The ‘Entrepreneurship Matters‘ project has provided the unique chance for all the partner teams to:
• build the group identity of the E-mates family, characterized by mutual trust, effective cooperation and
collaboration, and commitment to the project objectives and goals;
• improve their adaptability and flexibility;
• promote their regions and countries as a must-visit tourist destination;
• highlight their cultural and educational achievements;
• acquire valuable knowledge in VR & AR theory and practice;
• contribute to the high quality of the project activities;
• get a stronger sense of European belonging.
Pupils, in particular:
• were exposed to inclusion, cultural diversity and tolerance in education;
• came into direct contact with other nations’ idiosyncrasies, thus having the opportunity to learn about each
other and to learn from each other;
• worked productively online in mixed transnational teams;
• acquired time management skills needed to reach success;
• got a better understanding of lifelong learning;
• learned through their own experience that negotiation skills are important in every aspect of human
interaction;
• got familiar with peer learning and teaching, as well as self-assessment;
• developed tolerance and empathy towards otherness;
• improved their eloquence in a few foreign languages – English, German, Italian and Spanish;
• further developed their critical thinking and problem-solving skills;
• improved their ability to provide critical feedback.
Acting as pupils‘ facilitators, the teachers:
• created a personal methodology in order to promote and assess pupils’ soft skills in the field of
democratic citizenship, human rights and intercultural understanding;
- demonstrated remarkable professionalism in anticipating, monitoring and meeting the needs of
pupils by adopting a variety of approaches to facilitate their work;
- came into direct contact with innovative educational methods and techniques;
- involved their pupils in challenging cross-curricular activities;
- encouraged a healthy spirit of competition;
- induced a sense of respect for traditions;
- work collaboratively with their foreign colleagues in order to obtain shared goals;
- instructed pupils how to work safely online;
- made sure that each member of their team feels important;
- constantly encouraged their pupils to think critically, to take initiative, to make decisions, to solve
problems through creative solutions;
- developed pupils’ growth mindsets, digital literacy and language learning;
• shared good practices with their foreign colleagues.
Project coordinators excelled in:
• working as a dedicated team throughout the project lifetime;
• developing clear strategies, vision and impact of entrepreneurship in the tourism sector;
- promoting a professional attitude of goodwill and cooperation during the entire project;
- interacting via all communication channels regarding planning, implementation and dissemination
activities;
- advancing in ICT skills for good management of the project pages;
- building their capacity of managing European funds and resources;
- fostering their ability to identify and seize opportunities, and to turn ideas into action;
- learning how to plan and manage processes to achieve set objectives;
• applying the best of their professional skills and competences in order to achieve the project‘s final
goals and objectives in the most satisfactory way;
• identifying and analysing possible risks through group discussions;
• solving a number of problems connected with the global pandemic and the economic crisis caused
by the war in Ukraine;
• demonstrating flexibility in updating set objectives and mobilities;
• making good friends with their European colleagues;
• promoting the ‘Erasmus+‘ programme of the EU as the booster of modern education.
School administrators:
• learned how to promote the outward-looking approach in school;
• fostered cultural diversity, inclusive schooling, and active democratic citizenship;
- promoted a positive and creative attitude towards formal and informal activities;
- analyzed the advantages and disadvantages of the different systems of education;
- adopted their partners‘ good practices as an added value to their current policies;
• improved their managing skills in project-based transnational learning;
• demonstrated commitment to transnational cooperation and internationalisation of education.
Last but not least, parents and local authorities became an integral part of the project activities not
only by providing a warm welcoming to the foreign delegations but also by a valuable support in a
number of initiatives of the partner school communities. The official meetings with mayors, CEOs,
chief inspectors, managers of prosperous companies and NGOs, famous entrepreneurs and artists
are quite indicative of the importance of this amazing project. Furthermore, the local media‘s
cooperation made it possible to disseminate our results immediately and efficiently.
We give our credit to all of them for their trust, fruitful collaboration and mutual respect!