Erasmus+ is an exciting European Union programme that gives students and teachers the chance to learn, travel, and connect with people across Europe. Through projects, exchanges, and collaborations, we explore new cultures, share ideas, and gain new skills that prepare us for the future. At St. Monica School, Erasmus+ opens the door to adventure, learning, and friendship — all while making education more creative and inspiring!
From 23rd till the 30th of August, our team — Sarah Jane, Geraldine and Anna — had the opportunity to participate in the five-day course “Everyday Heritage: Activities and Tools for Active Citizenship” in Vienna, Austria, which was fully funded by Erasmus+.
The course brought together a diverse group of 19 participants from Malta, Portugal, Norway, Cyprus, Italy and Poland. This international mix made the experience particularly interesting, as we were able to share ideas, experiences and different perspectives on education and cultural heritage. The main aim of the course was to explore the idea that cultural heritage is not only about famous monuments, museums and historic buildings. Heritage can also be found in the places where we live and work every day — in neighbourhoods, streets, buildings, traditions, stories, local businesses and the people who make up a community.
Discovering Vienna's 5th District
One of the activities that stood out for us was exploring Vienna's 5th District, the area where our tutor took us to explore. At first, it did not appear to be one of the most attractive or well-known areas of Vienna. However, the activity encouraged us to look at the neighbourhood differently. So, instead of simply walking through the streets as visitors, we were asked to observe our surroundings carefully and think about what could be improved and what was already interesting or valuable in the area. This activity made us realise that looking at an ordinary neighbourhood with a different perspective can reveal many things that we normally take for granted. It also encouraged us to think about accessibility, inclusion, the environment and the quality of public spaces. We felt that some simple improvements, such as making entrances more accessible and increasing greenery, could make a significant difference to the area.
Learning Through Questions
Another memorable activity involved visiting a museum where our tutor gave us a series of questions and things to look for. This turned the museum visit into a kind of investigation or treasure hunt. It was a fun and engaging way of learning because we were actively looking for information rather than passively receiving it. We discovered objects and details that we might not have noticed otherwise. This experience also made us reflect on how useful questioning can be when working with students. Without the questions guiding us, some of the objects may not have appeared particularly interesting. With a purpose and something specific to look for, however, we became much more curious and involved.
Exploring Digital and Creative Tools
During the course, we were also introduced to various digital and creative tools that can be used to document and present cultural heritage. These included Padlet, Google My Maps, Knight Lab, Google Arts & Culture, Lino, Gamma, Gemini and Canva. For the three of us, this was one of the more challenging parts of the course, as being introduced to so many new platforms in a relatively short time was a little overwhelming. At the same time, however, it was valuable to see how technology can make heritage projects more creative and interactive and how these tools could potentially be used with our students.
What We Took Away from the Course
The course inspired a new way of thinking about cultural heritage and education. One of the most important things we took away was that the local environment itself can become a classroom where students observe, investigate, ask questions, research, create and share. We also learned about the value of Place-Based Learning and Project-Based Learning and how these approaches can encourage students to become more actively involved in their own communities. The experience strengthened our understanding of the importance of observation, questioning, creativity, collaboration and active citizenship. It also showed us how students can become the storytellers and researchers of their own environment, discovering value in places that they may normally overlook. Most importantly, the course encouraged us to look at familiar places with new eyes. What may initially seem like an ordinary, unattractive or unimportant neighbourhood can contain stories, history, culture and opportunities for learning.
For the three of us from St Monica School, the week in Vienna was therefore not only an opportunity to learn new teaching approaches and digital tools, but also a chance to exchange ideas with teachers from different European countries and to reflect on how we can make learning more meaningful, inclusive and connected to the world around our students.
Sarah Jane Perini, Anna Bartolo Gauci and Geraldine Meilak
During the last week of August, we travelled to Ghent to participate in a course which was organised and fully funded by Erasmus+. The course focused on how to manage classrooms which are becoming increasingly diverse. It was a very interesting and enriching opportunity for us where we met other Erasmus+ participants from Greece and Germany and had ample time to discuss and get to know the differences and similarities in educational and methodological approaches throughout different schools in Europe. We also learnt that a lot of the challenges that educators face in schools are very similar, however, our approach to these challenges can make a difference to the outcomes.
Ghent itself is a very beautiful, vibrant city and the course providers organised a city tour for us which was very informative and gave us the opportunity to interact with our fellow participants. Our Erasmus+ experience in Ghent was a very positive one. We gained new knowledge, met wonderful people and returned home with new ideas and experiences to share with our colleagues.
Sarah Darmenia, Carmen Xuereb and Claire Caruana
From the 20th – 25th July 2026, we had the wonderful opportunity to travel to Nice, France, to attend the Erasmus+ course “Enough Theory, Let’s Play! Fun Games for Developing the Whole Child” at Europass Teacher Academy. Thanks to Erasmus+ funding, this mobility was much more than a professional development course – it was an unforgettable journey of learning, collaboration, and cultural discovery.
Throughout the week, our tutor, Nathalie Magueres, introduced us to a wide range of engaging games and practical activities designed to support the holistic development of children. We explored how play can be used as a powerful eductional tool to develop communication, teamwork, creativity, problem solving, and critical thinking skills. Every session was interactive, allowing us to experience the activities first-hand while discovering how they can be adapted for learners of different ages and abilities. The course reminded us that most meaningful learning happens when children are actively engaged, having fun, and learning through play.
One of the highlights of the week was the opportunity to connect with educators from different European countries. Sharing ideas, experiences, and classroom practices gave us valuable insights into how play-based learning is implemented across different education systems and inspired us to bring ideas back to our own classrooms.
The organisers also ensured that we experienced the rich culture and history of the French Riviera. We enjoyed a guided walking tour through the charming streets of Old Nice, discovering its fascinating history, colourful markets, and hidden gems. During a memorable gourmet tour, we tasted a variety of local specialities, including regional wines, cheeses, Socca, onion tart (pissaladiere), traditional sweets, and olives, giving us a true flavour of the local culture.
Beyond the course, we explored some of the Cote d’Azur’s most beautiful destinations. We visited the picturesque medieval village of Eze, admired the glamour of Cannes, experienced the elegance of Monaco, wandered through the colourful streets of Menton, and enjoyed the vibrant atmosphere and stunning coastline of Nice itself. Each destination offered its own unique charm and allowed us to appreciate the beauty, history, and diversity of the French Riviera.
This Erasmus+ mobility provided the perfect balance of professional development, cultural immersion, and unforgettable experiences. We returned home with practical teaching strategies, renewed motivation, and a greater appreciation of how play can transform learning into a meaningful and enjoyable experience for every child.
Would we recommend it? Absolutely! If you are looking to enrich your teaching practice, discover innovative educational approaches, and experience the beauty and culture of southern France, this Erasmus+ mobility offers an inspiring experience that will stay with you long after the course has ended. A heartfelt merci to Erasmus+ for making this incredible opportunity possible.
Marquita Agius Cosby, Rodianne Scicluna, Diane Xuereb
As three educators, we found this fully funded Erasmus+ course to be a highly valuable experience, offering both theoretical insights and practical tools for the classroom.
A central focus was understanding how the autonomic nervous system influences behaviour and can lead to dysregulated states. Through Polyvagal Theory, we learned to recognise these states without judgment and apply strategies to restore calm, connection, and engagement. This emphasised the importance of self-regulation, for both students and teachers. We also explored how neuroception unconsciously shapes behaviour, learning, and relationships, highlighting the need for a safe and supportive classroom environment.
The course provided practical strategies such as modelling self-regulation, using breathing and meditation exercises, and tools like the Mood Meter to help students identify and express emotions. A key takeaway was the idea of the teacher as the “thermostat” of the classroom, actively shaping the environment by responding to students’ emotional needs.
