The 2021 ASEFClassNet School Collaboration project “Capacity Building on Education and SDG 5 (Gender Equality) – Gender Equality and the SDGs” engages teachers from secondary & vocational schools from ASEM Countries in a virtual peer-peer collaborative platform to discuss gender equality from diverse cultural perspectives. The project highlights three dimensions of gender equality in the secondary school context: 1) Teaching, 2) Teachers as part of the workplace and 3) Teachers themselves.

The 2021 ASEFClassNet School Collaboration project on “Well-being of Teachers and Students” engages secondary & vocational schoolteachers from ASEM Countries in a virtual peer-peer collaborative platform. The objective is to jointly create a “ASEFClassNet Handbook – Pedagogical Stories from ASEM Teachers”. The stories will illustrate how teachers across Asia and Europe cope within their different educational & cultural contexts and ensure a holistic learning environment and well-being of their students and themselves – despite the ongoing challenges in teaching and learning.

The outbreak of the COVID-19 pandemic caused severe disruptions in the education sector and heavily affected teachers, students and parents alike. School closures and the move to full home-based learning globally had far-reaching effects on the teaching & learning environment, ranging from challenges linked to curriculum development & delivery, access to technology to the lack of social engagement etc. This collaboration will focuses on the Wellbeing of teachers, students and parents at the secondary education level and includes 4 specific activity strands: (1) Wellbeing & Mental Health (2) Parent-Teacher Collaboration; (3) Pedagogical Knowledge & Digital Competences and (4) Intercultural Understanding & Exchange.

“Be the Change – An Effort” discussed the responsibility of everyone towards the environment and society. It gave students the opportunity to understand that community service is an essential part of life and prepares them to take responsibilities by inculcating in them the will to contribute positively to their societies. Following the strategy “Learning by doing,” students will be engaged in a plethora of activities online and on-site. During this School Collaboration, students tackled societal conditions in their countries – how societies are changing with time and formulate ways to bring positive changes. They also conducted research on the formulated laws and necessary frameworks by governments to create better and safer societies.

This School Collaboration combined various tasks and methods to equip students with practical life lessons “What makes a happy life”? In today’s work, individuals and societies often focus solely on success and money. In the school context, educators prepare students for exams and mainly teach them how to deal with professional problems. They often forget and underestimate the importance of teaching about values to build a happy life. Shouldn’t teachers also be guides for their students and help them stay happy and fulfilled? In this School Collaboration, teachers helped students explore questions about happiness and teach them necessary soft skills to improve their self-confidence.

“Let’s Turn into Something Beautiful” included two project components: 1) learning session and invention of chemical products that enable us to reduce the use and generation of hazardous substances at a low cost; 2) generation of ideas on how to turn waste into beautiful handicrafts. This School Collaboration enhanced students’ knowledge in green technology. The outcome was posted on a blog/website and shared with the local community.

“Postcard from the Edge” engaged students in a global writing community to experience the pleasure of writing and to express their thoughts with peers from Asia and Europe. This School Collaboration built empathy and a sense of urgency among young writers to develop a greater understanding of themselves, their own and other cultures. The writing journey began with hand-written postcards and ended with poems, essays and stories published on a joint blog.

“Around the World in 70 Days – The Backpackers” was a sequel School Collaboration from 2018 that created a backpacker trip itinerary across both Asia and Europe. Students planned a detailed journey in their own countries based on a 7-day schedule and linked it with the itinerary of school peers abroad. The itinerary included routes, modes of transportation, hotels, must-visit places, local cuisine and a sightseeing programmed. The final product was a travel guidebook published on a travel blog, and maybe inspire students and teachers for their future holiday plans.

The objective of this School Collaboration was to raise awareness on water conservation at home, at school and in their local communities and to share ideas on how to save water. Students experiences were published on BlogSpot, which allowed all participants to learn about different approaches towards water conservation in Asian and European countries. Furthermore, students took pictures and videos of water facilities at home and produce videos based on their observations of how water is produced, used, and conserved in both regions.

“Asia-Europe Wildlife Heroes” was a School Collaboration that created awareness about the current condition of wildlife in Asia and Europe. The destruction of natural habitats, illegal poaching, the spread of invasive species and diseases are examples of anthropogenic activities that greatly contribute to the dwindling of wildlife. Our wildlife provides ecosystem services such as pollination, control of pests, nutrient cycling and decomposition. As active participants of a global community, students were challenged to participate in contributing to smart solutions to this worldwide challenge.

This School Collaboration was the sequel to “The World is a Big Classroom” from 2018. Students described and illustrated their daily lives and daily life lessons in multimedia products such as videos, photos, and graphic designs. The School Collaboration sensitized the students to detect similarities and differences amongst them, and to learn how to develop mutual respect through sharing personal learning stories.

The School Collaboration “Cultural Immersion” invited students to collaborate with global peers to chalk out cultural changes and developments in their respective local communities and societies. Students learnt and shared similarities and differences of their countries & cultures, ranging from daily lifestyle to traditional beliefs and celebrations. By using pictorial depictions, photo stories, facts and personal experiences, students were invited to exchange views and conclude whether geographical boundaries are only a cartographer’s creation.

“Great Minds in STEM, Bridging the Gap” invited students from Asia and Europe to share the application of Science, Technology, Engineering and Mathematics in schools. Rather than teaching the four disciplines as separate and discrete subjects, STEM integrates them into a cohesive learning paradigm based on real-world. Students and teachers from Asia and Europe got a better understanding of the STEM by sharing information on the importance of STEM subjects and how they are taught in the schools. The collaboration tackled any misconceptions on STEM and created conducive and a happy learning environment for students in the schools.

“The Gallium Spoon” School Collaboration celebrated 2019 as the International Year of Periodic Table of Elements. It explored interesting facts about various chemical elements. Every school chose one or several elements to develop its history, main characteristics, applications, and some experiments with it. Students prepared reports, videos, pictures, presentations, etc. Furthermore, students designed fun games on the Periodic Table in different forms depending on the resources available in their schools (table game, scratch coding game, an app for a mobile phone, etc.). The Project was adaptable to different levels of technical knowledge of the teachers and school infrastructure.

