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.

Voting Process in the “CCAB” eTwinning Project

In the recent CCAB eTwinning initiative, students from Turkey, Romania, Greece, and Moldova participated in a democratic voting process to select the final logo design for their project. The vote was organized through an online poll, and the promotional video (available on YouTube) clearly shows students from all partner schools actively engaging in the decision-making.

Each student viewed multiple logo proposals created by different teams, representing the diversity and ideas contributed by each country. After reviewing each design, they cast their vote according to their preference. The process was transparent: students from all four nations had equal opportunity to choose, demonstrating genuine international collaboration.

The polling method encouraged thoughtful participation: students considered how each logo reflected their shared values — unity, cooperation, and creativity. The final result, announced after the voting period, selected the most popular design, which now represents the CCAB project in all its communications and outputs.

This voting exercise not only produced a meaningful symbol for the project, but it also taught students important democratic skills: evaluating options, expressing opinions, and making collective decisions. The participation from multiple countries enhanced intercultural understanding and reinforced the idea that every voice truly counts.

Cultural Awareness Kahoot: A Fun and Competitive Challenge

Following the brainstorming activity, students participated in an exciting Kahoot game specifically designed for the project. Each question focused on a different partner country, offering fun facts about history, geography, traditional food, famous landmarks, and cultural customs.

Students demonstrated remarkable enthusiasm as they competed to answer the questions quickly and accurately. More than just a game, this interactive quiz:

• strengthened students’ cultural knowledge,

• increased motivation through friendly competition,

• encouraged teamwork and active learning,

• sparked curiosity to discover even more cultural details.

The Kahoot challenge successfully turned learning into an enjoyable experience and helped students better understand the diversity within the CCAB partnership.

Choosing the Project Logo: Students’ Voice Matters

One of the most important moments of the meeting was the online survey dedicated to selecting the official project logo. Each partner school had previously designed creative and meaningful logo proposals, representing cultural unity, exchange, and cooperation.

During the meeting, students viewed all logo options and then cast their votes in a digital survey. This democratic process allowed every participant to have a voice in shaping the identity of the CCAB eTwinning project. The voting activity strengthened students’ sense of ownership and involvement, showing them that their opinions directly contribute to the development of the international project.

Enhancing Cultural Competences Through Collaboration

The meeting was a clear demonstration of how eTwinning projects foster 21st-century skills. Students communicated in English, interacted across borders, used digital tools effectively, and developed cultural understanding. By participating in brainstorming, interactive games, and decision-making activities, they cultivated essential competences such as:

• intercultural communication,

• digital literacy,

• critical and creative thinking,

• collaboration and active participation.

Through these meaningful experiences, students gained not only information about other cultures but also a deeper appreciation for global diversity.

Conclusion

The CCAB eTwinning meeting was a dynamic and enriching event that combined learning, creativity, and collaboration. By working together on the Lucid online board, competing in the cultural Kahoot quiz, and voting for the project logo, students strengthened their connection to the project and reinforced the core idea that understanding world cultures is essential in today’s global society.

The activity proved once again that eTwinning provides unique opportunities for students to grow as informed, respectful, and open-minded citizens of the world.

Review of Project Activities

Teachers presented updates on the learning tasks carried out in each school, sharing examples of students’ work, reflections, and feedback. A major point of discussion was the national voting process for the project logo, during which each country selected its preferred design at the national level. These results were then brought together in an international online vote, where students collectively chose the official CCAB logo. This democratic process encouraged active participation, creativity, and intercultural engagement among students from all four countries.

Highlights of the First International Student Meeting

The participants also reviewed the success of the first online meeting with students. During this interactive session, students completed a Mentimeter activity, expressing their ideas and expectations about the project. This was followed by a friendly and competitive Kahoot game, designed to help them learn more about their partners while strengthening teamwork and communication.

Next Steps in the CCAB Project

Teachers agreed on the next collaborative task: students will work on creating short videos in which they invent a new holiday or festival. Each video should explain:

• The purpose and meaning of the new celebration

• Why it is important to celebrate it

• When it should be celebrated

• How people should celebrate it

• Who or what is being celebrated

• Additional creative details such as typical clothing, food, decorations, activities, or symbols

All videos will be uploaded to the shared Canva link, where the final compilation will be created as a joint international product.

On 12 March 2026, the teachers involved in the CCAB eTwinning project held an online meeting to discuss the progress of the project and to plan the next stages of collaboration. The meeting brought together partner teachers from participating schools who are actively coordinating project activities with their students.

