European societies and economies are facing the challenge of “emerging complexity”: sudden and continuous changes, digital and technological innovations, changes in the labor market, demographic trends, etc. Many of the current professions did not exist 10 years ago and many new jobs will be created in the future. We will keep pace with this change by “investing in skills and, consequently, rethinking education and lifelong learning systems. Education and training can improve Europe’s resilience. It is no longer enough to equip young people with a fixed set of skills or knowledge;


The reflection paper on the management of globalization recognizes the need for NEW LEARNING METHODS, as well as MORE FLEXIBLE EDUCATIONAL AND EDUCATIONAL MODELS. The latest data from the OECD’s PISA surveys show a deterioration between 2012 and 2015. The project intends to address this PROBLEM, the UNSATISFUL SCHOOL PERFORMANCES, in the schools of the countries involved. In IT, HU, SP, SL and POL the 2015 PISA-OECD results are below average in almost all dimensions assessed. A partner survey highlighted the following main causes: – Prevalence of transmissive teaching based on lecture; – In learning environments, although there are new technologies, activities are carried out in a traditional way, with a minimum exploitation of potential; – There is skill gap among teachers in terms of active and innovative teaching methods and the use of new digital teaching technologies. – Few teachers have the qualifying competence to apply active teaching methods, creativity, and problem solving to a sufficient level. The general objective of the project is: to improve the school performance of European students through the use of more effective pedagogical methods, which facilitate personalization, with the support of digital technologies, promoting the development of creativity-problem solving skills. The specific objectives are the following: – Improved school performance of the schools involved; – Tested an active didactic approach, “student-centered”, the flipped classroom, – Develop skills from teachers: a) in the use of an active teaching method (PBL, Coop. Learn, etc.); b) on the creativity and problem solving necessary for the application of the active method; c) in the production and use of technologies and digital resources for teaching by 50% of the teachers involved. The partnership intends to pursue these goals by developing two intellectual outputs: IO1 Curriculo to teach in Flipped classroom approach, for the professional growth of teachers, for the application of the Flipped Classroom approach, the development of skills in the use of assistive teaching technologies and in creativity and problem solving, essential for adoption of the FC. IO2 Toolkit to train teachers on the Flipped classroom approach, the tools, the open educational resources through which the teachers will be trained. For the development of the two IOs the causes that hinder the application of active methods and the development of creativity in the teachers will first be explored. Methods consistent with flipped learning will be explored and the curriculum will be designed. This will be followed by the development of OERs constituting the toolkit that will be used by teachers to learn the approach and develop the related skills.

The learning process involves:

– initial self-learning

– two learning activities in mobility

– learning activities in the partner countries directed to teachers who have not participated in mobility

– flipped classroom pilot testing.

The pilot experiment will be the heart of learning. This learning will be crystallized in a peer learning activity. The project intends to move from a still predominantly transmissive pedagogy to the use of a pedagogy in which students actively build their knowledge by researching and synthesizing information, as happens while watching video lessons, or by tackling problem-solving and interacting with the others. The FC is student-centered and promotes teaching processes converging with students’ cognitive styles; it requires teachers to conceive and develop students’ self-learning (at home) and to conceive and develop their learning “supported” (in the classroom) by “reversing” their professional practice. To facilitate the teacher’s ability to customize, assistive teaching technology will be introduced, a “Virtual Robot” called Wilson that assists the teacher. The project is carried out by a SP made up of schools and innovators in the school field.