Visibility of eTwinning Projects Group July 2026 Newsletter
and how to become responsible members of a wider learning community. The classroom walls gradually became less visible.
Twenty years of technological change When I think about my first eTwinning experiences in 2005 and compare them with today ' s digital educational landscape, the transformation is extraordinary. The tools available to teachers and students have changed almost beyond recognition. From relatively simple online communication and collaboration tools, we have moved to interactive platforms, multimedia creation, virtual environments and, more recently, generative Artificial Intelligence. Today, students can create images, audio, videos, stories and presentations with the support of AI tools. Teachers can design highly personalised and multimodal learning experiences that would have seemed almost unimaginable twenty years ago. And yet, despite all these changes, I believe that the fundamental principles of eTwinning have remained remarkably stable. Technology changes. Pedagogy remains.
The tools are not the goal. The goal is meaningful learning. The goal is collaboration. The goal is communication. The goal is creativity. The goal is giving students a voice and an active role in their learning. This is why I see eTwinning and Artificial Intelligence not as competing ideas, but as part of an evolving educational landscape. AI can give us new possibilities. But it cannot replace the human relationships at the heart of education.
From digital tools to Artificial Intelligence My recent work with AI in education has reinforced this belief. AI can help students transform an idea into an image, a story into a multimedia product or a text into an audio experience.
But the most interesting question is not:“ Which AI tool should I use?”
It is:“ What can my students do with this tool that they could not do before?”
This is also a question that connects directly with my eTwinning experience. For me, meaningful educational technology has always been about expanding possibilities rather than simply adding more technology to the classroom. The same principle applies to AI. If technology encourages students to imagine, create, collaborate, communicate, question and reflect, it can become a powerful pedagogical resource. If it simply makes tasks faster, easier or more spectacular, its educational value may be much more limited. After twenty years of eTwinning, I have learned to look beyond the tool.
eTwinning taught me that the most powerful classroom is not necessarily the one with the newest technology, but the one that opens its doors to others.
What have I learned after twenty years? If I had to summarise my eTwinning journey in a few lessons, I would probably choose these five:
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