Visibility of eTwinning Projects Group July 2025 Newsletter school, in collaboration with five partner schools from both primary and secondary education levels across Greece, Portugal, Romania, Poland, and Turkey( European Commission, 2023). The participating students, with diverse learning characteristics and needs, worked enthusiastically in small, heterogeneous groups. With a strong sense of responsibility and creativity, they exchanged ideas and experiences both locally and internationally, actively engaged in all stages of the project, and produced imaginative and high-quality educational materials( Matsaggouras, 2000; EU Kids Online, 2020).
Collaboration among partners The collaboration among partner schools was multifaceted and highly creative( Boukla, 2018). At the onset of the project, online meetings were held via Google Meet, during which the participating teachers jointly defined and planned the following:
1. The core thematic areas: cyberbullying, data privacy, grooming, and excessive internet use( EU Kids Online, 2020); 2. The monthly activities; 3. The distribution of responsibilities; and
4. The creation of shared tools such as questionnaires, posters, presentations, and podcasts, in order to promote learning through doing( Karageorgakis, 2019).
TwinSpace served as the main platform for communication, material exchange, and documentation of all project-related activities( European Commission, 2023).
Additionally, WhatsApp was used for realtime coordination and direct communication between partners.
The participating students worked together to:
• design collaborative posters about digital bullying;
• complete questionnaires on data protection and online safety;
• watch educational videos that fostered reflection and produced comics and podcasts promoting safe and responsible internet use( Livingstone & Blum-Ross, 2020);
• form international mixed student groups that successfully collaborated on creative tasks such as composing a joint e-book and recording a podcast.
This collaborative process strengthened intercultural understanding, empathy, and a sense of belonging to a broader European learning community( Boukla, 2018). The final outputs were published on the project’ s TwinSpace and on the school’ s blog, serving as vibrant evidence of our students’ teamwork, effort, dedication, and enthusiasm.
Use of technology Technology served as an integral tool throughout the implementation of the“ Safe Net Kids” project, being employed in every stage— from planning and execution to evaluation and dissemination( Haddad & Draxler, 2014). Participants made extensive use of a wide range of digital tools, AI-based applications, and collaborative platforms that supported creativity, communication, and teamwork( Vidakis, 2002).
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