Practice-based learning and active citizenship in a European community

Summary

The project was awarded the European Innovative Teaching Award for its innovative approach to combining vocational training with democratic education, specifically targeting young learners facing educational or social challenges. Through cross-border mobility activities in sustainable gastronomy and fisheries, participants gained hands-on experience while exploring civic engagement and European cooperation. The project stands out for its promotion of inclusion, active citizenship, and European values through practice-based learning.

"We want to show them the value of exchanging best practices across borders in developing innovative ideas to ensure a sustainable future and to find common solutions to shared challenges within vocational fields." 

Topic(s) addressed

• Democratic participation
• Civic engagement
• Sustainability
• Vocational learning
• Active citizenship
• Cross-border cooperation
• Sustainable food production
• Marine conservation

Target group(s)

• Vocational students aged 17-25 from FGU programmes, with social, educational, or personal challenges

Methodologies used

The project combined practice-based vocational learning with civic and intercultural education. Students gained hands-on experience in professional kitchens and fishery research settings abroad, while also visiting sites of historical and cultural significance. Learning took place in both formal and informal environments, involving collaboration with local students, professionals, and cultural institutions. Daily reflection activities helped students connect their experiences to personal and social development. Teachers reported clear progress in learners’ skills, self-confidence, and engagement. Cooperation with vocational schools and research institutes ensured authentic, high-quality learning experiences.

Innovation environment

The project created practice-based learning environments where students gained vocational experience in authentic settings such as school restaurants, organic farms, and fish hatcheries. These hands-on activities were complemented by cultural and democratic education through visits to historical sites and public institutions. The international setting provided social and personal challenges, with teachers observing clear progress in students’ independence, confidence, and civic awareness. Collaboration with vocational schools and research institutes ensured that learning experiences were relevant, meaningful, and rooted in real-world contexts.

Teachers’ role

Teachers played a key role in supporting students throughout the mobility experience, helping them navigate unfamiliar environments and observing their personal and social development.

Their presence ensured a safe and inclusive atmosphere, while also giving them new insights into students’ potential. Teachers reflected on their own practices and noted that the project offered valuable input for future teaching. It strengthened their capacity to support diverse learners and to integrate international experience into future learning activities.

Impact and output

The project clearly demonstrated positive outcomes for participating students. Many reported increased confidence, greater independence, and a clearer sense of their personal and professional goals. Sixty percent felt more self-assured and responsible, while half of the participating students believed their chances of finding employment had improved. Although the mobility activity lasted only 10 days, students remained mentally engaged throughout and fully participated despite various challenges. Teachers observed notable growth in students’ social and personal competences and gained valuable insights to inform future teaching and school activities.

Learn more about the project

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