Multilingualism and multiculturalism-Shaping our school’s European and digital future for the next 50 years

Summary

The project transformed language and vocational education through interdisciplinary CLIL scenarios combining subject content, foreign languages and digital technologies. Teachers became innovators and mentors, while students gained authentic learning experiences and strengthened their European identity through Erasmus+ and eTwinning. Digital transformation modernised school management, supported sustainable practices and created lasting European partnerships that benefit the wider community.

“We can see how much our teachers have developed in terms of ICT tools, thanks to the Erasmus+ project. They inspire us with innovative lesson ideas, they use new technologies to present new lesson material and interactive tasks which make lessons more attractive.” 

Topic(s) addressed

• Teachers’ digital competence
• Students’ digital skills
• Digital and media literacy
• Foreign-language literacy
• Active citizenship
• European citizenship and identity
• Intercultural awareness
• Cooperation
• Tolerance and inclusion
• Mathematical skills 
• Financial literacy 
• Environmental sustainability 
• Climate education
• Sustainable development 
• Eco-friendly practices 

Target group(s)  

• 30 teachers of general and vocational subjects
• School leaders
• Secondary school students aged 16–19
• Parents
• Public libraries
• Cultural institutions
• The local community

Methodologies used

The project has inspired pedagogical, digital organizational, European and community innovation and allowed students and teachers to highly develop their foreign language, digital and intercultural competence. Informal learning that took place during educational initiatives such as Irish week and European Day of Languages, Saint Patrick contest , Thanksgiving, Irish cuisine  , Euroscrabble , European lessons , Gastro-FUM, American holidays all year round reinforced students’ social, civic and entrepreneurial competences whereas international collaboration within eTwinning projects has fostered learners’ and educators’ creativity, intercultural understanding, critical thinking skills, problem-solving and leadership skills. It must be emphasized that multidisciplinary and innovative approaches support students in developing their soft skills such as openness, cultural understanding, the ability to work in a multicultural environment. School educational and culture-related initiatives have promoted the inclusion of students with physical disabilities and learning difficulties, which considerably contributed to the development of flexibility, adaptability and openness making our school environment fully supportive and inclusive. The initiative of Irish week and Saint Partick’s Day was launched in cooperation with the Irish Culture Foundation whereas initiatives aimed at exploring Italian cuisine are held in collaboration with an Italian cook.  

The project introduced learner-centred, interdisciplinary and technology-enhanced methodologies across the school. CLIL connected foreign-language learning with vocational and general subjects, while project-based and task-based learning, group work, peer teaching and digital tools promoted active participation and learner autonomy. Formal education was enriched through eTwinning cooperation, online dialogue, international mobility and informal cultural initiatives. Authentic tasks, including QR-code scavenger hunts, strengthened communication, creativity and problem-solving. Inclusive teamwork supported learners with difficulties, while cooperation with cultural organisations and experts connected learning with real-life European contexts.

Innovative teaching practices and educational initiatives launched through the project promoted the development of foreign language skills, computer skills, digital skills, as well  as organisational and managerial skills which are indispensable during effective teamwork. Students acquired the ability to recognise reliable online resources during autonomous learning whereas educators developed the skill of the effective time management at the workplace, the ability to foster positive interpersonal relations during students’ team tasks. Furthermore,  educators developed the skills of independent functioning in the foreign language environment, the capability to cope with stress-generated situations such as working under time pressure and the competence of meeting deadlines. These skills are necessary in effective collaboration with partner institutions abroad. 

Methodology courses in Dublin familiarised teachers of English with innovative tools of preparing more engaging teaching materials fostering learner’s active engagement. These tools have been constantly incorporated in creating QR code-based Scavenger Hunts that allow students to have fun and at the time learn a foreign language in an informal context. Due to the Scavenger Hunt initiative students develop their language competence and collaboration skills in an informal learning environment. Educational initiatives based on projects and Scavenger Hunts foster the development of students’ soft skills such as teamwork, tolerance, creativity, critical thinking, the ability to meet the deadline in performing a task. These are crucial life skills useful in out-of-the classroom context and appreciated by employers and European partner institutions.

Innovation environment

The school created an innovation-friendly environment by moving beyond coursebook-based teaching and embedding digital tools in education and administration. ICT improved workflows, automated repetitive tasks and strengthened document management, while increasing administrative staff’s digital literacy. Cross-subject cooperation brought together teachers of languages, geography, history, art, gastronomy and IT in eTwinning, CLIL and sustainability initiatives. Staff supported one another through preparation, mobility and dissemination. This collaboration led to ECO-FUM and a CLIL lesson on renewable energy, engaging students as contributors and connecting language learning, digitalisation and environmental responsibility across the school. 

Teachers’ role

Teachers acted as innovators, mentors and agents of change by integrating digital technologies, learner-centred methods and international cooperation into teaching. They designed collaborative, inquiry-based and personalised activities that strengthened students’ engagement, confidence and wellbeing. Mobility and eTwinning cooperation developed teachers’ linguistic, digital, intercultural and organisational competences. Teachers modelled inclusive attitudes, supported learners with disabilities and learning difficulties, and introduced vocational terminology and digital note-taking strategies. They also created and shared original resources, exchanged practice with European partners and demonstrated the value of lifelong learning. 

Impact and output

The project strengthened teachers’ foreign-language, digital and methodological competences, renewed professional motivation and expanded their capacity to support international mobility. Students became more engaged, autonomous and confident through authentic, technology-enhanced learning, developing digital literacy, European citizenship and career readiness. Lasting outputs include pedagogical innovations, interactive teaching materials, lesson plans, language and cultural support resources, and a digital library hosted on Padlet and OneDrive. Resources and good practice were shared with schools, parents, libraries, cultural organisations and companies, while new European partnerships extended the project’s impact beyond the school. 

Learn more about the project