Visibility of eTwinning Projects Group July 2026 Newsletter my obligations”( 21.1 %). These results show that students responded particularly to topics related to personal responsibility, rights and participation in social life. Overall, the findings show that the participation of Roma children in this eTwinning project contributed not only to the development of individual skills, but also to the creation of a collaborative and inclusive learning environment. The value of the program, therefore, lies in the connection of learning with active participation, collaboration, communication and the cultivation of values. However, due to the limited and specific sample of the study, the results should be interpreted as findings of the specific educational case and not as generalizable conclusions for all Roma children.
The social interaction and collaboration of the students with the teacher-researcher, peers and teachers from other countries contributed to the socialization, communication, cooperation and strengthening of the children ' s selfconfidence. Their participation in a European and multicultural environment strengthened respect for diversity, the development of 21st century skills and their active participation in the educational community( Penteri et al., 2022). Particularly for Roma children, participation in a collaborative framework such as eTwinning can contribute to social inclusion and the fight against stereotypes( European Agency for Special Needs and Inclusive Education, 2017). At the same time, cooperation to achieve common goals is linked to the 17th Sustainable Development Goal, while the promotion of
equal participation and active citizenship is linked to the 4th, 10th and 16th Goals( United Nations, 2015).
Overall, the project highlighted the potential of eTwinning as a tool for creating a collaborative, inclusive and multicultural learning environment. The participation of Roma children contributed to the development of communication and collaboration skills, to the strengthening of self-confidence and their active participation in the educational community. At the same time, the project promoted values such as respect for diversity, equality and active citizenship, highlighting the contribution of early childhood education to social inclusion and sustainable development.
Bibliography: * Alexiou, L.( 2019) Teaching mathematical concepts using web-based collaborative environments. An eTwinning case study, Open Education – The Journal for Open and Distance Education and Educational Technology, 15( 1). * Balourdos, D., Sarris, N., Tramountanis, A., & Chrysakis, M.( 2014). Vulnerable Social Groups and Discrimination in the Labor Market. Papazisis Publications. * Banks, JA( 2002). An introduction to multicultural education. Allyn & Bacon. * Banks, JA( 2004). Multicultural education: Historical development, dimensions, and practice. In JA Banks and CAM Banks( eds.), Handbook of research on multicultural education( pp. 3 – 29). Macmillan. * Council of Europe( 2019). Global education guidelines. Concepts and methodologies on global education for educators and policy makers. North- South Center of the Council of Europe( Updated edition 2019). * Creswell, JW, & Poth, CN( 2018). Qualitative inquiry and research design: Choosing among five approaches( 4th ed.). SAGE Publications. * Epstein, J. L.( 2018). School, Family, and Community Partnerships: Preparing Educators and Improving Schools( 3rd ed.). Routledge.
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