The ELA Blog

In our efforts to equip students with 21st century skills while preparing them for real world careers and challenges, we often overlook our responsibility as educators to dream and create environments where everyone has the chance to be creative and bring out the best in themselves.

​The new edition of the course “Creativity for the future: promoting Critical Thinking and Problem-Solving in the classroom​” took place in Palermo from 09/03/2025 to 15/03/2025. The participants came from all across Europe, with Anna Idman, Mervi Laakso, Anders Johansson and Teemu Lento from Lohjan kaupunki/Källhagens skola in Finland, Carina Callander from Källvindsskolan, Komvux Norrköping in Sweden, Sandis Bardins from Rigas 6. Vidusskola in Latvia and Krzysztof Dziadek, Danuta Zawadzka, Agnieszka Moskal, Igor Pogonowski and Dariusz Kotarski from Politechnika Koszalińska in Poland.

​Discussing the key competences for thriving in the 21st century, participants explored learning and innovation skills, digital skills, and career and life skills, with a particular focus on the 4Cs: critical thinking, creativity, communication, and collaboration. Most importantly, we experienced through hands-on practice how our brains and thinking skills work differently when we face a problem that needs to be solved.

​Participants were presented with a series of challenges designed to help them reflect on how common barriers to creative thinking can be overcome by applying specific strategies. For instance, by using the 6 Thinking Hats method, participants practiced ‘‘lateral thinking’’ and explored its practical application to the content they are currently teaching. Through individual exercises and feedback from colleagues, it became clear that this method can be used across all subjects, from science to language learning, and also as a formative assessment tool to encourage students to think outside the box.

​Regarding visual strategies, participants got to see new activities which could be a basis for brainstorming or discussing students´ ideas and stimulating their creative expressions in that way. By proposing an innovative and digital perspective, we challenged an “only-art” perception of what “visual thinking” includes.

​A reflection on the importance of fostering students’ critical thinking skills is essential in a world where they are often passively exposed to huge amounts of (dis)information. Participants engaged in activities focused on reasoning, questioning, and debating, all of which can be adapted to various classroom settings to help students become active and conscious agents in their own learning.

​To bring creativity and critical thinking into the classroom, we must not only struggle to find new solutions, but also recognize that innovation often comes from reimagining traditional tools. Our participants enjoyed playing classic games, and had the chance to adapt them to their own subjects, strengthening the learning experience in the process.

​Finishing the course, the participants had the chance to recap the week on posters in a creative way. Finally, they are bringing back new experiences and tools to apply in their own classrooms!

​Discover more about this course here.

As educators, our mission extends beyond academic instruction—we strive to equip students with the knowledge, skills, and attitudes that will enable them to thrive in an increasingly diverse and multicultural society. In today’s world, fostering diversity and tolerance in the classroom is more than an objective; it is a necessity. Encouraging open-mindedness and empathy among learners can have a lasting impact, not only on individuals but on society as a whole.
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From 16/02/2025 to 22/02/2025, the latest edition of the “Diversity in the Classroom: Teaching Tolerance and Overcoming Prejudices and Discrimination” course was held in Athens. Educators from across Europe participated, including Penélope Zezar Gutiérrez, Verónica Hernández Agüera, María Luisa González Pascual and María Del Prado Hernando Jímenez from CEIP Las Acacias in Spain, Marina Prinzler and Nadine Keller from Helmholtz-Gymnasium Bielefeld in Germany, Angela Miley and Laura Elena Juárez Valdez from Saxony International School Carl Hahn gGmbH (IOM) in Germany, Elsa Pereira, Carla Lúcia Grou Carreto and Albertina Sérgia Soares Fortes from Agrupamento de escolas Monte da Lua in Portugal, Sabrina Neumann from Leine-Schule Neustadt in Germany

A fundamental aspect of the training was exploring identity. Through an interactive exercise, participants created self-portraits, with one half reflecting their external appearance and the other half representing their personal values and inner characteristics. This activity sparked discussions on how identity shapes our perception of the world and influences our interactions with others.