“TeACh: Teens in Action for Change” invited students to support the Global Goals for Sustainable Development by embedding GSD principles. Participants took actions by joining and participating in National and Global campaigns and initiatives within the vision of a Human Rights-based approach and the Paris Agreement on climate change. Inspired by global programmed like Design for Change, Global Youth Service Day, Apps for Good, this School Collaboration helped students to find inspiration, information, identify problems, get involved and, finally, act to solve these problems and improve their local communities.

“Space Exploration Buddies” School Collaboration was inspired by Valentina Tereshkova’s statement: “Once you’ve been in space, you appreciate how small and fragile the Earth is.” By 2050, the world’s population will reach 9.1 billion, as reported by the Food and Agricultural Organization. The United Nations is working with the European Space Agency on space solutions such as Galileo system or Earth Observation technologies to achieve the Sustainable Development Goals (SGDs). This Project encouraged students and teachers across Asia and Europe to create a “space network” on space technologies and developments.

“Sustainable Development: Marine and Freshwater Resources” created awareness among students about the importance of marine and freshwater resources. For millions of people, healthy oceans provided food and livelihood. The global community under the United Nations has a major plan for alleviating poverty. Healthy oceans play a key role in that plan as they are sources of food, jobs, and ample economic opportunities with big potentials to uplift the poor. During virtual interactions and knowledge sharing this School Collaboration helped participants improve their digital competences and understanding of one another’s cultural values.

“Healthy Living Phase 2” was the second phase of a previous School Collaboration that created intuitive awareness about healthy living, promoted physical exercises in day to day life, and meals. Students realised the significance of the choice of healthy foods and the importance of mental health. In this modern world, people, especially students and professionals are constantly engaged with disruptive social media and digital technologies, neglecting taking care of their health. Referring to Sustainable Development Goal 3 (SDG3), students developed new ICT skills to interact with each other on online platforms and understand the importance of working in teams with others. Most importantly, students had ample opportunities to understand cultural diversity and values in Asia and Europe.

This School Collaboration focused on raising students’ awareness on waste management and the amount of waste produced around the world. Students researched, learnt and shared the waste management initiatives taken in their home countries with each other through online platforms such as Facebook and Instagram (#Projectgift2018). Students also came up with ideas to foster meaningful initiatives such as creating upcycled products, educational resources or even hosting an event like campaigns on responsible recycling or plastic bottles collection to raise awareness about waste management in their schools and communities.

“Our Stories in Photographs” provided students the opportunity to develop photographic skills and to express themselves and their views through photography. The Students explored three domains: 1) home/personal, 2) school and 3) public. They decided on the focus, location and perspective and produce photo storyboards with captions and/or short narratives. All photos were shared on a joint e-platform to create a large photo collage. The photo collage was transformed into postcards, and the students are invited to send them to their partners as a symbol of friendship or to be collated collectively to create a walk-through gallery at the end of the School Collaboration.

“My Travel Postcard” revived the communication medium of postcards and the excitement of sending and receiving them. The first postcard dates to the late 18th century. With the advent of technology, the use of postcards and their significance are slowly diminishing, and, likewise, their evidences are vanishing. This School Collaboration invited students to create digital postcards to showcase places of historical/cultural significance and to write a short story. Weekly online quizzes were conducted based on the cards posted online. All digital postcards were collected for a digital photo album.

“Mathematics Mystery Unveiled” invited students from Asia and Europe to explore the unknown areas of mathematics and its applications in their daily lives. Teachers shared the latest research of how mathematics has always amused people with the beauty of its method, results, experience, philosophy, information theory and arts. The students and teachers from Asia and Europe got a better understanding of the subject and tackled misconceptions on various topics we deal with. The students were encouraged to set a project based on mathematics, shared it among the peers by producing videos, articles, graphics and published it through multimedia platforms.

“Hacking Our Spaces” was a School Collaboration designed for students to learn and practice solving real-world problems using STEM and a Design Thinking approach. Participants researched on how STEM has impacted their lives and explore how STEM solutions can be leveraged to improve spaces like homes, schools, and communities around them. This was achieved by either acquiring some (block) programming using Micro bits through an online platform, learning about different types of smart materials and their applications, or exploring other areas of STEM. Through a common online sharing platform, participants shared and collaborated with each other to study the different spaces of their partners and worked on solutions to hack the spaces with creative solutions to have useful functionalities.

“Everybody must be GREENed” was a School Collaboration that raised awareness on sustainability. First, students approached the concept of sustainability at an individual level by filling in a checklist on their own sustainable lifestyle. Findings were shared with students from other countries through Instagram. Then, students interviewed school management teams and teachers to understand sustainability at the school level, which were shared through a short video. Finally, by researching, observing and analyzing similarities and differences of sustainable practices in various countries, students compared the concept of sustainability at a national level. The students presented their findings in an online magazine with URLs to Instagram and YouTube videos.

This School Collaboration invited students to take actions to protect the environment by making Eco bricks. An Eco brick is made of clean and dry plastic bottles to create a building block that can be used repeatedly. Plastic water bottles, straws, crisp packets, and bags have become a part of our daily lives. As they are not biodegradable, excessive use and improper management of them is now a major environmental threat. Eco brick is one of the solutions to this threat as it can be used to make modular furniture, garden spaces, walls and even full-scale buildings. Building an Eco brick simply requires non-biodegradable plastic bottles and a stick to pack them together. Through the process of learning how to build and use Eco bricks, this School Collaboration allowed students and school communities to gain awareness and take personal responsibility for their own use of plastic.

“Great Minds in STEM, Bridging the Gap” invited students from Asia and Europe to share the application of Science, Technology, Engineering and Mathematics in schools. Rather than teaching the four disciplines as separate and discrete subjects, STEM integrates them into a cohesive learning paradigm based on real-world. Students and teachers from Asia and Europe got a better understanding of the STEM subjects by sharing information on the importance of these subjects, and by exploring creative ways of teaching them in schools.

