abuse of mobile devices in everyday life. Thanks to the measures taken, students were able to return to normal social development, which is closely related to emotional development. Real cooperation and face-to-face meetings with peers from partner schools improved students' mental condition and interpersonal relations. And EU funding allowed us to organize various and creative activities away from the virtual world. The project responded to the need for students to return to the real world and strengthen interpersonal ties.