Cultural Celebrations Across Borders (CCAB)

The Cultural Celebrations Across Borders (CCAB) project holds significant importance as it addresses key educational, cultural, and social needs in today’s interconnected world.

1. Promotes Intercultural Understanding

   • By exploring and celebrating holidays from different countries, students gain respect and appreciation for diverse traditions, values, and perspectives.

   • This helps to combat stereotypes, reduce prejudices, and encourage tolerance among young people.

2. Strengthens European Identity and Citizenship

   • Through cross-border collaboration, students realize that despite cultural differences, they share common values of respect, cooperation, and celebration.

   • The project contributes to the development of active, responsible citizens who are prepared to live in a multicultural society.

3. Improves Language and Communication Skills

   • The project uses English as a common language, allowing students to practice reading, writing, speaking, and listening in authentic, meaningful contexts.

   • Collaboration with peers from other countries motivates learners to communicate effectively and with confidence.

4. Develops Digital Competencies

   • Students use a variety of online tools for presentations, video-making, collaboration, and brainstorming.

   • These activities foster digital literacy, creativity, and responsible online behavior — skills essential for the 21st century.

5. Encourages Creativity and Critical Thinking

   • The highlight of the project — inventing a new holiday — challenges students to use imagination, problem-solving, and teamwork.

   • It teaches them to think critically about values, causes, and global challenges that matter to their generation.

6. Fosters Collaboration and Teamwork

   • Monthly activities require students to work with peers both locally and internationally, building skills in cooperation, compromise, and project management.

   • Learning to collaborate across borders prepares them for future academic and professional environments.

7. Engages Families and Local Communities

   • By involving families in holiday traditions and community members in cultural sharing, the project creates a bridge between school life and real-world cultural practices.

   • It increases the visibility of schools as active participants in intercultural dialogue.

8. Supports Holistic Student Development

   • Beyond academic knowledge, students build social, emotional, and civic competences.

   • They learn respect, empathy, leadership, and responsibility — qualities crucial for shaping future democratic societies.

Curricular Integration of the eTwinning Project: Pedagogical Approaches for CCAB The eTwinning project is designed to foster collaborative learning and the development of critical skills in line with the pedagogical approaches outlined in the CCAB framework. Below is a structured integration of the project based on the specified criteria: 

1. Student-Centered Learning Implementation Strategies: 

- Ownership of Learning: Students will invent their own holiday, allowing them to make choices and express their individuality. This project encourages autonomy and creativity. 

- Active Engagement: Students lead their own learning through research, presentations, and creative expression. Each month will consist of activities where they are the main actors, such as leading discussions on holiday traditions. 

- Peer-to-Peer Learning: Collaborative platforms will be utilized for students to share recipes, reflections, and cards, fostering a community of shared knowledge and experiences. 

2. Project-Based & Experiential Learning Implementation Strategies: 

- Monthly Project Cycles: Each month will follow a structured cycle—research, creation, presentation, and reflection—reinforcing the project-based approach. 

- Real-Life Engagement: Hands-on activities like cooking demonstrations and awareness campaigns will connect students to real-world issues, enhancing the relevance and applicability of their learning. 

- Cultural Connections: Activities that connect schoolwork with students’ cultural and social realities provide meaning and context to learning. 

3. Collaborative & Intercultural Learning Implementation Strategies: 

- Cross-Border Collaboration:  Regular joint online meetings and group presentations will promote a sense of community across partner schools, enhancing collaborative learning. 

- Intercultural Dialogue: Students will explore and discuss their cultural identities, fostering an appreciation for diversity through shared activities such as friendship card exchanges. 

- Solidarity Development: Co-created activities, such as inventing a new holiday, will encourage respect and understanding among different cultures. 

4. Inquiry-Based and Critical Thinking Development Implementation Strategies: 

- Questioning and Research: Students will formulate questions regarding traditions and analyze cultural meanings, promoting inquiry-based learning. 

- Higher-Order Thinking Tasks: Activities that require reflection and evaluation will encourage critical thinking, particularly during the analysis phase in January and the campaigns in March. 

- Innovative Thinking: The task of inventing a holiday in April will push students to think creatively and reason critically. 

