Visibility of eTwinning Projects Group July 2026 Newsletter
The first phase of the project focused on creating a strong collaborative environment among all participating schools.
Students began by introducing themselves, their schools, and their countries. These introductory activities allowed participants to discover the cultural diversity of the project partners and establish the first communication links between students from different countries.
One of the first collaborative challenges was the creation of the project identity. Students participated in designing the project logo, sharing ideas and voting for the final proposal. This activity helped students understand that an international project is built collectively and that every participant has an active role.
The initial activities were essential for developing a sense of belonging and creating a positive atmosphere based on respect, cooperation, and intercultural dialogue.
Discovering countries through mathematics and culture After establishing the international teams, students began exploring the countries involved in the project.
Through the activity“ Telling you about my country”, students created digital presentations introducing their traditions, geography, culture, history, and daily life. These presentations allowed participants to learn about different realities while improving their communication and digital skills.
Mathematics was incorporated into this cultural exploration by analysing information related to population, geography, distances, currencies, statistics, and other data connected with each country.
Students discovered that mathematical thinking helps us interpret cultural information and understand similarities and differences between societies.
International mixed teams: Learning together across borders One of the most important milestones of the project was the creation of international mixed teams.
Students from different countries were organised into collaborative groups where they had to communicate, share responsibilities, make decisions, and create common products.
This phase represented a significant change in the students’ role. They were no longer only receiving information from other countries; they became active
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