Visibility of eTwinning Projects Group July 2025 Newsletter
In the initial stages of the platform’ s deployment, educators encountered significant technical disruptions, particularly in uploading project materials and external links. Functional issues such as the invisibility of teacher profiles and the inability to apply for quality labels generated uncertainty and disrupted communication among users. This period demanded an elevated level of digital literacy and created a steep learning curve for educators engaged in project-based work within the new digital environment.
Nevertheless, this challenging period evolved into an exemplary practice of collective learning, reflecting the culture of solidarity that lies at the core of eTwinning. Rather than operating in isolation, eTwinner teachers voluntarily guided one another, collaboratively discovered the operational logic of the new platform, and co-developed solutions to the emerging problems. These transnational collaboration networks facilitated not only the implementation of project-based pedagogical activities but also the joint navigation of systemic transformation processes.
In this regard, the transition to the ESEP platform went beyond mere technical integration, and reaffirmed the role of the eTwinning community as an autonomous, self-regulated, and solidarity-driven learning collective. Teachers’ collaborative problem-solving responses to digital challenges offer a compelling example not only of pedagogical resilience and innovation but also of educational digital resilience and sustainable professional development.
Fostering global awareness through intercultural interaction Another significant dimension of eTwinning projects is the opportunity they provide for teachers and students to enhance their intercultural interaction skills through collaborations with partners from different countries. Through online meetings, joint activities, and virtual exhibitions organized during the course of the projects, participants engage not only in academic but also in rich social and cultural learning experiences. These interactions allow students to gain direct exposure to the languages, traditions, historical heritage, natural landscapes, culinary cultures, and even mythological narratives of other nations. Participating in such interactive learning environments also nurtures students’ socio-emotional competencies – empathy, tolerance, and adaptability to multicultural societies.
The process of intercultural engagement further enables students to develop a sense of global citizenship. It encourages them to appreciate diversity as an asset, think in multidimensional ways, and adopt a critical perspective on global issues. In this way, eTwinning projects embody a holistic educational vision— one that not only pursues academic achievement, but also aims to cultivate culturally sensitive, digitally competent, and globally minded individuals aligned with universal values.
Conclusion: Shaping the future of education through eTwinning eTwinning is a strategic educational initiative that redefines pedagogical practices in accordance with the imperatives of the digital age, transforms
9