English
български
Čeština
Español
Français
ελληνικά
Italiano
Polski
Português
Română|
It is not always easy for a teacher to keep up with the digital skills required to keep a classroom motivated, engaged and enthusiast when it comes to teaching languages. Using technology in language learning allows students to assume an active role and to communicate and cooperate with their classmates. Technological tools in support of language learning can be used for a variety of purposes such as introducing a new subject or summing up an old one, personalizing lessons and assess and challenging the students to create their own work in order to engage their creativity. The new edition of the course “Teaching languages in the digital era: the best apps, web platforms and ICT solutions for learning languages” took place in Porto from 23/03/2025 to 29/03/2025. The participants came from all across Europe, with Katarína Vinczeová from Gymnázium Jána Papánka in Slovakia; Eva Sofia Moberg and Petra Timper from Källvindsskolan, Norrköping (Sweden), and participants coming from three different german schools: Angela Nizic; Cecilia Soriano; Christine Niehoff; Carla Pezzini-Fischer and Heike Schwarz from Bayerischer Volkshochschulverband e.V, Berit Ebeling-Ringkowski and Stefanie Höhl from Europaschule Humboldt-Gymnasium, Yvonne Riechert from Heinrich-Heine-Gymnasium.  During this course the participants learnt how to use a vast range of technological tools and to put them into use by integrating it into their teaching methods. These tools are useful not only for engagement and motivation but also to monitor progress for example in vocabulary learning, communication and individual work. This course allowed the participants to engage in a great number of practical activities and to experience these tools first-hand. For example, they competed in live quizzes while learning how to create interactive language presentations, assignments and activities by using IT and A.I. tools. Quiz flashcards for instance can be useful to increase students’ vocabulary and spelling skills. Among the tools discovered in this course there were web platforms dedicated to lesson planning and assessment of language skills. They had the chance to create and present their own work in a motivating environment, so that next time they can use it in their own classroom context. In addition the participants also learnt about tools that allow the user to outline and recap the contents of the lesson and prepare for example grammar presentations, pose questions and monitor students’ attention in the classroom, especially during these times where distance learning is very common. They also explored platforms that can be useful to create worksheets and explainer videos easily. The participants also discovered specific platforms that are also very useful for language learning because they allow teachers to add voice notes, questions and voiceovers to educational videos, turning them into lessons. They also had a look at tools to edit pictures and videos that are very effective when it comes to teaching. Such tools can be used in fact for a variety of purposes: preparing multimedia content, introducing a new subject or summing up an old one, challenging the students’ to create their own work in order to engage their creativity.
Learning languages can be challenging, however by using the right tools and incorporating technology into the classroom there is no doubt that this can increase motivation, attention, engagement and learning skills while transforming a simple lesson into an immersive experience. Discover more about this course here. Traditional education has increasingly given way to digital tools and new ways of teaching. This shift required us to adapt and develop new methods for teaching and giving feedback to students and for that, new technologies, digital tools, and interactive learning platforms are an effective strategy. These technologies have enabled teachers worldwide to create engaging and dynamic virtual classroom environments. The same tools have also proven valuable in physical classrooms, particularly in capturing students attention and enthusiasm. The new edition of the course “Digital tools for e-portfolios and Transversal skills development” took place in Palermo from 24/03/2025 to 26/03/2025. The participants came from Carlow Institute in Ireland, with Laetitia, Sean, Margaret, Etaoin, Chloe, Fiona, Nicole, Mary, Helena and Lorraine. We started the course with the introduction to digital learning, 21st century skills and the importance of the 4Cs. This introduction was highly effective in enhancing the teaching process of the following days. After giving participants time to discuss and learn about the new teaching era, we delved into apps to engage students in the classroom. Participants explored Padlet and Socrative and created nice activities to then use in their respective classrooms. The second day was a full learning experience, since we delved into digital platforms such as Mentimeter, Genially, Google Sites and Canva for e-portfolio. These platforms allowed participants to prepare multimedia content, introduce new topics, and review previous lessons, while also encouraging students to collaborate and express their creativity through their own projects. Last but not least, participants had the opportunity to learn gamification with platforms and apps such as Bamboozle, Quizlet and Blooket. These tools are interesting because they enrich the educational process, making it more interactive and engaging for students. Participants practiced using these tools to develop creative learning experience.  