Another critical topic was cultural diversity and the challenges associated with embracing it. A TED Talk prompted reflection on the importance of asking, "Where are you local?" rather than "Where are you from?". This shift in perspective acknowledges that identity is shaped by a variety of cultural influences rather than being limited to a single nationality.
To deepen the discussion, the group examined stereotypes—their origins, their impact (both positive and negative), and how they evolve into biases and discrimination. A storytelling technique was employed to illustrate how stereotypes shape narratives and perceptions, often leading to misjudgments.

A particularly thought-provoking segment focused on awareness and respect. Participants explored how personal values influence cultural perspectives through simulations and critical thinking exercises. The metaphor of “wearing different glasses” illustrated how individuals see reality differently based on their own cultural backgrounds and experiences.

The concept of membership and inclusion was also addressed. Activities encouraged participants to reflect on feelings of exclusion and the challenges of integrating others into group dynamics. A leadership-focused exercise, inspired by the behavior of geese in flight, provided valuable insights into teamwork and collective support.
Lastly, empathy played a central role in the training. Educators engaged in exercises designed to enhance emotional intelligence, encouraging them to recognize and express their emotions while also understanding those of others. Cultivating empathy in both teachers and students is essential for building inclusive and supportive learning environments.

By the end of the week, participants had engaged in meaningful discussions, hands-on activities, and collaborative learning experiences. They left with a deeper understanding of diversity, enriched perspectives, and practical strategies to implement in their classrooms.
Interested in learning more? Find out more about the course here
 

In our fast-changing world, education is a cornerstone of societal progress. As technology evolves and learners' needs shift, traditional teaching methods often struggle to keep up. This is where innovative teaching methodologies become essential. These modern approaches enhance the learning experience, fostering critical thinking, collaboration, and adaptability. The course “Innovative Teaching Methods for Teachers, School, and Adult Education Staff” introduces new teaching strategies, always tailored to the realities and needs of participants.

The new edition of the course took place in Tenerife from 10/03/2025 to 14/03/2025. The participants were coming from all across Europe: with Anna and Ryszard, coming from Zespol Szkolno-Przedszkolny W Slodkowie in Poland, Judit, Krisztina, Agnes and Szilvia from Szekesfehervai Teleki Blanka Gimnazium in Hungary,  Ewa from SZS Nymburk in Czech Republic, Isabelle, Eleonore and Marie-Helene from College Les Deux Canons in France, Ella from CVO Volt in Belgium, Lucie from Lycee Marguerite Jauzelon in France, Barbara, Marta, Andrzej and Jaroslaw from Zespol Szkol Ponadpodstawoych Nr 2 w Kepnie in Poland.

Thanks to different kinds of studies and research, today there are many tools available that can be used in the school environment: project-based learning, non-formal education, outdoor education, and ICT are some of the many opportunities that can be integrated with traditional teaching methods.

The course begins by emphasizing the growing importance of critical thinking, creativity, communication, and collaboration. The first session explores how innovative teaching methodologies, such as experiential and inquiry-based learning, equip students with these essential skills. Additionally, we discuss the shifting role of educators as facilitators, fostering learning environments that inspire students to explore, question, and innovate.
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On Tuesday, the focus turns to Project-Based Learning (PBL), a teaching approach that transforms the classroom into a dynamic space for inquiry and problem-solving. By working on extended projects that address real-world challenges, students develop a deeper understanding of content while enhancing their critical thinking, collaboration, and self-management skills. Participants also explore strategies for designing and implementing PBL in various educational settings, considering differentiated learning needs to keep students motivated and engaged.

Thursday’s session highlights the integration of Information and Communication Technology (ICT) tools in the classroom to enhance student engagement. In today’s digital world, traditional lectures can sometimes feel disconnected from students' everyday experiences. By incorporating ICT tools such as interactive presentations, quizzes, and educational games, educators can create more engaging, immersive learning experiences that foster active participation and deeper understanding.

On Friday, the course concluded with a hands-on application of the week's learning through a city-wide treasure hunt, guided by an ICT tool. This activity demonstrated how outdoor education can be combined with technology to create engaging, immersive learning experiences. By integrating real-world exploration with digital tools, outdoor education encourages students to interact with their environment and apply their knowledge in meaningful ways. The treasure hunt highlighted the benefits of this approach, including enhanced problem-solving skills, teamwork, and a deeper connection to the material, and also made the participants get to know the city of Tenerife!

