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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.

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 ...

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.

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.

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.

Our invited expert delivered a series of training activities focused on developing teachers’ competences in learning to learn, digital integration, and innovative teaching practices. The programme included interactive workshops on metacognitive strategies, self-regulated learning, and the use of digital tools to support student autonomy.

This job shadowing activity included meetings with school management to gain insight into leadership strategies and organisational practices, as well as discussions with the IT team on the use of integrated digital systems for administration, communication, and student engagement. The participant also attended sessions on innovation in education, marketing, and communication, gaining practical ideas to support the further development of their own institution.

During this job shadowing activity, the participant observed teacher training sessions to gain insight into training methodologies and approaches to professional development. The programme also included an overview of curriculum organisation and planning, as well as meetings with the Director of Studies and teacher trainers to discuss academic management, course design, and staff development.

Conflict Management, Emotional Intelligence and Bullying Prevention: This course focuses on developing practical skills for managing conflict and fostering positive relationships in educational settings. Participants explore the causes and dynamics of conflict, learn how to turn challenging situations into learning opportunities, and gain effective communication strategies to strengthen school relationships and community.

Critical Thinking for All Subjects and Life - This course supports participants in developing key competences through a combination of theoretical input and practical activities. Over six days, participants engage in interactive workshops, collaborative tasks, and reflective exercises focused on critical thinking, metacognition, and media literacy. The course also promotes multilingual communication, intercultural exchange, and the use of digital tools, while encouraging creativity, problem-solving, and active citizenship.

Introducing Sustainability Through Game-Based Learning and Gamification - The programme combined theoretical input on sustainability and game-based learning with interactive workshops where participants designed their own gamified activities. Working in an international environment, the participant enhanced their digital skills, creativity, and collaboration, while also strengthening intercultural awareness and communication.

Universal Design for Learning: Strategies and Digital Tools to Support All Learners - focuses on developing inclusive teaching practices through the application of UDL principles. Participants explore how to identify and reduce learning barriers, design accessible lesson plans, and use digital and AI tools to support diverse learners. Through interactive sessions and collaboration with international peers, the course promotes reflection, creativity, and the development of equitable, learner-centred approaches in education.

Design Thinking for Educators - introduces participants to a creative, user-centred approach to solving educational challenges. Through collaborative activities, participants explore the five phases of the design thinking process, using tools such as interviews, observation, mind mapping, and empathy mapping. Working in an international environment, they develop innovative project ideas, strengthen communication and teamwork skills, and learn how to apply creative problem-solving methods to improve classroom and school practices.

Inclusive Teaching with Artificial Intelligence - focuses on using AI tools to support inclusive and learner-centred education. Participants explore practical applications of AI in designing lesson plans, differentiating instruction, and supporting diverse learners, including neurodivergent and gifted students. Through hands-on workshops and collaboration, the course also addresses ethical aspects of AI use, while promoting innovation, reflection, and the development of accessible and engaging teaching practices.

Adult learners participated in individual Erasmus+ mobilities tailored to their language levels, learning needs, and personal preferences. The programme focused on developing key competences from the European Key Competence Framework for Lifelong Learning through a combination of language learning, cultural immersion, and interactive activities. Participants strengthened their literacy and multilingual competences by improving their ability to understand and produce spoken and written English in real-life contexts. They also developed digital skills through the use of online tools and applicat...

In November 2024, we held our kick-off meeting in Catania, where, together with our partners — Giga International House Catania, International House Bucharest, International House Torres Vedras, and Oxford School Leskovac — we planned our first steps toward creating an innovative curriculum focused on enhancing life skills for our learners through coaching methods. During the meeting, we defined all project management tasks and outlined our next steps for developing the project outcomes.

Learning materials have been successfully developed in line with the project timeline and quality requirements, and partners have agreed on a clear structure and plan for the development of lesson plans, which will be implemented in the next phase of the project. Assessment tools, specifically SAQs (Self-Assessment Questionnaires) and TAQs (Team-Assessment Questionnaires), will be developed in parallel with the lesson planning process to ensure coherence between teaching content and evaluation methods. Project management is progressing smoothly, with activities implemented according to the agr...

Partners confirmed that all learning materials have been completed according to the project timeline, with emphasis placed on ensuring consistency in formatting, structure, and naming conventions before uploading. Impact and piloting preparations were defined in detail. Piloting will involve approximately four teachers and around 40 students per school, running from April to July. Separate questionnaires for teachers, students, and external dissemination events will be developed to measure impact and outcomes.

Our first live meeting took place in Split, attended by all partners. As it is a large project, our meeting lasted for three days during which we reached numerous conclusions and agreed upon future activities. We established tools for project management, thoroughly reviewed the timeline of our project, and carefully crafted our quality control criteria and impact plan. Additionally, we engaged in detailed discussions regarding the concept of our virtual learning environments and we are now ready to start developing them.

This meeting focused on transitioning from conceptual design to VR development. Partners reviewed progress on the three virtual learning environments (VLEs), confirming learning outcomes, conceptual designs, and software specifications. VLE1 (Scientific Laboratory) was demonstrated and tested on the Oculus Quest 3, with activities such as molecule building, bacterial growth, and flame interaction finalized. Designs for VLE2 (Restaurant) and VLE3 (Natural Environment) were also outlined, including interactive tasks and AI-powered NPCs. The team also reviewed progress on virtual escape rooms ...

The meeting in Pisa focused on reviewing the first periodic report and coordinating progress on work packages. Partners agreed on upcoming technical tasks and deadlines, including finalizing scripts and visual content for VLE2 and VLE3, improving the teacher training toolkit, and planning for the piloting phase.

This meeting focused on reviewing the current development status, digitalisation progress, and piloting plans. All project activities are progressing according to plan, with partners successfully completing a detailed technical and pedagogical review of all five virtual environments, identifying and assigning necessary fixes for remaining bugs and instructional improvements. Teacher training modules (1–6) were also reviewed, with ongoing work focused on developing additional lesson ideas, supplementary materials, and clear classroom applications for each VR environment. The Moodle digitisatio...