. Evaluation Findings

At the end of our project we evaluated it through an evaluation form with multiple choice questions and open questions. Here is a report of our findings.

Question 1: Which activity did you enjoy the most?

Participants were asked to identify the project activity they enjoyed most during the implementation of the eTwinning project Highlights of Your Life. The responses indicate a generally positive engagement across the various collaborative and creative tasks offered throughout the project.

The most appreciated activity was preparing final products, selected by 33% of respondents. This finding suggests that students particularly valued opportunities to synthesize their work into tangible outcomes, demonstrating their learning achievements and creativity. The production of final outputs appears to have provided a sense of accomplishment and ownership of the learning process.

Recording interviews was also highly appreciated, accounting for a combined 47% of responses (26% and 21% respectively). The strong preference for this activity highlights the importance of active participation, communication skills development, and authentic learning experiences within the project framework. Interview-based tasks enabled students to engage with personal narratives, practice digital communication skills, and collaborate with peers.

Additionally, watching videos produced by partner schools was selected by 19% of participants. Although this activity received a lower percentage compared to the others, it nevertheless contributed significantly to the project's intercultural dimension by allowing students to explore different perspectives, experiences, and cultural contexts represented by their European peers.

Overall, the results indicate that students showed a preference for activities involving active creation and personal contribution rather than passive observation. The findings support contemporary educational approaches that emphasize student-centered learning, creativity, collaboration, and authentic digital engagement within international project-based learning environments.

Question 2: What have you learned from other schools?

Participants were asked to reflect on the knowledge and insights they gained through interaction with partner schools during the Highlights of Your Life eTwinning project. The responses reveal that the majority of participants reported learning about the experiences, traditions, and customs of students from other countries and educational contexts.

This finding demonstrates the project's effectiveness in promoting intercultural learning and fostering awareness of cultural diversity. Through the exchange of videos, interviews, and collaborative activities, students were exposed to different lifestyles, social practices, and perspectives, enabling them to develop a broader understanding of their European peers.

The results indicate that participants not only acquired factual knowledge about other cultures but also developed greater appreciation and respect for cultural differences. Such outcomes are consistent with the objectives of eTwinning projects, which seek to encourage international collaboration, intercultural dialogue, and the development of global citizenship competencies.

Furthermore, the emphasis on learning from the experiences of others suggests that authentic peer-to-peer interaction played a significant role in the educational value of the project. By sharing personal stories and everyday experiences, students were able to identify both commonalities and differences among participating countries, strengthening mutual understanding and social cohesion.

Overall, the responses confirm that the project successfully facilitated meaningful intercultural exchange and contributed to the development of participants' cultural awareness, communication skills, and openness to diverse perspectives.

Question 3: What did you expect to happen in the project?

Participants were asked about their expectations prior to engaging in the Highlights of Your Life eTwinning project. The majority of respondents indicated that they expected to become acquainted with another culture and learn more about the lives, traditions, and experiences of students from different countries.

This result highlights the strong intercultural motivation that characterized student participation from the outset of the project. Students viewed the initiative as an opportunity to expand their cultural horizons, engage with peers from diverse backgrounds, and gain first-hand insights into different ways of life.

The findings suggest that participants recognized the project's potential to facilitate meaningful international exchange and cultural discovery. Such expectations are closely aligned with the fundamental objectives of the eTwinning programme, which promotes collaboration among European schools and encourages the development of intercultural competence, mutual understanding, and respect for diversity.

The emphasis on cultural learning also reflects students' interest in authentic communication and real-life interaction with peers beyond their immediate educational environment. By engaging in collaborative activities, sharing personal experiences, and exploring common themes, students were able to transform these initial expectations into meaningful learning experiences.

Overall, the responses indicate that participants entered the project with a clear desire to explore cultural diversity and build connections with students from other countries. The project's design and activities were well positioned to address these expectations and support the development of intercultural awareness and global citizenship skills.

Question 4: What is your age?

Participants were asked to indicate their age in order to provide demographic information relevant to the evaluation of the Highlights of Your Life eTwinning project. The results show that the majority of respondents were 17 years old.

This finding indicates that the project primarily engaged students in the later stages of secondary education. At this developmental stage, learners typically possess the cognitive, social, and digital competencies necessary to participate effectively in international collaborative projects and intercultural exchanges.