By the end of this course, participants will have a robust understanding of how to implement these innovative teaching methodologies in their classrooms. These approaches will not only help prepare students for the demands of the future but also create a more vibrant and effective educational experience.

Discover more about this course here.

​Generations that are raised in the outdoor are more likely to care for the environment and for our planet. Considering that, Outdoor education has not only a considerable impact on the cognitive, behavioural and emotional development of preschoolers, but is especially important for our environment due to the state of climate change. This innovative teaching approach we discussed in our course during the week, offers the possibility to address two of the most important topics of today’s society: providing long-lasting high quality education and raising awareness on the importance of preserving our planet in the face of the daunting threat of climate change.

​The new edition of the course “Outdoor education for preschool teachers” took place in Palermo from 02/03/2025 to 08/03/2025. The participants came from all across Europe, with Sari Huczkowski, Helena Lindström and Susanne Abrahamsson from Luleå Kommun Förskola in Sweden, Kristine Engnes and Anne-Marie Borud Vraalsen from Lillestrøm kommune – Ramstadskogen barnehage in Norway and Siv-Lillian H Amundsen and Andrea Rosendal Pettersen from Lillestrøm kommune – Dalen barnehage ​in Norway.

​First of all, we created a definition of Outdoor Education, then, to dive deeper into the topic, we analysed and discussed the benefits of Outdoor Education and the participants had the chance to share their own experience with teaching in nature. As this course was specifically addressed to preschool teachers, the participants also discovered the Italian education system. Moreover, in order to compare their different approaches, they shared presentations of their own schools.

​Another part of the course was focused on discovering a natural environment in a local park and practicing activities there. After testing some games, challenges and activities, our participants started planning their own outdoor activities, adapting them to the needs of their students.  

​Furthermore, the participants also learnt about the importance of outdoor space planning by discovering selected areas in advance in order to minimize the risks. They identified the most interesting, potentially dangerous, play and rest areas in an outdoor space and created a map out of that knowledge. This hands-on approach allowed them to plan outdoor activities for their pupils in a safer way. By visiting two local outdoor schools, Eco Scuola Montessori and Istituto Minutoli, the participants had the chance to see an efficient example of outdoor learning not only from a practical point of view but also by seeing children interacting between themselves and with nature.

​Finally, the last part of the course was dedicated to learning and applying green skills in their classes. After talking about some theory regarding climate change, the participants practiced games that they can use in order to introduce the topic to young children.

​After this week, the participants were bringing home a lot of new tools and activities that they will be able to replicate with their students, showing that learning doesn’t happen only inside a classroom!

​Discover more about this course here.

We all know the challenge: finding ways to teach while still having fun can be tough. But using innovative methods can truly make a difference, especially with young students. It's essential to motivate them and boost their learning through play. The good news is that there are plenty of tools we can use in the preschool environment today. Project-based learning, non-formal education, outdoor activities, and creative games are just a few of the many options that we have!

​A new edition of the course “Innovative teaching methods for preschool teachers” took place in Palermo from 02/03/2025 to 08/03/2024. The participants came from Panevėžio lopšelis- darželis ,,Taika" in Lithuania with Inga Sivinskienė, Neringa Stočkienė and Irena Meiduvienė and from Måsan barnehage in Norway with Lillian Kjelsberg, Sissel Falk-Birkeland and Ann-Kristin Møllerstuen Rødseth.

​An Erasmus experience wouldn’t be complete without exchanging cultures and best practices. That’s why we began our training with a presentation of all the schools, following an overview of the Italian preschool system. The participants shared images, videos, and their best practices with the group.

​The first topic we explored was innovation in the preschool system. We began by discussing social-emotional learning, using Kolb’s experiential learning cycle as a framework. This approach helps students move from reflection to conceptualization and application, giving them an active role in the learning process. Of course, we also took part in as many games and activities as possible. The teachers had to showcase their drawing, dancing, and singing talents for the rest of the group! ;)

​To not only talk about Preschool Education inside the walls of the classroom, we also visited two schools in Palermo: Eco Scuola Montessori and Istituto Minutoli during the week, where we were also shown their approach of Outdoor Education. Through Outdoor Education the teachers can achieve, on one hand, an increase in motivation and creativity; on the other, the improvement of the psychophysical well-being thanks to the contact with nature and the consequent reduction of the stress.  

