The ELA Blog

​This course revolved around positive practices in the classroom. The participants reflected on their own concept of the ‘’perfect classroom environment’’, and were provided the skills of effective classroom management for further development. The course aspired to support classroom tool building and positive climate habits for the students.
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The above topics and further themes were discussed in the new edition of the courses ‘’Effective Classroom Management Strategies for teachers and education staff’’ and “Effective Group Management in education: building Teamwork among students” that took place in Palermo from 22/06/2025 to 28/06/2025. The participants included Simona and Antoaneta from National school of arts "Dobri Hristov” in Bulgaria, Marija and Tatijana from Primary School Sinisa Janic in Serbia, Victoria and Maria Isabel from IES Acci in Spain, Stefan from BBS Bingen, Paul from Rudi-Stephan-Gymnasium Worms and Christel from SBS Rothenburg-Dinkelsbühl in Germany.






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​One of the first themes learned in class was Social Emotional Learning. This skill is the capacity of individuals to recognize their own and other people’s emotions, to differentiate between different feelings and label them appropriately, and to use emotional information to guide thinking and behavior. To better understand these issues, they carried out group activities where they questioned social, educational, and contextual aspects based on the different responsibilities that may exist, in order to gain a deeper understanding of the students’ experiences. The aim was to understand both their own emotions and those of others, so that they could later manage them effectively. The participants will use Social Emotional Learning to create a more tolerant and supportive atmosphere in their class.
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We then later explored group dynamics. Learning how to be attentive to the different dynamics in a class is a crucial element in ensuring a tension-free atmosphere that encourages students participation and also avoids school drop-out. Various activities were performed in order to develop high sensitivity to different behaviors of individuals in a group, and practice inclusive methods.
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The participants later worked on communication, especially investigating the importance of promoting a growth mindset and trust-building conversation, but also how to structure effective and constructive feedback to build the foundations of a good school environment. It is important to create a safe atmosphere in the classroom. To achieve this, we explained what an empathy map is, and each participant shared different examples from their own classes and how to foster empathy towards their students.

In a combination of theory and practice, the participants tested some ICT tools that could be beneficial and helpful in managing a Flipped Classroom, in order to make the management of their classes extremely efficient and effective. Lastly, conflict management was discussed. After exploring their own perceptions and preconceptions, the participants gained insights on how conflicts can also be extremely beneficial if managed in the right way.
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In conclusion of the course, three major factors of Classroom Management emerged as critically important in shaping a supportive climate for students. First of all, engagement: the class should have a strong network of relationships, promoting respect for diversity and school participation. The second factor discussed was safety because the class should be a safe place, both emotionally and physically. Lastly, the environment is essential: the class should be a place which transmits peace and calm, promoting dialogue and understanding. Discover more about this course here.

​In today's rapidly evolving world, education plays a crucial role in shaping the future of societies. As technology advances and the needs of learner’s 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.

​The new edition of the course took place in Palermo from 23/06/2025 to 27/06/2025. The participants were coming from across Europe: with Anne Druhen-Rage and Anca-Aura from Collège Pierre de Coubertin - FONT-ROMEU in France, Elena Kislova and Anna Selstam  from Nils Ericsonsgymnasiet in Sweden, Martina Černá from HŠ, OA, SPŠ Teplice in Czech Republic, Károly Koritnik from Friedrich-Engels-Gymnasium Senftenberg  in  Germany, Natalia Moreno and Laura Martínez from Regina Carmeli Rubí in Spain, Branca Pereira and João P. Fernandes from Escola Profissional de Agricultura e Desenvolvimento Rural de Ponte de Lima in Portugal, and last but not the least, Tone Storseth, Jenny Elise Steffensen and Anette Fredriksen from Thora Storm videregåendeskole in Norway.

​Elise Steffensen and Anette Fredriksen from Thora Storm videregåendeskole in Norway.
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 with exploring how skills such as critical thinking, creativity, communication, and collaboration are increasingly vital. This session delved into how innovative teaching methodologies, such as experiential and inquiry-based learning, can help students acquire these competencies.

​We also discussed the evolving role of educators as facilitators and guides, creating learning environments that encourage students to explore, question, and innovate. Tuesday’s session was characterized by a hands-on application of the week’s learning through a city-wide treasure hunt, facilitated by an ICT tool. 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 a deeper connection to the material, and also made the participants get to know the city of Palermo! 