This School Collaboration focused on the Age of Exploration: Who were the famous explorers? What did they discover? How did they manage their voyages? Based on research, students posted digital presentations of national explorers and created multimedia outputs.

During this School Collaboration, students gained knowledge and understanding about the concept of Imperialism: What is Imperialism? Who had or has imperialized in the world? What footprints has Imperialism left in your own country and around the globe? Based on research, students posted digital presentations of national explorers and created multimedia outputs.

“Colonizing the World” allowed students to gain knowledge and understanding about the Era of Colonization: Who were the leading countries? Who colonized where in the world? What role did their own country play during this era? The pupils posted their answers online and thereby shared their own reflections on colonization with pupils from different ASEM countries.

This School Collaboration focused created awareness among the students about healthy living, including daily physical exercise, the significance of healthy food and mental health. Participants also learnt appropriate ICT skills to interact with each other on online platforms on the topic and to collaborate in teams.

This School Collaboration inspired young people to use their youth power to promote the Sustainable Development Goals (SDGs) through a character-building programmed. The word “character” originates from Greek and means “chisel” or “the mark left by a chisel”. As Henry David Thoreau once said, “You cannot dream into a character; you must hammer and forge yourself one.”

This School Collaboration built up on the results of the first edition called “Rivers – Am Elixir of Life” and focused on the importance of rivers for socio-economic activity and biodiversity. Students also discussed the various programs implemented by governments and non-government actors to conserve rivers. Students realized how vulnerable rivers are and the duty they have to undertake responsibility to protect these immensely important ecosystems.

Students researched on waste management in their respective countries, analyzed waste disposal habits of their schoolmates and suggested ways/solutions for school-wide improvement/ engagement. These actions carried out varied in forms such as class-wide/school-wide campaigns and videos to create awareness or an art installation using upcycled/recycled materials.

This School Collaboration created awareness among students to understand the hazardous nature of plastic products and their harmful effects on the human body. Using digital media and other online platforms, participants investigated measures that can reduce and control plastic pollution. The School Collaboration emphasized increased recycling capacity, strategies to minimize littering and considered the challenges of plastic waste management.

The School Collaboration increased the students’ knowledge on how different cultures take care of our pets, gardens and farms which include the usage of technology besides traditional and eco-friendly ways. The participants did research, collected information, painted and drew, as well as used ICT tools to create their dream garden

This School Collaboration created awareness among students and teachers on gender inequality and explored the channels available for female empowerment. The School Collaboration inspired students to appreciate key issues surrounding gender equality through online discussions with the help of ICT tools. They improved their communication skills, and gained insights into each other’s cultures.

During this School Collaboration students were asked to describe their daily life and lessons learnt in various lifestyle contexts. Students detected similarities and differences and gained insights about their peers from around the world. They created a multi-media product with videos, photos and graphic to depict their lives and their learnings.

Travel television programmed and printed encyclopedic/ magazine articles surely serve the purpose of showcasing the best and most unique of any country, be it to be used as tourism-drawing material or for learning uses. This School Collaboration stimulated pupils’ creativity, built communication skills and encouraged teamwork through video production, based on students’ point of view, and also provided them the opportunity to showcase interesting trivia and facts about their country.

Climate change is impacting Asian and European countries in different ways. “The ARCTIC” exposed learners to different global issues and encouraged them to actively participate in raising awareness and proposing possible and logical solutions to the identified global plight of combatting climate change. The students documented how global issues are affecting their respective countries. A dedicated website published their personal blogs, vlogs, pictures, research, etc.

“Asia-Europe Cultural Heritage Games” used the pedagogical method of gamification to broaden students’ cultural horizons and to enrich their knowledge in the areas of joint interest. Most activities were game-based tasks. Participants created games covering various topics (e.g. geography, history, literature, art, music, sport, traditions, etc.) and shared them with their peers from other countries.

This collaboration enabled the students to plan trip itineraries for backpackers both in Asia and Europe. The students collaborated and selected routes in their home counties which were of potential interests to the foreign tourists. The School Collaboration created backpacker trips of 7 days long. These itineraries covered both Asia and Europe including valuable information on transportation, accommodation, must-visit places and local gastronomic specialties.

“The Bridge – Connecting Two Things Or More!” allowed students to dive into the historical connections and cultures of their own as well as other countries.

A sequel project from “KWARTED! A Card Game for Four,” this collaboration allowed students to widen their language skills and knowledge of another country by developing a kwartet game. This edition focused on history.

This collaboration allowed students to bond with their grandparents while learning about the traditional food cooked at home. They compiled the authentic recipes of popular dishes and explored the cultural positioning of each dish.

This School Collaboration was a joint photography project. Students captured images of their culture with their own camera and shared them with Asian and European peers. The objective was to select motives relevant to their respective cultures, highlight the art of observation and create an enriching learning experience for others.

This collaboration showcased the beauty of diversity of all participating schools. Through blogs, schools shared information about their region, geography and nature, local cultures and lifestyles.

This School Collaboration traced the diversity of national diasporas and found elements of it locally. Students collected information about artefacts in their home-country, connected with partner countries and presented them in short articles and video clips.

Students from different countries posted photographs of their daily lives, sharing elements of their cultures and giving meaningful photographic feedback and tips to their peers.

Students compiled travel itineraries for their peers visiting their city/ town/ region. They selected and described the most attractive sights and activities, compiling with pictures and videos, and sharing it using social media.

By sharing what they value on personal, community, national and global levels, students gained greater appreciation of how these aspects of their lives are similar yet different for youth across Asia and Europe.

Leveraging on the increasing use of technology, students assumed the role of photo-journalists or anthropologists to study, document and share stories of their home country with peers around the world via an online platform.

Students explored the Second World War history of other countries, as well as their own country, by reviewing the top 5 movies about this period, as recommended by their peers, and creating the board game Trivial Pursuit.

This project allowed students to see the world and broaden their cultural, intellectual, and spiritual education by exploring local or distant regions unknown to them and discovering new artifacts of knowledge.

Students researched a social problem and evaluated current policies that seek to address it, creating awareness of the problem and its related policies through a medium of their choice, and proposing solutions.

