The Results of the County Competition on Literary Topics within the Educational Project "Scriitori pentru Eternitate/Writers for Eternity"

On April 24, 2026, the Interschool Competition on Literary Topics brought together young scholars participating in the inspiring educational project “Scriitori pentru eternitate/Writers for Eternity”. Focusing on three towering figures of 19th-century literature - Charlotte Brontë, Christina Rossetti, and Anna Sewell - the competition subjects of the 2026 edition for grades 5–12 challenged the participating students to blend linguistic proficiency with deep thematic analysis.

Laying Foundations: Grades 5–8

For lower secondary students (Grades 5–8), the evaluation was carefully scaffolded to test biographical knowledge, grammatical competence, translation skills, and creative expression.

Biographical Awareness: Subject I introduced biographical and stylistic questions, requiring students to evaluate facts about Rossetti’s religious convictions, Sewell’s childhood accident and subsequent reliance on horse-drawn transport, and Brontë’s publication under the male pseudonym Currer Bell. It also tested their knowledge of literary devices, such as rich imagery, symbolism, and anthropomorphic narration.

Grammar in Context: Subject II moved away from isolated grammar drills, embedding past simple tense forms directly into a poignant excerpt from Charlotte Brontë’s Jane Eyre. Students filled in blanks with verbs like felt, became, went out, and awoke, reinforcing contextual language acquisition.

The Art of Translation: Subject III asked students to translate Christina Rossetti’s elegant poem "The Rainbow" into Romanian, cultivating an early appreciation for poetic rhythm, imagery, and cross-linguistic nuances.

Character Analysis: Finally, Subject IV tasked students with writing a description of the main character in Anna Sewell’s novel Black Beauty , utilizing a robust evaluation rubric to judge their thesis statement, character understanding, and use of textual evidence.

Deepening Analytical Horizons: Grades 9–12

The subjects for upper secondary students (Grades 9–12) elevated these challenges, demanding high-level text interpretation and mature critical commentary.

Stylistic Identification: High schoolers began by matching specific authors to sophisticated descriptions of their core themes and stylistic markers. They identified Anna Sewell through her themes of kindness versus cruelty, social responsibility, and morality; Christina Rossetti via her connection to the Pre-Raphaelite artistic circle and the musicality of her verse; and Charlotte Brontë through her use of gothic atmosphere, psychological realism, and fire and ice symbolism.

Linguistic Precision: Subject II tested structural precision with an advanced gap-fill exercise from Black Beauty, requiring students to accurately place contextual words like themselves, quick, and gently.

Poetic Translation: Subject III presented Rossetti’s emotionally heavy poem "Remember Me". Translating complex existential lines regarding forgetfulness, darkness, and grief required a mature grasp of both English and Romanian poetic sensibilities.

Philosophical Commentary: The ultimate test, Subject IV, asked for a 150-word description of Jane Eyre alongside an explanation of her iconic declaration: “I am no bird; and no net ensnares me: I am a free human being with an independent will.”. This pushed students to engage deeply with themes of female agency and moral independence.

As for the educational value of the project "Writers for Eternity", it definitely transcends standard testing paradigms. Its profound educational value lies in its holistic approach to literacy, using classic literature as a vehicle for ethical and personal growth. Through Sewell’s work, students contemplate empathy and social responsibility; through Brontë, they explore personal liberty and psychological depth; and through Rossetti, they learn the power of musicality, rhythm, and emotional restraint. By guiding students from foundational comprehension in earlier grades to profound thematic critique in high school, the project successfully cultivates critical thinkers and sensitive writers.

The eTwinning Project "Bookfest 2026" - Final evaluation report based on teachers' feedback (April 2026)

This report analyzes the feedback from the 5 teachers (from Liceul Teoretic Radu Vlădescu - Romania and Liceul Teoretic Mihai Eminescu - the Republic of Moldova) implementing the eTwinning project Bookfest 2026 during the 2025-2026 school year.

The data reflects an exceptionally successful implementation with a focus on digital literacy, multilingualism, and international collaboration.

1. Participant Demographics

The project featured a cross-border partnership between two nations.

Geographic Distribution: 60% of the participating teachers were from The Republic of Moldova, and 40% were from Romania. 

