At the heart of this year's celebration is the inspiring official theme, "Languages unite! How languages shape inclusion". The 2026 focus emphasizes how multilingualism drives true inclusion, supports diverse and vibrant classrooms, and empowers active democratic participation across European societies. 

To bring this theme to life, an exciting variety of engaging activities and events are taking place, with educators able to discover or register their own initiatives through the EDL Events Database https://edl.ecml.at/en/Events/Events-Database. Spanning everything from local school projects to dynamic digital spaces, these events offer wonderful opportunities for everyone to explore, learn, and celebrate the languages that unite us.

Between July 20 and 23, 2026, the educational community of Liceul Teoretic "Radu Vlădescu" celebrated the 5th edition of the Summer School. Organized under the project "Educated Today, Integrated Tomorrow" (Azi Educat, Mâine Integrat), this initiative brought together students, teachers, and specialists with a clear goal: boosting personal development, preventing school dropout, and instilling core European values.

A standout highlight of this edition was the collaborative workshop "Creative Voices for European Values," held on July 22, 2026. Designed as an open space for debate and creative expression in English, the workshop demonstrated how non-formal education can transform abstract concepts into vivid, interactive learning experiences.Instead of traditional lecturing, the session utilized dynamic, reflective methods aimed at fostering critical thinking:

• Quote Analysis (Agree / Disagree): The students debated powerful statements on freedom of expression, democracy, and civic responsibility from thinkers and leaders like Voltaire, John F. Kennedy, Albert Camus, James Dalton Trumbo, and Ralph Nader.
• "Democracy: True / False" Challenge: An interactive session clarifying key democratic principles, where the participants evaluated statements about human rights, political pluralism, and peaceful conflict resolution.
• Creative Writing in English: The students exercised their language skills and creative flair by composing poetic messages centered on European ideals, contributing to an inspiring collective portfolio.

The activities encouraged students to explore and internalize the six fundamental values of the European Union:

• Respect for Human Dignity - Recognized as an inviolable baseline for all fundamental human rights.
• Freedom - Approached through freedom of thought, expression, assembly, learning, and movement.
• Democracy - Analyzed through active citizenship, free elections, and community engagement.
• Equality - Focused on equal opportunities, social inclusion, and anti-discrimination.
• Rule of Law - Framed as the guarantee of a just society where laws apply equally to all.
• Respect for Human Rights - Protecting every individual, with particular attention to minority rights.

Projects like this remind us that civic education is most effective when it is experiential. By giving students a space to debate, create, and express themselves in a second language, educators can achieve several key outcomes simultaneously:

• Language Acquisition in Context: Using English as a medium for deep topics builds real-world confidence faster than textbook drills.
• Active Citizenship: Concepts like the Rule of Law or Democracy become meaningful when students analyze their practical impact on daily life.
• Inclusive Engagement: Non-formal workshops level the playing field, motivating students who might struggle in standard classroom settings and aiding in dropout prevention.

The 5th edition of the Summer School proved that European values are far more than text on paper; they are practical guides for daily living. Through initiatives like "Creative Voices for European Values," young learners gain theoretical knowledge, confidence in their own voices, and the tools needed to become active, informed citizens in a diverse world.

In contemporary education, electronic magazines have become valuable tools for promoting creativity, communication, collaboration, and academic achievement. One relevant example is the electronic magazine Focus on Education, a publication that reflects the educational experiences, achievements, and perspectives of both the coordinating teacher and the sixteen students involved in the international learning activities of the Erasmus project 2025-1-RO01-KA121-SCH-000321135. More than a simple collection of articles, the magazine represents a dynamic educational platform that encourages intercultural dialogue, environmental awareness, and active participation in school life.

Focus on Education highlights the educational impact of the Erasmus+ mobility project hosted by Varnenska Morska Gimnazia “Sv. Nikolai Chudotvorec” in Varna, Bulgaria. Through a wide variety of articles, the magazine illustrates how education can extend far beyond the traditional classroom and become a transformative experience based on real-life learning, collaboration, and personal development.