​Thursday's session introduces 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 in a topic by working on extended projects that address real-world problems. This method not only enhances content knowledge but also develops critical thinking, collaboration, and self-management skills. We discussed how to design and implement PBL in various educational settings, as the participants presented differentiated education situations, to ensure that students are motivated and actively involved in their learning process. 

​Finally, the course culminated on Friday with a session about Gamification, where the participants had the opportunity to play classroom games for teambuilding and experiment with ICT tools to create games for their students.
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.
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Motivating and engaging students to learn often is a difficult task. One way to transfer knowledge while maintaining the student´s full attention can be integrating Information and Communication Technology (ICT) tools—such as apps and web platforms— in the classes. In today’s digital age, it is essential to foster interactive classes while providing students with alternative, non-traditional learning techniques in order to keep them actively involved in the learning process.

​The latest edition of the course "Integrating ICT and New Technologies into Teaching and Education" took place in Palermo from 08/06/2025 14/06/2025. The program gathered participants from across Europe, with Jana Grenčíková and Michaela Janicskova from Cirkevná základná škola s materskou školou Jána Krstiteľa, Partizánske in Slovakia, Ludmila Lastovka and Irina Halatina from Daugavpils Tehnoloģiju vidusskola-licejs in Latvia, Martyna Grajkowska and Elzbieta Lomozik from ZSO Jana Pawla II in Poland and Mustafa Soysal from The Estonian Association of Teachers of English in Estonia.

​Throughout the course, participants explored a wide range of technological tools and discovered how to integrate them into their teaching methods effectively. Especially AI tools that became more and more important in education over the last years can be incorporated easily at school. Used in the right way those tools can encourage students and support them in their learning process.

​Over the past five years, traditional education had to make a way for virtual lessons and online learning environments. As a result, the course also covered essential tools for conducting online classes, including virtual whiteboards that motivate students to collaborate while facilitating engaging and interactive lessons. 

​Additionally, participants engaged in numerous practical activities, such as creating presentations, taking part in virtual quizzes, designing content for their own classes, and working with visual materials and AI tools. In this way they were able to directly try the tools that were shown during their course, making it easier to implement them in their classes later.

​Beyond technical skills, this course gave the participants the opportunity to collaborate, exchange experiences and learn from each other. They left with a deep understanding of interactive learning, equipped with a new set of ICT toolsready to be implemented in their classrooms. There´s no doubt that this innovative approach will boost student´s creativity, engagement, attention and motivation, making learning a fun and dynamic experience!

Discover more about this course here.
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Today, English plays a key role on a global level, serving as a bridge between cultures and supporting communication across many fields, such as business, academic research, fashion, technology, and beyond. A diverse group of teachers from various countries and schools came together to participate in the “Intensive English Language Course for Education Staff.” With enthusiasm and commitment, they fully engaged in each learning experience.
The latest edition of the course was held in Tenerife, from 01/06/2025 to 07/06/2025. We were delighted to host participants including:  Vladana Poláčková from Gymnázium a SOŠ Rokycany in Czech Republic; Franck COËSY from Université Paris Nanterre in France; Milda Jarmoškienė and Vilija Dabkevičienė from Religious community Bhakti Marga in Lithuania; PIOLET David from Collège François Villon in France; Sarka Hegvik from Huseby ungdomsskole in Norway; Kokolík Ján, Viera Šellong and Miroslava Baranová from Spojená škola in Slovakia and Fabrice BAUSSAY from collège Jacques PREVERT in France.
Throughout the week, participants focused on strengthening five key skills: speaking, listening, reading, writing, and overall English usage. The journey began with personal introductions and role-played interviews to encourage interaction and build confidence. As language acquisition demands both practice and dedication, each day was filled with a variety of dynamic learning activities.

