Visibility of eTwinning Projects Group July 2026 Newsletter
By combining innovative pedagogy, international collaboration, purposeful language learning, and authentic community involvement, the methodological framework of the F. A. K. E. project created a rich learning environment in which students developed both subject-specific knowledge and the transferable life skills needed to thrive in an increasingly connected and information-rich world. activity addressed authentic challenges faced by young people in today ' s digital society while simultaneously developing communication skills, critical thinking, creativity, collaboration, and responsible digital citizenship. Rather than completing isolated classroom tasks, students participated in a coherent international learning journey in which every activity built upon the previous one contributing to the project ' s final collaborative outcomes.
The project began with an international collaborative research phase, during which students worked in mixed teams. Each international team investigated one of five key media literacy topics: fake news and fact-checking, trolling and online harassment, the influence of social media influencers, digital manipulation and propaganda, and reliable online resources and verification tools. Students planned their work collaboratively through TwinSpace forums, distributed responsibilities according to their strengths, collected information from trustworthy sources, analysed authentic case studies, and evaluated the credibility of digital content before creating joint presentations.
Implementation of the main activities The implementation of the F. A. K. E. – Fact. Act. Know. Empower. project followed a carefully planned sequence of interconnected learning activities that gradually redefined students’ roles from information consumers into investigative learners, content creators, campaigners, and advocates for media literacy. Each
This initial research stage laid the foundation for the entire project. Beyond acquiring theoretical knowledge, students learned to question information rather than accept it at face value. They developed the habit of assessing the reliability of sources, recognising bias, comparing evidence, and supporting their arguments with reliable references. Conducting research within international teams also required continuous
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