One of the greatest strengths of the magazine is its ability to give students a voice. The articles included in this edition present authentic reflections on sustainability, environmental protection, teamwork, intercultural communication, and social responsibility. The students describe how participating in activities such as beach clean-ups, ecological workshops, digital laboratories, and collaborative projects helped them develop not only academic knowledge, but also essential life skills such as critical thinking, communication, adaptability, and civic engagement.

At the same time, Focus on Education demonstrates the importance of experiential learning. The contributors repeatedly emphasize that direct participation in practical activities had a stronger impact on them than theoretical instruction alone. Whether observing marine pollution, collaborating with international peers, or exploring modern educational technologies such as VR laboratories and digital simulations, the students learned through action, reflection, and interaction.

Another remarkable aspect of the magazine is its promotion of European values and intercultural understanding. Our Erasmus+ mobility created opportunities for Romanian and Bulgarian students to work together, exchange ideas, and discover cultural similarities and differences in a respectful and collaborative environment. These experiences contributed to the development of tolerance, empathy, and open-mindedness, qualities that are increasingly important in today’s globalized society.

Furthermore, the electronic format of the magazine increases accessibility and encourages digital literacy. The students become not only readers, but also creators of educational content. Through writing, editing, and publishing articles, the participants improved their digital competences and developed confidence in expressing their ideas publicly and academically. The magazine therefore becomes both an educational product and a learning process in itself.

The environmental dimension of the publication is equally significant. Many articles focus on sustainability, marine pollution, ecological responsibility, and the importance of protecting natural resources. By presenting these topics through personal experiences and reflections, Focus on Education transforms environmental education into something meaningful, relatable, and motivating for young readers.

In conclusion, Focus on Education is a reflection of modern, student-centred education based on collaboration, inclusion, sustainability, and European cooperation. It successfully combines academic learning with personal development and demonstrates how international educational projects can inspire young people to become responsible citizens, active learners, and environmentally conscious individuals. Through its diverse articles and authentic voices, the magazine promotes not only educational excellence, but also the values necessary for building a more sustainable and interconnected future.

The contents reflect the views only of the author, and the National Agency and European Commission cannot be held responsible for any use which may be made of the information contained therein.

In April 2026, eight students and three teachers from Turkey visited our high school, Liceul Teoretic “Radu Vlădescu”, in Pătârlagele, Buzău County, for a group mobility and job shadowing mission within the Erasmus+ project “I Have Time to Share with You.” What began as a simple exchange soon evolved into a meaningful experience of connection, learning, and inspiration.

Through interactive activities, shared lessons, and meaningful discussions, the participants discovered not only new academic perspectives but also each other’s cultures, ideas, and values. From exploring creative thinking and digital responsibility to experiencing modern, student-centered education, every moment encouraged curiosity and collaboration.

Beyond classrooms, the project sparked something deeper - a sense of unity and purpose. The coordinating teachers exchanged innovative practices, the students built friendships across borders, and together they embraced the true spirit of international cooperation.

This mobility was more than a short visit. It was a reminder that when we take the time to share - with openness, respect, and creativity - we build bridges that last far beyond the project itself.

The contents of this publication reflects only the views of the author, and the National Agency and Commission cannot be held responsible for any use which may be made of the information contained therein.

On April 21, 2026, Liceul Teoretic “Radu Vlădescu” hosted a meaningful dissemination activity within an Erasmus+ mobility that brought together members of the Romanian school community alongside students and teachers from Etimesgut Şehit Kaymakam Muhammed Fatih Safitürk Anadolu İmam Hatip Lisesi. This enriching exchange took place within the framework of the Erasmus+ project “I Have Time to Share with You” (2025-1-TR01-KA121-SCH-000336297), highlighting the power of international collaboration in education.

A central moment of the event was the presentation of two inspiring eTwinning projects: “Bookfest 2026” and “A Song for Our Souls in an English-Speaking World.” The dissemination was led by the three Romanian coordinators - Mrs. Adelaida Iorga, Mrs. Mihaela Neacșu, and Mrs. Claudia Emilia Frînculeasă - who shared the goals, activities, and outcomes of these projects with enthusiasm and professionalism.

Through engaging presentations and meaningful discussions, the activity showcased how these projects promote creativity, innovation, and collaboration among students and teachers. Emphasis was placed on the development of communication and digital skills, as well as the cultivation of shared European values such as inclusion, cultural awareness, and mutual respect.