Grammar sessions included reviews of verb tenses, phrasal verbs, and adverbs, always tied to practical, real-life contexts—such as managing daily routines, discussing hobbies, setting schedules, and making future plans. Topics like the value of learning a second language and the role of travel in education also sparked lively discussion. To foster deeper learning, the course incorporated interactive tools like games, quizzes, readings, and simulations.
Outside the classroom, participants had the chance to discover the beauty of Puerto de la Cruz through guided city tours, along with shared meals in authentic local restaurants. These social moments added an extra layer of cultural exchange and bonding.
Throughout the course, participants met every speaking task with energy and determination. Even during coffee breaks, they eagerly used English to converse, share ideas about teaching practices, and learn more about each other's educational systems. It was a truly enriching and collaborative experience.
We hope that this week will continue to inspire their English learning journey and that they carry forward the spirit of cultural connection and shared growth they cultivated during their time together.
Find out more about this course here.

The latest edition of the course "Outdoor Learning and Adventure Education" took place in Tenerife from 25/05/2025 to 31/05/2025. Educators from across Europe joined the training, including: Janka Kubánková and Tomáš Konečný from Základná škola sv.Andeja Svorada a Benedikta in Slovakia; Ivan Dubravica from Centar za odgoj i obrazovanje in Croatia; Nico Lorenz and Jette Fobe from Joliot-Curie-Gymnasium In Germany; Celine Favreliere and Frederique Perret D'angloz from Collège Maurice Bedel in France. 

The course began by introducing the concepts of Outdoor and Trekking Education. We explored different strategies to engage students in trekking experiences, emphasizing that ‘outdoor’ learning isn't limited to forests or mountains, urban environments can also serve as rich, educational landscapes. In fact, a key part of the course focused on Urban Trekking, where participants learned to teach core subjects like math, science, music, language, and art through interactive, location-based activities designed to boost students’ awareness and curiosity about their surroundings.

Later in the week, participants applied these strategies in nature-based environments, exploring local parks through hands-on games and exercises. These practical sessions were well-received, sparking creativity and collaboration as participants shared their favorite activities and even began designing their own.
On the third day, the group completed a scenic 9.4km hike through La Caldera, located about 40 minutes from Puerto de la Cruz. Along the way, they delved into the theory of Non-Formal Education (NFE)—an approach that emphasizes experiential learning where students gain knowledge through doing. When guided by thoughtful reflection, students can connect these experiences to real-life applications, deepening their understanding.

Wednesday was reserved for a visit to Mount Teide and its stunning national park. There, a hike around the iconic Roques de Garcia gave space for discussions on teamwork, classroom dynamics, and strategies to inspire students to engage with outdoor learning.

Thursday brought the most challenging adventure of the week: a 12.9km trek from Mirador Cruz del Carmen to Punta del Hidalgo. This day combined physical activity with rich learning as participants reviewed outdoor teaching techniques, studied Kurt Hahn’s 10 educational principles, and took part in reflective activities. Each educator then began developing a lesson plan tailored to integrating trekking into their own curriculum.

The final stage of the course focused on designing customized trekking experiences suitable for each participant's student age group and curriculum goals. With Friday designated as a more relaxed beach day, participants first hiked for an hour through lush banana plantations before arriving at the black sands of Playa El Bollullo. There, they shared and received feedback on their trekking lesson plans, enjoying a vibrant exchange of ideas.
This week served as a powerful example of how learning through direct experience, especially in outdoor settings, can inspire educators and students alike. From nature trails to city streets, this course empowered participants with the tools to make trekking a meaningful part of the educational journey.

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 assessing and challenging the students to create their own work to engage their creativity.

The new edition of the course “Teaching languages in the digital era: The best apps, AI tools platforms and ICT solutions for learning languages​” took place in Palermo from 09/06/2025 to 13/06/2025. The participants came from across Europe, Ulrika Lindström and Christine Sjölin from Fränstaskolan in Sweden, Michaela Bauermeister from Staatliche Fachoberschule und Berufsoberschule Weilheim in Germany, Christina Tsaklidis from BG/BRG/NMS Klusemannstraße in Austria, and, last but not least, Paula Soukkamäki from Kiiminginlukio in Finland.
During this course the participants learnt how to use a vast range of technological tools and to put them to use by integrating them 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 a live quiz while learning how to create interactive language quizzes by using web applications. Quiz flashcards for instance can be useful to increase students’ vocabulary and spelling skills. 
Amongst the tools discovered in this course there were web platforms dedicated to creating presentations about languages. They had the chance to create and present their own work in a motivating environment, so that next time they could use it in their own classroom context.
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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 explain 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. 
Discover more about this course here.

