Visibility of eTwinning Projects Group July 2026 Newsletter possess valuable skills and that their future is something they can build.
When Europe Entered the Classroom One of the most meaningful moments of the project was a webinar with a representative of the European Commission, who introduced students to the Europass platform and guided them in creating an effective European Curriculum Vitae. For many students, this was a turning point.
A CV had always seemed like something connected to adults and employment. During the webinar, however, students discovered that a CV is much more than a document: it is a story about their experiences, abilities and aspirations. They reflected on their own strengths, identified their competences and learned how to communicate them professionally. Activities that had previously seemed distant from everyday school life suddenly became personally meaningful. Students began to understand that teamwork, creativity, communication skills, digital abilities and problem-solving were not simply school competences— they were part of their professional identity. Europe was no longer just something they studied about. Europe entered their classroom.
From Career Information to Self Discovery DriVETrain Career Compass introduced a new way of approaching vocational guidance. Students did not simply search for information about professions. They became researchers, creators and decision-makers.
They explored emerging jobs and future skills, analysed labour market trends, investigated professional profiles and compared career opportunities in different European countries. They interviewed experts, participated in virtual career activities and reflected on the competences required by the professions of tomorrow.
One of the most engaging activities was the creation of digital and video CVs. Students had to think carefully about how to present themselves, what makes them unique and which personal qualities could become strengths in their future careers. The process encouraged self-awareness and confidence, especially among students who had often underestimated their own abilities. Career guidance became a journey from“ What job can I do?” to“ What kind of person and professional can I become?”
Skills for Life: The Competences Behind the Future The project strongly connected with the eTwinning annual theme“ Skills for Life”, recognising that the most important competences for the future are not only technical but also personal and social. Every activity was designed to develop the competences described in the main European competence frameworks.
Through collaborative digital activities, students strengthened the areas highlighted in DigComp 3.0, developing their ability to search, evaluate, create and communicate information responsibly. Digital tools were not used simply to produce attractive outcomes, but to
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