More than just a formal presentation, the dissemination activity became a space for dialogue, inspiration, and connection. The participants had the opportunity to exchange ideas, reflect on best practices, and strengthen partnerships that extend beyond borders.

This video stands as a testament to the spirit of Erasmus+ and eTwinning - where learning is collaborative, cultures come together, and friendships are built through shared experiences. It reminds us that education is not only about knowledge, but also about connection, empathy, and the joy of learning together.

https://www.youtube.com/watch?v=kb_3FqycwgE

Between March 30 and April 4, 2026, a group of sixteen high school students (grades 9–11) and three teachers from Liceul Teoretic “Radu Vlădescu”, located in Pătârlagele town, Buzău County, participated in a structured learning mobility hosted by Varnenska Morska Gimnazia “Sv. Nikolai Chudotvorec” in Varna, Bulgaria. The activities of this transnational mobility, organised within the Erasmus Project no. 2025-1-RO01-KA121-SCH-000321135, focused on the objectives established in the Learning Agreement, primarily aiming to enhance the Romanian students’ access to quality ecological education and to familiarize them with some of the best European practices in sustainable development and responsible lifestyles.

From a pedagogical and methodological perspective, the mobility programme was grounded in an integrated approach to learning, combining formal, non-formal, and informal educational contexts. The activities were structured to address the cognitive, attitudinal, and behavioural dimensions of learning, with a strong emphasis on the development of civic competences and ecological awareness.

A key component of the program consisted of participation in formal STEM-based learning activities. The demonstration lesson entitled “Ships and Pollution in the Black Sea” provided a relevant interdisciplinary framework through which students explored the impact of human activities on marine ecosystems. By engaging with scientific content drawn from environmental science, geography, and biology, the students developed analytical skills and deepened their understanding of cause-effect relationships in ecological systems. This type of inquiry-based learning contributed directly to the formation of informed and responsible attitudes towards environmental protection, thereby supporting the overarching Erasmus objective.

Complementing the formal learning dimension, the multimedia presentations delivered by the students facilitated knowledge exchange and peer learning. These presentations encouraged active participation, critical thinking, and the ability to communicate environmental topics effectively. The use of digital tools in preparing and delivering these materials also contributed to the development of digital competences, which are essential for active citizenship in contemporary society.

A particularly impactful activity in terms of civic competence development was the meeting with a Greenpeace Ambassador. This interaction provided the students with insights into environmental activism, the role of non-governmental organizations in shaping public policy, and concrete strategies for civic engagement. By connecting theoretical knowledge with real-world applications, the session fostered a sense of responsibility and empowered our students to perceive themselves as active agents of change within their communities. This aligns closely with the Erasmus priority of promoting active citizenship and participation in democratic life.

The transnational digital workshop further reinforced collaborative and intercultural learning. This activity both enhanced the participants' creativity and communication skills and fostered teamwork, adaptability, and intercultural understanding. By engaging in collaborative problem-solving within an international context, the students developed key social competences and gained practical experience in working across cultural boundaries-another essential aspect of European citizenship.

Experiential learning was another central pillar of the mobility. The cultural and documentation visits enabled the project participants to observe sustainable practices within real-life contexts, thereby facilitating the transfer of theoretical knowledge into practical understanding. These activities supported the development of critical thinking and comparative analysis skills, allowing the Romanian and Bulgarian learners to evaluate different approaches to sustainability and reflect on their applicability in their own communities.

A significant contribution to behavioural change was achieved through the organization of a clean-up activity in a public space. This hands-on experience exemplified the principle of “learning by doing” and had a direct impact on the internalization of pro-environmental values. By actively participating in environmental protection, the students developed a stronger sense of civic responsibility, initiative, and teamwork. The subsequent picnic featuring traditional Romanian products also contributed to strengthening group cohesion and promoting cultural identity within an intercultural framework.

The inclusion of structured evaluation activities - initial, formative, and final - ensured the coherence and effectiveness of the learning process. The use of digital assessment tools facilitated continuous feedback and reflection, enabling both students and teachers to monitor progress and adjust learning strategies accordingly. This approach supported the development of metacognitive skills and encouraged students to take responsibility for their own learning outcomes.

