Integrated Pedagogical Approaches to Sustainability Education: Outcomes of the Erasmus+ Project 2025-1-RO01-KA121-SCH-000321135

https://www.youtube.com/watch?v=kb_3FqycwgE

The activities carried out within the mobility of the Erasmus project 2025-1-RO01-KA121-SCH-000321135, implemented by Liceul Teoretic “Radu Vlădescu” and hosted by Varnenska Morska Gimnazia "Sv. Nikolai Chudotvorec", Varna, were designed in an integrated manner, aiming to correlate the cognitive, attitudinal, and behavioural dimensions of learning, in accordance with the objectives established in the Learning Agreement. From a methodological and scientific perspective, these activities capitalized on a variety of modern teaching strategies, such as experiential, collaborative, interdisciplinary, and student-centred learning, contributing to the development of key European competences and to the strengthening of ecological awareness.

A primary dimension of the activities focused on the students’ participation in formal STEM-based learning contexts, materialized through attendance at a demonstration lesson on an ecological topic (“Ships and Pollution in the Black Sea”). This instructional intervention facilitated the understanding of causal relationships between anthropogenic activities and the degradation of marine ecosystems by integrating content from fields such as geography, biology, and environmental sciences. The approach was both applied and inquiry-based, stimulating critical thinking, cause-effect analysis, and the ability to transfer knowledge to real-life contexts.

The civic and participatory dimension of ecological education was reinforced through direct interaction with a representative of the Greenpeace organization, within an informative session with strong formative value. This activity enabled the participants to become familiar with the mechanisms of environmental activism, the role of non-governmental organizations in promoting sustainable policies, and concrete ways of civic engagement. From a pedagogical standpoint, the activity contributed to the development of civic awareness and to the internalization of values related to social and environmental responsibility.

In parallel, digitally mediated collaborative learning activities were implemented, aimed at facilitating the exchange of best practices in the field of education for sustainable development. The transnational digital workshop involved the creation, in mixed teams, of visual products conveying ecological messages, using specific ICT tools. This approach stimulated digital competences, creativity, and multimodal communication skills, while also fostering cooperation abilities in intercultural contexts.

Experiential learning activities played an essential role within the mobility, being operationalized through cultural and documentation visits. These provided students with the opportunity to directly observe examples of sustainable practices embedded in real socio-cultural contexts, thus promoting contextualized learning and the development of critical thinking. From an educational perspective, these activities contributed to strengthening comparative analysis skills and to understanding the interdependence between the economic, social, and environmental dimensions of sustainable development.

The creative-reflective component of the educational process was supported through writing workshops and educational content production activities. The students were engaged in developing narrative and argumentative materials on ecological topics, using digital platforms for dissemination. These activities aimed to develop written communication skills, critical thinking, and discourse structuring abilities, while also facilitating the internalization of sustainability concepts through personal reflection and creative expression.

A fundamental component of the mobility consisted of practical, application-oriented activities, particularly the clean-up action carried out in a public space. This represented a form of direct engagement learning (learning by doing), with a significant impact on shaping pro-environmental behaviours. Active participation in this activity contributed to the development of civic responsibility, initiative, and teamwork skills, while also reinforcing the connection between knowledge and action.

The intercultural dimension of the mobility was supported through informal and non-formal activities, such as social interactions and cultural exchanges, including the organization of a picnic featuring traditional products. These contexts facilitated the development of social and intercultural competences, promoting tolerance, respect for diversity, and group cohesion. From a pedagogical perspective, these experiences contributed to the creation of a positive educational climate, conducive to collaborative learning and personal development.

Regarding evaluation, the educational process was supported by an integrated system of initial, formative, and final assessment. The use of digital tools for feedback collection and reflection on the learning experience enabled the monitoring of students’ progress and the adjustment of instructional approaches. Assessment was predominantly formative, focusing on the development of metacognitive competences and self-evaluation capacity.

Overall, the main activities carried out during the mobility highlighted a coherent and innovative pedagogical approach, centred on the learner and oriented towards the development of 21st-century competences. The integration of active methods, digital technologies, and experiential learning enabled the achievement of the proposed objectives, contributing to the formation of autonomous, responsible, and civically engaged students, capable of adopting and promoting sustainable practices in their daily lives.

