"""What are you taking along with you?"", this is what one of the first pages of the St'ART Book asks. The St'ART Book is the logbook that students and teachers have filled in for each mobility of the Erasmus St'ART project. Someone answers ""fear"", someone ""hope"", or ""desire to meet people"", ""desire to escape”, someone else freedom, knowledge, curiosity. ""And what do you bring home from this experience?"" is what the final page of the notebook asks instead: the answers - both from students and teachers - are enthusiastic, they speak of energy, vitality, courage, greater self-confidence: ""I come home, but I feel changed "", says Alice, ""I feel richer after this week"" writes Barbara (a teacher), ""I want to travel again, meet new people, visit new countries"" is what most of the Icelandic, Italian, Spanish and Portuguese students write.The project, carried out between 2018 and 2020, called four European cities - Pistoia, Reykjavìk, Porto and Bilbao - and their artistic high schools, to discuss the theme of art with regard to the city, in the belief that art is a means of social change, it constitutes a common good. In writing the project, we were guided by the ""Bilbao case"", the city that was literally reborn after an appalling crisis, thanks also to contemporary art and architecture. We therefore immersed ourselves in the stories, traditions, visions of our cities, highlighting peculiarities that inspired proposals for the cities themselves. The starting point for all of us was the survey titled: ""If I say city, what comes to your mind?"".In Bilbao we made a site specific intervention, inspired by female figures of local folklore, in Reykjavìk the nature that dominates the city has taken over: videos have been created that mix together sounds, photographs, paintings also inspired by the sagas of the territory. In the heart of Porto, the industrial district of Ilhas do Bonfim challenged us to propose new visual solutions, housing utopias, that resulted from photomontages and assemblages. Pistoia was supposed to be the conclusion of the project with an exhibition, a performance, a conference with politicians and contemporary art experts and, when the pandemic prevented us from carrying out this phase, we decided to transform the entire experience into the website, www.erasmustart.com, where we talked about our two years of work, CLIL lessons, discussions among teachers, exchanges among students, relationships among schools, languages, latitudes, different training and education.The main results of this project were:•The arrangement of a contest for choosing a Project logo among students of the partnership,•The design of gadgets promoting the project,•The creation of Power Points, PDFs, videos, stop-motions, pictures, designs, posters, architectural designs and models.•The provision of school corners dedicated to Erasmus plus: on the website of the schools as well as physically in some areas of the partnership schools.•The creation of an online Twin Space dedicated to the project.•The creation of CLIL lesson plans for the project as a resource for teachers and students.•The ad hoc publication of St’Art book: the book was used by the participants during their mobility as a logbook. It was also useful in the phases of monitoring and assessment of the project.•The creation of a Website, a Facebook page and an Instagram portfolio.The back cover of our St'ART Book shows Erasmus of Rotterdam in the engraving by Albrecht Dürer, 1526; from Erasmus we tried to learn and keep the spirit, in the belief that every project in his name must be aimed at the growth of people free from prejudices. St'ART, which brings along ideas of dynamism, enthusiasm and, of course, art, is based on the idea that culture and comparison can produce an open, peaceful, borderless and fearless world.Partner CountriesItaly, Spain, Portugal, Iceland"

Context / background of the projectThe project 'Reporters without frontiers' examined interdisciplinary and intercultural on the one hand(a) everyday realities of young people in Europeand on the other hand(b) Europe's current problems and approaches (refugee issues, socio-economic distribution and equity issues, environmental issues, quality of life issues)To this end, transnational student teams prepared and conducted interviews with external stakeholders and prepared them for presentations.The interview partners were representatives from the fields of politics, economics, social affairs, environmental NGOs and alternative projects.The media used were photography, video, sound, text and any combination of images and text. The work with artistic-documentary means transformed abstract contexts into something tangible and offered a new, pictorial-linguistic level of reflection. The own and above all foreign languages were made practically usable, image and sound were experienced in their universality (the language of art is international).ICT was used throughout for communication and presentation.The students all lived in host families.Each TLT meeting lasted 10 days.In addition to their preparation and follow-up, the TLTs in all partner countries developed twelve photo topics on the everyday life of the students.ObjectivesThe project set itself the following goals for the participating pupils:- Continuing to expand the knowledge of the history, political-social, economic and geographical facts of all partner countries.- Extending active language competence in English in everyday and technical contexts- Creating a favourable communication atmosphere in a foreign language- Raising awareness of and becoming aware of one's own and other cultures - Strengthening general communication skills in the context of European Citizenship- Experiencing and appreciating different European lifestyles and cultural contexts in everyday experience with host families- Fostering and strengthening creativity and constructive criticism in the context of transnational teamwork- Becoming aware of and relativising one's own points of view in the context of transnational teamwork- The learning of journalistic research, documentation and presentation forms in teamwork across cultural borders.- Expanding cultural competences and cultural openness in a European dimension- Strengthening self-confidence and self-awareness in a European dimension- Active, reflective handling of photo, video and sound artifacts- Active, reflective use of the Internet and social mediaThe project set itself the following goals for the participating teachers:- Improving their pedagogical concepts and applying new teaching methods within the framework of exchanging ideas with European colleagues.- To expand their knowledge of the theory and technical and creative practice of photography, videography and sound work in audiovisual-linguistic contexts.- Strengthening the European dimension of their teaching- To sustainably increase the motivation of the teachers involved through the cooperative European work on the project.Number and profile of participating institutionsThere were five schools involved in the project:IES Ángel de Saavedra (Córdoba / Spain): continuing, general education, publicFjölbrautaskólinn í Breiðholti (Reykjavík / Iceland): Secondary school, general education, publicGymnasio Mesovouniwn Me Lykeiakes Takseis (Kefalonia / Greece): Secondary school, general education, publicLycée privé Paul Claudel d'Hulst (Paris / France): Secondary school, general education, privateAdolf-Reichwein-Gymnasium (Heusenstamm / Germany): Secondary school, general education, publicDescription of the main activities carried outTLTs were prepared, carried out and followed up in all partner countries involved. According to the principle 'More value for money', more teachers and students took part in the project than was provided for in the application form.TMs took place in Heusenstamm, Paris and Reykjavík (for the evaluation, planning and adjustment of work processes, results and products).Achieved results and impactThe results achieved are in line with the objectives set out above. Only the organisational details had to be slightly readjusted in order to fully achieve the planned objectives.If relevant, long-term benefitThe long-term benefit consists in...a) the sustainable expansion of competences in accordance with the objectives described aboveb) the awareness of the problems addressed in the project among external stakeholdersc) the usability of a proven and transferable project structure in new contexts of content