Students selected songs whose lyrics appeal to them for their power in expressing ideas or ideals. Using a range of ICT they shared lyrics, recorded their own songs and discussed song meanings with their peers.

Students wrote a network of interconnected and culturally-rooted stories to create ‘StoryNet’. The network’s nodes were chapters of fictitious narratives that connected to each other, helping students learn more about each other.

The students discussed, and created awareness about the, life of people who live near rivers. They considered themes such as crops, river navigation, geopolitics and specific products traded.

Students conducted hands-on science experiments, and explored the secrets of this world. Without having to rely on laboratory apparatus, they made new discoveries in a fun, leisurely and creative way.

Through this Online Collaboration, the students explored and researched the history and culture of their own nation through images printed on their currency. Students designed some currency, sharing their inspiration with peers

Students revealed the history of the streets in their countries. They shared articles and videos of street parades, street sports, street musicians and festivals, and considered how important they are to our lives.

During this Online Collaboration, students captured and shared photos with their peers. Through these still pictures relating to different themes, they explored the culture of their own country, as well as of other countries.

Through this Online Collaboration, students considered several problems relating to computer applications and coding, before developing practical skills to solve them.

Students collated traditional recipes from the two regions to create an online recipe book. While cooking dishes and sharing pictures online, students bonded with family and learnt about countries’ culinary heritages.

With volunteers’ support, students embarked into the world of entrepreneurship. Experiencing the full cycle of business operations helped students develop leadership, project management, communication and collaboration skills.

Following the previous year’s edition, students were encouraged to discuss issues such as Intercultural Education, Multilingualism, Diversity, Hate Speech, Globalization, Citizenship, Multiculturalism and Human Rights.

As a final product, students from different schools and countries held a simultaneous photo exhibition. Uncovering layers to the stories behind the photos, each photo was enhanced with so-called “augmented reality”.

As a final product, students from different schools and countries held a simultaneous photo exhibition. Uncovering layers to the stories behind the photos, each photo was enhanced with so-called “augmented reality”.

Studying the geography of ASEM partner countries while learning to code, students created topographival maps using Minecraft and Kodu.

Coding is teachable. This project answered questions and addressed problems faced by students using daily ICT applications.

Students learnt to use physical computing tools and, during 48-hour inter-regional hack-a-thons, tried to solve real world problems.

Cooperating across cultures, students learnt basic computer language to create animations, games, websites and much more.

Uncovering daily lives of youngsters through photos, students examined cultural similarities and differences between Asia and Europe.

This project re-established a creative forum for young writers and artists to publish work and shape wider cultural understanding.

Students collaboratively produced their interviews and reports on sports, politics, culture and environment to be broadcast online.

Contributing to a blog, students explored special occasions in different countries through photos and videos taken by their peers.

Writing intertwining family-related stories set in the past and present, students learnt about their peers’ cultures and histories.

Students conducted interviews with eyewitnesses and survivors of the world war two, accessibly digitizing and archiving oral history.

Wherever you are, a healthy body makes a healthy mind. Students compared different sport lifestyles and habits across Asia and Europe.

Students explored past and present uses of different plants and herbs in Asia and Europe, showing their findings through works of art.

Captured on a project website, student’s explored geographical, scientific and socio-economic aspects of Asian and European landscapes.

Asking local communities “what are you hungry for?”, students explored innovative and sustainable uses of scarce resources.

Considering local environmental challenges, students wrote personal eco-dictionaries and diaries, sharing best practices with peers.

By sharing life lessons to improve awareness of, and preparedness for, natural disasters, students collated good practices online.

Students created and shared films, songs, stories and art to show what they value on personal, community, national, and global levels.

Examining the phenomenon of mass migration, students exchanged different related media and began an intensive online dialogue.

Students assumed the role of teachers, by designing and shooting stop-motion videos to explain topics from their own curriculum.

In its second edition, this project helped students appreciate how different languages work and how together they enrich culture.

Students learnt about mathematics and famous mathematicians from other countries, while improving their online presentation skills.

This project invited teachers and students to discuss and document the similarities and differences of school life in Asia and Europe

By conducting webinars about traditions in their communities, students taught peers from other countries about their rich culture.

Students assumed the role of blogger by exploring, and posting about, places of interest unique to their city, region or country.

Using Facebook, students shared findings of their research on different tribal groups and the challenges they face to survive.

Students translated, spiced-up, and performed traditional stories, legends and fairy tales, showcasing cultural lessons and values.

Students introduced themselves and their hometowns, exchanging online posts, photos and videos of their hobbies and interests.

Students learnt about new languages and cultures in fun and interactive ways, by creating and playing ‘kwartet’, a card game for four.

Students wrote an online book with Asian and European recipes, eventually cooking and sharing photos of their own culinary creations.

Students shared knowledge and experiences of local festivals, with photos and posts submitted on Facebook compiled in an online book.

Students compared Asian and European food, music, dance, transport, houses and clothes, and designed t-shirts showing this diversity.

Students examined different ceremonial dresses worn in their countries on special occasions, sharing information, photos and videos.

In its second iteration, this project encouraged students to conduct hands-on experiments and research to discover scientific secrets.

Students used online platforms to collaboratively learn, and share information, about local eco-heroes with peers and decision-makers.

Students from Europe and Asia to conducted hands-on experiments and research to explore and discover the secrets of the world.

Students mapped animals in their country, researching and observing them to produce awareness-raising educational Facebook videos.

Students were guided by their teachers to create an Eco-Calendar. They researched dates on which environment-related issues are globally recognized and celebrated such as Earth’s Day, the Water Day etc. The students also researched the history

Exploring the world through picture books, students created digital picture books to showcase their country to young people abroad.

Students created instructional “stop motion” videos on curriculum-related topics to learn and compete for the best video award.

Outside and across subject-specific curricula, students learnt about the vital yet challenging activities of business and management.

Students learnt real-life application of math’s during ICT-related activities and showed its relationship with culture in an e-book.

Encouraging the pursuit of science and technology careers, schools developed fresh educational methods in the classroom and beyond.

After previous success, students collaborated internationally, contributing artistically and journalistically to an e-magazine.