In terms of results, the mobility successfully achieved its primary objectives. The students demonstrated improved ecological awareness, a deeper understanding of sustainability concepts, and an increased willingness to engage in civic actions related to environmental protection. Additionally, they developed a range of key competences, including critical thinking, digital literacy, communication skills, teamwork, and intercultural awareness.

In conclusion, our Erasmus+ mobility in Varna represented a coherent and effective educational intervention, characterized by methodological rigour and pedagogical innovation. By integrating diverse learning contexts and focusing on competence development, the programme contributed significantly to the formation of responsible, informed, and active citizens. The outcomes highlight the essential role of international mobility experiences in promoting education for sustainable development and in preparing young people to address the complex challenges of contemporary society.

The contents reflect the views only of the author, and the National Agency and European Commission cannot be held responsible for any use which may be made of the information contained therein.

At the core of the circular economy is the idea of sustainability. Products are designed from the beginning with their entire life cycle in mind. This means using durable materials, creating items that can be easily repaired, and ensuring that components can be separated and recycled efficiently. As a result, fewer raw materials are extracted from the environment, reducing pollution and conserving natural resources.

One of the key principles of the circular economy is extending product life. Instead of discarding items after use, consumers and businesses are encouraged to maintain, reuse, or repurpose them. For example, electronic devices can be repaired rather than replaced, and clothing can be reused or redesigned into new garments. This approach not only reduces waste but also lowers production costs and energy consumption.

Another important aspect is innovation. Companies are increasingly developing new business models, such as product-as-a-service, where customers lease or share products instead of owning them. This encourages manufacturers to create higher-quality, longer-lasting goods and take responsibility for their maintenance and eventual recycling.

The circular economy also plays a significant role in addressing global environmental challenges, including climate change and resource depletion. By reducing the need for raw material extraction and limiting waste, it helps decrease greenhouse gas emissions and environmental degradation.

In conclusion, the circular economy represents a shift toward a more sustainable and responsible way of producing and consuming goods. By rethinking how resources are used and valuing longevity over disposability, this model offers a practical solution for building a greener and more resilient future.

Upcycling, on the other hand, is the process of transforming waste materials or unwanted products into new items of higher value or quality without breaking them down into raw materials. For instance, turning old glass jars into decorative lamps or repurposing wooden pallets into furniture are forms of upcycling. This approach is generally more environmentally friendly because it minimizes the need for energy-intensive processing and reduces demand for new raw materials.

Another key difference lies in creativity and functionality. Recycling is typically an industrial process carried out on a large scale, whereas upcycling often involves individual creativity and craftsmanship. Upcycling encourages people to think innovatively about waste, extending the life cycle of materials in a more sustainable way.

In summary, while both recycling and upcycling aim to reduce waste and protect the environment, recycling focuses on reprocessing materials, whereas upcycling emphasizes reuse and creative transformation. Together, they play complementary roles in promoting sustainability.

One major benefit was the development of critical thinking. Through interactive exercises, students analyzed themes, characters, and narrative structures, moving beyond memorization toward interpretation and evaluation. At the same time, creative thinking was strengthened as learners used avatars and digital storytelling to reimagine literary perspectives, encouraging originality and personal expression.

The workshop also enhanced digital competence, an essential skill in contemporary education. By working with multimedia tools, the project participants improved their ability to communicate ideas visually and verbally, collaborate effectively, and present structured arguments. Additionally, the interactive nature of the activities increased motivation and participation, making learning more meaningful and enjoyable.

Overall, the workshop supported a holistic development of skills, combining literary understanding with creativity, collaboration, and digital literacy in a way that prepares students for modern educational and social contexts.

https://digipad.app/p/1582971/a9556baabbdaa8

Proiectul interdisciplinar a valorificat abordări educaționale centrate pe elev și pe învățarea experiențială, precum dezbaterea, jocul de rol, dramatizarea, activitățile de tip atelier, învățarea prin colaborare și reflecția critică. Aceste metode active și participative facilitează implicarea directă a elevilor în procesul de învățare și contribuie la dezvoltarea unor competențe esențiale pentru viața personală și socială: empatia, comunicarea asertivă, capacitatea de gestionare a conflictelor, cooperarea și responsabilitatea civică.

