Visibility of eTwinning Projects Group July 2026 Newsletter inclusive and differentiated teaching approaches are applied, which enhance the participation of all children, including those from vulnerable social groups, such as the Roma( Penteris et al., 2022).
In this direction, European educational programs, such as eTwinning, contribute to the development of cooperation, intercultural communication, digital literacy and extroversion of the school. At the same time, the 17 Sustainable Development Goals constitute an international reference framework for the promotion of equality, quality education and social cohesion.
This paper presents the participation of the 14th Kindergarten of Agrinio, which exclusively serves Roma children, in the European program“ Our Little e-Twinners are ready to be Active Little Citizens” during the 2025-2026 school year. The program involved 18 toddlers and preschoolers, who collaborated with students aged 5-10 from five European countries. The action was implemented mainly in the natural environment of the kindergarten, through experiential and collaborative activities aimed at developing cooperation, European awareness, digital literacy and social participation. The program is directly linked to Goal 4( Quality Education), Goal 10( Reduced Inequalities), Goal 16( Peace, Justice and Strong Institutions) and Goal 17( Partnerships for the Goals), as it leverages international cooperation as a means of empowering children belonging to vulnerable social groups( UNESCO, 2017; IEP, 2020). Based on the above theoretical framework, the purpose
of this paper is to investigate the contribution of the participation of Roma preschool children in a European eTwinning project to the development of cooperation, social and intercultural communication, digital skills and active citizenship. At the same time, the role of participation in a collaborative and inclusive European framework in enhancing children’ s self-confidence, social participation and sense of“ belonging” in the school, European and wider social community is examined. In particular, the paper seeks to answer the following questions: a) to what extent did participation in the project enhance children’ s cooperation and active participation, b) what was the contribution of the activities to the development of digital, communication and social skills, c) how did the project contribute to the cultivation of the concept of active and European citizenship and d) how was the contribution of the project evaluated by students, teachers and parents.
Vulnerable social groups: the case of the Roma In recent years, there has been a particular focus on human rights and significant efforts are being made to recognize and ensure them. People belonging to vulnerable social groups face limited access to basic goods and services, including education( Balourdos et al., 2014). Managing multiculturalism and vulnerability through strategies that promote equality is a key prerequisite for improving the quality of education( European Commission, 2006). A key objective is the inclusion of all children in the learning process, through a school
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