Visibility of eTwinning Projects Group July 2025 Newsletter
Digital technologies also played a central role: students designed online surveys, used data analysis software, created infographics and produced multimedia reports. In doing so, they learned to handle digital tools responsibly, respect privacy and intellectual property and navigated online collaboration – all essential aspects of digital citizenship.
Furthermore, the collaborative nature of the projects, especially through shared online workspaces and video conferences with experts, promoted teamwork, adaptability, and intercultural competence. Students were encouraged to solve problems together, discuss differences constructively and develop a sense of collective responsibility. In this way, the projects supported the broader aims of civic education: cooperation, inclusion and democratic participation.
Outcomes and educational products The pedagogical strategies used in EuroTeen and LifeModels culminated in tangible products such as eBooks, infographics, presentations, and educational games. These outputs are the result of joint efforts across schools and countries, providing a platform for students to communicate findings in accessible and creative formats. They were not mere academic exercises but instruments of civic expression. For example, by presenting statistical findings
about adolescent health or digital habits, students implicitly raised awareness among their peers and communities, participating in public discourse.
Both projects concluded with online events and international presentations, where students shared their work and reflected on their learning journeys with all the partners community. These moments reinforced the social and civic dimensions of education, encouraging students to view their classroom work as part of a broader public engagement.
Pedagogical implications and good practices The integration of Mathematics and Civics in these projects offered valuable insights into contemporary educational practice. Firstly, both projects adopted a projectbased and, at times, game-based approach. This fostered engagement and motivation, especially among students who might otherwise perceive Mathematics as abstract or disconnected from real life. The contextualization of learning around real-world issues or personal experiences allowed learners to see the relevance of what they were studying.
Moreover, these projects advanced a vision of education that is both interdisciplinary and inclusive. Mathematics is no longer confined to solving equations or manipulating symbols in isolation. Instead, in the new teaching guidelines, it becomes a language for describing the world, interrogating societal trends and making informed decisions. Such a vision resonated with the broader
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