Calendarul proiectului a inclus o serie de activități structurate etapizat, menite să răspundă obiectivelor propuse. Astfel, în prima etapă au fost organizate campanii de informare și sensibilizare privind consecințele violenței și ale comportamentelor de risc. Ulterior, elevii au participat la ateliere de comunicare și creativitate, în cadrul cărora au fost abordate teme precum stima de sine, presiunea anturajului, reziliența emoțională sau gestionarea conflictelor interpersonale. De asemenea, proiectul a inclus concursuri tematice dedicate siguranței în mediul online, organizate cu prilejul Zilei Internaționale a Siguranței pe Internet, precum și activități de consiliere și dialog cu părinții, menite să consolideze parteneriatul educațional școală-familie-comunitate.

Un rol esențial în valorificarea și diseminarea rezultatelor proiectului l-a avut utilizarea platformelor digitale educaționale. În acest sens, a fost creat un spațiu colaborativ pe platforma Digipad,  https://digipad.app/p/1503349/252f5ff3752fb8 , care funcționează ca un portofoliu digital al proiectului. În cadrul acestuia sunt reunite dovezi ale activităților desfășurate, produse realizate de elevi (afișe, postere, materiale multimedia), precum și resurse educaționale relevante. Platforma permite organizarea și prezentarea sistematică a materialelor, facilitând accesul la informație și promovarea exemplelor de bună practică în comunitatea educațională.

Impactul preconizat al proiectului vizează îmbunătățirea climatului educațional prin reducerea comportamentelor violente sau de risc, creșterea gradului de implicare a elevilor în activități educative și consolidarea relațiilor de colaborare dintre școală, familie și comunitate. Totodată, prin activitățile desfășurate, elevii sunt sprijiniți să își dezvolte competențe socio-emoționale și civice care să le permită integrarea armonioasă în comunitate și adoptarea unui stil de viață responsabil și echilibrat.

Prin caracterul său interdisciplinar și prin valorificarea metodelor educaționale moderne și a instrumentelor digitale colaborative, proiectul „Împreună pentru o comunitate sănătoasă și non-violentă” reprezintă un demers educațional relevant pentru promovarea unei culturi a respectului, toleranței și incluziunii în mediul școlar pătârlăgean.

The methodology combined transdisciplinary teaching, collaborative authorship, and formative digital assessment, creating a replicable model for contemporary classrooms. Songs in English, Romanian, and Polish were used as complex semiotic tools, enhancing phonological awareness, vocabulary, pragmatic competence, and motivation. The students engaged in dialogic learning, analyzing musical texts collaboratively, and developing intercultural sensitivity. Each school created resources inspired by culturally significant songs, promoting pluralism and shared European values. The interactive LearningApps exercises, Wordwall and Kahoot tasks, Voki monologues, and creative activities like video reflections and class discussions, supported differentiated instruction and active learning.

The educational outcomes included in this digital auxiliary improved English proficiency, lexical retention, pronunciation, and prosodic awareness. The students internalized grammar implicitly through song lyrics and deepened intercultural understanding by exploring American, Romanian, and Polish musical repertoires. Music-centered activities also fostered socio-emotional skills, reducing anxiety and enabling students to express feelings and viewpoints confidently in English.

The project exemplifies digital innovation rooted in coherent pedagogy. Interactive platforms enabled gamified learning, immediate feedback, and sustained motivation. The teachers and students co-created resources, reinforcing ownership, collaboration, and professional dialogue. This sustainable, adaptable digital auxiliary offers a model for integrating music, language, technology, and intercultural exchange, demonstrating how creative, digitally mediated instruction can generate meaningful, engaging, and future-oriented educational experiences.

https://read.bookcreator.com/4AIUI2Vs2TgE0hgAS6XPfFzm3u02/nxaCYFoiQEKvtrIBdAd07g

The bilingual format encouraged reading literacy. The students engaged with literary content by selecting quotes, summarizing themes, and translating messages, which required careful attention to meaning and cultural nuance. This process enhanced vocabulary, grammar, and metalinguistic awareness, making reading an active, analytical practice.

The project activity also strengthened teamwork as the participants needed to take up different roles - content creators, translators, designers - and coordinate tasks across schools in different countries. They managed deadlines, negotiated design choices, and practised constructive feedback, building essential 21st-century skills such as leadership, adaptability, and accountability.