​Moreover, we discussed Project Based Learning by looking at examples, different features and ways to introduce it in the classroom. This innovative method that allows students to delve into content in a more direct and meaningful way, starts from a topic question and tries to investigate real world issues. Working in a team and using their creativity can help our youngest students to discover a way to deal with real world problems, learning strategically and searching for the answers from the start, with the help of the teacher. With that knowledge the participants analysed the principles of PBL and found ways to apply it in their classes.

​By the last day, a lot of challenges “forced” the participants to think out of the box and made them explore the power of creativity. After that it was very hard to say goodbye. However, the participants were also looking forward to applying all the ideas that emerged during the course in their own classes at home. Another great week of inspiration was over, but only to be continued back in their countries.

Discover more about this course here.
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Inclusion is a fundamental right and a key pillar of quality education, especially in early childhood. However, many children with behavioral disorders face significant barriers to full participation in preschool settings. The PINC (Empowering Preschool educators: best practices and resources for INclusion of Children with behavioral disabilities) project, funded under the Erasmus+ KA2 program, is dedicated to improving inclusive education practices and supporting preschool educators in addressing the needs of all children, particularly those with behavioral disorders.
What is PINC?
PINC is an international partnership that brings together experts and educators from Spain, Romania, Lithuania, Estonia, and Italy to develop innovative strategies and resources for fostering inclusion in Early Childhood Education and Care. The project aims to raise awareness, share best practices, and equip preschool professionals with the necessary tools to create more inclusive learning environments.
The project is designed to:

• Raise awareness about early-age disabilities and the importance of inclusion.
• Empower preschool educators by providing training and practical strategies for inclusive teaching.
• Develop innovative tools to support teachers, such as the School-Based Reflection Tool, which helps educators assess and improve their inclusion practices.
• Facilitate collaboration among educators, parents, and specialists to create a strong support network for children with behavioral disorders.

Throughout the project, the PINC partners have been working on several initiatives to promote inclusion, including:

• The School-Based Reflection Tool – A self-assessment questionnaire designed for preschool teachers to reflect on their awareness and practices regarding inclusion.
• The Awareness Campaign – A social media and outreach initiative aimed at increasing public knowledge about inclusive education.
• Inclusive Best Practices Webinars – A series of webinars featuring experts who share strategies and real-life experiences on inclusion in preschool settings.
• Training Course for Preschool Educators – A structured program focused on practical approaches to supporting children with behavioral disorders in early childhood education.
• Best Practices Open Educational Resources (OER) – A collection of educational materials and video resources to guide preschool teachers in implementing inclusive practices.

Why is PINC Important?
Children with behavioral disorders often struggle with learning, communication, and social interaction, which can lead to exclusion from early education opportunities. By equipping educators with inclusive teaching methods, PINC ensures that all children, regardless of their challenges, can fully participate in preschool activities and receive the support they need to thrive.
Get Involved!
The PINC project is not just for educators—it is a resource for parents, policymakers, and organizations that advocate for inclusive education. We invite everyone to explore our resources, participate in our training, and join us in making preschool education more accessible and inclusive for all children.

For more information, visit our website: https://eu-pinc.weebly.com/​

In today's rapidly evolving world, education plays a crucial role in shaping our society’s future. As technology advances and the needs of learners change, traditional teaching methods often struggle to keep pace. This is where innovative teaching methodologies come into play. These modern approaches to education not only enhance the learning experience but also empower students to think critically, collaborate effectively, and adapt to new challenges. In this course, “Innovative teaching methods for teachers, school and adult education staff”, new approaches to innovative teaching methodologies have been approached, always focusing on the participants’ realities and needs.
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The new edition of the course took place in Palermo from 02/03/2025 to 08/03/2025. The participants were coming from all across Europe with Carsten from IGS Franzsches Feld Braunschweig in Germany, Céline from Collège Gérard Philipe in France, Josu from CIP Estella and Alicia and Fernando from CEIP La PRADERA in Spain, Fany and Ineke from  Athenaum Calmeyn & Innova in Belgium and last but not least Sanja, Cathrin, Roland, Irina, Anuwat and Aytekin from Solna stad in Sweden.

