Visibility of eTwinning Projects Group July 2026 Newsletter
Combining eTwinning Projects and Erasmus + Mobility: The Brussels Experience by Francesca Falconi
Since 2005, eTwinning has been part of the EU programme addressed to schools and today is one of the Erasmus + actions. Although the combination of Erasmus + and eTwinning projects is highly recommended and there is also a dedicated eTwinning Group, schools sometimes do not take full advantage of the wealth of opportunities offered by the platform to enhance an Erasmus + group mobility. The possibilities go far beyond the chance to find partners interested in an exchange.
Starting an eTwinning project connected to an Erasmus + mobility might meet with some resistance from a partner who is a newbie or not well acquainted with eTwinning and how TwinSpace works. They might see it as an additional workload that adds to the organisational burden, or as something that extends the experience – and thus the teachers’ tasks – beyond the mobility period.
Yet a well-organised and clear TwinSpace cannot only act as an extension of a physical mobility but also serve as a compass for the students’ experience and constitute an invaluable asset for the dissemination of the project.
In this article, I would like to provide an example of how to run a simple eTwinning project connected to an Erasmus + KA121 group mobility and to give some ideas to any teacher who would like to organise a similar experience.
The project“ Brussels Experience: Young Europeans in Dialogue”
The project“ Brussels Experience: Young Europeans in Dialogue” involved 32 pupils aged between 16 and 18 from two different secondary schools, Liceo T. Mamiani in Pesaro, Italy, and Colegiul Național“ Petru Rareș” in Beclean, Romania, who took part in a KA121 group mobility to Brussels in December 2025. Both schools are EPAS schools. The aim of the project was to introduce pupils to the history of the European Union and its institutions, in order to encourage them to reflect on their identity as young European citizens by engaging them in a dialogue with peers from another country. Throughout all stages of the project, collaborative activities were organised in small national and transnational groups, including the use of gamification, in which the students were always the driving force behind building their own knowledge, starting from a given prompt.
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