Visibility of eTwinning Projects Group July 2025 Newsletter
The importance of collaborative work and peer exchange
One of the core values of eTwinning is peer collaboration. By planning, implementing, and evaluating projects alongside other teachers— both nationally and internationally— educators develop essential skills such as intercultural communication, collaborative problemsolving, and flexible pedagogy( Kitsantas & Chow, 2018).
The platform fosters: co-creation of teaching materials and learning activities; shared reflection on classroom practice; peer support and mutual feedback; and a sense of belonging to a diverse, creative and active community. Often, this peerto-peer learning proves more impactful than traditional training, as it is directly connected to classroom needs and grounded in real-life practice( Lima, 2020).
Impact on teachers’ professional identity: Motivation, innovation, and recognition For many teachers, eTwinning revitalises their professional journey. It enhances motivation, helps break the routine, and encourages the adoption of innovative
practices – such as project-based learning, inquiry-based approaches, and creative use of technology( National Support Service eTwinning Portugal, 2021).
Engaging in eTwinning helps teachers develop digital competences( communication, content creation, online safety), pedagogical competences( differentiation, assessment, active learning) and intercultural and linguistic skills( Trinchero et al., 2020).
Recognition often follows through National and European Quality Labels, participation in conferences, and even Erasmus + mobility experiences that stem from initial eTwinning partnerships.
Challenges and ways to overcome them Despite its benefits, eTwinning is not without challenges. Common difficulties reported by teachers include: lack of time to carry out projects alongside regular school duties; coordination issues with partners in different time zones or contexts; and curriculum integration, ensuring projects are meaningful and not perceived as“ extra work”( Pereira & Mendes, 2022).
4