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.

Programul Erasmus+ mi-a oferit oportunitatea de a călători pentru o săptămână în Amsterdam, pentru o nouă experiență de învățare, de nivel european. Nu a fost o simplă călătorie, ci o adevărată aventură educațională și culturală, care m-a dezvoltat în plan profesional și personal. Cursul de formare „Environmental Education: Learning and Acting for a Better Future”, oferit de Europass Teacher Academy „Molinos de Viento” din Amsterdam, Olanda, s-a desfășurat în perioada 23-28 februarie 2026. Cursul a reunit profesori din Europa (România, Franța, Germania, Grecia) și SUA (Costa Rica). Schimbul de experiență și conexiunea creată între toți profesorii participanți a fost nemaipomenită, de neuitat.

Se spune că Amsterdamul este unul dintre cele mai verzi orașe din Europa sau drept o capitală ecologică mondială. Ajungând aici, pe tărâm olandez, mi s-a confirmat această afirmație. După ce am coborât din avion, am intrat într-o zonă cu deșeuri zero, dedicată reducerii emisiilor de CO2, renunțării la plastic. Acest oraș impresionează prin parcurile și spațiile verzi, prin atitudinea față de transport și viața de zi cu zi. Este un oraș cu adevărat verde, care se concentrează asupra efectelor sociale, ciclismul fiind principalul mod de transport al orașului. Pe lângă frumusețea istorică, cultura și muzeele de renume mondial, Amsterdam a devenit cunoscut și pentru toate implementările durabile. Ce anume ne-a făcut atente la aceste detalii? Formatoarea cursului a lansat o provocare, o metodă nouă de a observa orașul din perspectiva ecologică, și anume metoda Bingo ecologic. Pe parcursul șederii noastre am fotografiat 12 elemente cu acțiuni concrete în Amsterdam: biciclete/biciclete de familie, containere subterane, grădini pe acoperiș/grădini secrete, restaurante vegane, căsuțe pentru păsări, autobuze electrice/tramvaie, stații de încărcare EV etc. A fost una dintre strategiile noi învățate în cadrul cursului. Am avut parte de formatoare profesioniste, care și-au structurat foarte bine temele cursului, astfel încât fiecare zi a fost o nouă provocare. Am învățat concepte noi (Permacultura, Anxietatea ecologică), am aflat informații despre Fast Fashion și Plastic Pollution, urmările pe care acestea le produc în mediul înconjurător la nivel mondial și ce soluții există.

Am desfășurat și activități practice de reciclare selectivă (plastic, sticlă, hârtie), pentru a vedea concret cum funcționează acest sistem în Amsterdam. Am avut șansa de a vizita o fermă pentru copii situată în mijlocul orașului, proiect inițiat de autoritățile locale, prin care copiii pot grădinări, pot îngriji animalele în regim de voluntariat. De asemenea, panourile informative îi ajută pe copii să facă legătura dintre teorie și practică. Vizitele la Muzeul MORILOR DE VÂNT din Olanda, precum și la muzee de renume din Amsterdam precum Rijksmuseum, Muzeul Van Gogh, Complexul Muzeal Artis, ne-au adus aproape de arta, cultura și civilizația olandeză, de tradiții și obiceiuri, valori naționale cu care se mândresc și știu să le pună în valoare.

https://scoalaiacovantonovici.ro/wp-content/uploads/2026/03/Jurnal-mobilitate-Olanda-3.pdf

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 a major boost for early childhood (8-11 years) autonomy and cross-cultural collaboration, educators and students from Turkey and Romania have successfully concluded a four-month eTwinning initiative titled Actually I Can Do It Myself: Little Heroes. Following the structured milestones laid out in a schedule, the activities have transformed daily routines and civic awareness into an engaging, international learning journey.
Through a blend of digital literacy and hands-on community action, the project has demonstrated how young learners can transition from passive observers to proactive, independent citizens.

Launching the Digital Infrastructure

The campaign launched with an emphasis on democratic participation and digital safety. Teachers from both participating countries collaborated to design introductory media, utilizing a Google Form survey to vote on the official visual identity of the project.
To bridge the geographic gap, project partners utilized Web 2.0 tools to develop a centralized Padlet Virtual Board. This platform served as a transparent repository for school video tours, teacher-student introductions, and mandatory parental consent documentation, ensuring a secure and verifiable digital learning environment. Concurrently, collaborative student-designed posters were deployed across local school grounds to maximize public awareness.
Using the project plan, the activities can be resumed as follows:
                           February - digital onboarding and logo election;
                           March - autonomy videos and botanical projects;
                           April - cultural exchanges and environmental dramas;
                           May - civic cleanup and mixed-team publications.