Overall, the course strengthened our understanding of how trauma affects students’ behaviour and learning and better equipped us to respond with empathy and support.
Noella, Marthese & Nancy
Are We Raising Sharper Minds But Leaving Gaps in the Foundations They Need to Thrive?
My recent Erasmus experience in Slovakia offered far more than exposure to another educational system. It offered the kind of reflection that only comes when educators step outside their own context and encounter different cultures, classrooms, and assumptions about learning.
That, perhaps, is one of the greatest strengths of Erasmus: not simply seeing how others teach but returning home seeing one’s own educational landscape with greater clarity.
What stayed with me most was not a comparison of one system against another, but a deeper reflection on the learners we are collectively trying to prepare for the future.
Because today’s young people often appear sharper than ever. They are quick-thinking, perceptive, digitally fluent, socially aware, and exposed to more information than any generation before them.
Yet alongside this sharpness, many educators are noticing a paradox:
While learners may be increasingly encouraged to think creatively and critically, many still struggle with the foundations and perseverance required to sustain that thinking when challenge deepens.
Modern education has rightly moved beyond rote learning alone. Across many systems, there is increasing emphasis on creativity, inquiry, critical thinking, collaboration, and learner agency. These shifts are valuable and necessary.
But perhaps an important question remains:
Are we, at times, asking learners to operate at higher levels of thought before they have fully secured the fluency, discipline, and resilience such thinking demands?
Without strong foundations, complexity can overwhelm rather than stretch. Without sufficient repetition, fluency can remain fragile. Without experiencing difficulty, perseverance cannot develop.
This is not a call to return to outdated models of education, nor a rejection of innovation. It is a call to remember that progress in education is not simply about replacing old methods with new ones.
It is about discerning what must evolve and what must remain.
Because creativity without knowledge lacks substance. Critical thinking without fluency lacks confidence.
These reflections feel especially pressing when considered against the realities of the world our learners are inheriting.
Today’s young people are growing up in a society marked by constant stimulation, rapid technological advancement, increasing complexity, and continual change. Here in Malta, too, we have witnessed profound transformation—evolving from the rhythms of a quieter island mentality into a far more fast-paced, metropolitan, and demanding environment.
The future awaiting these learners will not ask less of them. It will ask more.
More adaptability.
More discernment.
More resilience.
More capacity to persist when answers are not immediate and outcomes are uncertain.
If this is the world we are preparing them for, then education must do more than help learners perform well when conditions are ideal.
It must help them think deeply.
Work diligently.
Persist through difficulty.
And remain grounded when life becomes complex.
My Erasmus experience in Slovakia did not provide simple answers. But it sharpened a question I believe educators must continue asking:
As we modernise education, are we ensuring that in helping learners become more creative, more aware, and more future-focused, we are not neglecting the very foundations and resilience that will allow them to thrive in the future we are preparing them for?
Sometimes, the most valuable professional growth does not come from finding answers but from learning to ask better questions.
Sara Baldwin
Mathematics Educator | Erasmus+ Participant
We had the privilege of participating in a fully-funded Erasmus+ job shadowing programme in Seville, where we visited an international school situated in the city centre, near Las Setas. During our visit, we observed teaching and learning practices within the Early and Junior Years.
The host school shares certain similarities with our own, particularly in its implementation of the Jolly Phonics approach as part of the early reading curriculum. The pupils we observed were aged between 7 and 10 years.
As an international institution, the school serves a diverse student body representing a wide range of cultural and national backgrounds. From the outset of their education, students are immersed in a multilingual environment, learning Arabic, Spanish, and English. This is further supported by a team of native-speaking teachers in each of these languages, reinforcing authentic language acquisition.
Throughout our 3-day observations, we had the opportunity to observe a variety of lessons, including Science conducted in a laboratory setting, and English. Teachers operate independently in their classrooms and transition between rooms based on the subjects they teach. The school day extends until 5:00 pm; students may either have a cooked meal on-site or return home for lunch. In the afternoon, they participate in extracurricular activities, with all pupils engaging either in learning a musical instrument or a sport.
Overall, the experience proved highly enriching, offering valuable insights into different educational practices, fostering professional dialogue, and encouraging reflection on our own teaching approaches. We are grateful for this opportunity and look forward to integrating the knowledge and ideas gained into our practice.
Amanda Debono and Martina Galea Xerri
We recently had the opportunity to take part in an Erasmus+ job shadowing experience in Kalix, in the north of Sweden. During our time at Furuhedsskolan, we observed different teaching approaches, explored how student wellbeing and inclusion are prioritised, and engaged in meaningful discussions with educators. It was inspiring to see a system built on trust, student responsibility, and strong community collaboration.
We also gained insight into how digital tools are used in the classroom. In particular, the use of AI is carefully monitored, with a strong emphasis on academic integrity and developing students’ independent thinking and research skills.
Beyond the classroom, experiencing daily life in a snow-covered town—from traditional activities to local culture—made this a truly immersive and enriching experience.
We return with new ideas, fresh perspectives, and a deeper appreciation of how education and wellbeing go hand in hand.
Marija Attard & Cynthia Formosa
From the 16th to the 20th of March 2026, we had the opportunity to participate in an enriching fully funded Erasmus+ experience in Germany. We visited the ‘Grund-und Mittelschule’, a school in the town of Gars am Inn. This experience enabled us to observe various teaching methodologies and different classroom management strategies across both the primary and secondary settings.
Throughout the week, we attended a variety of lessons. In Mathematics, we observed topics including multiplication, division with remainder and telling the time. In a particular lesson, the teacher facilitated a whole-class discussion to introduce and explain a mathematical concept, encouraging active student participation. Additionally, the use of physical resources, such as clocks, effectively supported students’ understanding of time. Opportunities for independent practice were also incorporated to consolidate learning.
We also observed several German language lessons. One lesson focussed on story sequencing whilst another lesson centred around sentence construction. In Science, students explored the structure of the eye. The teacher modelled effective presentation techniques, guiding students how to organise and present their work clearly. Social Studies lessons emphasised environmental awareness, with students collaborating to create posters about waste and sustainability. We also observed an art lesson. The students were exposed to the artist Paul Klee. They first watched a video about this artist and after, created an artwork inspired by his distinctive style.
In the secondary classes, we observed English lessons that placed a strong emphasis on communication skills. In one lesson, students participated in oral activities, including translation exercises (from German to English and vice versa) and picture interpretation tasks. In another lesson, students were given the opportunity to develop their writing skills by composing a newspaper article. Technology was effectively integrated into the learning process, with students using iPads to support and enhance their work.
In addition to our school-based experiences, we were also taken on a cultural day trip to the Chiemsee Lake, one of the most renowned natural landmarks in the Bavarian region. During this visit, we explored the beautiful ‘Herrenchiemsee’ Palace.
Overall, this experience provided valuable insight into different educational approaches and styles. Furthermore, it allowed us to reflect on the different teaching practices used in this German school. This experience was extremely rewarding and contributed to our professional and personal growth.
Marta, Sherise and Thomas
During our visit to Rome, between 16th and 20th February 2026, we had the opportunity to explore a school system built on teamwork, respect and wellbeing, and it was truly inspiring.
Physical Education strongly promotes teamwork and collaboration. The children work together as a team, and this sense of unity is visible not only in sports but throughout the school environment. Boys and girls learn together naturally, building mutual respect from a young age. One aspect that stood out was their focus on students’ wellbeing. The environment is stress-free, and teachers act more as guides than authority figures. The relationship between teachers and students is beautiful, teachers are seen as a “second mother,” often calling the children amore. There is a strong sense of trust and teamwork between them. The children are relaxed, happy, and allowed to truly be children.