The session began with a brief overview of the work that has already been completed since the beginning of the project. Teachers reported on the successful engagement of students in various collaborative tasks and highlighted the positive outcomes of international teamwork. One of the main achievements discussed during the meeting was the students’ active involvement in creating the “Invented Holidays Calendar.” Students from different partner countries worked together in international teams to design creative holidays that promote cultural understanding, creativity, and collaboration. Teachers shared examples of students’ ideas and emphasized how the activity encouraged learners to think imaginatively while also practicing communication and cooperation with peers from other countries.

Another important aspect discussed during the meeting was the process of collaboration within international student teams. Teachers reflected on the ways students communicated, shared ideas, and created joint products despite being in different countries. The partners noted that the collaborative environment allowed students to develop digital skills, intercultural awareness, and teamwork abilities. The teachers agreed that this stage of the project has successfully strengthened cooperation among students and increased their motivation to participate in future activities.

During the meeting, the participants also reviewed the upcoming stages of the project. Special attention was given to the preparation of activities dedicated to the celebration of eTwinning and international collaboration. The teachers discussed the use of a ready-made activities guidebook, which will serve as a practical resource for organizing engaging learning tasks. This guidebook includes a variety of structured activities designed to promote creativity, communication, and reflection among students.

Teachers agreed to select and adapt several activities from the guidebook that will help students celebrate the spirit of eTwinning while continuing to develop their collaborative work. These activities are intended to encourage reflection on the project experience, strengthen intercultural dialogue, and showcase the creative work produced by the international teams.

The meeting concluded with the partners confirming their commitment to continuing the project activities and maintaining active communication with both students and fellow teachers. The participants expressed their satisfaction with the progress achieved so far and highlighted the importance of maintaining student engagement through innovative and collaborative learning tasks.

Overall, the meeting was productive and constructive, providing a clear overview of the achievements of the project and establishing the next steps for the successful continuation of the CCAB eTwinning collaboration.

Report on the Second Online Meeting WITH THE STUDENTS of the CAAB eTwinning Project, 17.12.2025

The second online meeting of the CAAB eTwinning project was successfully held online, bringing together students and teachers from Romania, Turkey, Greece, and the Republic of Moldova. The meeting was coordinated and organized by the Romanian partner teachers, who prepared an engaging and interactive learning experience focused on cultural awareness and winter traditions.

The session began with an interactive Mentimeter activity, designed to actively involve students and assess their prior knowledge and opinions related to winter holidays and cultural traditions. Students responded enthusiastically to the questions, which helped create a relaxed atmosphere and encouraged participation from all partner countries.

Following the interactive warm-up, the Romanian team delivered a well-structured presentation featuring interesting curiosities and cultural insights about winter holidays in Romania, Turkey, Greece, and the Republic of Moldova. The presentation highlighted similarities and differences in traditions, celebrations, food, music, and customs, allowing students to develop a broader understanding of cultural diversity and shared European values.

To reinforce learning, students participated in an online quiz based on the information presented. The quiz demonstrated that students had paid close attention and understood the content very well, as they achieved excellent results and showed strong engagement throughout the activity.

In the final part of the meeting, students were invited to write their winter resolutions, reflecting on personal goals and positive changes for the upcoming period. This reflective activity took place while students listened to traditional carols presented by the Romanian and Greek teams, which added a warm, festive atmosphere to the session and strengthened the emotional and cultural connection among participants.

Overall, the second online meeting of the CAAB project was highly successful, combining interactive digital tools, cultural learning, collaboration, and reflection. The activities promoted intercultural dialogue, student engagement, and the development of digital and social competences, contributing significantly to the objectives of the project.

Report on the Third Online Meeting of the CAAB eTwinning Project

On 10 February 2026, the third online meeting of the CAAB eTwinning project was successfully held, bringing together students and teachers from the Republic of Moldova, Greece, Turkey, and Romania. The meeting aimed to strengthen collaboration among partner schools, share project outcomes, and promote cultural awareness and online safety.

The meeting was opened by Bianka, a student from the Republic of Moldova. She presented the common product created collaboratively by all four teams, focusing on the invented holidays designed by the students. Bianka organized the shared calendar and presented it in a clear and engaging way, inserting and explaining the links to the videos created by students from each country. Her presentation highlighted creativity, teamwork, and the successful integration of digital tools.