 

2. Achievement of Project Goals

The educators reported a 100% success rate across all primary project objectives for their pupils:  

• Identifying and integrating knowledge and innovative teaching/learning methods.  
• Improving key competences, digital literacy, and problem-solving skills.  
• Promoting pupils as agents of change and fostering inclusive school communities.  
• Promoting eTwinning School values and shared leadership.  

3. Student Competence & Skill Development

The 5 teachers observed significant growth in their students' abilities across multiple frameworks.

Key Competences for Lifelong Learning

• Universal Improvement: 100% of teachers noted improvements in Multilingual competence (English), Digital competence, and Cultural awareness and expression.  
• Core Growth: 80% identified growth in Personal, social, and learning to learn competences.  
• Literacy & Citizenship: 60% observed progress in Romanian literacy and citizenship competences.  

21st Century Skills

• Critical Skills: 100% of teachers saw improvement in Learning Skills (critical thinking, creativity, collaboration, communication) and Literacy Skills (information, media, technology).  
• Life Skills: 80% reported enhanced flexibility, leadership, and productivity.  

4. Implementation Quality & Digital Safety

The project adhered to the highest standards of digital citizenship and eTwinning protocols.

Online Safety: 100% of teachers raised awareness about the importance of online safety.  

Ethics: 100% confirmed that netiquette and copyright rules were strictly followed. 

 

Quality Standards: All participants (100%) agreed the project met eTwinning quality standards.  

5. Relevant Collaborative Results

When evaluating which collaborative outputs were most impactful, teachers highlighted:

Top Results: The Digipad collection of book reviews and the transnational competition were ranked as most relevant by 100% of teachers.  

Secondary Results: 80% favored multimedia presentations of favorite books, while 60% highlighted the bilingual digital book.  

6. Overall Experience and Future Outlook

The project was a resounding success for the coordinating staff:

Positive Experience: 100% of teachers described the project as a positive learning experience. 

 

Recognition: Every participating teacher (100%) intends to apply for an eTwinning Quality Label.  

The eTwinning project Bookfest 2026  demonstrated a perfect alignment between teacher objectives and student outcomes. By achieving a 100% success rate in core 21st-century skills and digital safety awareness, the project established a high-quality benchmark for future eTwinning collaborations between Romania and Moldova.

The eTwinning Project "Bookfest 2026" - Final evaluation report based on students' feedback (April 2026)

This report analyzes the feedback from 82 participants involved in the eTwinning project Bookfest 2026, implemented during the 2025-2026 school year by Liceul Teoretic Radu Vlădescu (Romania) and Liceul Teoretic Mihai Eminescu (the Republic of Moldova). The data indicates a highly successful collaboration focused on digital literacy, multilingualism, and 21st-century skill development.

1. Participant Demographics

The project involved a diverse group of students primarily from two neighboring countries.

Geographic Distribution: 62.2% of the participants were from The Republic of Moldova, while 37.8% were from Romania.  

Age Groups: The majority of the students were aged 13-14 (56.1%), followed by 15-16 (23.2%) and 11-12 (20.7%).  

2. The Achievement of Project Goals

The participants reported high levels of success in reaching the project's core objectives:

Primary Achievement: 75.6% of students felt they improved their key competences, digital literacy, and problem-solving skills.  

Knowledge Integration: 72% successfully identified and integrated new knowledge and innovative learning techniques.  

Community Impact: Over half (54.9%) felt the project promoted them as agents of change within their school communities.  

3. Competence & Skill Development

The project provided a robust framework for lifelong learning and modern workforce skills.

Key Competences for Lifelong Learning

• Multilingualism: 80.5% improved their English language skills.  
• Digital & Cultural: 74.4% enhanced their digital competence, and 70.7% grew in cultural awareness and expression.  
• Literacy: 58.5% improved their native literacy in Romanian.  

21st Century Skills

• Learning Skills: 81.7% reported improvements in critical thinking, creativity, collaboration, and communication.  
• Literacy Skills: 72% gained better information and media technology skills.  

4. Digital Citizenship and Safety

A critical outcome of the project was the high awareness of digital ethics.

Online Safety: An overwhelming 93.9% of participants stated they are now aware of the importance of online safety as digital citizens.