No uniform is used, and the school has clear rules regarding nutrition. No outside food is accepted, and meals are carefully balanced by a doctor to ensure a healthy diet. If children wish to eat home-cooked food, they must go home.
Academically, the standards are impressive. Reading is highly valued, and learning is very integrated. For example, while reading Pinocchio, students engage in multiple linked activities throughout the year, eventually performing a play based on the story. Lessons begin with singing the Pinocchio song, and the book includes interactive QR codes so students can listen and follow along, helping with pronunciation and fluency.
Technology is also used effectively. During IT lessons, students solve mathematical problems using computers, and the teacher can monitor all students’ work from their own PC. There are no LSEs in class; children with diverse needs remain in the classroom and are fully included in daily learning.
Overall, the children appear independent, confident, and genuinely happy. They are encouraged to express themselves freely, work as a team, and grow into confident, responsible learners. This job-shadowing experience was inspiring, reminding us that when teachers guide rather than rule, children truly flourish.
Alison and Abigail
We had the opportunity to take part in a fully-funded Erasmus+ job shadowing experience in Seville, where we visited an international school located in the centre of the city, close to Las Setas, and spent the week observing teaching and learning in the Early Years. It is an international school, with children from a range of different backgrounds and nationalities. Students learn Chinese, Spanish and English from when they start school and the teachers are native English, Spanish or Chinese speakers, which supports the multilingual environment of the school.
The school shares some similarities with ours, particularly in their use of Jolly Phonics in the early reading programme. The children we observed were 5–6 years old. During the week we observed PE, Science in the laboratory, and English lessons. Teachers work independently in their classrooms and move between different rooms depending on the subject they are teaching. The school day runs until 5pm. Students can have cooked meals at school or go home for lunch, and afterwards they take part in extracurricular activities. All children either learn a musical instrument or participate in a sport. On Friday, the school celebrated Chinese New Year with a parade around the school, which was a lovely way to end the week and reflect on the cultural diversity of the community.
Overall, it was a valuable experience that allowed us to observe different practices, share ideas, and reflect on our own teaching. We are grateful for the opportunity and look forward to applying what we have learned.
Andrea Cremona & Rayana Fiteni
From February 16th to 20th, we had the opportunity to participate in a professional job-shadowing program at a Czech grammar school, Wichterlovo Gymnázium, fully funded by the Erasmus+ programme. In this school, students age varies from 10 to 18 years.
Their curriculum is comprehensive as all students are taught 13 subjects. Mainly, Maths, Physics, Chemistry, Biology, English, Czech, Accounts, Economics, History, PE, Social Studies, Philosophy and a Foreign language. Only the highly academic students attend Grammar schools in Czech Republic, namely 30 per cent of the school population.
The primary focus of this job-shadowing was to observe the running of the Physics department. We observed classroom instruction and laboratory practices. Our itinerary included strategic meetings with the Head of School and the Head of the Physics Department to discuss pedagogical approaches. Specifically, we observed and analysed their teaching methodologies, assessment design, and the integration of Artificial Intelligence in the classroom. Furthermore, through structured interviews with the head of school, teachers, and students alike, we explored the institution’s approach towards the well-being of its students and staff and their evaluation techniques on the matter.
This experience provided us with a comprehensive overview of a high-performing European educational model. The insights gained will be invaluable as we look to enhance our own departmental and school practices.
Diandra Barberi & Lorraine Attard.
We recently had the enriching opportunity to participate in a job-shadowing experience at Scuola Primaria Figlie di San Giuseppe in Rome, between the 16th - 20th February 2026.
We were warmly welcomed by both staff and students. Throughout the week, we observed lessons across different classes, actively engaging with teachers and learners while gaining valuable insights into diverse teaching practices. The Head of School and a member of staff kindly took us on a cultural tour, which included visits to Sant' Anselmo, Giardino degli Aranci, and Piazza dei Cavalieri di Malta, where we enjoyed the unique ‘secret’ view of St. Peter's Basilica through the famous Aventine Keyhole.
A particular highlight of our experience was observing a teacher delivering a maths and reasoning lesson through a game of chess, showcasing an engaging and innovative approach to learning. We also participated in meaningful discussions on inclusion, where practices were shared and compared. In addition, we visited several historical landmarks, making the overall experience both culturally enriching and professionally rewarding.
Lorraine, Svetlana and Kim
From the 9th to the 13th February 2026, we had the enriching opportunity to take part in a fully funded Erasmus+ job shadowing experience at Scuola Maria Ausiliatrice in San Donato Milanese.
During this inspiring week, we met dedicated teachers and LSEs from a different educational setting and observed how lessons and other activities are conducted, gaining valuable insight into their teaching methodologies and classroom management strategies. We were also actively involved in the school community, delivering PSCD lessons and carrying out a science experiment, which allowed us to engage with students in a hands-on and meaningful way. We had the opportunity to visit classes ranging from kindergarten to secondary school, experiencing the continuity of learning across different age groups. A particular highlight of the week was participating in their very first STEM Day, where students proudly showcased their experiments, demonstrating creativity, collaboration, and a strong enthusiasm for learning.
This positive experience greatly enriched our professional development and broadened our perspective on innovative teaching practices. It allowed us to observe different educational practices and approaches which we intend to adapt and implement in our own school to further enrich our students’ learning experiences.
Oriana and Ruth
On Monday we were welcomed by the school principal, along with Ms Jaana, their Erasmus+ Coordinator. Ms Jaana gave us a tour of the school, taking us into the various classes, before proceeding to the school assembly in the gym which was about friendship. After that, we visited a number of classrooms and observed various lessons on a daily basis.
We also had the opportunity to visit the special classes which are aimed at children between the ages of 7 and 13 with an individualized educational programme, and who exhibit emotional and behavioural problems. These classrooms have a maximum of 6 students who are helped by a special education teacher and 2 psychiatric nurses. When possible, these students are integrated back into the mainstream classes.
We had the opportunity to speak to various teachers who were all very welcoming. The school is a state school with a population of around 600 students, 100 of which come from economically deprived families. The children have 5 lessons of 45 minutes each daily, with a 15-minute outdoor break after each lesson. They do not bring their own lunch since a very healthy and balanced lunch is provided for all in the school canteen.
It was very interesting to note the independence and discipline shown by the students, even the young ones. There is no bell indicating the end of the lesson, but all the students just make their way to the next venue; there is never any instance in which they must line up. All the children know how to read the analogue clock which is displayed in every classroom, but they are also given a visual of the day’s timetable, including the clock, on the whiteboard.
What struck us the most was the calm atmosphere there is in the school and the noise level was always very low. All the books and stationery, including the laptops, are given by the school and the children do not own anything. Creative writing is done on a computer, and writing is kept to a minimum. We also noticed that the children, even grade 5 level, do not use a pen and write in pencil. Lessons are also very book-based. Surprisingly, all the classes have 3 Maths lessons per week. To help students that might be struggling, the school adopts the system of starting and ending the day at a different time. Some students would start school at 9am and finish at 1pm whereas others would start at 10am and finish at 2pm. In this way, there are half the amount of students in class, around 7, which allows for more interaction. This is possible because there is no school transport since most of the children walk to school or even use public transport. Finland is a very safe place so young children use the subway and public buses freely.
Noise-cancelling headphones are available in all the classes for any student who may need them to be able to focus on their work. Partitions are also there to help some children focus more by having ‘walls’ on either side of them, in this way directing their attention solely to their work. There are also half-made big jigsaw puzzles on the floor of the classrooms, which the children can freely continue when they feel like it. We also noticed that there is a piano in every classroom and in the canteen, and the children play it freely.