''Writers for Eternity'' - The Integrated Workshop withing the Educational Project 17/03/2026

On 17 March 2026, within the broader framework of the educational project Writers for Eternity, an integrated workshop was designed to merge literary exploration with digital pedagogy, creating a dynamic environment where assessment becomes both formative and creative. The workshop centered on the selected works by Anna Sewell, Charlotte Brontë, and Christina Rossetti, authors whose texts offer rich opportunities for interpretive analysis, ethical reflection, and imaginative engagement. Rather than relying on traditional evaluation methods, the activity leveraged original digital resources such as LearningApps, Voki, and multimedia presentations to assess the participants’ understanding while simultaneously cultivating critical and creative thinking.

The pedagogical design of the workshop emphasized active learning and multimodal interaction. The participants engaged with customized LearningApps exercises and other tasks which moved beyond rote recall, encouraging analytical reasoning and the ability to synthesize textual information. In parallel, Voki avatars were used to simulate character perspectives, prompting learners to reinterpret key moments from the texts through first-person narration. This approach fostered empathy and interpretive depth, as students were required to internalize character motivations and articulate them in a coherent, expressive manner.

The multimedia presentations functioned as both a collaborative and evaluative tool. The students worked in small groups to discuss the main themes of the selected authors' legacy - such as kindness vs. cruelty, empathy for animals, social responsibility, morality, female independence, identity, love vs. duty, social class, emotional resilience, faith, love, death, memory, beauty - matching them to contemporary contexts. The integration of images, sound, and text supported diverse learning styles and enabled the project participants to construct meaning in a layered, nuanced way. Importantly, these presentations served as authentic assessment artifacts, demonstrating not only content knowledge, but also digital literacy, teamwork, and communication skills.

From the perspective of pedagogical innovation, the workshop exemplifies a shift toward learner-centered, technology-enhanced education. The use of original digital resources transforms assessment into an interactive and reflective process, where feedback is immediate and learning is iterative. Such an approach aligns with constructivist principles, as learners actively build knowledge through engagement and collaboration rather than passively receiving information. Moreover, the integration of digital tools increases motivation and engagement, particularly among students who are accustomed to interactive media environments.

The activity also supports the development of higher-order thinking skills. By requiring the participants to analyze literary texts, reinterpret them in digital formats, and present their insights creatively, the workshop fostered both critical evaluation and imaginative expression. These competencies are essential for navigating complex information landscapes and for participating meaningfully in contemporary cultural discourse.

Ultimately, the integrated workshop within the educational project Writers for Eternity demonstrates how thoughtfully designed digital pedagogy can enrich literary education. By blending classic texts with innovative tools, it created a learning experience that was both intellectually rigorous and creatively stimulating, preparing the students to engage with literature - and the world - with insight and originality.

Calculating Our Carbon Footprint for the eTwinning Project "Ecodigital Explorers for Sustainability" (09/03/2026)

After calculating their ecological footprint using the Global Footprint Calculator, the 27 students in class 11B analyzed their impact on the environment in three major areas: food habits, energy consumption and living style, and mobility and transport. Unfortunately, the class results show that our lifestyles are largely unsustainable and require significant changes.

1. Food Habits

Food consumption represents a significant part of the carbon footprint. Diets that include large amounts of meat, processed food, and imported products increase greenhouse gas emissions because of intensive agriculture, transportation, and packaging. The average results suggest that about one third of the footprint is related to food consumption. This indicates that changing eating habits - such as reducing meat consumption, buying local products, and avoiding food waste - could considerably reduce our environmental impact.

2. Energy Consumption and Living Style

Energy use in homes is the largest contributor to the carbon footprint. Electricity, heating, air conditioning, and the production of consumer goods all require large amounts of energy, often generated from fossil fuels. The class synthesis shows that energy and lifestyle choices represent the biggest share of the footprint. Large houses, high electricity consumption, and frequent purchases of new products increase the ecological impact. Improving energy efficiency, reducing consumption, and using renewable energy sources would help lower this impact.

3. Mobility and Transport

Transportation is another important factor. The use of cars, airplanes, and long-distance travel significantly increases carbon emissions. The results indicate that mobility accounts for nearly one third of the footprint. Using public transportation, cycling, walking, or car-sharing could greatly reduce emissions related to transport.

Overall, the class results demonstrate that our current lifestyles and consumption patterns are unsustainable. If everyone lived like the average student in the class, we would need more than one planet to support our consumption.

