Vocational Training - Tradition and Innovation

Summary

The implemented mobility activities took place at the specialised professional centre of the partner organisation Vitalis.

The centre has established a structured programme combining training, recreation and social activities, all aligned with modern European standards. All participants were accommodated under equal conditions. Our students had the opportunity to interact, work, and socialise with peers from Portugal, Spain, Serbia, Slovenia and other European countries - an ideal setting for fostering inclusion, mutual understanding, and the foundations of a pan-European community.

An ecological focus was integrated into every aspect of the project, from the use of bicycles and electric scooters for getting around campus and city parks, to the implementation of renewable energy sources for domestic use and environmentally friendly waste treatment, as well as the adoption and maintenance of sustainable transport solutions. Significant digital resources were employed in the training sessions, supporting diagnostics, programming, mechatronic systems, and the development of 3D models.

Inspiring teachers + motivated students + supportive parent community + systematic activities and collective efforts = great results

Topic(s) addressed

• Civic education
• European values
• Digital citizenship
• Critical thinking
• Community involvement

Target group(s)  

• Students of computer engineering and technologies mechatronics and automotive engineering aged 17–18, including those from disadvantaged backgrounds
• Teachers
• Community partners

Methodologies used

The project employed project-based learning, digital storytelling, simulations (e.g., training in environmentally friendly and energy-efficient use of natural resources.), and peer-to-peer activities. It combined formal and non-formal education to promote active student participation, social responsibility, and media literacy. Activities were co-designed with students and supported by teachers through formative assessment. Cross-country collaboration fostered intercultural dialogue and inclusion. Learners took the lead in awareness campaigns and reflected on their roles in a democratic society.

Innovation environment

The project created a dynamic learning environment where students engaged in real civic participation. Workshops became platforms for debate, research and public action. The PTG and the partner training organisation served as innovation hubs, encouraging students to apply what they had learned in meaningful contexts. Curricula were developed to introduce concepts of green transport, long-term impact, and carbon emissions reduction.

Teachers’ role

Teachers acted as facilitators and co-learners, empowering students to take ownership of their civic learning. The project strengthened collaboration between teachers, introduced new civic education methodologies and built capacity for innovative teaching. Following the project, two extracurricular activities were launched in the 2024/2025 academic year: the Green Energy Club, which is developing a hydrogen fuel cell car model, and the EDU KART Club, focused on building an electric kart.

Impact and output

The project had a direct impact on over 300 students, enhancing their civic knowledge, critical thinking and engagement. It actively included students with fewer opportunities and strengthened their voice in democratic life. Outcomes included student-led information campaigns (Open Day), local events (Vocational Education Panorama) and national events (Horizon Hydrogen Grand Prix). All events received significant media coverage and had a measurable impact on the community. The project had a spill-over effect on teachers, parents and local stakeholders and contributed to a more democratic school culture and a stronger European civic identity.

Learn more about the project