We had the privilege to experience winter sports day which was a highlight for us. It was lovely to see the children ice-skate and sledge.
All in all, it was a very positive and enlightening experience for us.
Francesca, Melanie and Franca
A few weeks ago, two of our educators, Ms Jasmine and Ms Monica, travelled to the Piarist United School of St. Joseph Kalazan in Nitra, Slovakia. They were welcomed warmly by the principal and all the staff, who made their visit truly memorable. Throughout their stay, they had the opportunity to observe lessons, engage in enriching discussions with various teachers in the primary sector, and exchange ideas and good practices. They also shared a little bit about our school and about Malta, even leading a small activity with different classes. It was a truly fruitful professional learning experience; one that allowed them to connect with fellow educators, explore new pedagogies, and bring back fresh insights to our school community.
Monica Chircop and Jasmine Chircop
Introduction
As part of our professional learning experience in Porto, we carried out a job shadowing placement focusing on inclusive education across several schools forming part of the Agrupamento de Escolas do Cerco do Porto. The schools visited were EB S. Roque, EB NS Campanhã, EB Falcão Kindergarten and Primary School, and EB do Cerco. The main objective of this experience was to gain insight into how inclusion is practiced in Portuguese schools, to observe the strategies used to support students with special educational needs (SEN), and to reflect on both strengths and challenges within these inclusive frameworks.
1. EB S. Roque
During our visit to EB S. Roque, we observed both kindergarten and Year 4 classrooms. The school currently has only one special education teacher responsible for the entire student body. Her main role is to observe students in class and identify those who might require additional learning support. When difficulties are noticed, students are withdrawn from class twice weekly for individual or small-group sessions with her.
Unfortunately, we were unable to observe a pull-out session, as the special education teacher was engaged in classroom observation during our visit. However, discussions with staff revealed several challenges. Teachers expressed that they often carry the majority of the workload themselves due to a shortage of Learning Support Educators (LSEs).
An additional concern raised by staff related to the repetition policy in kindergarten. It was reported that some students are required to repeat the year if they fail to meet expected developmental milestones. One particular case involved a 7-year-old student who had been transferred from another school and was asked to repeat the year, despite teachers believing that such a decision was unnecessary.
Overall, the visit highlighted a strong commitment from teachers but also underscored significant resource limitations and a lack of specialized staff affecting the school’s capacity to fully implement inclusive practices.
2. EB NS Campanhã
At EB NS Campanhã, we had the opportunity to observe an actual pull-out session with the special education teacher. The environment was warm, welcoming, and student-centered, fostering a positive learning atmosphere. Students appeared comfortable and engaged during the session, which focused on phonics and letter-sound identification—specifically distinguishing between the sounds /b/ and /s/.
The observed students, all presenting with severe dyslexia, struggled with phonological awareness tasks. The teacher demonstrated patience and understanding, though she faced a lack of basic learning resources, such as yellow reading paper, enlarged text printouts, and reading rulers, which are often essential tools for dyslexic learners.
In a mainstream Year 4 class of 24 students, we observed notable diversity: 19 students followed the standard curriculum, while 5 had diagnosed learning difficulties, including dyslexia, Asperger’s Syndrome, and ADHD. Interestingly, one student described by staff as “lazy” responded positively to individualized attention, completing his work without hesitation. This highlighted the importance of personalized learning support and the risks of misinterpreting disengagement as lack of motivation.
The pull-out system used here mirrors that of EB S. Roque, with students receiving additional support twice weekly. Despite the teacher’s dedication, systemic challenges such as limited materials and understaffing continue to hinder the full realization of inclusive education.
3. EB Falcão Kindergarten and Primary School
EB Falcão presented a more modern, spacious, and accessible environment compared to the previous schools. The school comprises 10 classes with 205 students in total, including two special classes specifically designed for students with autism and mobility impairments.
The infrastructure of EB Falcão is notably inclusive, featuring accessible furniture, visual supports, and a small multi-sensory room. The classrooms were clean, well-lit, and equipped with resources that promote comfort and engagement—such as allowing children to remove their shoes during lessons. Outdoor access was also readily available, contributing to a calm and flexible learning environment.
While the facilities are well adapted for students with higher support needs, we felt that the school could further enhance inclusion by establishing another dedicated room or space to support students who are more able and would benefit from additional enrichment opportunities.
Overall, EB Falcão demonstrated a strong commitment to accessibility and comfort, reflecting good practices in inclusive school design.
4. EB do Cerco
EB do Cerco is the secondary school within the Agrupamento de Escolas do Cerco do Porto and also serves as the administrative hub of the group. The school accommodates approximately 1,200 students between grades 5 and 12.
Staff members explained that many students come from low socio-economic backgrounds, and as a result, motivation and engagement in education can be low. Teachers strive to counter this through project-based learning and extracurricular initiatives that align with students’ interests—particularly in sports. As one teacher shared, “I’d rather have them in a sports class than roaming around and getting into trouble.”
In addition, the school has a special education room that supports students with a variety of learning difficulties. The learning environment in this room is more structured and hands-on, offering practical and interactive activities rather than the more syllabic and theory-based work typical of secondary education. This approach helps maintain engagement and accommodates different learning styles, particularly for students who may struggle with traditional academic formats.
Unfortunately, it was also reported that students with severe disabilities such as those with autism or mobility impairments are more likely to be found in public schools rather than private ones. This is largely because private schools often lack the necessary resources and trained special education teachers. These essential supports are typically available only within government-funded schools, which reinforces the crucial role of public education in ensuring equitable access to inclusive learning environments.
An interesting cultural note was the parental consent that allows some students of younger ages to move freely around the neighborhood during school hours. Staff members expressed concerns about this practice, emphasizing its potential risks and its impact on consistent school attendance and focus.
EB do Cerco illustrates the social, structural, and cultural challenges that can impact inclusion at the secondary level. The staff’s dedication to engaging students through creative, interest-based, and practical approaches is commendable, though they continue to face significant barriers related to community background, motivation, and available resources.
Conclusion and Reflections
The job shadowing experience across the Agrupamento de Escolas do Cerco do Porto provided valuable insights into the realities of inclusive education in Portugal. Across all schools, several common themes emerged:
• Commitment and dedication of teachers toward inclusion are evident, even under challenging conditions.
• Shortage of specialized staff and resources (e.g., LSEs, materials for SEN students) remains a key barrier.
• Pull-out sessions are the primary method for providing additional support, typically twice weekly.
• Infrastructure and facilities vary significantly, with EB Falcão standing out for its accessibility and learning environment.
• Socio-economic and cultural factors, particularly evident at EB do Cerco, influence students’ attitudes toward education and inclusion.
• Public schools play a critical role in providing inclusive education, as they are better equipped with special education staff and resources than private institutions.
Overall, the experience reinforced the importance of adequate staffing, continuous teacher training, and equitable access to resources to achieve meaningful inclusion. Despite systemic limitations, the schools’ commitment to fostering a welcoming and supportive atmosphere for all learners was clearly observed.
Connie Said and Valentina Tanti
Our recent Erasmus+ course on Conflict Management, Emotional Intelligence and Bullying Prevention in Dublin, Ireland, was a truly enriching and inspiring experience. Throughout the week, we explored key topics such as understanding different conflict styles and how they affect group dynamics. We also focused on developing emotional intelligence to foster empathy, self-awareness, and better communication, as well as exploring bullying and cyberbullying through real-life case studies and personal experiences from our schools. The course not only enhanced our professional skills but also offered valuable opportunities to connect and exchange ideas with participants from Poland, Germany, Kyrgyzstan, and Hungary. Beyond the classroom, exploring Dublin’s vibrant culture added a wonderful socio-cultural dimension to our learning journey. Overall, it was a fruitful and rewarding experience that we highly recommend to anyone interested in personal and professional growth.