To reduce our ecological footprint, it is important to:

1. adopt more sustainable food habits
2. reduce energy consumption at home
3. choose more environmentally friendly transport options

Small changes in daily behaviour can collectively make a significant difference in protecting the planet and ensuring a sustainable future. 🌍

Coding for Climate - Our solutions for water scarcity (an AI supported activity within the eTwinning project "Ecodigital Explorers for Sustainability")

Water scarcity is one of the most important environmental challenges in the world today. Rapid population growth, climate change, pollution, and inefficient water use are putting pressure on freshwater resources. Many regions already struggle with limited access to safe water for drinking, agriculture, and industry. To address this problem, scientists and environmental specialists promote several sustainable solutions. Three important strategies are water conservation and efficiency, rainwater harvesting, and greywater recycling. Each of these methods helps reduce the demand for freshwater and improves the way water resources are managed.

The first solution is water conservation and efficiency. Water conservation means reducing the amount of water that is wasted in daily activities. Many people use more water than necessary, especially in households, agriculture, and industry. By improving efficiency and adopting better habits, it is possible to significantly reduce water consumption without affecting quality of life. For example, installing low-flow fixtures such as efficient showerheads, faucets, and toilets can reduce water use in homes. These devices maintain good water pressure while using less water than traditional systems. Fixing leaks is another simple but very effective measure. A leaking tap or pipe can waste hundreds of liters of water over time. Regular maintenance of plumbing systems helps prevent unnecessary losses.

Water conservation also involves changing everyday behaviours. Turning off the tap while brushing teeth, taking shorter showers, and using washing machines or dishwashers only when they are full can make a noticeable difference. In agriculture, which uses a large percentage of the world’s freshwater supply, efficient irrigation systems such as drip irrigation help deliver water directly to plant roots. This reduces evaporation and ensures that crops receive the exact amount of water they need. Governments and organizations often promote conservation through public awareness campaigns and water-saving policies. Overall, water conservation is one of the easiest and most cost-effective ways to address water scarcity because it focuses on using existing water resources more responsibly.

The second important solution is rainwater harvesting. Rainwater harvesting is the process of collecting and storing rainwater for future use instead of letting it run off into drains or rivers. This method has been used for thousands of years in many cultures, especially in regions with limited water supplies. Modern rainwater harvesting systems usually collect rainwater from rooftops and channel it through gutters into storage tanks. The stored water can then be used for several purposes, such as watering gardens, cleaning outdoor areas, flushing toilets, or even agricultural irrigation.

Rainwater harvesting provides many environmental and economic benefits. First, it reduces the demand for groundwater and municipal water supplies. In areas where groundwater is overused, harvesting rainwater can help protect underground aquifers. Second, it reduces stormwater runoff, which can cause flooding and carry pollutants into rivers and lakes. By capturing rainwater before it flows away, communities can better manage water during heavy rainfall. Third, rainwater harvesting can provide an alternative water source during drought periods. Even in regions with moderate rainfall, collecting water during wet seasons can help support water needs during dry months.

Modern systems may include filtration units to remove leaves, dust, and other particles from the water before storage. In some cases, additional treatment allows the water to be used safely for more purposes. Schools, households, farms, and large buildings can all install rainwater harvesting systems. Although the initial installation may require some investment, the long-term benefits include reduced water bills and improved water security. Because of these advantages, rainwater harvesting is increasingly recognized as a practical solution to water scarcity.

The third solution is greywater recycling. Greywater refers to relatively clean wastewater that comes from household activities such as showers, sinks, and washing machines. It does not include water from toilets, which is known as blackwater and requires more complex treatment. Instead of sending greywater directly into the sewage system, it can be collected, treated, and reused for certain purposes. Recycling greywater helps reduce the demand for fresh drinking water and increases overall water efficiency.

A typical greywater recycling system includes several steps. First, the water from household sources is collected through a separate plumbing system. Next, the greywater passes through basic treatment processes such as settling and filtration. During the settling stage, heavier particles sink to the bottom of the tank, allowing cleaner water to remain above. Filtration then removes smaller impurities using materials like sand, gravel, or special filters. In some systems, biological treatment using microorganisms helps break down organic matter. After treatment, the recycled water can be used for irrigation, flushing toilets, or cleaning outdoor areas.

Greywater recycling offers several advantages. It reduces the amount of wastewater entering sewage systems, which can lower the burden on wastewater treatment plants. It also decreases the demand for freshwater resources, especially in regions where water is scarce. For households and communities, reusing water can lower water bills and support sustainable living. However, proper system design and maintenance are important to ensure that the water remains safe and does not cause environmental or health problems.

In conclusion, water scarcity is a growing global issue that requires sustainable and innovative solutions. Water conservation and efficiency, rainwater harvesting, and greywater recycling are three effective strategies that can significantly reduce pressure on freshwater resources. Water conservation focuses on using water more responsibly and avoiding waste. Rainwater harvesting captures natural rainfall and stores it for useful purposes. Greywater recycling allows households and communities to reuse water that would otherwise be wasted. When these solutions are combined, they create a more sustainable and resilient water management system. By adopting these practices, individuals, communities, and governments can help protect water resources and ensure that future generations have access to clean and reliable water supplies.