5. Integration of ICT and Media Literacy Implementation Strategies: 

- Digital Tool Utilization: Students will use various digital platforms (e.g., Padlet, Canva, WeVideo) to create and present their project outputs, strengthening their ICT competencies. 

- Collaboration in Digital Spaces: Encouraging collaboration through digital tools will help students enhance their online communication skills and learn about safe internet practices.

 - Media Literacy Development: Students will analyze and compare representations of holidays in media, crafting their own digital campaigns to improve their media literacy skills. 

6. Cross-Curricular Integration Implementation Strategies: 

- Language Skills: Students will practice English (or another project language) through authentic communication during collaborative activities and shared presentations. 

- Cultural and Historical Studies: The exploration of holiday traditions will be incorporated into cultural studies, enhancing students' understanding of their own and others’ cultural heritage. 

- Interdisciplinary Connections: Integration of art (through logo creation and crafts), civic education (through awareness campaigns), and ICT will provide a holistic learning experience. 

7. Inclusive & Differentiated Pedagogy Implementation Strategies: 

- Flexible Activity Design: Activities will cater to diverse learning needs, allowing all students to contribute their strengths, whether in design, writing, or presentation.

- Multiple Modalities: Providing opportunities for engagement through text, video, visuals, and hands-on crafts ensures accessibility for all abilities and learning styles. 

- Cross-Age and Background Collaboration: This approach fosters an inclusive atmosphere where students learn to respect and support one another. 

8. Community & Family Engagement Implementation Strategies: 

- Local Community Involvement: Families and local communities will be invited to share their traditions and recipes, bridging classroom learning with real-life contexts. 

- Cultural Celebrations: Engaging stakeholders in cultural celebrations enhances the relevance of the project and solidifies community ties. 

- Meaningful Learning Experiences: Involving families in project activities enriches students' learning, expanding their understanding beyond classroom walls. 

Integrating these pedagogical approaches within the eTwinning project ensures a holistic, engaging, culturally-responsive, and inclusive learning experience. By placing students at the center of their learning journey, we equip them with essential skills that transcend the classroom, preparing them to thrive in a globalized world.

Pedagogical Approaches for CCAB

1. Student-Centered Learning

• Activities are designed so that students are the main actors: they research, present, create, and reflect.

• Students have ownership over learning by inventing their holiday in April, making decisions, and contributing their voices.

• Peer-to-peer learning is promoted through collaborative exchanges (e.g., sharing recipes, cards, and reflections).

2. Project-Based & Experiential Learning

• Each month follows a project-based cycle: research → creation → presentation → reflection.

• Tasks such as cooking demonstrations, campaigns for awareness days, or inventing a holiday engage students in real-life, experiential learning.

• Students learn by doing, connecting schoolwork with their own cultural and social realities.

3. Collaborative & Intercultural Learning

• Collaboration is central, both within classrooms and across borders: joint online meetings, group presentations, and shared campaigns.

• Students experience intercultural dialogue, discovering similarities and differences among partner schools.

• Activities like exchanging friendship cards or co-creating a new holiday build solidarity and respect for diversity.

4. Inquiry-Based and Critical Thinking Development

• Students ask questions, research traditions, and analyze cultural meanings.

• Activities such as reflections in January and campaigns in March develop higher-order thinking: analyzing, evaluating, and creating.

• The April activity (inventing a holiday) pushes students toward innovation and critical reasoning.

5. Integration of ICT and Media Literacy

• Students use digital tools (Padlet, Canva, WeVideo, Miro, Google Docs, YouTube) to create and share content.

• Digital collaboration improves ICT skills and safe online communication.

• Media literacy is embedded as students compare how holidays are represented and learn to create digital campaigns.

6. Cross-Curricular Integration

• Languages: Students practice English (or other project languages) through authentic communication.

• Cultural Studies/History: Exploring traditions, holidays, and festivals.

• ICT/Media Education: Using online tools creatively and responsibly.

• Civic Education: Promoting awareness days and building democratic values.

• Arts: Logo creation, crafts, and performances in final celebrations.

7. Inclusive & Differentiated Pedagogy

• Activities are designed to be flexible, allowing students of different abilities to contribute (e.g., artistic students design visuals, while others write or present).