Instilling Accountability through Daily Routines

Moving from digital organization to physical practice, the second phase of the project tackled personal accountability and environmental stewardship. Students produced short video segments or photo-collage documenting their morning habits, such as room organization, personal hygiene, and mealtime independence.
The curriculum also incorporated ecological awareness, requiring each student to plant and maintain an individual potted flower. These physical exercises were reinforced by creative assignments, including local ,,Wish Trees” and digital word-cloud exercises using WordArt applications.

Blending Cultural Heritage with Social Duty

The third month represented the most operationally diverse phase of the timeline, bridging domestic skills with artistic expression. Through the ,,Little Chefs Without Fire” initiative, the students prepared traditional regional dishes at home with parental supervision, cataloging the results in a collaborative photo-recipe exchange. Also, the students marked regional celebrations by solving custom digital puzzles hosted on Jigsaw Planet. Using handmade masks or marionettes and puppets, the children staged an educational theatrical piece titled ,,The Irresponsible Child” analyzing the impacts of neglecting personal duties. The month concluded with a focus on conservation, so the students organized a public exhibition featuring toys and clothes made entirely from recycled materials, backed by a collage highlighting the responsibilities such as resource for the conservation and waste sorting.

The Last part of the Project

For the final phase of the project, the students mobilized for public clean-up operations in designated local environments, demonstrating practical civic engagement. In the mean time, mixed international teams collaborated across borders to author an acrostic poem and a joint e-storybook. The project has proven that when given the proper frameworks, the little students can assume meaningful roles in their homes and communities. All deliverables, multimedia archives, and collaborative products have been synthesized into a comprehensive public Virtual Exhibition. This digital showcase stands as a testament to the shared pedagogical goals achieved by Turkey and Romania, leaving behind a proven blueprint for fostering youth autonomy across Europe.

Finally, I wish to thank all my partners for the entire collaboration and for the cultural changes. It was a wonderful travel for me and my pupils, also for their parents. 

                                                                                   

FEBRUARY 2026

1. Student and Teacher Introductions
SC1 (Specific Competence 1): Adopting positive attitudes towards oneself and a healthy, balanced lifestyle.
1.1. Identifying personal resources and age-specific development opportunities.

• Students can use safe Web 2.0 tools (such as Avatar Maker, Voki, or Canva) to create an avatar and a short description of themselves (passions, qualities). This serves as the perfect lesson on how to present oneself safely and positively in the online environment, fulfilling the syllabus requirement of Myself in the online environment.

2. School Introduction and the Project’s Padlet Page
SC1 (Specific Competence 1): Adopting positive attitudes towards oneself and a healthy, balanced lifestyle.
1.1. Identifying personal resources and age-specific development opportunities.

• Filming the school introduction video can be organized as a group activity during class. Students reflect on their school space: What do they like about their school? What are their favorite places? They can work in teams (one team films the classroom, another the school yard, and another a Welcome message). Uploading these materials to Padlet transforms the virtual board into a collective digital project of the "Myself and my class/school" type, fostering a sense of belonging to the group.

3. Student Posters (Collaborative)
SC1 (Specific Competence 1): Adopting positive attitudes towards oneself and a healthy, balanced lifestyle.
1.1. Identifying personal resources and age-specific development opportunities.

• Presenting the posters to their peers and displaying them on the mobile whiteboard in the school hallway will provide students with validation for their hard work.

4. Logo Selection
SC1 (Specific Competence 1): Adopting positive attitudes towards oneself and a healthy, balanced lifestyle.
1.1. Exploring personal values and preferences.

• The moment students vote for the official logo can be transformed into an exercise in argumentation and self-awareness of their own tastes. Before voting, students answer questions such as: Why do you like a specific logo? What does it convey? This helps them define their aesthetic preferences and visual values.

MARCH 2026

1. My Morning Routine
SC1 (Specific Competence 1): Adopting positive attitudes towards oneself and a healthy, balanced lifestyle.
1.2. Analyzing sources of stress and its consequences on health and well-being.

• Before students photograph the materials illustrating their routine (brushing teeth, breakfast, making the bed), a classroom discussion takes place regarding time management and reducing morning stress. Additionally, discussions are held on how a chaotic morning (waking up late, rushing for the bus, skipping breakfast) becomes a major source of stress that ruins their well-being for the rest of the school day. Presenting an organized routine serves as a positive example of best practices for a balanced lifestyle.

2. Wish Tree
SC1 (Specific Competence 1): Adopting positive attitudes towards oneself and a healthy, balanced lifestyle.
1.1. Identifying personal resources and age-specific development opportunities.

• Instead of writing down merely material wishes (e.g., a phone, a video game), each student must reflect on wishes related to their personal development, school, or relationships (e.g., I want to be braver when speaking in public, I wish we would get along better in class). Hanging these wishes on the tree becomes a public activity of embracing and taking ownership of their own goals and values.

3. WordArt Activity
SC1 (Specific Competence 1): Adopting positive attitudes towards oneself and a healthy, balanced lifestyle.
1.1. Identifying personal resources and age-specific development opportunities.