EcoDigital Explorers for Sustainability - the Online Meeting on the Webconference Platform - 06/03/2026

On 6 March 2026, the teachers involved in the eTwinning project EcoDigital Explorers for Sustainability  participated in an online meeting hosted on the webconference platform. The meeting provided a valuable opportunity for the international partners to connect, exchange ideas, and strengthen collaboration within the project.

During the session, the coordinating team presented the main activities planned for the next four months. The partners discussed upcoming tasks, timelines, and ways to actively involve their students in the project’s environmental and digital learning activities. This helped ensure that all the participating schools share a clear vision and common goals for the next stage of the project.

Another important objective of the meeting was to familiarize the European teachers with the webconference platform and its communication tools. By using this space for discussion and coordination, the teachers explored new ways to collaborate efficiently and maintain regular communication throughout the project.

The meeting was both productive and engaging, reinforcing the strong partnership between schools and supporting the successful continuation of the EcoDigital Explorers for Sustainability project teamwork.

General Rules and Guidelines for Participation in the Interschool Competition on Literary Topics for the participants in the educational project “Scriitori pentru eternitate/Writers for Eternity”

1. Title: “Scriitori pentru eternitate/Writers for Eternity”

2. Context/Argument

“Scriitori pentru eternitate/Writers for Eternity” is an educational partnership facilitating the exchange of experience and best practices among lower secondary schools and upper secondary schools located in Buzău county in the 2025-2026 school year.

3. Main objectives of the project and purpose of the competition

The project seeks not only to leverage the students’ intellectual potential, creativity, and interest in reading, thus supporting the future graduates who will participate in national exams in English through both formal and non-formal activities, but also to inspire a passion for reading, and cultivate respect and love for female writers and literature in the extended school communities.

The literary competition aims at improving the literary performance and cultural awareness and expression competence of the participants by acquiring new knowledge about the three English writers, using various materials, digital resources and information based on their main literary themes, developing critical and self-critical thinking, and enhancing multilingual competence, emotional intelligence and communication skills in English.

4. Eligibility, target age groups and registration

Participants: the competition is open to students from all registered schools within Buzău county, without discrimination, in the spirit of inclusion, equity and cooperation.

Age groups: the participants will be divided into categories based on their age or grade level to ensure fair competition.

-        Lower Secondary Level: Grades 5-8

-        Upper Secondary Level: Grades 9-12

Coordinators: the coordinating teachers will select at least one class of students from each partner school to participate in all the project activities – not only in the final interschool competition on literary topics - and will provide evidence to the coordinating school for the implementation of the project activities.

Entry forms: each teacher will submit a completed participation form https://drive.google.com/file/d/1h3XE9u_aGjZDZ6OkTenhu4SmJFlQICid/view?usp=sharing for each of the finalists selected to take part in the competition, via e-mail ( ltrvp@yahoo.com ) , before 31 March 2026.

5. The Interschool Competition on Literary Topics will take place on 24 April 2026.

The participants will demonstrate a clear understanding of literary terms, genres, and concepts, as well as familiarity with the three key authors promoted during the project, including their literary themes, characters, and historical context https://digipad.app/p/1582971/a9556baabbdaa8. Additionally, they are expected to have knowledge of the three authors featured in the project, including their biographies, writing styles, and contributions to world literature.

The main activity of the project involves the organizing of a literary-themed competition in English. The competition will include various types of questions: objective items (e.g., multiple choice, dual choice, matching); semi-objective items (e.g., short-answer or completion tasks); subjective items (e.g., short essay-style responses).

These tasks are designed to evaluate the participants’ cognitive abilities at a higher level of complexity. The competition will assess both the participants’ knowledge of the featured writers and selected works and the skills they have improved through the prior activities conducted as part of the project.

6. Main event calendar

Registrations will be open until March 31, 2026, based on the participation form https://drive.google.com/file/d/1h3XE9u_aGjZDZ6OkTenhu4SmJFlQICid/view?usp=sharing, and should be sent to the following email address: ltrvp@yahoo.com  (for section B – the English language).

Date of the competition: 24 April 2026;

Venue: Liceul Teoretic “Radu Vlădescu” Pătârlagele (in-person, for its own students) and online, for the participants of the partner schools.