Julia Pavia, Arlette Lentini, Sandra Micallef
Last July, we had the pleasure of attending a fully funded Erasmus+ course in Amsterdam, titled ‘Teaching with a Twist’. The course explored creative teaching strategies, with a strong focus on digital tools and innovative approaches that make lessons more engaging and interactive.
As learning support educators, the course was particularly relevant to our work, as it provided us with practical methods to capture students’ attention, encourage participation, and adapt resources to support diverse learning needs.
Academically, the course gave us new insights into how technology and creativity can enhance both teaching and learning. Socially, it was a wonderful opportunity to collaborate with colleagues from different countries, sharing ideas and experiences that broadened our perspectives. Culturally, living and learning in Amsterdam allowed us to experience a new environment, enriching the overall mobility with moments of exploration and intercultural exchange.
Overall, this Erasmus experience was both inspiring and empowering. It reinforced the importance of flexibility, collaboration, and inclusivity in education. We would highly recommend such opportunities to others, as they not only strengthen professional skills but also foster personal growth, cultural awareness, and meaningful connections with people from across Europe.
Rachel Gatt, Leanne Dimech Chetcuti, Karin Micallef Friggieri
During the first week of September 2025, we travelled to Barcelona to attend the course “Happy Schools: Positive Education for Well-Being and Life-Skills Development” at the EuroPass Teacher Academy. Thanks to Erasmus+ funding, this was not just a course — it was an adventure of a lifetime!
We dove into Positive Psychology and the PERMA Model of Well-Being (Positive Emotions, Engagement, Relationships, Meaning, Accomplishment), exploring how to bring more positivity and mindfulness into both teaching and everyday life. From mindful breathing and meditation to mindful eating (yes, even chocolate tasted better!. We discovered simple practices that help us slow down, appreciate small moments, and find peace in daily life. The most powerful lesson? That happiness can be found all around us.
Our trainer Marta’s energy made every session inspiring, and collaborating with educators from Sweden and Italy enriched our understanding of how different education systems work across Europe. What made the course extra special was how we took the classroom outdoors — practising mindfulness in Gràcia, at the National Art Museum of Catalonia, and in the grounds of the University of Barcelona. These moments made the learning truly come alive.
Of course, Barcelona itself was also our playground. In our spare time, we explored Poble Espanyol, Tibidabo Park with its stunning Basilica of the Sacred Heart, the Wax Museum, the Glòries Tower and flea market, and the famous La Rambla. We hopped on the Montjuïc cable car to visit the castle, took a trip out to the breathtaking Montserrat, cruised the harbour on Las Golondrinas, and spent evenings in Barceloneta enjoying seaside walks, good food, cocktails & sangrias.
This mobility gave us the perfect mix of academic learning, cultural discovery, and fun. We returned inspired, recharged, and full of ideas to bring more positivity and mindfulness into our classroom and our lives.
Would we recommend it? Without a doubt! Even if you’re not a “city person,” Barcelona has something for everyone. A heartfelt gracias to Erasmus+ for making this experience possible.
From the 25th to the 30th of August 2025, we had the privilege of participating in the fully funded Erasmus+ programme Integrating AI in the Classroom with Critical Thinking, held at the Europass Teacher Academy in Dublin, Ireland. The course was expertly designed to equip educators with the knowledge and skills needed to thrive in an AI-driven world, empowering us to use modern AI tools both responsibly and creatively to enhance teaching and learning.
A central theme of the training was reimagining educational data and resources. We were encouraged to move beyond static materials like handouts and presentations, and instead transform information into dynamic, interactive learning experiences. Under the expert guidance of our trainer, Mr. Tomasz Laskowski, we learned how to use AI tools such as Gemini and ChatGPT to design and customize HTML web applications. These applications could convert a simple worksheet into an engaging game-based activity that measures student understanding in real time. Such tools not only deepen classroom engagement but also enrich homework and independent learning.
The course also highlighted the broader applications of AI for education. We explored strategies for personalizing learning, identifying students in need of additional support, developing intelligent tutoring systems, and automating time-consuming administrative tasks such as grading. Importantly, the training underscored the role of critical thinking when integrating AI, ensuring that technology complements rather than replaces the expertise and creativity of teachers.
Equally valuable was the collaborative, international environment of the Erasmus+ programme. Sharing insights with colleagues from across Europe fostered meaningful professional dialogue, broadened our perspectives on different educational systems, and created lasting networks. The cultural immersion in Dublin further enriched the experience, allowing us to enjoy Ireland’s rich heritage and hospitality alongside the academic learning.
Overall, the week was both professionally and personally rewarding. We returned from the programme more confident in our ability to harness AI for innovative teaching, student success, and reduced workload. We would strongly recommend Erasmus+ experiences to fellow educators, as they offer not only cutting-edge professional development, but also the opportunity to broaden horizons, build international connections, and bring renewed enthusiasm and practical strategies back to one’s school.
Our recent course was an inspiring journey into the world of ICT and Artificial Intelligence, exploring how these powerful tools can be woven seamlessly into both classroom learning and outdoor activities. Fully funded by Erasmus+, this opportunity allowed us to develop practical skills and exchange ideas with educators from across Europe.
Led by our knowledgeable tutor, Andrei Ceban, the sessions struck the perfect balance between pedagogy and hands-on practice. Andrei’s expertise, enthusiasm, and engaging delivery meant that even those of us who weren’t particularly tech-savvy felt confident and fully involved from start to finish.
We explored a wide range of digital programmes and AI tools designed to support lesson planning and activity preparation. These resources not only make learning more dynamic and interactive, but also help cater to diverse learning styles, age groups, and the principles of Universal Design for Learning (UDL).
A highlight of the course was discovering how photography and video can become powerful springboards for learning when paired with technology. We learnt how children can start with a single photograph—turning it into scavenger hunts, interactive presentations, animated images, or even short videos—using accessible ICT tools to achieve lesson objectives. These activities make learning both engaging and achievable, while encouraging creativity, critical thinking, and collaboration.
Equally enriching was the chance to meet participants from Hungary, Latvia, Poland, and Spain. By sharing experiences and comparing approaches to teaching, we gained fresh perspectives and practical ideas for good practice—proof that collaboration truly knows no borders.
In July, we participated in the Europass Teacher Academy course Artificial Intelligence Tools for Language Teachers, held in Valencia. The course was fully funded by Erasmus +.
The programme provided comprehensive training on the use of artificial intelligence in education, with a particular focus on maintaining a student-centred approach while integrating innovative technologies.
The course introduced a variety of tools, including Quizzes, Magic School, and Canva, which support teachers in the preparation of instructional materials and assessment activities. In addition to technical training, the program addressed pedagogical considerations, emphasizing how to introduce AI-based resources such as ChatGPT and Gemini in a responsible and ethical manner. Importance was placed on developing students’ critical thinking skills, ensuring they can evaluate AI-generated information with discernment and apply it appropriately in academic and professional contexts.
The experience was further enriched by collaboration with teachers from several European countries, including Italy, Portugal, Poland, and French Martinique. Discussions with international colleagues provided valuable insights into diverse educational practices and contexts.
Beyond the academic dimension, the course offered the opportunity to experience Valencia’s cultural heritage. The historic city centre, combined with the city’s vibrant atmosphere and culinary diversity, contributed to a holistic and memorable learning experience.
Overall, participation in this course has significantly enhanced our professional competence in the use of AI tools for education, while also fostering international exchange and cultural enrichment.
From the 30th of June to the 5th of July, we – Anna Bartolo Gauci, Geraldine Meilak, and Sarah Jane Perini – had the opportunity to attend the 7Cs for 21st Century Learners training course in Budapest, Hungary, fully funded by Erasmus+.