At the end of the course, participants left with a wealth of knowledge in interactive learning and cutting-edge technologies, equipped with a diverse toolkit ready to apply at their clasrooms. This brand new proficiency promises to increase students creativity, engagement, attention, and motivation, transforming the learning experience into an engaging and fun time! Discover more about this course here. Working within a team can present various challenges, including diverse personalities, miscommunication, and a lack of clearly defined roles—all of which can hinder the group’s overall efficiency. For this reason, the objective of this course was to develop essential skills that not only enhance team productivity but also foster a positive and collaborative working environment. By participating in this training, attendees gained valuable insights into becoming stronger team leaders and team members, whether in an educational setting or a professional workplace. The latest edition of the course "Effective Group Management in Education: Building Teamwork Among Students" took place in Tenerife from 16/03/2025 to 29/03/2025. The program welcomed participants from Poland, including Dominika Pelka-Magda, Regina Biernacka, Urszula Erfurt, Beata Hetmańczyk, Barbara Holy, Aleksandra Moch, Cecylia Nowak, Teresa Ochojska, Bogusława Sukiennik, and Jerzy Ścierski, all representing Tarnogórskie Stowarzyszenie Uniwersytet Trzeciego Wieku. Throughout the course, participants explored various aspects of teamwork and leadership. The first area of focus was understanding the distinction between a group and a team. While all teams are groups, not all groups function as teams. A key characteristic of a successful team is a shared objective, and a strong team leader must always prioritize this common goal. Participants also examined the different developmental stages teams go through, learning to identify each phase and apply effective strategies to navigate tensions and challenges. The second major topic covered the importance of defining team roles. Through interactive activities, participants experienced firsthand the difficulties that arise when responsibilities and expectations are unclear. Poorly defined roles often lead to confusion, frustration, miscommunication, and, most importantly, a loss of valuable time. Understanding how to assign clear roles and tasks within a team was a crucial takeaway from this session. The third day of the course centered on leadership skills. An effective leader must be adaptable, fully aware of both individual strengths and weaknesses, and capable of managing group dynamics. Participants explored various leadership styles, each with its advantages and challenges, and discussed how to apply them according to team needs and specific situations. Additionally, they were introduced to the fundamentals of coaching and the significance of adopting a growth mindset to maintain team motivation and a positive atmosphere. Another key focus of the course was encouraging peer feedback and peer assessment in the classroom. Peer learning strategies empower students to take an active role in their education, shifting the focus from grades to the learning process itself. Participants engaged in hands-on activities to experience these methods from a student’s perspective, gaining practical tools to implement in their own teaching environments. Overall, the week was filled with valuable learning experiences, knowledge exchange, and practical applications—all while maintaining an engaging and enjoyable atmosphere. Participants left with a comprehensive set of tools and strategies that they can confidently integrate into their classrooms and workplaces. More info on this course here.  The course explores the profound impact artificial intelligence is having on the educational landscape. By examining innovative tools, technologies, and strategies, participants will gain insights into how AI can enhance teaching, personalize learning, and improve student outcomes. This course is designed to equip educators with the knowledge and skills necessary to effectively integrate AI into their classrooms and educational practices. This concept was central to the latest edition of the "AI in Education: Transforming Teaching and Learning" course, held in Tenerife from 16/03/2025 to 22/03/2025. The program brought together participants from across Europe, including Andrea Skura from Gymnasium Penzberg in Germany; Niels Cuypers and Yoni Bertels from Vzw Onderwijsinrichtingen Voorzienigheid in Belgium; César Alexandre Baptista Marques, Luís Filipe Monteiro Correia, and Ana Cristina Gomes Reis Oliveira from Agrupamento de Escolas Emídio Navarro in Portugal; Désirée Kircher from FOS Marie Curie Merano in Italy; Stephanie Hilbert from BBZ Schleswig in Germany; Jan Nigmann from Valkeakoski Vocational College in Finland; Holger Kest and Adrian Eisenbeis from Gymnasium Ottweiler in Germany; Maciej Światowiec, Beata Czapska, and Monika Przybyło from Powiatowy Zespół Placówek Szkolno-Wychowawczych w Mielcu in Poland; and Joanna Jarzmik from Zespół Szkół i Placówek Oświatowych w Skale in Poland. The course began with an exploration of the significance of AI in education. Participants examined how AI can enhance learning experiences by personalizing educational content, streamlining administrative tasks, and providing data-driven insights. They were introduced to AI-powered tools that support teaching, such as intelligent tutoring systems, automated grading software, and adaptive learning platforms. A key focus of the training was the importance of effective prompting when using ChatGPT. The ability to craft precise and contextually relevant prompts significantly influences the quality of AI-generated responses, making it a crucial skill for educators. Participants engaged in practical exercises to refine their prompting techniques and optimize the use of ChatGPT in classroom settings. Another critical topic addressed was the ethical implications of AI in education, including algorithmic bias, privacy concerns, and the necessity of clear regulatory policies. Understanding these ethical dimensions is essential to ensuring that AI applications remain fair, transparent, and beneficial to all students. The course also explored the integration of ICT tools with AI functionalities, emphasizing technologies that promote collaboration, creativity, and critical thinking among students. Participants were encouraged to experiment with various ICT applications and analyze how AI-driven enhancements could improve learning outcomes. Additionally, the role of assessment in the age of AI was a significant area of discussion. The session focused on developing innovative evaluation methods that leverage AI for formative assessments, real-time feedback, and differentiated instruction. The potential of AI to facilitate more personalized and effective assessment strategies was particularly emphasized. Throughout the training week, participants had the opportunity to exchange experiences and gain insights from diverse cultural perspectives. This collaborative environment not only enhanced their understanding of AI and coaching methodologies but also provided a platform for exploring how these skills could be effectively applied in their classrooms. Discover more about this course here.  