7. Competition organisers and evaluation

Organiser: Liceul Teoretic ,,Radu Vlădescu” Pătârlagele

Project coordinator for section B: Mrs. Frînculeasă Claudia Emilia

Competition organisers and evaluators for section B (English language): Mrs. Frînculeasă Claudia Emilia, Liceul Teoretic ,,Radu Vlădescu” Pătârlagele; Mrs. Neacșu Mihaela, Liceul Teoretic ,,Radu Vlădescu” Pătârlagele; Mrs. Teodorescu Violeta, Liceul Teoretic ,,Radu Vlădescu” Pătârlagele;

Code of conduct: the participants are expected to conduct themselves with respect and sportsmanship at all times; any form of misconduct, including cheating or attempted cheating, will result in disqualification.

Attendance: participants must be present at the designated venue at the specified time; late arrivals will forfeit their opportunity to compete.

Decisions: the decisions of the competition judges are final and binding; any disputes must be raised immediately with the project coordinators.

Judging criteria The competition papers will be judged according to the following criteria:

a) Adherence to rules and following instructions

The participants should strictly adhere to the competition rules, including time limits, formatting requirements for written responses, and any specific guidelines provided.

b) Accuracy of responses

Correct usage of grammar and vocabulary: inaccurate or incorrect use of the English language will affect the final score;

Factual correctness: answers should be factually correct and align with established literary knowledge; Precision: responses should be specific and precise, avoiding vague or overly general answers.

c) Depth of knowledge

Understanding of literary concepts: the participants should demonstrate a clear understanding of literary terms, genres, and concepts;

Knowledge of literary works: the participants should be familiar with the three key literary works promoted during the project, including their themes, characters, and historical context;

Familiarity with authors: knowledge of the three authors promoted by the project, including their biographies, writing styles, and contributions to world literature.

d) Creativity and originality

Innovative thinking: in subjects that allow for subjective responses or interpretation, judges will look for creative and original approaches to answering questions;

Insight: the participants who demonstrate unique insights or connections between literary works or concepts will score higher.

e) Critical thinking and analysis

Interpretation: the participants should be able to demonstrate a certain level of ability to interpret and analyze literary texts or quotations from the literary texts;

Reasoning: participants should be able to explain their answers or provide reasoning behind their choices, demonstrating deeper engagement with the literary texts.

8. Dissemination The project activities and competition results will be disseminated on the blog of the teachers of English on the Buzău Valley, https://englishteachingonthebuzauvalley.blogspot.com/ , as well as on the national platform www.iteach.ro 

9. Official certification

Scoring and Prizes - Diplomas (1st, 2nd and 3rd prizes) will be granted to the students whose papers have obtained the following scores: the 1st prize will be awarded for 9.50 – 10.00 points; the 2nd prize will be awarded for 9.00 – 9.49 points; the 3rd prize will be awarded for 8.50 – 8.99 points;

The highest-scoring finalists will be offered prizes in books by the coordinator(s). Digital diplomas will be granted for participation. 30 June 2026 is the deadline for sending the signed and stamped diplomas.

10. Final considerations

- No fees or financial support will be required from the project participants or the partner schools.

- Health guidelines: all participants must adhere to any health and safety protocols in place, as required by local regulations. The teachers are responsible for the safety of their students during all the project activities.

- Each teacher will inform his/her students about the General Data Protection Regulation (GDPR) and get the formal consent of the parents/tutors to use their personal data for this project.

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The subjects of the previous year's competition can be downloaded here: https://drive.google.com/file/d/1wo4_5rhrHz4V1gk3MD-d3sAoNodFtL13/view?usp=sharing

General Rules and Guidelines for Participation in the Creative Writing Competition within the Inter-County Educational Project “Dor de Eminescu/Missing Our National Poet” 17/04/2026

1.Title of the creative writing competition: “Dor de Eminescu/Missing Our National Poet”

2. Context/Argument 

Eminescu has been and will remain the poet of all Romanians. Every year, students and teachers all over the country organize various cultural events in honour of the one who was called the "Morning Star of Romanian Poetry," Mihai Eminescu, so that he will never be forgotten. The educational project “Dor de Eminescu/Missing Our National Poet” and the homonymous project and creative writing competition celebrate the genius and legacy of our national poet.

3.  Project goal and main objectives

The purpose of the project is to promote Romanian cultural and literary values within school communities, particularly the work and personality of Mihai Eminescu, while encouraging creativity, expressiveness, and a genuine interest in literature and poetry.

