Repairing Hybrid and Electric Cars Nowadays

Summary

The school demonstrated the outstanding integration of scientific innovation, language development and hands-on technical training. Through international mobility activities focused on electromobility, students achieved measurable learning gains, increasing their knowledge of electric and hybrid vehicle technologies by 40%, while significantly improving their foreign language skills. The project’s inclusive approach, environmental commitment, and lasting impact on teaching practices make it a model of excellence in vocational education. 

Topic(s) addressed

• Science
• Mathematics
• Informatics
• Physics
• Natural sciences
• Language skills

Target group(s)  

• 18 learners and six teachers participated, benefiting 610 learners and 60 staff

Methodologies used

The project combined electromobility, sustainability, foreign-language learning, and digital skills in a multidisciplinary way. Learners developed technical, language, and social competences through international workplace experiences. Their progress was supported by tests, feedback, and reflection. Formal learning was enriched by non-formal and informal experiences gained during mobility activities and integrated into school practice. Inclusion was strengthened through targeted support for disadvantaged learners. Students actively solved real-life tasks and shared their experiences with peers. Cooperation with international training centres and automotive companies ensured relevant and future-oriented learning. 

Innovation environment

The project fostered innovative learning by creating an environment where international experience directly shaped teaching practice and curriculum development. The school acted as an enabler of innovation by integrating new knowledge of electromobility, digitalisation, and sustainability into everyday education. A positive organisational climate was built through mentoring, inclusion and the active involvement of students and staff. Sustainable practices (e.g. green travel and digital resources) were promoted throughout the project. A whole-school approach engaged management, teachers, support staff, and learners.  

Teachers’ role

The project’s teachers acted as innovators by bringing international experience in electromobility, digitalisation and sustainable practices into everyday teaching. They strengthened their professional, linguistic and pedagogical competences through job-shadowing and training activities. Teachers also fostered learners’ wellbeing by providing personalised preparation, mentoring and support, particularly for disadvantaged students. Peer learning was a key element: participating teachers shared new methods, developed digital learning materials and delivered workshops for colleagues. Through continuous cooperation and knowledge transfer, they contributed to a more innovative, inclusive and future-oriented learning culture.

Impact and output

The project had a strong direct impact on participants, improving their technical knowledge, language competences, confidence, and employability. Special attention was given to learners with fewer opportunities through targeted support, mentoring, and inclusive selection procedures, ensuring equal access to international experiences. The benefits extended beyond the mobility participants: students and teachers shared their knowledge through presentations, workshops, and learning materials, while new practices were integrated into teaching and curriculum development. The project also reached parents, partner organisations, and the local community through dissemination events, strengthening the long-term impact of Erasmus+ activities. 

Learn more about the project