• Multiple formats (text, video, visuals, crafts) ensure accessibility for diverse learners.

• Collaboration across ages and backgrounds fosters inclusion.

8. Community & Family Engagement

• Local communities and families are invited to share traditions, recipes, or cultural celebrations.

• This extends learning beyond the classroom and makes it meaningful in real-life contexts.

9. Reflective Practice & Continuous Assessment

• Monthly reflections (e.g., January reflection task, May final reflection) encourage self-assessment and critical thinking.

• Teachers collect evidence of student participation via surveys, feedback, and peer evaluation.

• Continuous monitoring ensures project objectives (cultural awareness, digital literacy, cooperation) are met.

🌐 Staying Safe Online in eTwinning Projects

👩‍🏫 Imagine you’re joining an online classroom with students from all over Europe. How do we make sure everyone feels safe and respected? Let’s play by these rules:

1️⃣ Protect Your Personal Info

❓ Would you share your home address or phone number with a stranger on the street?
👉 The same applies online! Never post your address, phone number, or school location on eTwinning platforms. Use your first name only (or a nickname if your teacher allows).

2️⃣ Think Before You Share

🖼️ Do you want your photo or video to be seen by people outside your class?
👉 Always ask yourself: “Would I show this to my teacher and my parents?” If the answer is no, don’t post it.

3️⃣ Respect Copyright

🎵 🎨 📚 Found a nice picture, song, or text online?
👉 Before using it, ask: “Do I have permission to use this?” If not, create your own or use free resources (your teacher will help you find them).

4️⃣ Be Kind Online

💬 Words matter!
👉 If you wouldn’t say it face-to-face, don’t type it. Treat everyone with respect — no teasing, bullying, or negative comments.

5️⃣ Use Strong Passwords

🔑 Would you leave your house door unlocked?
👉 Protect your account with a strong password (mix letters, numbers, and symbols). Never share it with friends — only with your teacher or parents if needed.

6️⃣ Ask Before Posting Others’ Work or Photos

📷 Imagine someone shares your photo without asking. How would you feel?
👉 Always ask classmates for permission before posting their photos, voices, or work.

7️⃣ Report Anything Uncomfortable

🚨 If you see or receive something that makes you feel upset, unsafe, or confused…
👉 Tell your teacher immediately. You’re not alone — adults are there to help.

8️⃣ Balance Screen Time

🕒 Do you feel tired after sitting online too long?
👉 Take breaks, stretch, and spend time offline too. Your brain needs balance!

✨ Welcome to our eTwinning adventure! ✨

Every great project begins with the people who make it special — YOU. By introducing ourselves, we are not just sharing names or hobbies; we are opening the door to friendship, respect, and collaboration across borders. Teachers, your passion for guiding and inspiring will set the tone for this journey. Students, your creativity, curiosity, and enthusiasm will bring the project to life. Together, let’s celebrate who we are, learn from each other’s cultures, and show that every unique voice is a piece of the bigger story we are writing as a team. 🌍💡 

Teachers in the project

🤝✨ Dear teacher partners, collaboration is the key to the success of our eTwinning journey. By working together, we share our expertise, ideas, and creativity, making the project richer and more meaningful for our students. Each of us brings unique experiences, teaching methods, and cultural perspectives, which, when combined, create a powerful learning environment. Through teamwork, we support one another, divide tasks efficiently, and ensure that every activity runs smoothly. Most importantly, our collaboration models for students the very values we want them to learn—respect, cooperation, and openness to new perspectives. Together, we don’t just run a project—we build bridges between countries, classrooms, and hearts. 🌍✨

🌍 Strengthening Bonds Through Culture: eTwinning Project Meeting

On the 18th of September, 2025, a productive and inspiring meeting with the teachers involved in the eTwinning project “Cultural Celebrations Across Borders.” The event gathered passionate educators from different partner schools, Romania, Turkey, Greece and Republic of Moldova, to discuss how cultural diversity can unite students and promote intercultural understanding. The atmosphere was filled with enthusiasm, collaboration, and a shared vision of building bridges across borders.