The main objectives of the project are:

• to get to know the the main biographical data of the national poet;
• to become familiar with Mihai Eminescu’s literary work;
• to reflect on the most representative Romanian poet’s verses and artistic creations;
• to create literary texts inspired by Mihai Eminescu’s themes of nature, love, and time;
• to develop key competences for lifelong learning: communication in Romanian and English, digital competence, learning-to-learn skills, social and civic competencies, a spirit of initiative, and cultural awareness and expression.

4. Eligibility and target groups

The students aged between thirteen (13) and eighteen (18) who are enrolled in a partner school are eligible to participate in the Poetry Writing Competition organized by Liceul Teoretic “Radu Vlădescu”, on 17 April 2026.

Age groups: the participants will be divided into categories based on their level to ensure fair competition (lower secondary level: Grades 5-8; upper secondary level: Grades 9-12).

5. Main themes to be considered for the competition

The creative writing competition will take place on 17.04.2026, at Liceul Teoretic “Radu Vlădescu” Pătârlagele and in the partner schools. All the poems and texts entering the competition must be inspired by Mihai Eminescu’s poetry themes of love, nature and time.

6. Competition Timeline

The participants must be registered for the competition by their coordinating teachers, each participation being accompanied by the submission of the student registration form https://drive.google.com/file/d/1qVtD7-EWCS8qKjVZlnb9EDiVemzYtUdE/view?usp=sharing which will also be secured by the coordinating teachers at ltrvp@yahoo.com before March 31.

Each contestant creates one poem or one narrative or descriptive composition inspired by the poetry of our national poet and dedicated to Mihai Eminescu. Each creation must be the entrant’s original work which must not have been published, self-published, shared on a website or made public on social media, broadcast or featured among the winners in another competition. All literary creations must include a title. Poems should contain 16 to 30 lines, excluding the title. Narrative and descriptive compositions should have 250–300 words for lower secondary level and 450–500 words for upper secondary level.

7. Competition Coordination and Evaluation

The coordinators will evaluate the original creations of the participants anonymously, based on the judging criteria below, shared with all the coordinating teachers in the partner schools at least two weeks before the competition. 

Judging Criteria for the poetry writing competition (10 points)

• Relevance to the theme (3 points)
• Creativity/Style and Originality (3 points)                                                             
• Coherence of form and structure (harmony of words, presentation) (2 points)
• Clarity of imagery and language (1 point)
• Accuracy-correct grammar and vocabulary (1 point) 

All entries will be judged anonymously so the author’s name must not appear on the creation itself. The judges’ decisions and marks will be final. 

The number of prizes awarded in the competition will not exceed 25% of the total number of participants.                                             

8. Dissemination 

The results of the main activities within the educational project “Dor de Eminescu/ Missing Our National Poet”) will be disseminated online, on the blog of the teachers of English on the Buzău Valley, https://englishteachingonthebuzauvalley.blogspot.com/  , and on the national platform www.iteach.ro . The winners of the 2026 edition of the inter-county creative writing competition will be promoted on https://englishteachingonthebuzauvalley.blogspot.com/  , the English teachers’ blog, before 20 April 2026.

9. Official Certification

Signed and stamped certificates will be submitted to the coordinators and/or evaluators, and diplomas (for the 1st, 2nd and 3rd prizes) will be granted to the participants whose creations have obtained the following scores:

• the 1st prize will be awarded for 9.50 – 10.00 points;
• the 2nd prize will be awarded for 9.00 – 9.49 points;
• the 3rd prize will be awarded for 8.50 – 8.99 points.

The most original competition entries will be granted book prizes and the participants will receive digital diplomas signed and stamped by the coordinating school, Liceul Teoretic “Radu Vlădescu” Pătârlagele.

10. Final creative writing competition regulations

- No fees or financial support will be required from the project participants or the partner schools.

- The teachers are responsible for the safety of their students during all the project activities.

- Each teacher will inform his/her students about the General Data Protection Regulation (GDPR) and get the formal consent of the parents/tutors to use their personal data for the purposes of this project.

"Dor de Eminescu/Missing Our National Poet" - Student Portfolio Presentation

In March 2026, as part of the educational project “Dor de Eminescu / Missing Our National Poet”, the 9th grade students enrolled at Liceul Teoretic Radu Vlădescu presented individual portfolios in front of their classmates, focusing on the life and literary creation of Mihai Eminescu. The activity was designed not only as an evaluation method, but also as a formative learning experience that integrated literary knowledge, personal reflection, and oral communication skills.

Each portfolio included a structured overview of Eminescu’s biography, emphasizing essential moments in his life: his childhood in Ipotești, his studies in Vienna and Berlin, his work as a journalist, and his contribution to Romanian Romanticism. The students highlighted the cultural and historical context of the 19th century, underlining how these elements influenced his philosophical depth and poetic vision.

