Visibility of eTwinning Projects Group July 2026 Newsletter responsibility shows that the values promoted through the project could also be strengthened in the family environment. This finding supports the need to develop cooperative relationships between school and family, especially in educational contexts where strengthening trust and parental participation is an important factor in social inclusion. However, the results should be interpreted with caution, as the number of parents who participated in the evaluation does not represent all families in the school.
Limitations of the study and suggestions for future research As this is a case study, the findings should be interpreted within the context of the specific school and participants and cannot be directly generalized to all Roma students or to all eTwinning programs( Yin, 2018). Furthermore, the number of participating parents varied by assessment procedure, which limits the possibility of broader comparisons. Finally, part of the data was based on self-reports by participants and on the observation of the teacher-researcher, which should be taken into account when interpreting the results.
Future research could examine the contribution of similar eTwinning projects in a larger number of kindergartens and with a larger number of participants. It would also be useful to conduct comparative studies across different school and socio-cultural contexts, as well as to monitor the impact of participation in such projects over a longer period of time. Furthermore, future studies could use a combination of qualitative and
quantitative methods, such as interviews, systematic observation, questionnaires and analysis of learning products, to more fully explore the impact of collaborative European projects on social inclusion, active citizenship and skills development of Roma children.
Conclusions The issue of the inclusion and retention of Roma children in education is a key priority for us in the context of the new National Strategy for the Social Inclusion of Roma( NSI) 2021-2030. This paper presents how the participation of young Roma students in a kindergarten in a provincial city enhances their participation in the learning process and ensures academic literacy and equal inclusion in the education system. The findings of the final evaluation confirm the positive contribution of the program to the main objectives of the study. In particular, according to the teachers ' evaluation, the most important contribution of the project was the strengthening of autonomy and the organization of information( 37.5 %), followed by the development of oral and written communication in English( 31.3 %) and the learning of new online tools( 25 %). At the same time, the particularly high percentage of positive responses from teachers regarding the project’ s contribution to the cultivation of good citizenship( 91.4 %) reinforces the view that active citizenship can be cultivated from preschool age through experiential and collaborative activities. From the students’ perspective, the topic“ I know my rights”( 35.5 %) attracted the greatest interest, followed by the topics“ I want to be a good citizen”( 30.3 %) and“ I fulfill
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