Our project has led to numerous remarkable advancements in the participating schools. Teachers have been empowered to develop new and innovative teaching approaches and incorporate them into their lessons. They have also been encouraged to take a different perspective on the various learning environments at their schools and further enhance them.
Many of the experiences, ideas, and approaches collected in the project have been successfully integrated into everyday school life and teaching. As a result, all learning processes have become more efficient, more supportive, more practice-oriented, and simultaneously more health-promoting. Additionally, the motivation of both teachers and students has significantly increased.
Within our existing resources, some spaces at schools have been designed to promote collaboration and experiential learning more effectively. This involved acquiring new furniture and outfitting the rooms to continually encourage students to engage in play, reflection, social interaction, as well as formal and informal learning. Shortly after implementing these measures, it became evident that the mentioned measures significantly reduced classroom disruptions and lack of motivation.
The integration and exploration of the internet and new media, and how to meaningfully incorporate them into the school routine, were integral parts of the project. As a result, the use of digital technologies in teaching has increased at all schools. Reports and surveys also indicate that the participating teachers have gained media literacy and are more motivated to use new media. At some schools, additional training sessions were conducted, and the acquired knowledge was shared with other teachers through observations.
The appearance of all areas within the school buildings has undergone a lasting transformation through the project. Classrooms, hallways, and walls have been redesigned to be student-friendly and appealing, creating new spaces for learners that are designed to encourage play, movement, and learning. Furthermore, outdoor and extracurricular teaching have significantly increased, as evidenced by records from the project's final year (at some schools, an average of twice a week per class). Particularly through lessons conducted outside the classroom, experiential learning is fostered, and opportunities for physical activities, hands-on work, and experiments can be engagingly integrated into the teaching process.
The project's results are also reflected in the expanded range of offerings at schools. New offerings include technical workshops, yoga classes, dance workshops, and sporting activities, as well as creative workshops, cooking classes, and programs in the fields of astronomy and mathematics. These new learning arrangements not only enhance educational opportunities but also have a positive impact on the school's atmosphere, student motivation, and competencies.
The students, especially those who participated in exchange trips and mobility programs, made a significant contribution to the success of the project. They explored and experienced diverse learning environments in schools across five European countries. In the process, they gained experience, developed ideas, and actively engaged in project tasks. The results of these mobility experiences were continuously evaluated, refined, and presented within the school communities. It was precisely this tried-and-tested methodology that made it possible for the project's contents to be smoothly transferred to various school locations.
In general, it must be acknowledged that the establishment and alteration of learning environments is a lengthy and demanding process. However, thanks to the project, a solid foundation has been laid for the ongoing development of the participating schools, and significant strides have been made toward shaping the future of their teaching and learning environments.