A central section of the portfolios addressed Mihai Eminescu’s main literary themes: nature, love, and time. Nature was presented as a cosmic and protective space, often reflecting inner states of the lyrical self. Love appeared both as an idealized, absolute feeling and as a source of melancholy and existential suffering. Time was interpreted philosophically, especially in poems such as Luceafărul, where eternity contrasts with human fragility. Each student selected a favourite poem, offering a brief literary commentary that demonstrated comprehension of imagery, symbolism, and Romantic motifs.

Another important component was the personal reflection section: “What I like about Eminescu.” Here, the students expressed authentic responses to his sensitivity, musicality of language, and profound meditation on destiny and existence. This encouraged subjective engagement and aesthetic appreciation beyond theoretical analysis.

From a pedagogical perspective, the portfolio presentation generated multiple educational benefits. It fostered autonomous learning, critical thinking, and synthesis of information. The oral presentation developed public speaking competence, argumentative discourse, and self-confidence. Peer listening enhanced collaborative learning and interpretative dialogue. Moreover, the project promoted cultural identity awareness by reconnecting students with a foundational figure of Romanian literature.

Overall, the activity functioned as an integrative pedagogical strategy, combining cognitive, affective, and communicative dimensions in a meaningful literary learning experience.

Building Bridges Through Words: The Educational Value of a Collaborative Digital Bilingual Poster for the eTwinning Project "Bookfest 2026"

Within the framework of the eTwinning project Bookfest 2026, the collaborative creation of a digital bilingual poster in Romanian and English by students enrolled at  Liceul Teoretic "Radu Vlădescu" Pătârlagele (Romania) and Liceul Teoretic "Mihai Eminescu" Florești (the Republic of Moldova) represented far more than a graphic design task. It was a structured pedagogical intervention that integrated literacy development, intercultural dialogue, digital competence, and collaborative learning within a shared European educational space.

First and foremost, the bilingual format directly promoted reading literacy. In order to design a meaningful poster that encourages reading, the students had to engage critically with literary content: selecting representative quotations, summarizing themes, identifying authors, and articulating persuasive messages. The necessity of presenting content in both Romanian and English required deeper semantic processing. Translation is not a mechanical act but a cognitive negotiation of meaning, register, and cultural nuance. Through this process, the students refined their vocabulary, improved syntactic accuracy, and developed metalinguistic awareness in both languages, demonstrating that reading becomes an active, analytical practice rather than a passive activity.

Secondly, this project activity strengthened teamwork and collaborative competencies. Creating a shared digital product demands task distribution, role allocation (content creators, translators, editors, designers), and structured communication. The Romanian and Moldovan students had to coordinate deadlines, negotiate aesthetic choices, and reconcile linguistic differences. Because the partner schools operate in different national contexts, collaboration also involved asynchronous communication and digital project management skills. Such experiences cultivate accountability, leadership, adaptability, and constructive feedback practices, skills that are essential for 21st-century learning environments.

Equally significant is the intercultural dimension. Although Romania and the Republic of Moldova share linguistic and historical connections, the students bring distinct educational experiences and local cultural references. The joint poster became a platform for exchanging preferences, quotations, and discussing how reading can improve lives. Through dialogue, the students gained perspective on similarities and differences, moving beyond assumptions toward informed understanding. Intercultural dialogue in this context was not abstract; it was embedded in the practical act of co-creating a shared message that represents both communities.

The digital format of the poster added another layer of educational value. The students developed their digital literacy by using design platforms, integrating multimedia elements, ensuring visual coherence, and applying principles of layout and typography. They learned to balance aesthetics with clarity and to adapt content for online dissemination. Moreover, digital collaboration reinforced responsible online behaviour, data protection awareness, and effective virtual communication which are core competencies within the eTwinning framework.

As it can be easily observed, the poster functions as a public advocacy tool for reading. By presenting bilingual quotes, obvious benefits of reading, and visually engaging content, the students assumed the role of cultural ambassadors. They transitioned from consumers of literature to promoters of literacy within their school communities. This shift enhanced motivation and strengthened personal investment in reading practices.

In conclusion, the collaborative digital bilingual poster developed within the eTwinning project Bookfest 2026 exemplifies integrative education which simultaneously advances language proficiency, teamwork, intercultural competence, and digital skills while reinforcing a shared commitment to reading. Through the effective cooperation between Liceul Teoretic “Radu Vlădescu” Pătârlagele and Liceul Teoretic “Mihai Eminescu” Florești, the students did not merely produce a poster, they constructed bridges of communication, creativity, and cultural connection.