Sharing articles, photos and illustrations online, students produced a physical anthology spanning many topics of interest to them.

Sharing problems faced in their school, students from Asia and Europe collaboratively used light technology inventions to solve them.

This project culminated in online news broadcasts with students enhancing their collaborative research, production and editing skills.

By creating online interactive brochures, students shared with peers itineraries that uncovered the rich heritage of their country.

Students continued creating a digital archive of world history including personal stories, artefacts and historical events.

Students mapped their travels and wrote about their most interesting experiences, while considering the pros and cons of travelling.

Watching and reviewing movies from different countries, students increased and shared their appreciation of diverse societies.

Markets are interactive, reflecting countries’ needs and cultures; students of both regions shared their own experiences of markets.

Students created captivating stories of different genres; each started by one school with all later chapters written by other schools.

Through physical education, students enhanced not only their sports skills and knowledge, but also their multimedia online skills.

Strengthening cultural ties, students recorded a song in their own language and sent it to other schools, who learnt and performed it.

Students researched and shared information about their countries’ landmarks, considering how best to increase awareness of them.

Students learnt first-hand how authentic local food is made and what ingredients are used, before compiling their own cooking video.

Students learnt to appreciate the cultural diversities embedded in languages by examining ‘loanwords’ found in different languages.

Students conducted research on unique folk music in participating countries, sharing their findings and playlists on Facebook.

Students uncovered and collated the stories behind photographs that matter to them, developing digital, photography and writing skills

People travel for many reasons, but all need guides. Using online apps, students created customized travel guides to their local area.

Students looked creatively at waste using photography, handicraft and entrepreneurship to raise funds and online awareness for a cause.

Using Facebook, students learnt about large-scale and personal recycling methods of other countries, and sought to reduce their waste.

Students raised each other’s awareness of how to preserve water, exploring different issues on global, national and personal levels.

Assuming the role of travel writers, students created blogs and, in multicultural groups, wrote articles on a common destination.

Students examined environmental impacts of waste, and, using online platforms, analyzed different countries’ waste-reduction systems.

Students showcased the different types of nature conservation activities undertaken in their schools using different online platforms.

Using a multimedia platform, students explored modern-day heroism and were encouraged to take action on issues in which they believe.

Seeking inspiration from their own countries, students posted their own and existing ideas for being more “green” on an online forum.

Students examined impacts of humans on ecosystems, before reflecting on their actions and proposing small-scale practical solutions.

Using online platforms, students proposed, shared and voted on practical solutions to environmental problems within their communities.

In guided online discussions, students thought of ways to use dance, drama, fine arts and music to create environmental awareness.

A natural disaster is a sudden event that causes widespread destruction, lots of collateral damage or loss of life, brought about by forces other than the acts of human beings. In order to be classified as a disaster it will have profound environmental effect and/or human loss and frequently incurs financial loss. This project identified real world problems and developed creative solutions to those problems thus instilling empathy. Students built creative, intuitive, trusting and collaborative relationships with others, integrating others perspective with their own. At the end of the project, the students created a digital story of their work to share with their counterparts.

Studying food health benefits and other countries’ cuisines, students made a recipe book and proposals for promoting healthy eating.

Students contributed creatively to an e-magazine, sharing their articles on cultural topics of interest to themselves and their peers.

Asian and European students learnt about each other’s cultural history, by exploring the English language and creating a phrase book.

Using mobile technology during outdoor educational “learning trails”, students learnt about their own and others’ cultures.

Analyzing effects of economic recession on local companies, students learnt problem-solving skills to prepare them for working life.

Online student groups with members from many countries explored the wartime roles of their countries, focusing on the lessons learnt.

Each student chose and shared family photos with written anecdotes, creating a digital archive of contemporary personal histories.

Each student chose and shared family photos with written anecdotes, creating a digital archive of contemporary personal histories.

With an online portal for sharing insights and rediscovering traditions, students researched and discussed their national costumes.

Exploring and showcasing UNESCO heritage sites in their country, students shared histories and created online or physical 3D models.

Students shared many ways to treat common ailments using traditional methods from Asia and Europe, creating an online encyclopedia’s.

Students collaboratively wrote interactive stories, requiring readers to chose one of two outcomes at the end of each chapter.

Completing sport-related tasks, students learnt about many aspects of sport and the sporting cultures of Asian and European countries.

Students shared their passion for songs and musicians, composing and listening to music from their own and others’ cultures.

Students of different countries explored their own puppetry cultures, before sharing their findings and recorded performances online.

Students shared games they played as children, collating all information online to encourage the playing of such traditional games.

Inspiring creativity and inquisitiveness, students discussed music’s influence on their lives and cultures using online fora.

Journeying through art and cultural history, students shared videos and ideas for creating a “globally-friendly” planet.

By understanding the history of music and the instruments used, students learnt and experienced many different cultures.

Students communicated via social networks, using pictures and videos to showcase various gift-giving traditions in their countries.

Students explored different natural environments and ecosystems, creating an interactive online map of the world’s protected areas.

Showcasing different school activities in Asia and Europe, students learnt to appreciate the diversity and novelty of other cultures.

Students captured, and posted online, stories unfolding daily just outside their windows, meaningfully connecting with peers abroad.

Students unraveled stories about local art, architecture and design to create an online tapestry of different countries’ cultures.

Communicating via Facebook, email and Skype, students wrote 16 short stories for an e-book, which later led to face-to-face exchanges.

Students researched the less fortunate in their society and identified groups whose needs they would like to meet. They proposed actions to help this group and, lastly, they completed these actions, sharing their results online.

In this project, the students took a closer look at a local area, conducting a trail which showcased the unique socio-cultural landscape of diverse ethnic groups in their home countries.

This project involved students researching the wonders of our world, exchanging their findings using Facebook and a website, and classifing it in a special online encyclopaedia.

This project aimed to promote volunteering among young students, encouraging students to be socially responsible and caring individuals equipped with leadership qualities and ICT skills.

This project helped students by making them discover how much of the past still survives in our highly technological societies using a project website, Ning social forum and “The Time Machine” video.