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The landscape of European funding presents vast opportunities for education professionals to enhance the quality of teaching and learning. The Erasmus+ programme, a cornerstone initiative for Education, Training, Youth, and Sport, offers numerous avenues to foster innovation, inclusivity, and excellence in education through the support of diverse activities and institutions.
The latest edition of the course “European Project Management and Design for Teachers, Headmasters, and Educators” took place in Tenerife from 01/06/2025 to 07/06/2025. Participants from across Europe joined the training, including: Systa Jonsdottir from Continuing Education at the University of Iceland in Iceland; Dana Bardonová from Krajská hvezdáreň a planetárium Maximiliána Hella v Žiari nad Hronom in Slovakia; Giuseppe Cilione and Alessia Iannaccone from Istituto Comprensivo III "De Amicis" in Italy; Veronica Curto and Barbara Fussi from Office of the Secretary-General of the European Schools in Belgium; Julia Prechtl from Gymnasium Dresden Tolkewitz in Germany; Krisztina Holló and Edit Szabó-Bakos from Váci Vocational Training Centre in Hungary; Natalie Krapf-Günther and Theresa Espe from Karl-Friedrich-Schimper Gemeinschaftsschule in Germany; El Ouafi Ouiem and Alexandra Girault from College Pablo Picasso in France; Magdalena Tomaszewska from Uniwersytet Przyrodniczy we Wrocławiu in Poland​.
The course commenced with an in-depth introduction to the European funding ecosystem. Participants took part in team-building activities, shared their professional needs and expectations, and gained insights into funding opportunities, with a primary focus on Erasmus+ and other relevant European programmes, as identified during the initial needs assessment phase.

As the training progressed, attendees engaged in the development of collaborative project concepts, designed to evolve over the week with support from experienced trainers. After discussing their project ideas, they identified appropriate funding programmes and corresponding actions, and formed working groups accordingly.
Core sessions included an overview of the Project Cycle Management and the Logical Framework Approach, essential components of European project planning. Participants worked on creating problem and objective trees to structure their ideas effectively.
Practical sessions provided real-world insights into EU-funded projects, emphasizing the role of a solid Work Breakdown Structure in successful project design and execution. Various tools for time management and project planning were introduced and analysed, helping participants shape their own project frameworks and action plans.
Further training focused on enhancing participants’ technical competences, particularly in budgeting, identifying eligible costs, planning expenditures, and monitoring financial performance.
Toward the conclusion of the course, participants and trainers shared experiences, best practices, and practical tips on project management, event organization, dissemination strategies, and community engagement.
The course culminated in a final pitching session, where each group presented their project proposals in a simulated funding context. This exercise highlighted the importance of effective communication in project management, while reinforcing the key knowledge and skills developed during the course.
We hope this learning journey and networking opportunity will serve as a strong foundation for participants' future project initiatives!
Find out more about this course here

How can educators reimagine their teaching and make their lessons more interesting? One strategy is to step beyond the traditional classroom and try Outdoor Education. Blending hands-on experiences with solid theoretical grounding, this week´s course equipped teachers with practical tools to inspire learning in both natural landscapes and urban spaces. By the end of this week, participants walked away with fresh insights and effective strategies for bringing the outdoors into everyday learning.

​The new edition of the course “Outdoor education: a new way of teaching and learning” took place in Palermo from 01/06/2025 to 07/06/2025. The participants came from all across Europe, with Laura Quiros Lopez from School Street and Thomas Court Bawn Family Resources Centre CLG in Ireland, Maria Cristina Mato Fernández from IES Escultor Juan de Villanueva in Spain, Julia Bednarz from Grundschule Rohrerhof Koblenz in Germany, Paula Álvarez Luces from IES Politécnico de Vigo in Spain, Paula Cristina Leitão Nicolau and Constança Guilhermina Azevedo from CENFORES in Portugal, Rocío Peco Navío, Víctor Gutiérrez Lomas and Laura Llorens Ruiz from IES Pedro Soto de Rojas in Spain and Jeffrey Ertel from Kőrösi Csoma Sándor Két Tanítási Nyelvű Baptista Gimnázium in Hungary. 