The digital auxiliary of ready-to-use classroom resources within the eTwinning project “A Song for Our Souls in an English-Speaking World”

Music for Emotional and Linguistic Development - A collaborative didactic auxiliary for eTwinning

In February 2026, a dedicated team of teachers and students from three European schools collaboratively designed and implemented a digital auxiliary of ready-to-use classroom resources within the eTwinning project “A Song for Our Souls in an English-Speaking World”. Rooted in music-based pedagogy and supported by interactive platforms such as LearningApps, Voki, Wordwall, Kahoot, and Livresq, the initiative fostered linguistic competence, intercultural dialogue, emotional literacy, and digital innovation. The project activity illustrates how carefully structured educational technology, when anchored in meaningful content, can enhance both teaching practice and student learning outcomes.

The methodological framework integrated transdisciplinary instruction, collaborative authorship, and formative digital assessment, offering a replicable model for contemporary European classrooms. The project set out to demonstrate that music operates as a complex semiotic system, bringing together language, emotion, rhythm, and cultural identity. In the context of foreign language education, songs were used to strengthen phonological awareness, enrich vocabulary, support pragmatic competence, and increase learner motivation. From a socio-constructivist perspective, the collaborative analysis of musical texts fostered dialogic learning and intercultural sensitivity, positioning the participating students as active interpreters rather than passive recipients of knowledge.

These principles were translated into structured, technology-enhanced learning sequences inspired by internationally and nationally significant songs. Each partner school developed resources based on culturally representative musical texts, reinforcing pluralism and shared European values. The digital auxiliary includes vocabulary enrichment activities through Wordwall and LearningApps, grammar consolidation embedded in authentic communicative contexts, Kahoot quizzes for formative assessment, and Voki avatars presenting both reflective and persuasive monologues. The design enables differentiated instruction: some learners can concentrate on lexical and structural analysis, while others can engage in creative, interdisciplinary, or transdisciplinary tasks, including video reflections, and class discussions. This flexibility increases engagement and strengthens communicative fluency, particularly in speaking activities framed by emotionally meaningful content.

The educational impact of the project is most evident in the students’ linguistic development and intercultural competence. Authentic musical texts provided rich and memorable input, improving lexical retention, refining pronunciation, and enhancing prosodic awareness through rhythm and repetition. The recurring structures of song lyrics facilitated implicit grammar acquisition, allowing the Romanian, Polish and Turkish students to internalize syntactic patterns naturally. At the same time, the inclusion of American, Romanian, and Polish musical repertoires encouraged comparative cultural analysis and deepened intercultural communicative competence. The learners did not simply practise English, they explored the values, metaphors, and collective experiences embedded in diverse cultural expressions.

Equally important was the project’s contribution to the students’ mental wellbeing as the music-centered activities created emotionally supportive learning environments in which the learners felt confident expressing personal experiences and viewpoints. Reflective discussions, interpretative tasks, and creative outputs enabled the students to articulate emotions in English with increasing assurance, thereby reducing the anxiety frequently associated with foreign language production. By integrating socio-emotional learning with language acquisition, the project positioned music as both a cognitive catalyst and a means of fostering resilience, empathy, and emotional awareness within the classroom community.

From a pedagogical perspective, the initiative exemplifies digital innovation grounded in methodological coherence. The integration of interactive platforms supported formative assessment, differentiated instruction, and gamified engagement without compromising academic rigor. Immediate feedback mechanisms, collaborative content creation, and structured digital tasks promoted learner autonomy and sustained motivation. The resulting digital auxiliary is reusable, adaptable and ensures sustainability beyond the initial project phase, allowing other educators to integrate the digital resources into varied curricular settings.

The collaborative dimension of the eTwinning framework significantly enhanced the project’s transformative potential. The teachers co-designed instructional materials, while their students co-created interpretative and creative outputs, fostering shared responsibility and intrinsic motivation. This distributed authorship model strengthened professional dialogue among educators and cultivated a strong sense of ownership among learners. As a replicable model characterized by interoperable digital tools, coherent methodological sequencing, and alignment with competence-based curricula, the eTwinning project “A Song for Our Souls in an English-Speaking World” can serve as an example for other school communities. By integrating art, language, technology, and intercultural exchange, it demonstrates that music-based, digitally mediated instruction can generate meaningful, memorable, and future-oriented educational experiences, reaffirming the school’s role as a space where creativity, innovation, and human connection converge with purpose.