What is a healthy and sustainable lifestyle in the 21st century Europe? (Lifestyle for future Europe!)

We wanted students to work in an intercultural environment by experiencing an inclusive atmosphere, being taught and teaching digital skills, and focusing on topics such as health and sustainabili...

We wanted students to work in an intercultural environment by experiencing an inclusive atmosphere, being taught and teaching digital skills, and focusing on topics such as health and sustainability. The international student exchange required a lot of commitment from both students and teachers beyond the normal curriculum and lessons. The voluntary participation in the school club, which we established for our regular project work, helped the students showcase their individual talents, such as planning, working with computers, coming up with their own creative ideas for their house models, and challenging the teachers' ideas by suggesting they wanted to construct their models entirely from waste. The ability to work with handicrafts, communicate with students from other countries in English, and present themselves and their projects were just some of the challenges the students had to face.

As can be seen in the project results, we were able to create several videos as planned. During the journeys, the students worked on the planned activities and experienced environmentally friendly and sustainable behavior with slight adjustments to the original plan (see working plans in the final results). We successfully constructed and presented models of sustainable houses, a school, a kindergarten, and a 24-hour shop. The regular online meetings with our partner schools were mostly efficient and led to the next steps in our projects. However, it was sometimes challenging to get in contact with all participating partners. The construction of the planned app could only be initiated due to a lack of time during our journey to Italy. The theory and expertise of the Italian project leader were clear, but the practical implementation into the project was difficult. During our journeys, we were able to work in many learning spaces outside the classroom and learn about the culture and history of our partner schools' countries. The project was presented successfully, and both the press and online Instagram accounts helped to spread the results.

All results have been uploaded to the results platform. The personal development of the individual students was positively impacted by the project. Social learning in heterogeneous groups led to many learning and teaching processes among students. The younger students learned a lot from the older ones, and the older students had to explain concepts in a way that the younger ones could understand. All teachers benefited from the learning processes as well; managing, journey planning, opening an extra account, planning efficient online meetings, and complex problem solving were all part of the project. Only the efficient work of students and teachers made it possible to achieve the next steps of the project. Openness towards other cultures and speaking a foreign language in real-life situations developed throughout the project, so that by the end, conversation in English became normal for both staff and students. We were able to present our school to the outside world and, due to the change in policy in Europe during our project, realized how important it is to communicate openly with other nations in order to solve European problems. When talking about sustainability, cultural differences seemed unimportant, but we learned what su