The Importance of Collaboration

One of the main themes of the meeting was the importance of collaboration. Teachers agreed that working together in a spirit of respect and openness is the key to making the project successful. By pooling our experiences, exchanging ideas, and sharing teaching practices, we aim to create meaningful learning opportunities for our students. Collaboration not only enriches our professional growth but also models the values of teamwork and solidarity that we want to pass on to the younger generation.

The Aim of the Project

The central aim of “Cultural Celebrations Across Borders” is to encourage students to explore and appreciate the traditions, festivals, and celebrations that shape the identity of different countries. Through this, learners will not only discover similarities and differences in customs but also understand the deeper cultural values behind them. The project will help students respect diversity, combat stereotypes, and recognize the importance of preserving cultural heritage in an increasingly globalized world.

Tools We Are Going to Use

During the meeting, teachers also discussed the digital tools and platforms that will be employed throughout the project. eTwinning Live and TwinSpace will serve as the main communication and collaboration platforms. Teachers and students will use tools such as Padlet, Canva, ThingLink, and video conferencing platforms to create interactive presentations, exchange cultural stories, and design collaborative materials. These tools will not only make the project engaging but will also enhance students’ digital skills, which are essential in the 21st century.

The Importance of Continuous Communication

Another key point emphasized was the importance of continuous communication. Effective coordination among teachers ensures that all partners remain informed and engaged throughout the project. Regular online meetings, updates on TwinSpace, and quick responses to questions will keep the workflow smooth. Teachers stressed that maintaining open communication channels is essential for overcoming challenges, keeping deadlines, and ensuring that both teachers and students stay motivated.

Looking Ahead

The meeting ended on a very positive note, with all participants motivated and excited to begin the next stages of the project. Each teacher left with a clear understanding of their role, the upcoming tasks, and a strong sense of belonging to a team united by the same mission. “Cultural Celebrations Across Borders” promises to be not only an educational journey for students but also a rewarding professional experience for teachers.

Through this project, we are confident that students will gain a deeper appreciation of cultural diversity and learn the true meaning of respect, tolerance, and cooperation—values that will guide them as responsible citizens of the world.

Students in the project

Summary of “Students in the Project”

1. Overview and Purpose

The document opens with a motivational message addressed to all participants, emphasizing that the CAAB project is a platform for self-expression, creativity, and intercultural collaboration. Students are encouraged to share their national traditions, explore global cultures, and build friendships beyond borders. The introduction highlights the key goals of the project:

• Developing confidence, English communication, and digital skills;

• Fostering global citizenship and respect for diversity;

• Promoting collaboration through shared creative activities such as presentations, cultural exchanges, and online events.

2. Participants and Contributions

Over 70 student profiles are presented in the document, showcasing a rich diversity of backgrounds, personalities, and cultural perspectives. Each student briefly introduces themselves, shares their interests and hobbies, and describes their favorite national and international holidays.

The students come from several partner schools:

• Türkiye – Alemdağ Anatolian Imam Hatip High School, TOKI Multi-Program Anatolian High School, Ramazan Yaman Science High School, Sırrı Yırcalı Anatolian High School (Balıkesir);

• Republic of Moldova – IPLT “Onisifor Ghibu” Chișinău;

• Romania – Liceul “Lazăr Edeleanu” Ploiești;

• Greece – Technical Vocational School, Thessaloniki;

• Portugal – participating students with shared cultural reflections.

3. Common Themes in Student Presentations

a) Personal Identity and Interests

Most students describe themselves as curious, creative, and motivated learners, passionate about subjects such as languages, science, technology, and arts. Popular hobbies include:

• Sports: football, volleyball, swimming;

• Creative arts: drawing, music, poetry, photography;

• Technology: programming, gaming, and digital design;

• Cultural curiosity: learning new languages, exploring traditions, traveling.

Their self-portraits reflect the project’s aim — to nurture self-awareness and mutual understanding among young people.

b) National Holidays and Traditions

Each student identifies a national holiday that reflects the values and history of their country:

• Türkiye: April 23 (National Sovereignty and Children’s Day), May 19 (Commemoration of Atatürk, Youth and Sports Day), October 29 (Republic Day), and August 30 (Victory Day).
  These holidays often emphasize freedom, unity, and respect for Atatürk’s legacy.

• Republic of Moldova: Independence Day (August 27), Romanian Language Day (August 31), Easter, and National Wine Day.
  Students highlight faith, family, and national pride as central to their celebrations.