Following the opening session, the Turkish team, coordinated by Duygu, presented their activity. The students had created an interactive Kahoot game focused on online safety rules and netiquette. During the activity, students from all participating countries demonstrated confidence and a strong understanding of how to stay safe online, showing awareness of responsible digital behavior and respectful communication in virtual environments.

The next part of the meeting sparked great curiosity and enthusiasm among the participants. The Greek team presented four short presentations, each dedicated to a specific cultural moment from Moldova, Romania, Turkey, and Greece. Students attentively watched the videos and then took part in a Kahoot quiz designed to assess their understanding of the presented cultural content. This activity encouraged active participation and reinforced learning in an enjoyable way.

Overall, the meeting generated strong positive emotions, high levels of interest, and a deep sense of belonging and unity among the students. The activities promoted intercultural understanding, collaboration, and digital competence, contributing significantly to the objectives of the CAAB eTwinning project.

The third meeting proved to be a meaningful and engaging experience, strengthening partnerships and motivating students to actively participate in future project activities.

The students demonstrated great enthusiasm and confidence while presenting their findings. Their curiosity and openness to learning from one another contributed to a positive and collaborative learning environment. Teachers present at the meeting also supported the students by guiding the discussions and encouraging participation from all partner schools.

The final part of the activity focused on assessing students’ understanding of the information shared during the meeting. To achieve this, the Turkish team organized a Kahoot quiz, which transformed the evaluation process into a fun and competitive learning experience. Students eagerly participated in the game, answering questions related to the holidays and cultural traditions that had been presented earlier in the session. The quiz demonstrated that students had paid close attention to the presentations and were able to remember important details about the customs and traditions discussed.

The Kahoot activity created a lively and joyful atmosphere, motivating students to remain engaged until the end of the meeting. At the same time, it served as an effective tool to reinforce the knowledge acquired during the presentations.

Overall, the fourth meeting of the CAAB eTwinning project proved to be a highly successful educational experience. The active participation of students and the collaborative spirit of the teachers made the activity both enjoyable and meaningful. The meeting brought new insights into the importance of cultural traditions and highlighted how customs reflect the identity and values of different communities.

By learning about each other’s holidays and traditions, students developed greater respect for cultural diversity and strengthened the bonds of friendship between the partner schools. Such activities demonstrate how international collaboration through eTwinning can create authentic learning opportunities that extend beyond the classroom and help students become more open-minded and culturally aware individuals.

During the 2025–2026 school year, students from IPLT “Onisifor Ghibu” in Chișinău actively participate in the eTwinning project CCAB – Cultural Celebrations Across Borders, together with over 70 students from Türkiye, Romania, and Greece. The project focuses on curricular integration, connecting classroom content with interdisciplinary activities and authentic communication situations. Students apply their English skills in real contexts through online meetings, message exchanges, digital presentations, and collaborative tasks, which significantly increases motivation and engagement.

The project also supports the development of key competencies outlined in the national English curriculum, including communication, mediation, digital, social, and civic competencies. By using digital tools such as Canva, Padlet, Mentimeter, Kahoot, and Lucid, students enhance their digital literacy, creativity, and responsible online behavior. Interdisciplinary links with history, geography, and culture allow learners to use English as a gateway to information rather than merely an assessed subject.

Beyond academic progress, CCAB contributes to students’ cognitive, socio-emotional, and civic development. International collaboration fosters critical thinking, teamwork, self-confidence, cultural awareness, and respect for diversity. Students perceive project-based learning as meaningful and modern, learning English not for grades but for real communication. As a result, eTwinning projects like CCAB play a vital role in shaping motivated, open-minded, and globally competent learners prepared for the challenges of the 21st century.

The article presents the CAAB eTwinning project, an international collaboration focused on promoting cultural diversity, communication, and digital competencies among students. Through online meetings and joint activities, students from partner countries explore traditions, customs, and cultural values, while improving their English communication skills and developing teamwork abilities.

A key element of the project is the integration of digital tools and discussions about artificial intelligence, encouraging students to reflect on how technology influences education and the way information is created and shared. Interactive activities, presentations, and quizzes allow students to actively participate and exchange ideas in a multicultural learning environment.

Overall, the CAAB project demonstrates how international cooperation through eTwinning fosters intercultural understanding, critical thinking, and responsible use of technology, preparing students for the challenges of a global and digital world.

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