The predominance of 17-year-old participants is particularly relevant to the interpretation of the project outcomes. Students of this age are generally capable of reflecting critically on cultural similarities and differences, engaging in meaningful dialogue with peers from other countries, and contributing actively to collaborative digital activities. Their maturity and growing awareness of global issues may have enhanced the quality of interactions and learning experiences throughout the project.

Furthermore, the age profile of participants aligns well with the project's objectives, which included fostering intercultural understanding, communication skills, and active participation in a European educational community. The findings suggest that the project was successfully implemented within a target group well suited to benefit from these educational opportunities.

Overall, the demographic data indicate that the project reached an audience capable of engaging deeply with its intercultural and collaborative dimensions, thereby supporting the achievement of its educational goals.

Question 5: Where is your school located?

Participants were asked to indicate their place of origin in order to provide contextual information about the composition of the project sample. The responses show that approximately 40% of participants were from Alatri, representing the largest group within the survey population.

This result reflects the significant participation of students from Alatri in the Highlights of Your Life eTwinning project and demonstrates the active involvement of the local school community in international collaborative activities. The presence of a substantial number of respondents from a single location provided a strong basis for sharing local traditions, experiences, and perspectives with partner schools.

At the same time, the project brought together participants from different geographical and cultural backgrounds, creating opportunities for intercultural exchange and comparative learning. The diversity of participating schools enabled students to explore similarities and differences among communities, thereby enriching their understanding of European cultural heritage and contemporary youth experiences.

The representation of students from Alatri, combined with contributions from partner institutions, supported the project's objective of fostering dialogue across cultures while encouraging participants to reflect on and present aspects of their own local identity. Such interactions contribute to the development of intercultural competence, social awareness, and a sense of belonging within a broader European educational framework.

Overall, the demographic distribution of respondents illustrates the collaborative nature of the project and highlights the important role played by local communities in supporting international educational initiatives.

Qualitative Feedback from Participants

In addition to the structured survey questions, participants were invited to provide general comments regarding their experience in the Highlights of Your Life eTwinning project. The feedback received was overwhelmingly positive, with respondents describing the project as excellent, formative, inclusive, and fun.

Several participants emphasized the educational value of the project, highlighting its contribution to both personal and academic development. The term formative was frequently used to describe the learning experience, indicating that students perceived the project as a meaningful opportunity to acquire new knowledge, skills, and perspectives.

A particularly significant aspect of the feedback concerned the opportunity to learn from older people through the interview activities. Participants appreciated engaging with members of older generations and listening to their life experiences, memories, and personal reflections. This intergenerational dimension enriched the project by fostering empathy, historical awareness, and a deeper understanding of social and cultural change over time.

Students also highlighted the inclusive nature of the project, suggesting that the activities encouraged participation, collaboration, and mutual respect among individuals from diverse backgrounds. The international and cooperative framework of the project created an environment in which all participants could contribute and share their experiences.

Finally, many respondents described the project as fun and enjoyable, demonstrating that educational objectives were successfully combined with engaging and motivating learning activities. The positive emotional response expressed by participants is particularly important, as enjoyment and active engagement are closely linked to effective learning outcomes and sustained participation.

Overall, the qualitative feedback confirms the success of the Highlights of Your Life project in achieving its educational aims while providing an enriching, collaborative, and enjoyable experience for students. The comments suggest that the project not only enhanced intercultural understanding and communication skills but also promoted intergenerational learning, inclusion, and active participation.

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. The ‘Highlights of Your Life’ project did not end on 11 May with the presentation of the gifts, but has given rise to a lasting collaboration between students and older people, who have launched an intergenerational choir project.

A group of students took part in rehearsals for the ‘Voci d’Argento’ choir, conducted by Maestro Luigi Tarquini, and performed at two very important events: Europe Day 2026 and the dissemination event organised by the Morosini Institute in Ferentino.

The students and senior citizens have agreed to meet again at the start of the next academic year to continue the choir experience, which was considered by all to be positive and educational.

On 11 May, the gifts made by the pupils taking part in the project were presented to the elderly people interviewed.

The presentation took place during the Europe Day celebrations at the IIS Sandro Pertini.

The event evoked emotion and gratitude among both the pupils and the elderly people, who generously answered our students’ questions. 