Nowadays we can find a variety of tools that can be used at school, such as project-based learning, non-formal education, outdoor education, and ICT. These are some of the many opportunities that can be integrated with traditional teaching methods. 

We started the course with the introduction on innovative teaching methods and non-formal education as well as the evolving role of educators as facilitators and guides, creating learning environments that encourage students to explore, question, and innovate. We also explored how skills such as critical thinking, creativity, communication, and collaboration are increasingly vital.
Tuesday's session introduced Project-Based Learning (PBL), an approach that transforms the classroom into a dynamic space for inquiry and problem-solving. PBL allows students to engage deeply with a topic by working on extended projects that address real-world problems while being motivated. The participants also delved into non formal education activities.

On Thursday participants had the chance to discover a new application learning through a city-wide treasure hunt, facilitated by an ICT tool (Action Bound). This activity serves as an example of how outdoor education can be integrated with technology to create immersive learning experiences. Outdoor education encourages students to engage with their surroundings and apply their knowledge in real-world contexts. The treasure hunt highlighted the benefits of this approach, including enhanced problem-solving skills, teamwork and also made the participants know Palermo better!
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On Friday, nevertheless, the participants learned about peer feedback and assessment, through specific activities to differentiate diverse methods to provide feedback. Moreover, they discovered gamification, such as applications to make online scape rooms to make learning more fun and interactive. 

By the end of this course, participants will have a deep understanding of how to implement these innovative teaching methodologies in their classrooms. These approaches will not only help prepare students for the demands of the future but also create a more vibrant and effective educational experience.
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Discover more about this course here.
 

Bullying, whether online or in-person, negatively affects not only the victims and survivors but also the bullies themselves. This course aims to explore effective strategies for preventing all forms of bullying in educational and school environments.

​The new edition of the course “How to stop bullying and cyberbullying in schools and promote social emotional learning​” took place in Palermo from 23/02/2025 to 01/03/2025. The participants came from all across Europe, with Sadbh McNamara from School Street and Thomas Court Bawn Family Resources Centre CLG in Ireland, Anumaija Hankilanoja and Sarah Harvala from International School of Vantaa in Finland, Andreas Aust and Kathrin Schäfer from Else-Hirsch-Schule in Germany, Andreas Kofinakis and Eliana Kanaveli from 1st GENIKO LYKEIO AGIAS VARVARAS in Greece and Fatma Bajram Azemovska, Gordana Gjorgievska Nedelkovski, Milena Trajchevska, Julijana Hristovska Kulevska and Viktorija Mihajlovska from National institution University Library "St. Kliment Ohridski" – Bitola in North Macedonia.

​We began with an introduction day where we brainstormed various types of bullying behaviors: What forms can bullying take? Who are the participants of a bullying situation? What are the three main factors that differentiate bullying from a conflict?

​Moreover, we considered the victim: What risk factors contribute to children being bullied? How can we prevent these situations? What initiatives can be implemented to prevent bullying behaviors? We explored these topics from four different perspectives: family, school, individual, and community.

​One of the most challenging forms of bullying to eliminate is cyber bullying. In today’s world, the internet plays a significant role in the lives of children, and while it can have a negative impact, it also offers some positive aspects. Through practical activities, we explored the world of cyber bullying. We also discussed the differences and similarities between traditional and cyber bullying. To understand and empathize with bullying victims, we carried out a powerful activity that can be used with students, parents and teachers to raise awareness.

​To prevent bullying behaviors, it’s essential to create a positive classroom environment. That’s why we focused on topics such as emotional intelligence, membership, inclusion, and collaboration—key pillars for fostering a supportive classroom. We approached these themes through engaging non-formal activities and creative games, ensuring that the learning experience was anything but boring! :)

Discover more about this course here.
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