• Children answer questions such as: What do I know? What can I do? What do I like? or What does a happy life mean for a 5th grader?. We collect a series of words related to the project, its title, and other personal values.

4. Planting and Caring for Flowers
SC1 (Specific Competence 1): Adopting positive attitudes towards oneself and a healthy, balanced lifestyle (5th Grade).
1.1. Identifying personal resources and age-specific development opportunities.

• Concurrently, we address long-term responsibility (caring for the plant) and how connecting with nature or a practical hobby can considerably improve their mood when they feel overwhelmed by homework or exams.

APRIL 2026

1. Masked Drama (The Irresponsible Child)
GC 2 (General Competence 2): Harmonious relating with others in school and extracurricular contexts.

2.1. Recognizing a variety of emotions experienced in relation to oneself and others.

2.2. Providing positive feedback in relations with others.

• This activity involves initial discussions about the emotions a child experiences when they do not take ownership of their responsibilities (fear of failure, shame, guilt) and what those around them feel (disappointed parents, upset classmates). The children choose to create puppets to use instead of characters, utilizing the mobile stage in the classroom. At the end of the play, peers in the audience talk about what they liked in the actors' performance, using sentence-completion prompts such as: I liked it when M. played/interpreted....

2. My Responsibilities at School (Photo Collage)
GC 2 (General Competence 2): Harmonious relating with others in school and extracurricular contexts.
2.2. Providing positive feedback in relations with others.

• Students take photos of one another (with permission) while performing a responsible action: a classmate turning off the light when the lesson ends, another distributing school supplies or throwing plastic into the recycling bin, and another collecting trash and taking the bin to the dumpster. This photo collage becomes an opportunity for each child to publicly recognize the positive behaviors that maintain cleanliness and harmony in the shared space.

3. Little Chefs Without Fire – My Local Dish & Recycled Clothes and Toy Exhibition
GC 4 (General Competence 4): Making decisions related to continuing education and career by utilizing information about oneself, education, and occupations.
4.2. Identifying occupations from different fields of activity and their benefits for the individual and society.

• These two practical activities lead toward career guidance. To highlight the role of a chef as well as that of an entrepreneur, the children decided to organize a product fair and a culinary exhibition. The product fair featured traditional Romanian dishes, while the exhibition focused on traditional dishes from European Union countries. The culinary exhibition was held in May on the occasion of Europe Day. The children shared their mothers' and grandmothers' recipes, as well as their own, with their schoolmates.
• Regarding the toy exhibition, the children had the opportunity to share their passions, as well as exchange toys and books with other classmates, which sparked real joy. For the eco-costume parade made from recycled materials, the students set up a costume-making workshop after organizing a collection drive for the necessary recyclable materials.

4. April 23 Puzzle Activity (Jigsaw Planet)
GC 2 (General Competence 2): Harmonious relating with others in school and extracurricular contexts.
2.1. Recognizing a variety of emotions experienced in relation to oneself and others.

• The date of April 23rd served as a catalyst for a communication exercise. Solving a digital puzzle in teams drives students to collaborate under time pressure, providing an excellent opportunity to discuss afterward how they felt, how they managed setback/failure if the pieces did not fit, and how they organized themselves. On this occasion, we also organized a reading workshop with the students in the school library, as well as a reading workshop with their parents.

MAY 2026

1. Environmental Cleaning
SC 1 (Specific Competence 1): Adopting positive attitudes towards oneself and a healthy, balanced lifestyle.
1.2. Analyzing sources of stress and its consequences on health and well-being.
SC 2 (Specific Competence 2): Harmonious relating with others in school and extracurricular contexts.
2.2. Providing positive feedback in relations with others.

• Through environmental cleaning and care activities, the participating children became aware that a clean and orderly environment reduces visual and mental stress, thereby increasing the community's well-being. The physical cleaning activity carried out in teams served as a great teambuilding opportunity and appealed directly to their civic spirit.

2. Acrostic Poem
SC 2 (Specific Competence 2): Harmonious relating with others in school and extracurricular contexts.
2.2. Providing positive feedback in relations with others.

• Students collaborate with other peers to create a stanza based on the project's slogan. For each accepted line, the team must argue why the metaphor or word chosen by a classmate is suitable and how it completes the team's overall idea.

3. Collaborative Story
SC 3 (Specific Competence 3): Reflecting on the motivation and effectiveness of strategies for learning progress.
3.1. Identifying personal and contextual factors that facilitate/block learning.

• Creating a digital book in mixed teams engages students in collaborative work and helps them think together to accomplish a final, team-driven end product.

4. Virtual Exhibition
SC 3 (Specific Competence 3): Reflecting on the motivation and effectiveness of strategies for learning progress.
3.2. Presenting learning progress using varied communication methods.

• The Padlet page brings together all the products created from February to May. Students discuss the project outcomes and observe how their digital, social, and communication skills have evolved from the beginning of the project up to the present day.

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.