Intercultural dialogue was central. Although Romania and Moldova share language and history, the students exchanged ideas, literary preferences, and cultural references, gaining a deeper understanding of each other’s perspectives.

The digital aspect further developed competencies in design, multimedia integration, visual layout, and online collaboration as the students learned to balance aesthetics with clarity while practising responsible online behaviour.

Finally, the poster serves as a public advocacy tool for reading making the students cultural ambassadors promoting literacy within their communities. Through this eTwinning collaboration, they created an original digital poster and strengthened communication, creativity, and the cultural connection between the two schools.

To start, a teacher sets up a Digipad classroom board and invites his/her students using a link. The workspace is highly visual: educators can place text blocks, images, videos, and files on the board. For example, a history teacher might organize timelines and source materials, while a language teacher embeds texts for group analysis.

A central method for classroom use is structured collaborative tasks. Teachers can divide the board into sections for group activities - e.g., vocabulary practice, problem solving, or project planning - and assign student groups to each area. Real-time updates allow students to work simultaneously, while the teacher monitors progress and provides instant feedback. 

Another effective use is interactive assessments. Instead of traditional worksheets, teachers can design activities where students incorporate their answers, and add their contributions. These boards can be revisited over time, supporting revision cycles and differentiated learning paths.

A few educational benefits of using Digiad include: increased student engagement, clearer classroom organization, and richer formative assessment. With Digipad, lessons become more interactive and collaborative - preparing your students with the necessary skills for 21st-century learning.

Technology connects us across the world,
Every profile has a heart and a story to share
Choose your words so that they won’t hurt,
Help a friend when something feels wrong.

Strong passwords, private settings,
Awareness of scams, fake news, and manipulation,
Follow facts, not viral lies or misinformation,
Every click leaves a permanent footprint.

Control your personal data if you want to be fine,
Have the courage to always be your true self,
Own your choices, online and offline,
Include others and call out bullying and hate
Connect with care, wisdom and responsibility
Empower yourself with knowledge and digital skills,
Smart tech, safe choices for you and for me.

https://digitaledu.ro/smart-tech-safe-choices-listening-comprehension-test-exercitiu-multimodal/

https://www.youtube.com/watch?v=VxaIFaoVPGQ

As tools such as chatbots, voice assistants, and AI-powered platforms become increasingly common in education and everyday life, our students need support to understand both their benefits and their risks. Safer Internet Day 2026 encourages educators to help learners develop critical thinking skills, particularly when engaging with AI-generated content. The students should be able to question accuracy, recognize potential bias, and understand that AI outputs are shaped by data and design choices.

Key focus areas this year include privacy protection, responsible data sharing, and awareness of how AI systems collect and use information. The teachers can use classroom discussions and practical activities to explore ethical issues, such as fairness, transparency, and accountability in AI-driven technologies. These conversations help students become not just users of technology, but thoughtful and responsible digital citizens.

Coordinated in the UK by the UK Safer Internet Centre, the Safer Internet Day initiative emphasizes empowering children and young people to use AI safely and confidently. Globally, Safer Internet Day continues to promote the message “Together for a better internet,” with activities and events taking place throughout February 2026.

For teachers, Safer Internet Day 2026 is an opportunity to integrate AI literacy into everyday teaching and to reinforce that smart technology must always be matched with safe, ethical choices.

The participants discussed about the selection process of the most representative national songs, considering criteria such as cultural significance, historical context, and emotional impact. This process encouraged research, critical thinking, and meaningful communication in English. The teachers and students also exchanged their best practices regarding classroom activities inspired by the songs, including lyric analysis, creative writing, visual interpretation, and interdisciplinary projects combining language learning with history, literature, philosophy, and art.

A central theme of the meeting was the cultural and personal values conveyed through music. The three songs served as a starting point for discussions on identity, hope, resilience, well-being, and empathy, highlighting the importance of affective learning. Overall, the meeting showcased the benefits of international collaboration, pedagogical innovation, and interdisciplinary education, while supporting the development of key competences and students’ personal growth.

https://www.youtube.com/watch?v=15EcIicatQ8