• Romania: December 1 (National Day), Mărțișor (March 1), Dragobete (February 24), and Easter.
  These holidays celebrate love, unity, and cultural rebirth.

• Greece: October 28 (“Ohi” Day), March 25 (Greek Independence Day), Clean Monday, and May Day.
  These are seen as expressions of courage, freedom, and respect for tradition.

• Portugal: Wine Day and Easter, reflecting heritage, family, and joy in shared traditions.

Across all countries, national holidays serve as moments of cultural pride and historical remembrance, while fostering a sense of belonging.

c) International Holidays and Global Awareness

Students also discuss international holidays that express universal human values:

• Ramadan and Eid – faith, gratitude, and generosity (Türkiye);

• New Year’s Day – hope and new beginnings (common across all countries);

• Christmas and Easter – family unity and spiritual reflection (Moldova, Romania, Greece);

• Halloween – creativity and fun (Türkiye, Romania);

• Earth Day and World Peace Day – awareness of global responsibility (Türkiye, Moldova);

• International Women’s Day – equality and empowerment (Romania, Türkiye, Greece).

These reflections show that students recognize their role as global citizens, aware of shared challenges and celebrations that transcend national borders.

4. Intercultural Connections

Through these narratives, students highlight both the uniqueness of their own cultures and the similarities across nations. Many participants express admiration for other countries’ traditions, noting that cultural diversity enhances their understanding of the world.
The use of English as a shared language facilitates communication, empathy, and collaboration, fulfilling the eTwinning project’s educational goals.

5. Educational Impact

The compilation of student voices demonstrates:

• Growth in intercultural competence and language proficiency;

• Engagement with digital creativity (presentations, visuals, and multimedia);

• A collective effort to represent national identity with pride and openness;

• The creation of a collaborative learning community that connects young people across Europe.

6. Conclusion

“Students in the Project” is more than a collection of personal introductions — it is a celebration of diversity, identity, and unity. The document reflects how students from different cultural and linguistic backgrounds come together under the CAAB initiative to learn from one another, respect traditions, and envision a shared future.

Through their stories, they show that cultural awareness begins with curiosity and grows through friendship, communication, and shared experiences. The project not only strengthens academic and linguistic skills but also nurtures the next generation of empathetic, open-minded European citizens.

Your Voice Matters! Join Us for the eTwinning Project Pre-Survey

 Dear Students, We are excited to kick off our upcoming eTwinning project, where you’ll have the chance to collaborate with peers from different countries, explore cultures, and create something amazing together! Before we dive in, we want to hear from you! To ensure that this project meets your interests and expectations, we invite you to participate in a quick pre-survey. Your feedback will help shape our activities and make this experience even more enjoyable and meaningful for everyone involved. 

What to Expect: - The survey will consist of a few questions about your interests, background, and what you hope to achieve during the project. - It should take no more than 10 minutes to complete. 

Why Participate? 

- Your input is invaluable and will help us tailor the project to better fit your needs and preferences. 

- It’s a great opportunity for you to express your thoughts and make your voice heard! 

 Detailed Summary of the CAAB Pre-Survey (Students)

Project: CAAB – Celebrating Cultures Across Borders
Purpose of the survey: To understand students’ cultural awareness, digital readiness, collaboration preferences, and expectations before starting the intercultural eTwinning project.

🧍‍♀️ General Information

• Total participants: 83 students

• Countries represented: Predominantly Turkey, with students also from Moldova, Romania, and Greece.

• Languages spoken: The majority speak Turkish, English, or both. A smaller number mentioned Romanian, Greek, or Russian, highlighting the multilingual diversity of participants.

💻 Previous eTwinning Experience

• Have participated before: Approximately 25–30%

• First-time participants: About 70–75%
  → This shows that most students are new to international digital collaboration, which offers a strong opportunity for intercultural growth and language practice.

🎨 Hobbies and Interests

Students’ interests are broad and culturally rich:

• Most common hobbies:

  • Playing football, volleyball, basketball

  • Listening to music, dancing

  • Reading books, painting, and drawing

  • Using digital tools like Canva, ChatGPT, or YouTube

  • Traveling and learning about other cultures

This reflects a dynamic and creative group of young learners who can bring diverse perspectives to collaborative activities.

