Visibility of eTwinning Projects Group July 2025 Newsletter international collaboration: A case study of eTwinning. Teacher Development, 22( 3), 378 – 396. https:// doi. org / 10.1080 / 13664530.2018.1436502 * Lima, L.( 2020). Learning from Peers: Communities, Collaboration and Teacher Professional Development. Porto Editora. * National Support Service eTwinning Portugal.( 2021). Good Practices in eTwinning: Testimonies from Portuguese Teachers. Directorate-General for Education. * Pereira, M., & Mendes, F.( 2022). The impact of eTwinning on pedagogical practices: Challenges and opportunities. Portuguese Journal of Education, 35( 1), 117 – 132. * Trinchero, R., Macrì, P., & Sola, D.( 2020). The eTwinning experience: Teachers’ perceptions and benefits. Education Sciences, 10( 11), 299. * Wenger, E.( 1998). Communities of Practice: Learning, Meaning, and Identity. Cambridge University Press. eTwinning: The Dynamics of Digital Transformation, International Cooperation, and Pedagogical Innovation in Education by Serpil Akkol
Rosa Luísa Gaspar is a dedicated primary school teacher with 36 years of teaching experience. Based at EB1 / PE da Lombada, in Ponta do Sol, Madeira, Portugal, she has been an active member of the eTwinning community since 2011 and has served as the Portuguese Ambassador for Scientix from 2016 to the present. In addition to her teaching role, Rosa Luísa is a passionate children’ s book author and a committed teacher trainer since 2013. She values being part of a dynamic community of educators that fosters knowledgesharing and embraces collaborative approaches to teaching, particularly in the areas of coding and educational robotics. Her professional journey reflects a strong belief in innovation, teamwork, and lifelong learning.
Introduction Launched under the auspices of the European Commission, eTwinning is one of the most strategic platforms integrated into the digitalization process of contemporary education systems. Designed to enhance the quality of education, transform pedagogical practices, and support teachers’ professional development in a multidimensional manner, this digital framework offers a paradigm shift that redefines not only instructional content but also educational philosophy, classroom practices, and the roles of stakeholders within the learning ecosystem( Acar, 2021: 18).
eTwinning constitutes an online educational community where teachers and students come together in technology-enhanced learning environments with a multicultural, multilingual, and interdisciplinary
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