This project focused on raising students’ environmental awareness, who found examples of air, soil and water pollution in their area or country, took photos or videos and shared their findings through their acebook group.

Students improved their academic skills as well as team building and critical thinking. They contributed to their school communities by participating in meaningful service learning projects and shared their experience online.

The students investigated special places in their community and explored the reasons why these places are special and significant in their lives, recommending their friends visit these places on a ‘Virtual Tourist’ page.

‘Senses’ revealed how and what students of different ages, contexts, knowledge, social and financial background, culture, and religion, taste, smell, hear, touch and see in their everyday social and school life.

This project involved participants identifying scenes and details from movies that defy our scientific knowledge and logic. They shared their findings and entered debates through online fora, and event held a joint “Film Fest”.

This project was all about what we can do to recycle as much plastic as possible and inspire each other to recycle more. As a joint project, the students made a movie covering the subject of recycling of our ‘fantastic plastic’.

Through this project, students took and discussed pictures, and had the opportunity to get to know truly different cultures and countries; not just by what they learn from TV, newspapers or the internet.

This project allowed students to have a better understanding of different areas of their home countries; exploring together the categories of places, events, cultures, food, interesting practices and significant icons.

Through this project, students gained a better understanding about the food they consume and about their food heritage; it culminated in the production of a food programme of their own.

In this project, students learnt more about the historical backgrounds of the buildings in their own country and the styles that exist. They also learnt to work with the 3D modelling software SketchUp.

This project documented the fast-vanishing trades, and encouraged students to appreciate the history and culture surrounding them, creating blogs and film documentaries.

This project was truly democratic – by the students, for the students and of the students. The rationale for the project was to give students across Asia and Europe a platform to voice their opinion on any and every topic.

Through this project, the students shared information, opinions and creative works about modern day heroes via Facebook apps and multimedia presentations.

This project allowed the students from the three countries to gain a deeper understanding of the true culture and history of each other’s countries., sharing common misconceptions of their own country.

UNESCO World Heritage Sites are the most important monuments illustrating human history. They are a source of national pride and their protection provides a unique opportunity to alert young students of their importance.

This project aimed to get students to reflect on the historical, social, economic, political and cultural ‘richness’ of their home countries and share it with students from different countries.

The rationale of the Chain Stories project was to allow the students to have fun while writing a story, and at the same time have the opportunity to learn about different genres as they explore the English language.

This project encouraged students to explore the bazaars of Asia and Europe. An online platform and Facebook group was created for students to share their findings and produce an Asia-Europe Bazaar e-magazine.

This project explored the everyday lives of young people. By taking, describing and sharing photos on a blog, students learnt to appreciate their own lives and the lives of others.

This project increased Asian and European students’ awareness of the importance of the heritage of their country, through a collaborative learning environment where students exchanged ideas and became friends.

Students explored the world of science, by conducting research with hypotheses, variables, observations, conclusions, and reports. Innovatively, they presented their findings as a fun and entertaining magic show.

Getting to know each other online, students shared descriptions of the views from their classrooms. They then researched and shared discussions on such themes as music, family, celebrations, technology, school and hobbies

This project aimed to foster tolerance and understanding of cultures other than your own, using teddy bears. Each participating school produced a bear of their choice, and sent the bears on a world trip!

Students examined how a particular season is characterized by unique occurrences in their own countries. Sharing information, participants appreciated how these events happened simultaneously across diverse countries and cultures.

Continuing the previous year’s project, students explored sea-related topics such as places, ecology, food, myths, proverbs, songs and legends. Focusing on a single topic each month, peers shared findings and gave feedback.

The students involved in this project built their own dance robots. A robot party was organized and videos of the event were published on the internet.

Through this project, students learnt how to recycle non-biodegradable materials like plastics, and transform these seemingly hazardous wastes into exciting art pieces, landscaping materials, novelty items and other art forms.

This project sparked awareness of the importance of rainfall monitoring in our communities. It also sought to assist in disaster preparedness by providing a community-based early warning system for landslides and flash floods.

Students took pictures and designed webpages to discuss specific subjects introduced. Through the resultant online debates, inspiration grew and friendships blossomed.

This project encouraged students to engage in a collaborative learning task swhich required them to research national and local heroes in their country. Students created and shared multimedia outputs in tribute of these people.

The project focused on the enhancement of students’ creativity and artistic talent in making short movies or cartoon series and digital storytelling.

Students investigated the history of houses relating to architecture, function, building materials, interior, color, pattern, etc. They reported their ideas using different kinds of media, and compared it with the others.

This project sought to engage students in mathematical problem-solving, and to promote and develop students’ ability in solving mathematical problems.

This project allowed students to learn about other countries’ places of interest, while at the same time giving them the opportunity to explore and document their own country using public transport.

Continued from 2010, this project allowed students to continue to explore and revisit the idea of a ‘home’. The collaboration culminated in a film festival at participating schools showcasing all the works from the project.

During this project, students observed physics-related phenomena and events in daily life, and shared explanations using the principles of physics via a website.

In this project, students watched videos on countries that are ranked highly in terms of happiness, and shared their reflections on happiness in their own countries using various ICT tools.

Continued from last year, students shared online discussions, videos, films, photographs, etc. on their country’s culture and heritage through the production of their national handicrafts and artwork.

Teachers and students created multimedia based lesson materials on a variety of subjects that integrated video, animation, audio, graphics, pictures and text; all was published on an interactive website.

A continued project from 2010, this GoCyberGreen project was designed as a series of steps that built up to a final presentation on industry and the environment with an emphasis on local culture and heritage.

In this project, the students had the opportunity to communicate online across continents and come up with a play on a specific global theme of concern to them.

The aim of the project was for students to learn more about the ecological problems of the seas in Asia and Europe, and for students to consider solutions.

The objective of this project was to increase awareness among youth and present alternative ways of commuting that are more eco-friendly.

This project examined the use of food and processed food products/beverages in local or foreign movies, promoting cross-cultural understanding and collaboration using an open IT platform.

Through online storytelling with photos and videos, students highlighted the rich and timeless cultures of their town/country b unravelling the place’s myths, legends, literature, local poetry, and folklore.