 

5. Collaborative Contributions

Students engaged with various digital tools and collaborative tasks. The most popular activities included:

• Multimedia presentations of favorite books (74.4%).  
• The Bookfest 2026 Padlet (72%).  
• The Digital Book in Romanian/English (68.3%).  
• The Collaborative Poster (64.6%). 

6. Overall Satisfaction

The project concluded with exceptionally high participant satisfaction: 97.6% of participants confirmed that "Bookfest 2026" was a positive learning experience.

  

The eTwinning project Bookfest 2026 successfully met its goals by fostering a safe, digital-first environment where students improved their English proficiency and collaborative skills. The high engagement with multimedia presentations and the near-unanimous positive feedback suggest that the project’s methodology was highly effective for the 11–16 age demographic.

Teacher Evaluation Report: "A Song for Our Souls in an English-Speaking World" (April 2026)

This report analyzes the feedback provided by 8 teachers involved in the eTwinning project, focusing on pedagogical outcomes, safety, and overall implementation quality.

1. Achievement of Project Goals & Pupil Development

The teachers from Romania and Poland assessed which core objectives were most effectively realized by their pupils through project participation.

Primary Achievements: 100% of teachers reported success in developing multilingual competences and promoting intercultural dialogue through song analysis.  

Secondary Successes: High achievement was also noted in nurturing 21st-century skills (87.5%) and using music video clips/storytelling for comprehension (87.5%).

  

Key Competences developed:

• Personal, social, and learning to learn: 100%.  
• Cultural awareness and expression: 100%.  
• Multilingual and Digital competences: 75% each.  

21st Century Skills improved: Learning Skills (critical thinking, creativity, collaboration, communication) reached a 100% success rate among the pupils of the surveyed teachers.  

2. Project Implementation and Quality Standards

The implementation followed strict educational guidelines and saw high satisfaction among the coordinating staff.

• Online Safety & Ethics: Every participating teacher (100%) confirmed they raised awareness regarding online safety and ensured that nettiquette and copyright rules were strictly followed throughout the project.  

• Quality Metrics: All teachers (100%) believe the project met eTwinning quality standards and consider the partnership a positive experience.

• Digital Innovation: While the project was highly digital, only 50% of teachers created their own original interactive digital resources, suggesting a reliance on existing tools or collaborative materials.  

3. Most Successful Activities

When asked to identify the most successful components, teachers highlighted the following:

• National Song Promotion: Multiple mentions of promoting, choosing, and selecting national songs as a highlight.  
• Collaborative Voting: The process of voting and song selection.  
• Online Presentation: Showcasing the songs in a digital format.  

4. Future Outlook

The success of the project is reflected in future administrative plans: 75% of the teachers plan to apply for an eTwinning Quality Label, indicating a high level of confidence in the project's documentation and impact. All the teachers consider the project implementation followed the eTwinning quality standards.

To conclude with, from the teacher's perspective, the project was highly effective in bridging the gap between artistic expression and 21st-century learning. The unanimous agreement on the achievement of cultural and social competences, combined with a perfect record for safety and ethics, marks this as a high-quality international collaboration.

Project Evaluation Report: "A Song for Our Souls in an English-Speaking World" (April 2026)

 This report summarizes the feedback and outcomes from 124 participants involved in the international eTwinning project.

1. Participant Demographics

The project saw a significant concentration of participants from one region, primarily within the mid-to-late teenage years.

• Nationality: A vast majority of respondents are from Romania (87.1%), with Poland accounting for 12.9%. 

• Age Distribution: The largest age group is 16-17 year olds (54%), followed by 18-19 year olds (29%), and 14-15 year olds (16.9%).

2. Achievement of Project Goals

Participants identified which core objectives they felt were most successfully met during the project.

Goal Rank    Project Objective       Achievement Rate

1. Developing multilingual competences (focus on English/music) 88.7%

2. Using music video clips and storytelling for comprehension 69.4%

3. Fostering emotional intelligence, empathy, and resilience 66.9%

4. Promoting intercultural dialogue via song translation/analysis 63.7%

5. Improving digital, personal, and cultural key competences 51.6%

6. Nurturing 21st-century skills (creativity, problem-solving) 48.4%

7. Promoting artistic talents through song performances 26.6%

3. Competence & Skill Development

The project focused on lifelong learning and modern workforce skills.

