The project summary has been provided in English in the above paragraph.

•Bullying , a type of peer agression, which is frequently seen in almost every school in all over world in recent years not only has a feature that disrupts peace in school by reducing the quality of education but also prevents children and young people’s development by disturbing their mental and phsical health is a serious danger that threatens the future of society.•Bullying emerges as a phonemanen which is seen but can not be named, which can not assess whether it is a problem. Bullying is an issue that causes difficulties in the resolution process and can not be seen as a serious problem. Because of this obscurity, bullying is today's most challenging problems. According to the studies in school, bullying behaviors can be seen as physical, verbal, exclusion from a group, spreading rumors, taking their belongings by threatening. Bullying emerges as one of the obstacles to creating a positive school climate. Bullying prevents school attendance, causes child/teen to live mental problems. It hinders child / teen to plan for their future.•In our country and in the world, there is information how to copy with bullies and bullying, but this is inadequate in today's conditions.•This project aimes to increase teachers awareness about bullying experienced in schools.•By preparing materials for raising awareness and by sharing knowledge / skills teachers are aimed to minimize risks that their students of the future will be faced in the future, make students plan their future, make them develop their skills to deal with bullying. So a positive school environment will be created.•7 European education institutions from 6 countries in Spain, Italy, Lithuania, Czech Republic, Portugal and Turkey(2 institutions); at least 60 teachers in project teams of all partner. It is expected to be working or studying in educational institutions, to be interested in the project, to be volunteered and willing to work on the project, to be open to communication, to use technology effectively and to be willingness for development.•Description of activities: 1. preparation: to establish a healthy and active communication network and create project teams, create website, etwinning and social network profile and prepare presentations about meetings and training activities.2. implementation: to contniue a healthy and active communication network, work with project teams during two years, prepare questionnaire on bullying, logo, poster, brochure, ebook, organize seminars, contact with local, national press, make presentatitons about meetings and training activities.•Methodology: All work will be done by creating teams and will be carried out regularly according to the timetable of the project. The participants will work actively, ICT technologies will be used frequently. Mutual information exchange will be set up between the partners. A positive working environment is expected during the project. The project will be systematically conducted by the coordinator in accordance with the plan prepared together with all partners. All partners will carry out the project work with the leadership of the coordinator.At the beginning of the project a questionnaire will be applied, the same questionnaire will be applied at the end of the project again and the results will be compared. The results of all project objectives will be shown qualitatively and quantitatively.•Results and Impact: Results and Impact: Through the project activities; the participants will be able to acquire awareness of bullying, learn about methods of coping with bullying, support a quicker resolution of the crisis situation with project applications, implement new techniques and methods in bringing positive behavior, develop and strengthen personal and social skills in cooperation. In these terms the motivation of teachers will increase and increase knowledge and experience of teachers in their fields.•With this project, it is expected to strengthen personal and interpersonal relationships, increase self-confidence, recognition of new cultures, strengthen the sense of European citizenship, develop a more positive perspective on EU values, set up closer relationship between the EU countries, and end prejudices

"CONTEXTAmong the causes of early secondary school leaving by students with a low level of basic skills, there are failures in learning the skills of mathematics and scientific literacy, and more generally of formal and coded. languages. According to the ""Strategic Framework for European Cooperation in Education and Training (ET 2020) Council Conclusions"", the goal is to decrease the number of 15-years aged European students with insufficient skills in the field of mathematics and science, to less than 15% by 2020. For this reason, it becomes essential to develop training methods that foster interest and motivation in mathematics and the sciences.GENERAL OBJECTIVETo develop, carry out and validate training programs and related tools for transferrable use of 3D printers in secondary schools, in order to foster pedagogical innovation according to 2 pursued logics:a) the logic of the project work (with a focus on design and applied technology), through which you look at the process of engineering and production of an object: the conception, design, modelling, creation;b) logic of pedagogical experimentation, through which it is possible to print three-dimensional objects that support reflective observation and abstract conceptualization of calculations, measurements and geometric figures (mathematics), magnitudes, motions and forces (physical) particles and structures of organic matter and inorganic (biology, chemistry).PARTNERSHIPPRINT STEM Partnership involves 10 organizations of different and complementary nature: 5 Secondary Schools (2 Italy, 1 Greece, 1 Turkey, 1 UK), 1 VET centre (Italy), 1 training service company of entrepreneurial association (Italy), 2 IT companies (1 Spain, 1 Poland), 1 European Development Agency (Czech Republic).ACTIVITIES CARRIED OUTLogical and sequential activities, related to the 5 Intellectual Outputs:1) Identification, by a panel of experts at the transnational level, the hypothesis of profitable use of 3D printing technology in relation to specific critical points in the learning curriculum of the literacy skills of mathematics and science. Delphi method will be used; 2) Establishment of Teachers Team (one for each partner education-oriented) and familiarization of teachers in the subject areas involved in experimenting with 3D printing technology, also with the support of partner technology / business-oriented; 3) Implementation of pupil-led experimentation in methods of project work, which aims to cover the entire production process of an object (conception, design, modeling, creation). At least 1 experimentation carried out by each school partner; 4) Implementation of teacher-led experimentation mathematical literacy skills, according to a disciplinary logic of experimental teaching refers to the key ideas and / or mathematical processes and / or contexts / situations scientific. At least 1 experimentation carried out by each school partner; 5) Implementation of teacher-led experimentation of scientific literacy skills, according to a logic didactic sperimentation that refers to knowledge, and scientific concepts for the understanding of the phenomena; scientific processes of description, explanation and prediction; contexts / situations in the areas of life-health, land and environment, science and technology. At least 1 experimentation carried out by each school partner.All experimentations have been modelled and released as OER Open Educational Resource.ACHIEVED RESULTS AND IMPACTSThe project involved at least 2 different classes of specialization, for each experiment (Output 3,4,5) conducted within each partner school and in which it has been activated one Teachers Team, composed of at least 4 teachers representative of each STEM discipline. As a whole, 624 students have been involved and 25 teachers. Impacts on students: over 85% with higher appreciation of the experimental methodologoy in comparison to traditional didactic methods and average reduction by 7% of low achievers in Math and Science ex-post experimentations. Impacts on STEM teachers: development of new competences related to experimental and innovative didactics. Impacts on schools: innovation of own pedagogical context, improvement of effective didactic teaching of STEM subjects, validated introduction of 3D printer use in curricula activities, 10 new school-business partnerships with local companies for the carry out of work-based learning experiences with use of 3D printers, increase in reputation on the territory and increase in number of students enrolled in the schools. Impacts on technology/business oriented organizations: 6 new cooperation with local schools, development of know-how in development of experimentations with use of 3D printers for didactical aims."