Students collaboratively researched famous mathematicians from their own country and another country, presenting their findings in PowerPoint or Google docs with the international group.

This project provided Asian and European students with opportunities to define emotions as they are experienced in different Asian and European countries, enncouraging students to uncover similarities and differences.

In this project, participants assumed the role of a cosmopolitan and explored their cultural heritage, traditions and places of interest, sharing on-site reporting and creating articles and videos.

This project promoted the importance of chemistry in daily life and included events, videos and blogs showing the highlights of their activities.

In its 4th edition, this project allowed the participating students to write interactive and collaborative chain stories in English of 5 different genres .

This project allowed the students to get to know aspects of life in schools across Asia and Europe. Having conducted research, students expressed their views and reflected on others’ views online.

This project aimed to increase the awareness of the students in Asia and Europe regarding border activities, fostering mutual understanding of the arguments and opinions of the participating students from the two regions.

Students and teachers shared what they know about the forests nearest to them. Each school planned and conducted activities that enabled the students to know the forest better, sharing their findings online.

This project allowed students to develop a greater understanding of the traditional arts, performing arts and any other form of arts within their own culture as well as those of other countries.

This project created a communicative “highway” for Asian and European students to meet and exchange information about themselves and their countries. This led to a project website, social forum, as well as a video about Berlin.

This project allowed students to collect and share information about their everyday lives, discussing online the problems they may face as well as possible solutions.

In this project, the students’ task was to show that animals are special to society and the environment. They collected information and came up with action plans to save these animals, sharing this online.

With growing urbanization and depleting forests around the world, this project included preparing and distributing tree saplings and capturing the event through films to spread awareness.

This project aimed to increase the awareness of the students in Asia and Europe regarding the use of postal stamps, enabling them to be more aware of their roots and comfortable using advanced modern technology.

A project continued from the previous year, WHAZZUP? was an online educational network for students to experiment with a new way learning through being active online.

Students identified and shared their views on the news and articles concerning the environment, coming up with solutions which were compiled and submitted to the relevant environment Ministries or other environment-related NGOs.

The rationale of the project was to have fun, while working with mathematics and, at the same time, be introduced to the USABOUTUS-community platform and developing students’ English skills.

In this project, students assumed the role of travel journalists. They explored ways of life, cultural heritage, traditions, and places of interest, reporting on-site and creating video or audio articles.

This project exposed students to the issue of biodiversity, encouraging them to explore an object or event that they thought had an environmental value related to biodiversity, before sharing this exploration online.

This project allowed students to explore the interactions between plants and animals in river ecosystems, through an online community platform created to inspire environmental action.

This project strengthened awareness of conservation and preservation and our responsibilities towards mother nature, and promoted the use of ICT in fostering cross-cultural learning among the school children.

Students shared presentations on threatened species from Asia and Europe, which were published on a website with a searchable database of species in Asia and Europe.

This project united students from Europe and Asia with a serious interest in the protection of nature. Students investigated rivers and shared their findings, informing their strategy to protect the biodiversity of rivers.

This project enhanced awareness of the importance of peace. Students learnt how to help others and bring peace around the world through community service.

This project allowed the students to learn and show their concerns about climate change through various activities, while considering practical actions to alleviate the problem.

The students participating in this project designed a trail around their neighbourhood, conducting visits and interviews with residents and sharing the uniqueness of their communities.

This project brought arts to life and helped students understand other cultures. They made replicas of paintings – one from their own nation and one from the other region – before collaboratively exploring the crafts and meanings.

This project focused on sharing young people’s new ideas for improving eco-friendly technology, such as power-saving devices that can be integrated into buildings, via an open source IT platform.

This project allowed students to know more about the different cultural practices during celebration of events and festivals across Asia and Europe, by uploading accounts and videos showcasing an actual celebration taking place.

Students in this project had the opportunity to share online discussions, videos, films, photographs, etc. on their country’s culture and heritage through the production of their national handicrafts and artwork.

This project allowed students to reflect on their idea of home and write stories based on three themes – love, peace and dreams – encouraging them to reconnect with, and explore more about, their home and share this with others.

Continuing from 2010/2011, this project stimulated discussions and increased students’ awareness of historical buildings, architectural design, living standards and building materials used across Asia and Europe.

Students shared stories, anecdotes, facts, photos, lifestyles and food, based on life near the sea, showing the sea not as an obstacle, but as a means of unifying cultures and traditions. T

Enhancing an earlier project, students presented themselves online and started a blog about a person they admire. Together, students contributed to a wider blog on their local area, before discussing the topics with their peers.

Students researched local cultures, customs and wisdom that have been inherited from past generations, and which have given inspiration for how to conserve the environment.

This project encouraged students and teachers to innovate and create new recipes utilizing local indigenous resources, improving their understanding of how to fulfil their biological needs without exploiting the environment.

This project gave Asian and European students an appreciation of the importance of biodiversity and the effects of human activities on the ecosystem, while enhancing their ICT, collaboration and communication skills.

This project turned the spotlight on biodiversity, sensitizing students to humans’ roles in weaving the complicated ‘Web of Life’. It focused on mutual respect and responsibility within locally, regionally,and internationally.

This continuing project created awareness among students and teachers of how they can contribute in saving the environment, sharing practical activities on the project’s online portal.

Continuing from 2009/2010, this project was about sharing the 21st century method of language learning. Using ICT tools and newly produced materials, students were able to compare their learning processes.

This project allowed young people to come together to derive new, innovative solutions to protect the environment from the harmful effects of globalization.

Students collaboratively wrote interactive stories of different genres, which were collated online, each requiring readers to chose one of two outcomes at the end of each chapter.

This project helped students take an active role in preserving and protecting butterflies, and their host plants and wildflowers, through the use of open source web tools.

Students from Asia and Europe took pictures or made paintings about biodiversity (animals and plants) in their own towns, before publishing them on a shared website with brief description about the species to encourage debate.

Having focused on Asia in the previous year, students examined a European country and its historical background, presenting best practices in alternative energies and handling of environmental problems, in general.