• Key Competences: The most improved area was Multilingual competence in English (75%), followed closely by Personal, social, and learning to learn competence (71.8%). Cultural awareness (60.5%) and Digital competence (44.4%) also saw notable growth.

• 21st Century Skills: Participants reported a massive gain in Learning Skills (critical thinking, creativity, collaboration, and communication) at 87.1%. Life Skills (48.4%) and Literacy Skills (31.5%) were also developed.

4. Safety and Satisfaction

The project maintained high standards for student awareness and overall experience.

• Online Safety: Awareness was exceptionally high, with 98.4% of participants stating they were aware of the importance of online safety during activities.

• Overall Experience: 98.4% of respondents rated the project as a positive experience.

• Future Engagement: 98.4% of participants are looking forward to participating in future eTwinning partnerships based on international collaboration.

In conclusion, the eTwinning project "A Song for Our Souls in an English-Speaking World" was a resounding success. It effectively combined language learning with emotional intelligence and music, resulting in a near-unanimous positive reception and a strong desire for continued international collaboration.

The learning activities within the Erasmus project 2025-1-BG01-KA121-SCH-000332655 (27-28/04/2026)

In the current context of climate challenges and the increasing need for education oriented toward sustainable development, Erasmus+ projects represent a highly relevant pedagogical framework for developing our students’ ecological and civic competences. The transnational mobility hosted by Liceul Teoretic Radu Vlădescu and carried out within the Erasmus+ project 2025-1-BG01-KA121-SCH-000332655 implemented by Varnenska Morska Gimnazia “St. Nikolai Chudotvorec” located in Varna, Bulgaria, highlights how ecological education can be effectively integrated into non-formal, collaborative, and interdisciplinary learning activities. This educational experience demonstrates that fostering responsible attitudes toward the environment becomes significantly more effective when students are directly involved in practical, intercultural, and digital activities.

The mobility programme was structured around Strategic Objective 3 of the Bulgarian school's Erasmus Accreditation, which focuses on the development and implementation of ecological competences in the school environment. From a methodological perspective, the activities were designed to combine cognitive, socio-emotional, and behavioural dimensions. During the first day, 27 April 2026, the emphasis was placed on socio-cultural integration and group cohesion, an essential aspect of any international project. The tour of the host school and the question-and-answer session with representatives of the Student Council contributed to creating an open and participatory educational climate. The Bulgarian students had the opportunity to directly observe the institutional organisation, the school infrastructure, and the ways in which the Romanian school promotes sustainability values.

From a pedagogical point of view, the outdoor icebreaking and team-building activities played a strategic role. These non-formal methods facilitate interpersonal communication, reduce the anxiety associated with international interactions, and encourage cooperation among participants coming from different cultural backgrounds. Moreover, conducting the activities outdoors strengthened our students’ relationship with the environment and supported experiential learning. In this context, the teacher becomes a facilitator of learning, while the students develop autonomy, initiative, and collaboration skills.

A relevant example of methodological good practice was the circular economy workshop entitled “The Gift that Keeps on Giving.” The activity was based on the principles of reuse and waste reduction through the exchange and donation of personal objects among students. This approach transforms abstract concepts related to sustainability into concrete and accessible experiences for teenagers. In this way, the project participants did not learn about the circular economy solely at a theoretical level, but experienced directly the value of reuse and the positive impact of responsible consumption. Such activities contribute to the development of critical thinking and to changing everyday behaviours, which represents an essential goal of modern ecological education.

The second day of the mobility, 28 April 2026, highlighted the importance of integrating digital competences into environmental education. The demonstration lesson dedicated to sustainability offered the participants concrete examples of interactive, student-centred teaching strategies. The use of multimedia presentations, debates, and collaborative tasks demonstrated that ecological education can become more attractive and effective when supported by active teaching and learning methods. In this context, the teacher does not merely transmit information, but creates authentic learning situations that stimulate reflection and student involvement.

A particularly valuable component of the mobility was the exchange of good practices through the presentation of environmentally themed eTwinning projects implemented by the two partner schools. The project “EcoDigital Explorers for Sustainability”, presented by Liceul Teoretic “Radu Vlădescu”, and the project “Eco Mind Eco Life”, implemented by the school in Varna, demonstrated the potential of international collaboration in developing green skills. From a methodological perspective, eTwinning projects encourage interdisciplinary learning, the educational use of technology, and the active participation of students in solving real environmental problems.