Today's teens use many digital tools to document their lives on the Internet. Due to inexperience, they often make mistakes that affect their digital reputation, and later in life, friendships, relationships, and even job prospects. This project advocate for proactively using or addressing digital media and technology in youth work aiming to turn online participation of youth and raise awareness of responsible behaviour in a digital environment in favour of their future personal and professional development.By this project we want to contribute to the professional development of youth workers to empower education in the field of digital citizenship, supporting young people (14-18) to become active citizens in a digital society by participating online responsibly and behave correctly to protect their online reputation for their professional and social future, including those with fewer opportunities. The project will increase the capacity of the youth work sector to support young people to become active citizens in a digital society, to encourage young people to create and edit digital content and to express themselves through digital means, raising the responsible engagement of young people online.We will achieve this by applying a new methodology that will first be tested on 24 youth workers from 6 partner countries through training. After that, we will test the BYP methodology on 24 young people who will participate in mobility and further transfer the acquired knowledge to 120 of their peers from 6 partner countries. The final result will be used by a minimum of young people on the peer to peer training sessions, which will disseminate the project results raise the self-confidence of the young people. The intellectual outputs developed in this project will be: - Behave Your Prints (BYP) methodology - YourPrints T-kit: a unique educational guidebook - Digital multimedia -5 short videos

In traditional sense, prototyping was an undesirable method as a cost element. This led to unprecedented high costs due to irreversible errors in the later stages of the design and manufacturing process. These design mistakes can even come up to the size of the product recall. Rapid Prototyping (RP) technologies offer significant opportunities for designing and manufacturing stages to detect and eliminate such errors. When integrated into the RP design and manufacturing processes, the probability of design change after product manufacturing is reduced. It is possible to see the prototype of the product before final production and to identify possible defects. It is a fact that with the development of RP technology, product controls during the design phase have become more efficient and this has led to lower product costs. This means productivity in production. In this project, the following objectives, which were planned at the application stage, were achieved;-An RP curriculum has been developed to be used (even now) in engineering education.-A strong consortium has been formed that closely follows the developments in the field of engineering and technology.-Despite Covid, the mobility of students and lecturers has been increased.In addition to the above objectives, the project accelerated the delivery of technological innovations to the sectors. Projects have been developed in the fields of AR and VR, which are closely related to RP. These projects, in which most of the consortium partners are involved, include inclusive practices covering different sectors with the theme of innovation. In engineering faculties that have discrete RP courses in their education programs, a common curriculum is not available to use for lecturers in the courses. However, both national and international scale RP training should be carried out in the context of a standard curriculum. The international learning environment created by the project gave the opportunity to compare the applications in the field of RP in engineering faculties. In particular, the 4 LTTAs involved in the project contributed significantly to the maturation of this process. With this project, common training program were developed among the institutions that provide rapid prototyping (3D printing) training and to create a standardized training process among the countries. Thus, the learning motivation of the engineer candidates were increased in the countries using the rapid prototyping applications in the engineering processes through the intercultural learning approach. Under this proposal, virtual summer/winter schools, virtual conference, training seminars (virtual and physical) were organized to achieve project targets. The duration of project was 36 months and Turkish partners were Gazi University (Leader-www.gazi.edu.tr), Parantez Teknoloji (https://parantezteknoloji.com.tr) and Association of Academicians Union(www.akademisyenler.org). European partners were Danmar Computers Sp Z o.o.(Poland), Universitatea Politehnica din Bucuresti(Romania), Macdac Engineering Consultancy Bureau Ltd(Malta), GoDESK S.R.L.(Italy) Evropska rozvojova agentura, s.r.o. (Czech Republic), and SC Ludor Engineering SRL(Romania).