The course explored seven essential soft skills for today’s learners: Critical Thinking, Creativity, Collaboration, Communication, Computing & ICT Literacy, Cross-Cultural Understanding, and Career & Learning Self-Reliance. Over five intensive days, we took part in theory sessions, group discussions, and practical activities designed to help integrate these skills into classroom practice.
We not only learned new strategies and activities to engage our students, but also had the chance to exchange ideas with educators from different countries and backgrounds. Hearing about the challenges faced in other education systems helped us appreciate the progress being made in our own schools, while inspiring us to keep moving forward.
Beyond the academic benefits, the experience was socially and culturally enriching – from sharing perspectives with fellow participants to immersing ourselves in the beauty and history of Budapest. While the course was fast-paced, it left us motivated and eager to implement what we’ve learned.
We would highly recommend such Erasmus+ opportunities to fellow educators. They provide valuable professional growth, broaden horizons, and foster connections that go beyond borders – all of which ultimately benefit our students.
The Erasmus+ course I attended last September was entitled ‘Promoting Students' Wellbeing and Mental Health in Schools’. In this course we discussed topics that are very relevant to my role at school, such as the importance of students' mental health to be able to function adequately within the classroom environment and the importance of a whole school approach to achieve this.
We discussed what could be today's risk factors to our students' mental health such as bullying, cyberbullying, Covid and wars, and what the protective factors are. The importance of self-awareness and emotional intelligence in teachers and students alike were also emphasized, with particular reference to Coleman’s Five Pillars of Emotional Intelligence. We participated in several activities such as The Awareness Map Activity, The Self Control Activity, The Wheel of Emotions, Map of Values, The Chair Activity and The Optimism/Gratitude Journal to mention just a few.
We also discussed the SMART Goal Approach to motivating oneself and reaching one's goals and the importance of empathy as opposed to sympathy. Various highly relevant topics such as mindfulness, identity, values, resilience and cognitive and behavioural strategies for coping with stress were also included and provided much food for thought. Overall, this Erasmus+ training was a very enriching experience.
Maris Sant
We recently had the incredible opportunity to participate in a fully funded Erasmus+ programme in Dublin, Ireland, entitled Yoga and Meditation for Educators: Being a Great Teacher, Being Your Best Self. It was an unforgettable journey of personal growth, professional development, and deep connections with fellow participants from across Europe.
The course focused on using yoga and meditation as tools for stress reduction, relaxation, and overall wellbeing—vital aspects for educators who often face high levels of stress in their daily work. Guided by our amazing instructors, Amy O'Brien and Susan Ní Dhubhlaoich, we explored different practices that helped us connect with our inner selves and find balance, not just as teachers but as individuals.
Amy and Susan were more than just teachers; they were mentors who created a supportive and nurturing environment. Through their guidance, we learned how to incorporate mindfulness, breathing techniques, and physical yoga practices into our daily routines. These practices have not only helped reduce stress but also enhanced our teaching, giving us tools to be more present and attentive in the classroom.
Meeting people from Germany and Slovenia added another layer of richness to the experience. Sharing perspectives, experiences, and challenges with fellow educators from different countries made the learning experience even more meaningful.
The most profound takeaway was the shift in how we view life. The simplicity of the practices we learned helped us appreciate the small moments and the beauty around us. It taught us how to slow down, breathe, and find peace in everyday life.
This experience was life-changing, and we highly recommend others to apply for an Erasmus+ programme, such as this one. The skills we gained and the connections we made will continue to enrich our lives, both personally and professionally.
Michela Flint, Rachel Bonett, Clara Zammit Cilia and Anna Aquilina
We recently attended a fully funded Erasmus+ course entitled ‘Stress and Conflict Management: The Way to Resilience’ in Bologna, Italy.
Through this course we gained an important insight on stress and discussed the nature of stress and the contrast between eustress, which is a motivating form of stress, and distress, which often hinders productivity. We reflected on how stress manifests itself in our professional lives and this increased our understanding of the ways in which stress can impact the learning environment.
At times, there may be a perceived sense of stress. When one tries to quantify stress or identify stressors, it is often found that the level of stress is not as high as initially perceived. We were introduced to various cognitive and behavioral strategies for managing stressful situations. Emphasis was placed on reframing negative thoughts and developing practical time management techniques.
Another crucial aspect of the course focused on emotional intelligence. We delved into the importance of empathy and self-awareness as essential components in managing stress. We learned how being emotionally attuned to ourselves and others could lead to more harmonious interactions and reduced stress levels.
The topic of conflict was also addressed, challenging the common perception of it as purely negative. We discovered how conflicts, when approached constructively, could be opportunities for growth and improved communication.
We engaged in stress reduction games and mindfulness practices. These techniques offered practical ways to manage stress, ensuring that we could implement what we had learned into our professional environment.
Other course participants were from Finland and Iceland, with educators working in different educational environments ranging from Adult Learning Centres to Universities. It was a varied group that contributed in a diverse and interesting manner.
We had time to explore the vibrant city of Bologna and some surrounding towns. It was a good socio-cultural and educational experience which is beneficial for us educators in today’s fast-paced educational landscape. Such training opportunities are enriching experiences that we recommend to all educators.
Abigail and Elizabeth
Last September, I had the privilege to take part in the Europass Teacher Academy course, entitled ‘Supporting Diversity with Intercultural Education in the Classroom’ which was held in Istanbul, Turkey. This was a once-in-a-lifetime opportunity and it made me realise that taking the leap and going on my own was an experience that has changed my perspectives and shaped me into a more independent and responsible self.
Making friends from around the globe is beyond special, and it is such a unique experience to share ideas, knowledge and own experiences with people with different cultures, traditions and beliefs. In today’s world it is essential to embrace diversities and strive to learn from one another. In doing so, we also experience personal growth. So, I feel privileged to have shared wonderful memories with people from across the globe, including Slovenia, Germany, Romania and Greece, who I now consider friends.
The training course was highly informative, and it was evident that the tutor, Ms Cynthia was very well-prepared to deliver a high-quality course, which included time to share our own experiences and ideas on the topics discussed. Subsequently, the course also incorporated several hands-on activities which were equally fun, learning opportunities, including poster-making and a treasure hunt in “Istiklal Street”, one of the busiest and most famous streets in Istanbul.
During the course, we shared multiple enriching discussions on how to promote inclusion and be more considerate of the diversities that we find in today’s classrooms. We also discussed theories related to diversities, including “The Iceberg Theory”, “The Diversity Wheel”, and “The Process of Inclusion”, amongst others. Additionally, we also delved into the importance of showing empathy and how to be aware of the student’s emotional well-being. The teacher’s role goes beyond the academic, and it is important to check-in on the students, to ensure of their overall well-being both at school and at home.
Lastly, I would like to sincerely thank everyone who encouraged me to pursue this marvellous educational experience that provided much personal growth, and I take the opportunity to encourage others to experience this for themselves.
Tiziana Dalli Farrugia
Last July, we had the wonderful opportunity to visit Lisbon, Portugal to attend a course by Europass Teacher Academy entitled ‘Well-being in Nature: Outdoor Activities for Mental and Physical Health’, funded by Erasmus+. There, we engaged with participants from a diverse range of countries, including Spain, Germany, Latvia, Czech Republic, Bulgaria, and Ireland. What stood out most during our time together was the distinct immersion in nature that characterized many of the participating schools’ educational approaches. Despite Malta’s limited natural landscapes, we were proud to share our innovative methods for integrating nature into our lessons. Our presentation captivated the group, highlighting how we enrich our students’ learning experiences by taking them outdoors. We detailed how, even with limited natural resources, we create holistic educational experiences through hands-on activities. After the presentation, we were approached by the Spanish participants, who expressed interest in visiting our school, having been impressed by our teaching methods.