In a world that is becoming ever more interconnected, language learning is essential for fostering communication and understanding between cultures. Content and Language Integrated Learning (CLIL) has emerged as an effective approach that blends language learning with subject-specific education. By learning to integrate ICT, game-based tools, multimedia content development, and engaging hands-on activities, participants are better prepared to encourage linguistic diversity in education and equip students for their roles as active European citizens. A new edition of the course “Content and Language Integrated Learning (CLIL) course for teachers” took place in Tenerife from 09/03/2025 to 15/03/2025. The participants came from all across Europe, with Tatjana Knjaz from Djecji vrtic Petar Pan in Croatia, Dagbjort Lauritz Agnarsdottir from Verkmenntaskólinn á Akureyri in Iceland, Giorgio Jansen and Luigi Pezzotta from ISIS Mamoli, Bergamo in Italy, Agnese Lorence and Anna Krasko-Krastiņa from Riga Secondary School No. 49 in Latvia. The CLIL course kicked off with an energetic brainstorming session, encouraging participants to discuss their current practices and prior knowledge of CLIL. This collaborative activity set the stage for a lively exchange of ideas and exploration. The course then moved into a theoretical investigation of CLIL principles, focusing on the importance of delivering content through a second language. Emphasis was placed on the critical role teachers play in facilitating language integration, cultivating a learning atmosphere that supports both subject knowledge and language development. The course also covered effective lesson planning within the CLIL framework. Participants were introduced to useful strategies and techniques for designing engaging and intentional CLIL lessons. Through resource sharing and exchanging experiences, they began drafting their own lesson plans, which would serve as the basis for future tasks. Further, the course explored how to incorporate engaging texts and videos into CLIL classrooms, harnessing multimedia resources creatively. Participants examined common ICT tools in education, with a focus on those most relevant to their needs and interests. They had the opportunity to use these tools to create educational games and interactive presentations, effectively incorporating them into their lesson plans. The course also included experiential learning activities that enhanced CLIL lessons. Participants discovered strategies to foster collaboration and peer learning in the classroom, promoting language communication around the subject matter. Through hands-on experiences, they gained valuable insights into creating an interactive and immersive learning environment. In the final stage, participants presented their completed lesson plans, which integrated the new strategies and activities they had developed throughout the week, demonstrating their preparedness to design engaging, language-enriched CLIL classrooms. More info on this course here.  In our current interconnected world, language learning plays a crucial role in promoting communication and understanding across cultures. Content and Language Integrated Learning (CLIL) has emerged as a powerful methodology that combines language acquisition with subject-based learning. By learning how to incorporate ICT and game-based tools, multimedia content creation, and dynamic experiential activities, participants are more equipped to promote linguistic diversity in education and prepare students for their roles as European citizens. A newedition of the course “Content and Language Integrated Learning (CLIL) course for teachers” took place in Palermo from 16/03/2025 to 22/03/2025. The participants came from all across Europe, with Ruth from Tallinn 21st School in Estonia, Nina from Potsdam University in Germany, Anett from ászberényi Nagyboldogasszony Katolikus Óvoda, Kéttannyelvű Általános Iskola, Középiskola és Kollégium in Hungary, Joana and Sónia from EBS Tomás de Borba in Portugal and Ildiko from Békéscsaba Vocational Training Centre, Szechenyi Istvan Bilingual Secondary Technical School of Economics and Dormitory in Hungary. The CLIL course began with a dynamic brainstorming session, encouraging participants to share their existing practices and prior knowledge related to CLIL. This collaborative activity fostered an engaging environment for knowledge exchange and exploration. The course went through a theoretical exploration of CLIL principles, understanding the significance of teaching content through a second language. The course emphasized the pivotal role of the teacher in facilitating language integration, creating a rich learning environment that nurtures both content knowledge and language skills. To continue with the course, participants were provided with insights into effective lesson planning within the CLIL context. Participants discovered valuable tips and techniques to craft engaging and purposeful CLIL lessons. By sharing resources and experiences, participants began to develop their own lesson plans draft, which served as a foundation for subsequent activities. The course delved into the integration of captivating texts and videos in CLIL classrooms to leverage creative multimedia resources. Participants explored common ICT tools in education, with a practical focus on those which proved to be the most relevant to their specific needs and interests. They learn how to use these tools to create educational games and interactive presentations, integrating them into their lesson plans.  After that, participants were introduced to experiential learning activities that enhance CLIL lessons. They discovered effective strategies to promote collaboration and peer learning in the classroom, facilitating language communication on the subject matter. Through practical activities, they learned how to foster an interactive and immersive learning environment. Last but not least, participants shared their lesson plans, which incorporated the newly acquired strategies and activities developed throughout the week, proving their readiness to create engaging and language-rich CLIL classrooms. More info on this course here. 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. 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
Another key component of the course involved hands-on activities in a local park, where participants engaged in various outdoor games. These activities were highly appreciated and inspired teachers to adapt and plan similar experiences tailored to their students' needs. |
 |  |
The final section of the course focused on developing green skills and incorporating them into teaching. Participants gained insights into climate change through theoretical discussions and practical strategies for introducing the topic to young children using interactive games and activities.
