An alternative journey to the Mediterranean with the help of Asclepius and Artificial Intelligence

Summary

Through the Erasmus+ project, we acquired knowledge of AI tools and developed greater environmental awareness. We implemented environmental projects at our school, including an eTwinning project for the use of artificial intelligence tools and the protection of water resources locally and globally. We learned about the Italian education system, and relationships developed between students and teachers from Naxos and Italy through reciprocal visits. Teachers were trained in European cities to manage diversity within the school. We promoted inclusion through the participation of students with fewer opportunities. 

“The Erasmus+ seminar was an excellent opportunity to improve my digital skills, learn innovative teaching strategies and bring new ideas back to my school. I enjoyed working with fellow European teachers" 

Topic(s) addressed

• Environmental sensitivity
• Digital skills 
• Inclusion of students with fewer opportunities
• Active European citizenship 

Methodologies used

We participated in the 2024-2025 environmental eTwinning project on water management, "Let’s Dive into the BLUE".

We used artificial intelligence tools in joint online activities with European schools. Our school was awarded national and European quality labels for the project. In the joint activities with the school in Italy, we used search engines, chatbots, language translation and navigation applications, AI tolls for creating songs, AI presentation, quizzes ansde online environmental games. The students who participated developed computational thinking, and problem-solving strategies and created their own digital artefacts. 

Website of the collaborative eTwinning project: https://sites.google.com/view/lediblue/ 

Innovation environment

Students’ participation in collaborative environmental activities using digital tools through the Erasmus+ project created a positive climate of cooperation between students and teachers at our school. It promoted innovative experiential learning methods and the exchange of experiences with European schools, with the aim of using available water resources sustainably, both locally on our island and globally, and adopting green practices such as walking, gardening and recycling. 

The schools in Italy and Naxos collaborated towards these goals, creating digital environmental presentations, digital comics, videos and a shared digital logo. Students and teachers also participated in the eTwinning project “Exploring AI in the Classroom”

Teachers’ role

Our teachers participating in Erasmus+ developed personal, linguistic, and communication skills and adopted innovative teaching practices by applying at our school the approaches shared by European colleagues they met through the Erasmus+ programme. The participants changed, progressed and helped the entire school improve. The teachers who participated in the Erasmus seminars on digital education introduced interactive whiteboards, digital posters, Padlet and interactive digital applications into the classroom, enabling students to participate actively in lessons. They improved the quality and methodology of classroom teaching through the use of the flipped classroom, inclusion and digital education, while also broadening our school’s pedagogical goals. 

Impact and output

The innovative teaching and learning processes adopted through the Erasmus+ programme improved the quality of education at the school, which was immediately apparent within our island community. Locally, the municipality, parents, students and teachers supported the Erasmus programme. They praised the European Union for fully funding the programme. 

Positive coverage appeared throughout the island in the local press, on social media and in school radio broadcasts. It highlighted the programme’s role in connecting European students and raising awareness of shared environmental problems through the use of modern digital media. 

The participation of students with fewer opportunities was particularly important. These included students from economically and socially disadvantaged or single-parent families, those with migrant backgrounds, and those with physical disabilities or learning difficulties. The project supported their participation through inclusive approaches. 

Learn more about the project