Visibility of eTwinning Projects Group July 2026 Newsletter
for secondary school students from seven European countries( Moldova, France, Türkiye, Italy, Albania, Poland, and Spain). Building upon the experience gained through previous implementations centred on the film Suffragette, the project expanded its scope by integrating cinema studies, human rights education, media literacy, digital citizenship, and collaborative international learning into a coherent educational framework. Instead of treating these areas as separate disciplines, the project connected them through common inquiry, creative production, and intercultural exchange.
The initiative sought to create authentic learning situations in which students could investigate historical events, interpret media messages, communicate across cultures, and contribute to public awareness through digital content. In doing so, the project positioned learners as active participants in knowledge construction while supporting the development of linguistic, digital, civic, and social competences that extend outside the language classroom and contribute to lifelong learning.
Project design and methodology The project was designed according to the principles of project-based learning, collaborative inquiry, and experiential education, placing students at the centre of the learning process. Its structure encouraged sustained participation throughout the academic year by organising learning around progressively interconnected tasks that combined research, discussion, creative production, reflection, and dissemination. Each stage
contributed to a common educational objective while allowing students to assume increasing responsibility for planning, decision-making, and collaborative work.
International cooperation constituted the organisational foundation of the project. Students were distributed into multinational teams composed of participants from seven partner schools, ensuring that every activity required communication across cultures and perspectives. English served as the common working language, providing authentic opportunities for effective interaction outside formal educational settings. Teachers acted primarily as facilitators and coordinators, guiding the learning process, supporting collaboration, and providing feedback while encouraging student autonomy.
The methodological framework combined several complementary educational approaches. Inquiry-based learning encouraged students to formulate questions, investigate historical and contemporary issues, evaluate multiple sources, and construct evidence-based conclusions. Collaborative learning promoted shared responsibility through the division of roles, peer support, and collective decision-making. Media education was integrated throughout the project by inviting students to analyse audiovisual texts, identify representation strategies, recognise stereotypes, and critically evaluate digital information. At the same time, digital pedagogy enabled participants to create multimedia products using collaborative online platforms,
174