Throughout the course, they explored a diverse range of hands-on experiences that can be easily adapted for their students, emphasizing that learning extends beyond the classroom walls!
Learn more about this course here.
Throughout the course, they explored a diverse range of hands-on experiences that can be easily adapted for their students, emphasizing that learning extends beyond the classroom walls!
Learn more about this course here.
In our pursue of preparing students for real world careers and challenges and equipping them with 21st-century skills, we often forget that as educators, we have a duty to dream and create spaces where everyone has the opportunity to be creative and bring out the best in themselves.
The new edition of the course “Promoting Creativity, Critical Thinking and Problem-Solving in the classroom” took place in Bologna from 09/03/2025 to 15/03/2025. The participants came from all across Europe, with Saurav Sharma and Kirstin Angelica Horn from Eikeli videregående skole in Norway, Atli Jósefsson from Menntaskólinn við Hamrahlíð in Iceland, Samantha Ewen from ScioSkola in Czech Republic, Sebastian Harth from GRG11 in Austria, Rachelle Bowers and Pierric Audrain from LPO Balata in France, and Tomasz Leks and Paweł Saczyński from Zespół Szkół Chemicznych i Ogólnokształcących w Tarnowskich Górach in Poland.
Talking about key competences for living in the 21st century, participants touched on the topic of learning and innovation skills, digital skills, and also career and life skills, focusing their attention on the 4Cs: critical thinking, creativity, communication, and collaboration. Most importantly, we learned through hands-on practice how differently our brain and thinking skills function when there’s a problem to solve.
Talking about key competences for living in the 21st century, participants touched on the topic of learning and innovation skills, digital skills, and also career and life skills, focusing their attention on the 4Cs: critical thinking, creativity, communication, and collaboration. Most importantly, we learned through hands-on practice how differently our brain and thinking skills function when there’s a problem to solve.
Participants were presented with a series of challenges to help them reflect on how common barriers to out-of-the-box thinking can be easily overcome by applying specific strategies. For example, using the 6 Thinking Hats method, participants were able to put into practice “lateral thinking” and devise its concrete application to some existing content they are teaching. Through individual practice and peer review, it became noticeable that this method can be used in any subject, from science to language learning, but also as a formative assessment tool, to encourage students to think outside the box.
Moving to visual strategies, participants experienced new activities that could be used to stimulate students' creative expression and could be a basis for brainstorming or discussing their ideas. We challenged an “only-art” perception of what “visual thinking” encompasses by proposing an innovative and digital perspective.
Moving to visual strategies, participants experienced new activities that could be used to stimulate students' creative expression and could be a basis for brainstorming or discussing their ideas. We challenged an “only-art” perception of what “visual thinking” encompasses by proposing an innovative and digital perspective.
A reflection on the importance of training students’ critical thinking skills was needed in a world where most of the time they are passively exposed to loads of (dis)information. Participants engaged in reasoning, questioning, and debating activities that could be adapted to different classroom situations to help students become active and aware agents of their own learning.
But to introduce a good dose of creativity and critical thinking in the classroom, not only shall we strive to find new solutions, but also look at how innovation often comes from reframing traditional tools. Our participants enjoyed playing various games and had an opportunity to adapt them to their own subjects while building a stronger learning perspective on them.
But to introduce a good dose of creativity and critical thinking in the classroom, not only shall we strive to find new solutions, but also look at how innovation often comes from reframing traditional tools. Our participants enjoyed playing various games and had an opportunity to adapt them to their own subjects while building a stronger learning perspective on them.
Finishing the course, everyone had a chance to create a personalized display of their training and cultural journey in Bologna. From a tour visiting some historic places in the city to solving problems as a team where everyone had a handicap, we said goodbye to a week full of laughter, creativity, and new experiences!
Discover more about this course here.
Discover more about this course here.
RSS Feed