One memorable aspect of our program was conducting lessons on the beach and in a beautiful garden setting. These environments provided a backdrop for engaging, informative, and interactive lessons. The use of different activity cards was particularly effective, sparking discussions and promoting well-being exercises among participants. In addition to the engaging topics, the course included sessions that encouraged us to reflect on our personal growth and reconnect with our roots. The exercises and activities presented by our tutor, Beatriz, were versatile, allowing them to be adapted to different educational levels, making them accessible and beneficial for all participants.
Two other topics that captured our interest were the PERMA model of well-being and Biophilia. The PERMA model, which stands for Positive Emotion, Engagement, Relationships, Meaning, and Accomplishment, is a framework that helps enhance individual well-being. Biophilia refers to humans’ innate connection to nature, and biophilic design integrates natural elements into spaces to promote a healthier and more engaging environment. These concepts inspired us to consider how we can create greener classroom environments that support our children’s well-being.
Overall, our Erasmus experience was a celebration of cultural exchange and educational innovation, demonstrating that even in varying environments, creative approaches can significantly enhance learning.
Lorraine, Kim and Debbie
In July of this year, I had the pleasure of attending a course organized by ‘Ela’ – Erasmus Learning Academy in Bologna, Italy, funded by the EU. The course, Effective Group Management in Education: Building Teamwork among Students, focused on one of the most sought-after soft skills in today’s job market: teamwork. Through engaging lectures, we explored valuable tools and strategies in team management and leadership, learning how to guide students in collaborative environments.
One of the most interesting aspects of the course was understanding team dynamics. We delved into how to help students work effectively in teams, how to coordinate group activities, and how to coach students either as part of a group or individually. This course also provided me with valuable insights on creating and developing team-oriented activities in the classroom.
A particularly enthralling session was on Emotional Education in Groups, where we participated in hands-on activities designed to help students manage their emotions within a team setting. These exercises were practical and adaptable, offering real-world techniques I can implement in my teaching to help students better understand teamwork.
Most importantly, the course emphasized how to teach students the intricacies of teamwork: defining both common and individual goals, understanding different roles within a group, managing conflicts, and staying focused on the final objective. This approach reinforced the idea that teamwork is not just about collaboration but also about fostering self-awareness and conflict resolution.
The experience was further enriched by the presence of fellow teachers from Spain, Portugal, Greece, France, Poland, and Hungary. The exchange of ideas and experiences, both professionally and personally, was incredibly rewarding. Hearing about their diverse educational practices and perspectives broadened my own understanding of teaching in an international context.
Beyond the academic side, the course offered a holistic experience. From attending insightful lectures to forming lasting connections with teachers from across Europe and immersing myself in the rich culture of Bologna and its neighbouring villages, it was an experience I wholeheartedly recommend to my colleagues.
In short, this course was more than just professional development; it was an opportunity to grow as both an educator and an individual.
Sharlie Laferla
Last July, we participated in Erasmus+ mobility training in Budapest, Hungary. The course, entitled Mindfulness for Teachers: A Hands-on Approach, was delivered by Tamara Schüszler and centered around the practice of mindfulness in our daily routine. As educators, we tend to give a lot to those around us, and sometimes we need to ‘fill our cups too’. Mindfulness is all about focusing on one’s feelings and emotions in the present, and keeping our consciousness alive (Hanh- Finch,1987, p.1). Emotions are mental reactions that trigger our behaviour. However, one must understand that emotions are meant to be felt. Emotions are complex psychological states that involve three distinct components:
1. Subjective Experience: This is the personal experience of an emotion such as feeling happy, sad, fearful, or angry.
2. Physiological Response: This includes the physical reactions to emotions such as increased heart rate, and sweating.
3. Behavioural Response: This is how one expresses emotions through actions or behaviours such as smiling, crying, and yelling.
4. Mindfulness is the practice of paying attention to the present moment in a non-judgmental way. It involves:
Awareness: Being conscious of your thoughts, feelings, and sensations.
Acceptance: Observing experiences without trying to change them or reacting impulsively.
Understanding the interplay between emotions, behaviour reactions, and mindfulness is crucial for personal development and mental health. When one experiences positive emotions, the focus is broader and development takes place, while with negative emotions the focus is narrower. This shows the importance of learning how to channel them out. Furthermore, during the sessions, we went through different body movements to engage with our inner self, and therefore put the theory into practice, to let our emotions come and go. We practiced mindfulness meditation, finger flicks, and mindful breathing. The benefits of such practices are resilience, improved relationships, and reduced stress. By cultivating mindfulness, individuals can better understand and regulate their emotions, leading to more adaptive and constructive behaviour reactions. This holistic approach enhances overall well-being and emotional intelligence. In addition, a mindful educator creates a calming environment, which can significantly enhance students' comfort and learning, allowing them to feel secure, relaxed, and open to participating in class. This positive atmosphere can foster better communication, increased engagement, and overall improved academic performance.
This Erasmus training has enhanced our learning experience as educators, because we have engaged with the material through discussions and hands-on activities. Listening to different perspectives on curriculum implementation from educators around the world is invaluable, especially when addressing issues beyond our control, such as a student's background, physical, or mental ability. The vision and appreciation for our role as Learning Support Educators (LSEs) were wonderful. Their recognition increased our motivation and job satisfaction. Ultimately, this highlights the importance of our contributions to the educational environment, as we provide essential support to students and help them overcome challenges. This is especially significant considering that, in some countries, students with diverse needs are not included in the daily school routine.
This Erasmus+ training was a positive experience, offering us a unique opportunity for personal and professional growth through international collaboration and cultural exchange. Participants gain new skills, broaden their perspectives, and develop a deeper understanding of different educational practices. We highly recommend Erasmus+ mobility training experiences to other educators because this collaborative approach provided us with fresh insights, alternative strategies, and mutual support. We had the opportunity to get to know how other educators work within the EU, namely in France, Spain, and Lithuania in comparison to the Maltese educational system, understanding what works for them and why. Such experiences provided us with insights on how we can improve our skills as educators by picking up on new ideas. This exchange was reciprocal, as our counterparts were interested to hear about how our the Maltese educational system works. Exchanging ideas and experiences was a very enriching and educational experience for us all. It helped us to grasp a better understanding of diverse cultural experiences and find effective ways to support students, ensuring that their needs are met as comprehensively and holistically as possible. Overall, Erasmus+ training is a rewarding experience where participants benefit both personally and professionally.
Karin Micallef
Leanne Dimech Chetcuti
Rachel Gatt
Innovative Educational Leadership: Your Soft Skills Toolkit
I recently had the opportunity to attend a very interesting training course on how to apply leadership and management skills to successfully motivate and direct others at school. Primarily, I chose this course as it was designed for school leaders who are looking to understand and enhance their soft skills while becoming more effective in their roles as leaders in their educational community.
Whilst engaged in various activities and discussions, the group aim was to develop their leadership skills, including communication, problem-solving, collaboration, and change management in a school leadership context. Such skills are crucial for any leader, but especially in a school environment where adaptability and clear communication can make all the difference.
Mr Robert Schwamborn was a very well-prepared course trainer who helped in creating a network with participating educators and leaders from Malta, Sweden and Poland. We discussed school practices, being similar or different in our countries and cultures while sharing best practices and gaining new perspectives on educational leadership.
While focusing on the role of innovation in educational leadership through various models of leadership and management practices, such as the KASAB and SPRINT, we as participants discussed how we can apply our newly acquired skills to drive change and improve the quality of teaching and learning from the perspective of the student, teacher and principal.
