Visibility of eTwinning Projects Group July 2026 Newsletter
Presenting institutions rather than only individual projects widened the perspective. Contributors could explain how eTwinning had influenced school culture, teamwork among staff, pupil participation and links with local communities. One memorable contribution showed how children in kindergarten could participate meaningfully in international cooperation when activities were carefully adapted to their age. Such examples helped challenge the idea that eTwinning belonged only to older pupils or particularly technology-oriented teachers.
The themes gradually moved beyond basic platform guidance. Sessions addressed opportunities for professional development and networking through ESEP and eTwinning, digital safety, inclusion, project evaluation, quality criteria and the development of sustainable partnerships. Presentations by schools, ambassadors and project authors ensured that the programme remained connected to everyday educational practice. Instead of offering a single model to copy, the webinars enabled teachers to compare approaches, reflect on their own work and adapt ideas to their pupils and contexts.
ESEP and eTwinning were presented not only as platforms, but as spaces for professional development, networking and continued reflection.
The series also gave visibility to recognised practice. Sessions featuring European Prize and COMET Award winners allowed participants to examine successful projects through concrete examples and to understand how collaboration, pupil agency, purposeful use of technology and evaluation contribute to project quality. In this way, the online events became more than technical tutorials: they supported reflection, mentoring and a shared understanding of quality within the Croatian eTwinning community.
In 2025, conversations with the authors of recognised projects, including COMET Award winners, added further depth.
By 2023 and 2024, the questions coming from participants had also changed. Teachers who had initially needed help finding a partner were now asking how to build lasting cooperation, mentor colleagues, evaluate pupils ' participation and integrate project activities more meaningfully into the curriculum. The webinars therefore became less about where to click and more about why particular pedagogical choices mattered.
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