KA1 – 2025/2026

Empowered Teachers: Rediscover Your Motivation and Energy - This course focuses on empowering educators to strengthen their well-being, confidence, and professional resilience. Participants explore key concepts such as emotional intelligence, growth mindset, assertive communication, healthy boundaries, and stress management in order to prevent burnout and increase motivation in their professional practice.

Leading Change: From Emotional Intelligence to Organizational Design - This courses helps to develop practical leadership skills for managing change in complex educational environments. Participants explore emotional intelligence, coaching techniques, positive psychology, and established change management frameworks to strengthen their ability to lead staff, manage conflict, and build collaborative school cultures.

No Preparation: Fun and Effective Activities for Language Teachers - This course focuses on making language teaching more engaging, creative, and effective through the use of no-preparation, ready-to-use activities. Participants explore practical strategies for teaching vocabulary, grammar, speaking, listening, and writing in a fun and natural way that increases student motivation and participation. The course provides a toolkit of interactive activities that support different learning needs and reduce lesson preparation time while enhancing classroom dynamics.

the participant observed organisational practices and engaged in professional exchange with staff members. The programme focused on leadership, digitalisation, and institutional management in education, contributing to the development of professional competences and the exchange of good practices within an international context.

Eight of our students, accompanied by teacher Marina Vukušić, participated in an Erasmus+ group mobility programme in Madrid from 3 to 8 May. The programme combined cultural immersion, participation in language lessons, and collaborative activities with international peers. Students engaged in real-life communication in English and Spanish, took part in interactive classroom tasks, group discussions, and social activities, and explored the local culture through guided visits and city exploration. The mobility also included communication with teachers and school staff, as well as participation in a radio programme, contributing to the development of their language, social, and intercultural competences.

During this job shadowing mobility, the participant observed and engaged in activities related to the organisation and management of international English language examinations. The programme included insight into quality assurance procedures in exam administration, as well as the use of digital tools for candidate registration, management, and results reporting. The participant also gained an understanding of communication and coordination processes with examiners, candidates, and institutional partners, contributing to a broader view of effective exam centre operations.

Žiger School of Foreign Languages carried out four mobilities within the consortium. The Director of Studies took part in a job shadowing placement in Pisa, observing the daily work of the host institution and gaining insight into their teaching organisation, methodological approaches and quality assurance practices. Two individual learner mobilities were also carried out in Pisa, where adult learners attended a language course in an authentic environment, developing their communication skills through direct contact with native speakers and everyday use of the language outside the classroom. The fourth mobility was a structured course, Coaching and Mentoring for Teachers, in Budapest, where the participant acquired practical tools for mentoring and supporting colleagues — skills directly applicable to inducting new teachers and to the ongoing professional development of the existing team.

Angla School carried out five mobilities. Two adult learners attended individual language courses in Pisa, improving their communication and other life skills through immersion in an authentic environment and daily contact with speakers of the target language. The third adult learner participated in a mobility in Madrid. A member of the administrative staff completed a job shadowing placement in Pisa, gaining first-hand insight into the host institution's administrative procedures, enrolment and course management systems, and internal communication practices. The fourth mobility was a structured course on leadership in Barcelona, attended by a member of the management team, focusing on leadership skills, strategic planning and team management — competences the school applies directly to its own organisational development.

Studio Žerjav carried out three mobilities. Two adult learners attended individual learning mobilities: one in Dublin and one in Pisa developing their communication skills in an authentic environment and gaining confidence through everyday use of the language outside the school. The third mobility was a structured course on digital tools in language teaching, where the participant explored practical applications for the classroom and acquired skills the school uses to modernise its teaching and broaden the range of materials available to learners.

Čarobna riječ carried out four mobilities. A teacher attended a structured course in Dublin on the use of technology in the classroom, gaining practical tools for integrating digital resources into everyday teaching. Two adult learners took part in individual learning mobilities, one in Pisa and one in Dublin, developing their communication skills through immersion in an authentic environment and everyday contact with speakers of the target language. The fourth mobility was a structured course in Madrid on the use of artificial intelligence in the classroom, where the participant explored how AI tools can support lesson preparation, materials development and individualised work with learners

Linguae carried out four mobilities, all in Dublin. Two members of the administrative staff took part in professional development activities: one completed a job shadowing placement, observing the host institution's administrative procedures, enrolment and course management systems and internal communication practices, while the other attended a structured course. Two adult learners took part in individual learning mobilities at a different host institution in Dublin. Alongside their language progress, they built intercultural awareness through daily contact with a different environment, gained the self-confidence to communicate spontaneously with people from varied backgrounds, and returned with visibly stronger motivation to keep learning.