<< Objectives >>· Getting to know oneself as a European and global citizen· Realisation of democratic-constructive possibilities for action in transnational contexts· Expanding knowledge of current global crises· Expanding verbal & visual communication skills· Practising transferable problem-solving procedures· Experiencing self-efficacy in creative processes· Practising how to deal with contemporary culture· Experiencing creativity as a survival resource<< Implementation >>In the classroom in each country...· Familiarisation with the concept of documenta15 with learners and teachers· Familiarisation with the themes addressed by d15· Discussion of various contemporary artistic positions on social and socio-political issues· Addressing the creative process and its transferability to all areas of lifeIn transnational discourse...· Long-term practical artistic work· Curation & realisation of the final exhibition<< Results >>Expanding the knowledge of learners and teachers...- on current positions in contemporary art- on acute social and socio-political issues and those relating to environmental/climate protection- on the profitable use and general validity of creative processes- regarding their soft skills (emotional, linguistic-communicative, organisational)- to develop exhibits and an exhibition concept with a transnational claim- Reflection and documentation in the form of a catalogue

“FABLABs – new technologies in adult education” project is a Strategic Partnership that involves 6 organisations from Finland, France, Iceland, Poland and Portugal acting as fablabs and makerspaces. The objective of the project is to share good practices on teaching methodologies used in fablab work and targeted at adult learners. Fablabs (laboratories of digital fabrication) are a new type of learning environments and a network of learning communities. They are community-based spaces focused on technological innovation, do-it-yourself and do-it-with-others production and make-to-learn approach, and they provide their users with introduction to new technologies. The project aims at: exchanging experiences and good practices between the participating organisations, exchanging education methods and practices, professional development of people working in fablabs as educators and managers, comparative research on teaching new technologies in non-formal education in various European countries and, finally, at strengthening cooperation and networking between fablabs in Europe. The final result of the project will be the project guidelines on educational activities and methods used in fablab work. The main project activities will be six transnational project meetings, gathering fablab managers and educators, local workshops for adult learners in each country and a collaborative work of partners on the final result (the guidelines). With this project we aim at spreading knowledge about fablab idea and approach and having an impact on other fablabs and educational institutions in our respective countries. Project results will be directly implemented into our educational practices, as well as shared with fablab community around the world. With this project we would like fablabs to be recognized as a new type of modern learning environments that support adult learners in gaining basic skills and key competences, using science and technology. The impact of the project will also refer to recognition of fablab movement as a network of powerful learning communities, that are able to collaborate on local, national and global levels.

In recent decades, new planning paradigms have reshaped cities. Urban regeneration has renovated public spaces, redeveloped city centers, and established innovation districts. Smart cities have implemented technological systems, such as transport management, water and contamination monitoring, and energy-efficient buildings. A new sustainable approach, including recycling, renaturalization, and recovery, has emerged in response to the demand for environmental sensitivity in urban planning. These strategies have mainly been applied to wealthy areas to attract tourism and companies, repositioning cities in the global economic framework. However, applying these regeneration strategies, smart systems, and renaturalization processes to deprived areas is crucial. These areas tend to face multiple urban problems, such as pollution, social and cultural issues, lack of services and low-quality built environments, and public spaces, leading to issues related to liveability, functionality, quality of life, social cohesiveness, and physical and mental health. Moreover, there is a growing need for climate change adaptation strategies, which has led to the implementation of Nature Based Solutions (NBS). However, a new pattern is emerging, which considers nature as a stakeholder in itself, beyond the ecosystem services it provides. Innovative technologies such as AI, machine learning, and immersive realities are also emerging, which can enhance the accuracy of information delivery and people engagement. GreenIn Cities aims to develop methodologies and tools for collaborative climate mitigation and adaptation urban planning approaches, specifically for deprived areas, addressing three main challenges: improving societal readiness level and awareness of vulnerable groups, going beyond classical greening and renaturing interventions, and leveraging cutting-edge technologies to enhance co-creation and maximize urban regeneration impacts.