​The course kicked off with an icebreaker, encouraging participants to connect and share their hopes for the week ahead. After that the participants started a brainstorming session, where they explored the meaning of Outdoor Education—its purpose, possibilities, and its growing role in today’s pedagogical landscape. Later, the participants shared how much outdoor education they are already using in their classes and presented their schools. This rich exchange of perspectives offered an insight into how Outdoor Education is being practiced across Europe.

​During the week we discovered different Outdoor spaces to practice new methods and activities. Two of those spaces were Foro Italico and Villa Giulia, scenic parks in Palermo close to the sea side. This practical experience showed them how outdoor experiences can allow learning and provided inspiration for implementing nature-based activities into their own classes.

​The next day was spent in another park, Villa Trabia. Here the participants discovered the outdoor space with all of their senses. Through different challenges, they explored the 10 principles of Kurt Hahn and learned how to use outdoor education in their own subjects to practically engage and motivate their students.

​Moreover, the course also focused on Non-Formal Education (NFE), an innovative pedagogoical approach that can be combined well with Outdoor Education. In order to practice this new method, the participants took part in an Urban Outdoor activity, exploring the city center of Palermo with an Educational Treasure Hunt. This experience demonstrated how also urban spaces can be transformed into engaging and interactive outdoor learning environments.

​On the final day, participants concentrated on managing and preventing risks in the planning and implementation of outdoor activities. They learned how to identify potential risks, develop appropriate plans, and maintain safety throughout outdoor education experiences. Various tools and strategies were presented to support teachers in effectively ensuring safety in outdoor settings.

​In order to practice what they learned about risk management, the participants took part in a group-based activity to observe and map a location for an outdoor activity. For this exercise we first went to Parco della Favorita and discovered the area, after that the participants created a map, marking areas with risks and other places of interest for different educational activities.

​To conclude the course, the participants reflected about their experiences, ideas and learnings of the week. Before concluding the course with a certificate ceremony to recognize the participant´s efforts, they discussed how they can integrate Outdoor Education in their curriculum. Now they are equipped with a lot of new ideas and skills to bring their students to the outdoors.

Discover more about this course  here.
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​Nowadays, the English language is prominent at the global scale, used to encourage connections between people from various nations to facilitate their communication through diverse areas – in which, as examples: business, academic research, fashion, computers, and more. A group of teachers from different countries and schools took part in the "Intensive English Language Course for Education Staff." They approached study with a positive attitude and put maximum effort into each activity.
The new edition of the course took place in Palermo from 02/06/2025 to 06/06/2025. We had the pleasure to welcome a group composed by, Małgorzata Grzesik & Ewa Podembska from Zespół Szkolno-Przedszkolny, w Słodkowie in Poland, , Iveta Kalberga & Dace Tindenovska from Talsu Valsts Gimnāzija,  in Latvija , Sirpa-Helena Karjalainen from OSAO, in Findland,  Odete Maria Alves da Laja, Hélder José Marques Caridade, Maria Ermelinda ,Rodrigues Cerqueira from Escola Profissional de Agricultura e Desenvolvimento Rural de Ponte de Lima, and Maria de Fátima Moreira de Brito Nunes from Agrupamento de Escolas de Vilela also  in Portugal and finally ,Alena Ružičková from Slovak University of Technology in Bratislava in Slovakia.

​Throughout the week, the participants had various challenges to enhance five essential skills: English use, listening, reading, writing, and speaking. The group began their journey by introducing ourselves and describing our jobs, organizing interviews to get to know each other. Learning a language requires effort and practice, so every day the course was filled with numerous exercises and activities. 
They covered several grammar topics, including a review of tenses, the use of phrasal verbs and adverbs. Each lesson was based on everyday situations, such as organizing daily tasks, discussing routine activities, hours and schedules, and hobbies. They also explored topics like the importance of learning a foreign language, travel, and future planning. To enhance effective learning, we conducted formative assessments and activities using games, quizzes, readings, real-life simulations, and various other methods.

​Thanks to our team, the participants also had the opportunity to enjoy the city of Palermo with two sightseeing tours of the city center, as well as dinners and lunches in typical Sicilian restaurants.
The participants enthusiastically embraced all the speaking challenges with courage. During breaks, they seized every opportunity to converse with fellow participants in English, exchanging best practices and insights about their schools and countries. It was an exceptionally productive week. We hope they maintain this positive attitude in their continued English studies and cherish the multicultural environment they successfully established within just one week.
Discover more about this course here.