The transnational digital workshop conducted on the Canva platform represented an important stage in developing twenty-first century competences. The students worked in six international teams to create digital posters promoting sustainable development and environmental awareness. The activity combined creativity, collaboration, and the use of ICT tools in an authentic intercultural communication context. Through such learning tasks, the students simultaneously develop digital, linguistic, and social competences while strengthening their ecological awareness.

The impact of such mobility projects extends beyond the immediate academic dimension. Participation in international activities contributes to shaping a European identity based on common values such as responsibility, solidarity, and respect for the environment. Ecological education thus becomes a tool for developing active and engaged citizens who are capable of understanding the complexity of global issues and adopting sustainable behaviours in everyday life. The Erasmus+ experience within project 2025-1-BG01-KA121-SCH-000332655 demonstrates that contemporary schools must move beyond the limits of traditional teaching and provide students with authentic contexts for collaboration, reflection, and civic engagement.

Bridging Cultures through Education: An Erasmus+ Experience in Romania

https://youtu.be/RPd9pnOvkGo?si=WZPu7eTsD0tF9hUO

In April 2026, a meaningful international educational exchange brought together students and educators from Turkey and Romania under the Erasmus+ project “I Have Time to Share with You” (Seninle Paylaşacak Vaktim Var). This initiative, coordinated by the Ankara Provincial Directorate of National Education and implemented by Etimesgut Şehit Kaymakam Muhammed Fatih Safitürk Anadolu İmam Hatip Lisesi, took place between April 20–23, 2026, at Liceul Teoretic “Radu Vlădescu” in Pătârlagele, Buzău, Romania.

A Dynamic Start: Building Connections

The mobility began with interactive ice-breaking sessions and team-building activities designed to foster communication and friendship between the Romanian and Turkish students. These early moments laid the foundation for collaboration, mutual respect, and cultural exchange.

Learning Beyond Borders

The project participants were actively involved in a variety of classroom activities, attending lessons in English, Romanian language and literature, mathematics, physics, IT, and geography. This immersive experience allowed the Turkish students to observe different teaching styles and educational systems while improving their language and academic skills.

Interactive Workshops and Thought-Provoking Discussions

A central component of the mobility was the series of collaborative educational workshops. These sessions focused on:

• Student-centered pedagogy, emphasizing interactive and participatory learning methods
• Lateral thinking, encouraging creative approaches to problem-solving
• A round-table discussion on “The Ethics of Social Media Use”, where the students reflected on digital responsibility
• Digital safety topics, including cyberbullying, online rights, and responsibilities

These activities not only enhanced critical thinking but also addressed relevant challenges faced by today’s digital generation.

Sharing Best Practices and Innovation

The teachers and students engaged in valuable exchanges of experience and educational practices. Key themes included:

• International collaboration and inclusion through projects such as eTwinning Bookfest 2026 and A Song for Our Souls in an English-Speaking World
• The integration of modern technology in education, showcased through the school’s Smart Lab
• Insights into the host school’s Erasmus accreditation achievements, including the previous international mobility in Bulgaria
• Modern teaching methods like project-based learning and ICT integration
• The impact of group mobility for students and the importance of job shadowing for educators

Lasting Impact and Future Collaboration

The mobility concluded with the certification of participants, recognizing their involvement in this international Erasmus+ experience. More importantly, it ensured the sustainability of the partnership between the institutions, opening doors for future collaborations and shared educational innovation.

A Shared Vision for Education

This Erasmus+ mobility demonstrated how education can transcend borders, bringing together diverse perspectives and fostering a spirit of cooperation. By sharing time, knowledge, and experiences, both students and teachers gained valuable insights that will continue to influence their personal and academic journeys.

Ultimately, “I Have Time to Share with You” was more than a project mobility, it was a powerful reminder that meaningful connections and collaborative learning can shape a more inclusive and forward-thinking educational landscape.

The contents of this publication reflects only the views of the author, and the National Agency and Commission cannot be held responsible for any use which may be made of the information contained therein.