Through activities and reflection, we had the opportunity to work on our own leadership styles practiced at school and to identify areas for improvement.
In every planned learning outcome, as school leaders we kept in mind the fostering and development of soft skills as our mission to inspire others (students and teachers) to believe in themselves and attain success.
Towards the end of the week, the group reflected on creating an action plan to improve leadership skills and implement innovative ideas.
It was a very positive and rewarding week, working with others and understanding the importance of soft skills in educational leadership while developing the necessary skills and knowledge to become more effective in my role.
Moira Saliba
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Earlier this year I had the opportunity to attend the following course: ‘Promoting Creativity, Critical Thinking and Problem-Solving in the classroom’, organised by ‘Ela’ Erasmus Learning Academy in Palermo and funded by the EU. My cohort consisted of teachers from Hungary, Belgium, Estonia, and Malta. The course was very enlightening as besides providing the opportunity to network with teachers from the EU, it also allowed time and space for practice sharing.
During the course we used and tested a variety of digital tools that can be applied during our lessons and delved into different theories dealing with creativity and critical thinking, mainly Edward DeBono’s lateral thinking and his thinking hats, and Graham Wallas and the five stages of the creative process.
This course was extremely relevant and has helped me re-think, be more critical, reflect and bring out my creativity in the way I look and perceive things around me. It has enriched both my teaching and problem-solving skills, which can be applied beyond the classroom environment.
Diandra Barberi
Between the 2nd and 9th September 2023, I attended a course named ‘Effective Group Management in Education: Building Teamwork Among Students’ that took place in Tenerife. The participants came from across Europe, with Armando, Romeo, Elena, Raffaela, and Chiara from Ancona in Italy, Monika from the Czech Republic, and Val?rijs and Randa from Latvia. During this course, which also had a strong focus on coaching and emotional intelligence, we discussed the traditional role of a teacher which involves transmitting knowledge and facilitating skill development in students as opposed to coaching. The coach is tasked with supporting and motivating their students through active listening, questioning, and posing challenges. While these roles may appear distinct, the target was that a teacher can find ways to integrate coaching principles into the classroom, becoming both an educator and a motivator, whilst at the same time promoting more effective group management and greater teamwork.
The course began with the Coaching Ourselves part. We explored our own skills and checked which area of our personal and professional life needs most attention at the moment in order to set a goal.
Next, we moved to an exploration of Emotional Intelligence, which refers to the capacity to not only recognize our own emotions but also understand the emotions of others. This awareness enables a teacher to establish a connection with students, assisting them in managing their feelings effectively.
Coaching entails inspiring and guiding individuals to become the best versions of themselves. To enhance our coaching abilities, we delved into the concept of setting SMART goals. We were tasked with defining SMART goals for ourselves. Later using the GROW model, we tried to do our first coaching session, in order to understand how it really works.
As coaches, our role is to facilitate dialogues and support students in finding their solutions. It is crucial to note that a coach's function is not to impose solutions but rather to guide the analysis of the conflict, aid in decision-making, and evaluate behaviour.
Throughout this training week, we had the opportunity to share our collective experiences and draw insights from our diverse cultural backgrounds. We honed our teambuilding and coaching skills, and discovered practical ways to apply them effectively in our classrooms. I am so grateful for this remarkable opportunity, and I encourage others to find similar courses in a field they are interested in.
Lorraine Attard
Earlier this month, we had the opportunity to attend an Erasmus+ fully funded staff mobility training course with Smart Teachers Play More in Reykjavik, Iceland. Throughout the week, we had a variety of activities planned for us which we participated in. The course focused on several topics such as storytelling and learning through play, mindfulness, and yoga for children. There were several obstacle courses, games and movement activities organized which were hands-on and easy to implement in class. We also had the chance to share our good practices with other teachers and listen to their ways of implementing movement and fun in the classroom. On another occasion, the host organised a cultural night where everyone brought some delicacies from their own country. We also had the opportunity to visit one of their government schools Dalskoli, which ranged from kindergarten to secondary school. We were given time to explore the school, getting to know about their facilities, timetables and curriculum. It was a wonderful opportunity which inspired us and gave us great ideas for our everyday practice.
We recently had the privilege of attending an Erasmus+ course on environmental education in Heraklion, Crete. This experience was truly transformative.
The course revolved around Sustainable Development Goals (SDGs) and provided a unique blend of learning and exploration. It opened our eyes to global issues like climate change, biodiversity, and clean energy while offering a chance to appreciate the stunning Cretan landscape.
This journey was not just educational but also a personal and professional growth opportunity. It equipped us with essential knowledge and skills, nurturing our passion for environmental conservation. We discovered new perspectives on sustainability, gaining a deeper understanding of our responsibility towards the planet. This course also equipped us with the knowledge and skills to be more informed and conscientious global citizens, helping us contribute to a brighter future. The international connections we made with fellow participants were also invaluable.
We are inspired to continue our environmental journey and encourage others to seek similar programmes and opportunities.
Our Erasmus+ journey to Nice, France, from the 11th to the 16th September, was an extraordinary and enriching experience, where thanks to EU funding, Monica, Jasmine and I had the opportunity and privilege of participating in a Europass Teacher Academy programme entitled ‘Life Coaching for Happy Teachers: Happy Teachers for Better Students’.
This opportunity brought us in contact with educators from around the world, including Japan, Greece, Spain, Finland, and Hungary. Interacting with such a diverse group of teachers was an eye opening experience, allowing us to gain insights into different teaching methods, cultures, and educational systems. This training was a comprehensive blend of scientifically proven activites and strategies designed to enhance various aspects of our lives. We delved into the concept of mindfulness, focusing on the importance of discipline and respect both for ourselves and our students. These discussions covered mental, physical, and emotional well-being and strategies for dealing with challenging colleagues. Our personal and professional development was further enhanced as we explored our strengths and learned how to manage the delicate work-life balance, guided by the concept of the ‘healthy mind platter’. We also delved into an examination of our emotions and values, helping us to identify what truly matters to us individually. Problem-solving strategies were an integral part of the training, equipping us with tools to address challenges creatively and effectively. Additionally, we gained insights into the importance of adhering to protocol in our professional lives. However, this experience was about more than just the curriculum. It was an opportunity to forge lasting connections with educators from across the globe, allowing us to learn about their unique cultures, schools, and the joys and difficulties they face in their educational environments.
In summary, our time at the Eurpoass Teacher Academy in Nice was not only educationally enriching but also a wonderful opportunity to broaden our horizons and build a global network of fellow educators. The skills and insights gained during this training will undoubtedly continue to shape our personal and professional lives, making this a truly remarkable experience.
Jasmine, Monica & Connie
The Italian Experience of Overcoming Segregation
Between the 26th of November and the 2nd of December 2023, I had the opportunity and the privilege to join other educators from Serbia, Croatia, Spain, and Gozo in Bologna, Italy for this EU-funded Erasmus+ staff mobility training.
We started off by going over the key principles, benefits, and values of inclusive education, before moving on to the Italian inclusive education model of overcoming segregation and including students with special needs in mainstream education. We also had the opportunity to discuss the practical side of this model with Italian support teachers and delve deeply into the challenges faced daily by educators in trying to implement inclusion for all. The course included a visit to an Italian secondary school where we could observe teaching in “mixed” mainstream classes. The course was passionately delivered by a man who has not only been advocating and delivering similar courses for a decade but has also become a parent of a child with disabilities in recent years. He was therefore in a key position to give us his own personal experiences as a parent within the inclusive education setting, as well.
It was a most enriching experience because it gave me the opportunity to reflect on my professional practices and compare these same practices with those in other countries. It also provided the ideal scenario to tap into the wealth of experiences of other educators.
Mariella Zahra
