Between 8–13 July 2024 in Rome (Italy), Montserrat Quesada from Institut Sarrià attended the Europass Teacher Academy course Project-Based Learning (PBL) in Museums and Cultural Heritage Sites. The programme comprised introductions to PBL/TBL/IBL and EU cultural-heritage policy; a visit to Palazzo Barberini; a city task using the Goosechase app; design of driving questions and project work; final project presentations with certificates. Final activities included cultural visits to the Colosseum and the Trevi Fountain underground site. 

Across 1–5 July 2024, the participant Elisenda Boix completed the course “Didactic Strategies to Meet the Diverse Needs of All Students” led by Maryam Farahmand. Sessions addressed the 4Cs, motivation continuums (Self-Determination Theory), Universal Design for Learning, thinking routines, and methodologies (jigsaw, tiered instruction, flipped classroom). Activities included collaborative dynamics, resource reviews (Magic School, Edpuzzle, Index for Inclusion), and role-play. Saturday offered the possibility for group lunch, the Rijksmuseum, and windmill visits. 

During an Erasmus+ mobility in Dublin, Ireland, the participant Maribel Vilanova attended the course “Integrating AI in the Classroom With Critical Thinking” in July. Activities comprised scheduled course sessions on AI literacy and critical thinking and consultation of shared resources and examples via Padlet links provided for the training. Associated resource access was organised through Padlet collections linked to the course and is attached on the diary.

During an Erasmus+ training, Pol Pujolas from Institut de Sarrià engaged in video-making for educational purposes, including planning and scriptwriting to develop effective multimedia content. Practical sessions covered using phones as cameras and workflows for capturing footage. The programme introduced CapCut for video editing and explored podcasting as a format for producing instructional materials. Activities focused on applied production tasks across video and audio to support classroom use. 

Between 1–6 July in Rome, Italy, Beatriz Gomila took part in the course “Discovering the Cultural Heritage of Rome.” Activities included an introduction to cultural heritage with a Goosechase in the city centre; lessons on ancient Rome with a visit to the Capitoline Museums; and Renaissance-focused work at Villa Farnesina and Palazzo Corsini. Further components covered comparison of Renaissance and Baroque periods and museum-visit planning with a visit to Palazzo Barberini; sessions on digital tools and independent visits to the National Gallery of Modern Art, Villa Borghese, the National Roman Museum, and Palazzo Massimo. 

From 20–26 October 2024 in Brussels, Belgium, Mar Pérez from CRP Gironès attended “DIPS: Developing International Projects for Schools with the Erasmus+ Programme.” The agenda featured a welcome at the Flemish Department of Education with InterLFEE, ice-breakers and a round table; carousel workshops (AI, environmental citizenship, KA1 management, green travel, inclusion); a “Mocktail Party” with ideas exhange; a visit to the European Parliament; participant-led showcases; reflection, evaluations, and best-practice grid work. 

From 14–19 October 2024 in Florence, Italy, Noelia Agudo From Escola Montserrat attended the course “ChatGPT and Basic AI Tools” with 11 peers from Finland, Iceland, France, Spain, Poland, Cyprus, and Germany. Sessions addressed AI fundamentals; prompts and LLMs (Language Models ) (ChatGPT, Gemini, Perplexity); creative tools (SUNO, GAMMA, Firefly); AI-supported assessment (rubrics, quizzes); and AI ethics (privacy, responsible use, bias). The week concluded with evaluation, diploma delivery, and an excursion in the Chianti region.