On 21 January 2026, the students enrolled in class 11U at Liceul Teoretic Radu Vlădescu, coordinated by Mrs. Claudia Emilia Frînculeasă, together with the Turkish students preparing for an upcoming Erasmus mobility from Etimesgut Şehit Kaymakam Muhammed Fatih Safitürk Anadolu İmam Hatip Lisesi located in Ankara, Turkey, and coordinated by Mr. Birol Evren, participated in a structured online exchange designed to support key competence development, foster intercultural dialogue, and promote pedagogical innovation through meaningful international collaboration.
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From a methodological perspective, the activity was designed as a synchronous virtual meeting with clearly defined stages and learning objectives. The exchange began with individual student introductions, allowing the participants to present themselves, their interests, and their expectations. This initial stage played an essential role in building a supportive learning environment, reducing communication anxiety, and fostering social and civic competences, particularly self-expression and active listening.
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The second phase consisted of the presentations of the participating schools. The students introduced their institutions and the national and local context. This task promoted digital competence, communication skills, and the ability to select and structure relevant information. Moreover, it encouraged the students to reflect on their own educational identity while gaining insight into a different national education system.
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A dedicated segment of the exchange focused on the promotion of eTwinning and Erasmus projects. The teachers and students collaboratively presented their ongoing projects, highlighting opportunities for international mobility, project-based learning, and collaborative innovation. This stage was methodologically significant, as it linked the virtual exchange to long-term European cooperation frameworks, enhancing the students’ awareness of active citizenship and lifelong learning opportunities within the European educational space.
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The question-and-answer session represented a central interactive component of the meeting. The students were encouraged to ask spontaneous questions and respond to their peers, practising real-time communication in a foreign language. This dialogic approach supported multilingual competence, critical thinking, and intercultural sensitivity. Importantly, it shifted the students from passive recipients of information to active contributors, increasing engagement and motivation.
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From the perspective of key competence development, the exchange contributed to the development of the participants' communication in English as a foreign language, digital competence, social and civic competence, and cultural awareness. The international collaboration fostered openness, respect for diversity, and an understanding of shared European values, while also highlighting cultural particularities.
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Pedagogically, the activity illustrates how online tools such as Google Meet and Canva for Education can be integrated meaningfully into our teaching practice. The structured yet flexible format enabled authentic learning, student-centered interaction, and experiential learning beyond the classroom. Furthermore, the high level of student engagement demonstrated that virtual exchanges can effectively complement traditional instruction.
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In conclusion, this Romanian-Turkish educational exchange exemplifies how well-planned online collaboration can enhance the quality of European education. By combining methodological planning with intercultural interaction, such activities contribute significantly to modern, inclusive, and innovative practices.
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