On 30 January, our school welcomed some very special guests: Luigi Tarquini, Ennio Orgiti and Giulio Rossi accepted our invitation to take part in the eTwinning project ‘Highlights of your life’ and were interviewed by pupils from classes 3A, 3B ITA and 2B ITE.

The pupils asked questions covering a wide range of topics: memories of their youth, first love, their happiest moments, their greatest emotions, the difficulties and challenges they had faced… and our guests did not shy away from answering candidly and thoughtfully.

A profound silence reigned in the room throughout the morning, thanks to the students’ active listening, as they did not want to miss a single word of the adventures recounted by our three elderly guests.

The words of Luigi, Ennio and Giulio enriched, engaged, encouraged, advised and comforted our young people. The impression left on the participating students and teachers was a positive one: Ms Vona noted how wonderful it was to see the non-judgemental attitude of these elderly people towards the young people, who very often feel as though they are under scrutiny; Ginevra and Federico, meanwhile, said they would treasure the advice they received as they make their future choices; Samuele, on the other hand, felt as though he had the chance to speak to his grandfather again, whom he lost a few years ago.

Project Description

This international eTwinning project brings together four technical and vocational schools from Spain and Italy to offer a special service to elderly people: higlighting themselves and their lives. 

Students collaboratively develop interviews and make videos of them. In the second part of the project students translate the interviews in English, Italian and Spanish and collaboratively think and create a piece of art inspired by the life of the person interviewed. The last project step consists in the delivery of this piece of art to the persons that inspired them.

The project strengthens students communication and collaboration skills, enhances their motivation to learn foreign languages, and fosters intercultural understanding. Using the eTwinning platform, participants communicate across borders, reflect on the problem of loneliness, and actively engage in community service. This project is deeply rooted in the Service Learning methodology, promoting learning through real-world applications and social responsibility. Partner schools, with prior experience in Service Learning, use this collaboration to exchange good practices and further develop work-based learning strategies.

The eTwinning activities are supported by online meetings among teachers and students, making this a truly blended European experience that empowers students to become active, responsible, and skilled members of the Erasmus Generation.

Project Description

This international eTwinning project brings together two technical schools from Germany and Italy to explore sustainable production methods for cosmetics and detergents. Students collaboratively develop natural products such as soap and lip balm using regional ingredients like olive oil and colza oil, and personalize them with essential oils. Through hands-on activities, students acquire scientific, technical, and professional competences, including microbiological testing. The project strengthens their communication and collaboration skills, enhances their motivation to learn foreign languages, and fosters intercultural understanding. Using the eTwinning platform, participants communicate across borders, reflect on environmental issues, and actively engage in community service. This project is deeply rooted in the Service Learning methodology, promoting learning through real-world applications and social responsibility. Both partner schools, with prior experience in Service Learning, use this collaboration to exchange good practices and further develop work-based learning strategies.

The eTwinning activities are supported by physical mobilities of students and teachers, funded through an EU VET accreditation, making this a truly blended European experience that empowers students to become active, responsible, and skilled members of the Erasmus Generation.

This project merges service learning with sustainable innovation, focusing on the conscious production of detergents and cosmetics. It engages participants in the design and creation of eco-friendly hygiene products while fostering a sense of social responsibility and environmental stewardship.

The project had the following key objectives:

1. Sustainability – Encouraging environmentally responsible practices through the use of biodegradable ingredients, minimal-waste packaging, and awareness of the ecological impact of conventional products.
   
   

2. Boosting Technical and Professional Competences – Providing hands-on experience in formulating, testing, and producing natural detergents and cosmetics, bridging the gap between theoretical knowledge and practical skills.
   
   

3. Enhancing Entrepreneurial Skills – Empowering participants to approach product development with a business mindset, including branding, market analysis, and value-added innovation.
   
   

4. Raising Awareness on Culture, Heritage, and Biodiversity – Integrating local traditions, natural ingredients, and biodiversity into product development, thus connecting production with cultural and environmental heritage.
   
   

5. Equipping Participants with Digital Skills – Utilizing digital tools for research, product documentation, communication, and promotion, strengthening participants’ capacity to operate in a modern, tech-driven world.
   
   

6. Promoting Safety Awareness – Educating participants on safety procedures, correct handling of substances, and the use of personal protective equipment in laboratory and production settings.
   
   

By combining academic knowledge, community engagement, and real-world application, this project not only promoted sustainable practices but also empowered participants with a wide range of competencies critical for both personal and professional growth.