Visibility of eTwinning Projects Group July 2026 Newsletter
In this direction, the present eTwinning project sought to approach cultural, social, ecological, and student well-being topics through the exploration of AI tools, while concurrently examining the ethical issues raised by their use.
Methodology The project was co-designed by the founding teachers from Croatia and Greece and approved by two eTwinning NSS. A TwinSpace was established on the European School Education Platform( ESEP), and partner schools were invited to join. Parental consent was obtained for publishing photos. Cross-national student teams were formed, each with student coordinators responsible for sharing outputs.
Our key activities were:- Introductions: Schools and students presented themselves using ZeeMaps and a collaborative Padlet with creative prompts( e. g., " If I were a song, I’ d be …").- Group Formation: Teachers planned activities based on cooperative learning principles( Matsagouras, 2000), emphasizing shared goals and roles.- AI Ethics and Digital Literacy: Students discussed digital ethics and created visual representations.- Logo Creation: Each team designed two logos: one manually and one using Canva’ s AI text-to-image tool. All logos were submitted to a public vote.- Cultural Sustainability: Students created virtual cultural tours via Google Earth and AI-generated quizzes using Quizizz. AI.- Climate Sustainability: Students developed Carbon Footprint Calculators
using AI tools like Microsoft Copilot or Google Gemini, following provided prompts and templates.- Social Sustainability: Students used Zapier to create social chatbots, integrated into school websites and shared via Padlet.- Well-Being: Final activities included discussions and sharing around student well-being and emotional health.
Familiarization of schools and participants The project began with the introduction of the participating schools and students. On the TwinSpace platform, students were given the opportunity to place their school on a collaborative map using the Zee Maps tool, along with basic information. Initially, partners engaged in a brainstorming session via a shared Google Doc and then created a Messenger group to facilitate faster and easier communication. A distribution board of responsibilities was shared, and each partner undertook one or two project tasks.
Next, students participated in the activity titled " Chinese Portraits ". Through the collaborative tool Padlet, participants shared their input, cultivating a climate of collaboration and familiarity.
Group formation Activities were co-designed by the coordinating teachers to be implemented using a collaborative learning methodology. This approach aligns with the view that learning is not merely information acquisition, but a continuous
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