🎉 Favorite Cultural and International Holidays

• National / Cultural holidays:

  • Ramadan Feast (Eid)

  • 23 April – National Sovereignty and Children’s Day (Turkey)

  • Independence Day / National Day

  • Christmas

  • Easter

  • New Year celebrations

• International holidays:

  • Women’s Day

  • Earth Day

  • New Year’s Eve

  • Valentine’s Day

  • World Cup season (for football fans)

These preferences illustrate how students value both traditional and globally recognized events, aligning perfectly with the CAAB project’s aim of celebrating diversity through holidays.

❤️ Feelings Toward Celebrating Holidays

When asked “How does it make you feel when you take part in celebrating national/international holidays?”:

• The majority answered “happy”, “excited,” or “proud.”

• A few used more reflective words such as “serene,” “joyful,” or “connected.”
  → Students associate celebration with positive emotions, unity, and cultural pride.

🧩 Preferred Activities During the Project

Students expressed strong interest in:

• Group discussions and teamwork (most frequent answer)

• Creative arts (drawing, making posters, designing digital content)

• Research and presentations about traditions

• Games, quizzes, and collaborative videos

These answers suggest that students are keen on interactive and creative approaches rather than passive tasks.

👥 Preferred Working Styles

• Combination of online and face-to-face collaboration: Most common

• Online only: A smaller group prefers virtual work (especially those comfortable with digital tools).

• In-person teamwork: Less common but still valued for building stronger connections.

This indicates that blended teamwork models (e.g., online meetings + classroom collaboration) will be most effective during the project.

🌐 Digital Tools Experience

Students mentioned using:

• Canva, Google Docs/Slides, Zoom, Teams, ChatGPT, and Padlet

• A few included their emails in this section, showing that some students may still be learning how to interpret survey questions digitally.

• Digital literacy levels vary, but most are familiar with at least one collaborative platform.

💬 Additional Comments

• Some expressed excitement and curiosity about meeting peers from other countries.

• A few mentioned they want teachers to know that they are new to eTwinning but eager to learn and participate.

🧠 Interpretation and Insights

1. Cultural awareness – Students demonstrate strong pride in local holidays and traditions, making the project’s theme highly relatable.

2. Language skills – English proficiency varies, but most can communicate basic ideas clearly.

3. Digital readiness – Good general awareness of tools; some training in responsible online collaboration may still be useful.

4. Motivation – High! Most students expressed positive emotions and enthusiasm about collaboration.

5. Expected project outcomes: Students likely to improve in communication, teamwork, intercultural understanding, and digital creativity.

📊 Conclusion

The CAAB pre-survey reveals an enthusiastic, culturally rich, and creative group of students from several countries.
They are eager to share their national traditions, learn about others, and collaborate through digital platforms.
The responses confirm that the project’s structure—celebrating a local holiday each month and creating a new one together—will build intercultural competence, strengthen teamwork, and enhance digital communication skills.

At PITL Onisifor Ghibu in Chișinău, Republic of Moldova, students celebrated the European Day of Languages with creativity, enthusiasm, and a strong message about the value of multilingualism. The event brought together learners of different ages who participated in a series of engaging activities that highlighted the diversity and richness of European languages and cultures.

One of the central activities of the celebration was the creation of short videos in which students presented arguments about the importance of knowing as many languages as possible. These videos were made in various languages spoken and studied at the school, including Romanian, English, French, German, and Russian. In their recordings, students discussed how learning languages helps build bridges between cultures, improves communication skills, and opens doors to educational and professional opportunities across Europe and beyond.

The project encouraged students to reflect not only on the practical benefits of multilingualism—such as travel, career advancement, and cognitive development—but also on its role in promoting tolerance, empathy, and respect for cultural diversity. Some students also shared personal stories about how learning a new language helped them connect with new people and better understand different worldviews.

The video campaign was shared on the school’s social media platforms and displayed during a school-wide assembly, creating a sense of pride and unity. Through their efforts, the students at PITL Onisifor Ghibu showed that language learning is not just an academic goal, but a meaningful step toward building a more inclusive and connected world.