During the school year 2024–2025, Paralimni Lyceum hosted seven individual job-shadowing mobilities under the Erasmus+ programme. These mobilities involved educators and school leaders from Hungary, Germany, Slovakia (3 participants), Italy, and Slovenia, each visiting independently as part of their professional development path.

Each mobility was tailored to the participant’s role—ranging from teaching and leadership to Erasmus+ coordination and research. Visitors observed lessons, participated in interdisciplinary projects, joined workshops, exchanged practices with our staff, and took part in cultural activities across Cyprus. These visits promoted mutual learning, strengthened European cooperation, and highlighted our commitment to inclusive, innovative, and outward-looking education.

The lessons and material shared with the visiting educators can be found in the section under Material 2024-25.

In October 2024, Paralimni Lyceum welcomed a Hungarian school principal and researching teacher undertaking her first Erasmus+ job-shadowing mobility. Her visit aimed to support an active research project focused on developing reading and mathematics competences among students aged 10–17, by gathering international perspectives and identifying transferable good practices.

Key activities included:

• Classroom observations in STEM and foreign language subjects, with a focus on how basic competences are taught and measured

• Structured interviews with teachers, school leaders, and students to gather insights on instructional methods, school climate, and support systems

• Administration of a questionnaire to all partner schools involved, as part of her comparative research methodology

• Dialogue with the school’s management team to explore approaches for supporting student and staff wellbeing

• Reflection on similarities and differences between Cypriot and Hungarian practices in competency development and school leadership

As this was her school’s first experience with job-shadowing mobility, the visit also served as a stepping stone for future Erasmus+ engagement. It added an international outlook to her research project and offered valuable institutional insights for promoting both academic growth and wellbeing within her school community.

In March, we hosted a German teacher of Latin, History, and German, also responsible for Erasmus+ coordination and teacher training. His visit explored teaching innovation, SDGs, and professional mentoring.

Main contributions and outcomes:

• Co-designed and co-taught a CLIL lesson on The Cold War and the Fall of the Berlin Wall with one of our English teachers

• Observed lessons in Ancient Greek, Modern Greek, Latin, and interdisciplinary History

• Participated in cultural and educational events such as the Grigoris Afxentiou commemoration

• Discussed integration of the Sustainable Development Goals in curricula

• Explored school management, Erasmus+ implementation, and professional development models

His hands-on involvement enriched dialogue on democratic education and European values.

In May 2025, Paralimni Lyceum welcomed three educators from Gymnázium Púchov (Slovakia) as part of individual Erasmus+ job-shadowing mobilities. The group included a Maths & Biology teacher, an English & Geography teacher, and the school’s principal, who also serves as the institution’s Erasmus+ coordinator. Their visit combined classroom observation, participation in inclusive activities, and professional dialogue on educational leadership and European cooperation.

Their mobility took place in parallel with the student exchange programme "Breaking the Language Barrier," allowing them to engage not only with colleagues from Paralimni Lyceum, but also with visiting teachers from Italy and Greece. This created rich opportunities for cross-cultural exchange, interdisciplinary collaboration, and informal sharing of practices among peers from multiple European countries.

In addition to their professional programme, the Slovak teachers accompanied their students on cultural and educational visits, exploring Paralimni and the surrounding region, and taking part in excursions to Larnaca, Limassol, and Pafos. These activities deepened their understanding of Cypriot culture and its influence on the educational environment.

All three participants:

• Took part in a guided school tour focused on infrastructure supporting differentiation, STEM, and language learning

• Participated in meetings with Paralimni Lyceum’s leadership team, the Erasmus+ coordination team, and the Director of the European Programmes Committee, discussing school development, inclusion strategies, and institutional involvement in Erasmus+

Maths & Biology Teacher – STEM Integration & Inclusion through the Arts

As environmental education coordinator and head of the Biology–Chemistry–Geography subject committee, this teacher focused on STEM pedagogy and interdisciplinary methods.

Highlights of her mobility included:

• Observation of Mathematics lessons with a focus on student engagement and differentiation

• Attendance in Physics classes featuring experimental and inquiry-based approaches

• Insight into ICT teaching, with real-life applications and cross-disciplinary links

• Participation in the “Breaking the Language Barrier” project, exploring non-verbal inclusion methods using music, dance, and storytelling

• Reflection on how inclusive, arts-based methodologies can reinforce STEM engagement and collaboration

• Comparative reflection on classroom dynamics and curriculum emphasis between the Slovak and Cypriot systems
  
  

English & Geography Teacher – Inclusion for Multilingual & Immigrant Learners

 With experience in preparing students for the B2 school-leaving exam and serving on the Green School Board, this teacher concentrated on inclusive English language instruction and support for immigrant students.

Mobility highlights included:

• Observation of English A , B & C Lyceum classes, identifying strategies for differentiation in mixed-ability groups

• In-depth observation of specialised English lessons for immigrant students, with attention to scaffolding, integration, and language acquisition

• Participation in the “Breaking the Language Barrier” project, supporting communication through arts-based, non-verbal interaction

• Peer exchange with English teachers on inclusive teaching, language assessment, and culturally responsive practices

• Comparative insights into second-language support structures across educational systems
  
  

Principal & Maths Teacher – Educational Leadership, School Strategy & Erasmus+

As head of the school and Erasmus+ coordinator, the principal focused on leadership models, project implementation, and internationalisation strategy.

Key elements of his programme included:

• Observation of Math and Informatics lessons, analysing methods for teaching diverse student groups

• Deep dive into school leadership practices, including student support systems and curriculum management

• Detailed discussions on Erasmus+ project coordination, covering:

  • Planning and documentation

  • Implementation processes

  • Dissemination and sustainability of results

• Engagement with Paralimni Lyceum’s Erasmus+ team and European Programmes Committee to explore future collaboration opportunities, particularly in the fields of inclusive education and STEM-focused exchanges

This mobility created space for valuable dialogue on curriculum, inclusion, and school innovation. The Slovak visitors left with actionable insights for adapting practices back home, while our school benefited from meaningful exchange and potential long-term partnership development.

A director of Studies from Italy visited in early June, bringing a focus on administrative practices, strategic planning, and Erasmus+ project management.

Highlights of her visit included:

• Participation in our interactive 2-day workshop on Project-Based Learning, Gamification, and Dogme

• Structured discussions on school organisation, Erasmus+ integration, and support systems

• Peer exchange on AI in education, sustainability, and inclusive strategies

• Cultural and reflective activities exploring Cypriot identity and EU citizenship

Her administrative perspective offered valuable insights into system-level collaboration and institutional innovation.

An English teacher from Slovenia joined us for a job-shadowing mobility focused on experiential learning, peer dialogue, and digital tools in the EFL classroom.

Her programme included:

• Participation in the two-day workshop on Project-Based Learning, Gamification, and Dogme

• Observation of English lessons and exchange of classroom strategies

• Training on AI-supported listening comprehension tasks

• Participation in the "Linguae Antiquae – Mundus Modernus" project planning meeting

• Cultural visits to Ayia Napa, Cape Greco, and the Thalassa Museum

Her visit fostered deep intercultural exchange and introduced new perspectives on learner autonomy and creative pedagogy.