Continuing from the previous year, this project, implemented in 5 stages, gave students an opportunity to meet other participants who share their passion for musical culture, national musical instruments, and national music.

Continuing the work of the preceding year’s Online Collaboration, students shared their interests and concerns about topics they were studying with peers in other countries, helping them gain deeper understanding of the topic.

Participating students from each region identified five different themes relating to traditions and ceremonies, and presented these to students from the other region, helping to build links across continents and generations.

This project encouraged schools in Asia and Europe to make an active environmental contribution to their respective communities, creating concrete action plans to help protect the school’s local environment.

As a community of students who like to design and write software, participants discussed the functions of software, helping each other to find the best algorithm and testing each other’s programmes.

This project promoted the preservation of indigenous knowledge on traditional medicine, and at the same time understanding sustainable development through conservation and preservation of the environment.

This project focused primarily on encouraging students to make conscious lifestyle choices and practices to reduce their carbon footprints, and culminated with the production of a COOL! Handbook listingbest practices.

This project promoted greater awareness of the impacts of climate change, motivating students to make a positive change in their communities.

Students shared examples of co-existence of nature and people in city environments, and also composed sounds recorded in Asia and Europe to become part of a “symphony of nature”.

Each school chose an animal in danger of becoming extinct, but not on the list of ‘protected’ animals. Students organised awareness-raising programmes across their schools about the endangered species.

This project encompassed tourism, economics, advertising, designing and management. It allowed students to research, plan and market itineraries, as if they were travel agents, to unique areas in their own countries.

Representatives from participating countries highlighted the aspects in their education system which contribute to better education, with a focus on students’ rounded development.

Focusing on saving the earth for the future generations, students suggested how to preserve nature and find solutions to environment issues, not only in their school community but also in their cities and their countries.

Creating a video showcasing music, the project group not only celebrated the marvelous diversity of cultures across Asia and Europe, but also emphasized the need for people to working together for our common good.

Students discussed sustainable development, clean energy, global warming, urban planning, quality of living and recycling, while mapping out the blueprint for a ‘Green Economy’ and a liveable city – even in a global recession.

Students presented national parks, nature reserves, items from UNESCO´s world heritage list or other local areas that they believe are of outstanding interest to their peers in other countries and in need of preservation.

This project stimulated discussions and increased students’ awareness of historical buildings, architectural design, living standards and building materials used across Asia and Europe.

Continuing the previous year’s project sits to heritage sites and through visits, surveys and interviews, students learnt about heritage sites, enhancing their awareness of conservation and other countries’ heritage.

The objective of this project was to build a student’s strong character so that they care about environmental conservation, and take action as a result. Reuse, reduce and recycle!

Continuing the previous year’s project, students discussed family, the environment and sustainable development issues, addressing each other as “Environment Guardian”.

This project was designed as a series of steps that built up to a final presentation based on what has been learnt from the other partners throughout the project on environmental issues.

Through the exchange of information, students had the opportunity to know and understand the various types of folklore and the ways in which folklore is passed down consciously from one generation to the next.

Continued from the previous year, this project focused on sensitizing students to the importance of water on our planet and the efforts that should be made to preserve and protect that valuable natural element.

Students from different schools from Asia and Europe involved in this project collected rain and snow samples in sterile dishes, analyzing probable pollutants and suggesting measures for solving any associated problems.

This project helped students develop a deeper understanding of what it means to be environmental friendly, as they shared existing features of their homes and schools that help the environment, and explored areas for improvement.

Creating awareness of how to protect the environment, students and teachers from Asia and Europe promoted this issue online and face-to-face in their schools, communities and countries.

Participants shared and exchanged knowledge and experiences of local ecotourism, local history and cultural practice, when creating a 5-day virtual tour and video montage of one of the featured places.

Students explored the cultural background and relevance of individual fairy tales, as well as the similarities and differences of fairy tales from different countries.

Using ICT and online resources, students showcased folk dance culture as a living tradition in their country, and shared some of their own contemporary dance. Together they reflected on the dances’ beauty and symbolic meanings.

This project provided an online forum for all the participating countries in Asia and Europe to share ways of coping with the climate change and celebrate their achievements in the face of this threat.

Under the four genres of thriller, fairy tale, science fiction and Robinsonade, students wrote open ended chapters for four ‘chain stories’ where protagonists faced dilemmas; resulting in a collaboratively-created interactive book.

This project created a collaborative learning environment where students could freely communicate by producing videos to act as virtual tours of India exploring culture, history and economy.

Aligned with the ‘International Year of Astronomy’, young scientists in Europe and Asia explored the cultural and scientific value of properties connected with astronomy and identified actions to ensure their preservation.

Students researched music venues and music produced in their countries and schools, before performing to each other using online video streams. As well as learning skills and making friends, they created DVDs of their performances.

Students shared their interests and concerns about a topic they were studying with peers from other countries, helping them all to gain a deeper understanding of the multifarious topics.

Through face-to-face and online experiences, research and analysis, students developed their understanding of traditional games within their own culture, as well as those of other countries, before designing their own new game.

This project provided Asian and European teachers and students with the opportunities to discover the means of public transportation unique in their locality, before sharing their findings with peers in other countries.

This tele-collaborative activity challenged students to discover and understand the plight of indigenous peoples in their locality, and to use ICT tools to produce multi-media presentations sharing their findings.

This project encouraged students to gain a better understanding of the origin of local street names and its historical significance, before sharing their findings with their peers from different countries.

Raising awareness of global citizenship, teachers created ‘learning objects’ and encouraged pupils to research different and diverse icons of their national heritage, before developing a global unifing principle.

This project used ICT to encourage students to: see many sunrises on the Day of Peace; talk about peace – how it can be restored after war; and learn about their peers who live in the other parts of the world.

The project aimed to increase students’ awareness of the technical, environmental and political aspects of energy generation, while fostering a mutual understanding of the arguments and opinions of the participating students.

This project encouraged students to discover and exchange knowledge online about the houses in their own countries, in terms of architecture, which closely reflects their cultures.

This project helped cultivate students’ understanding of the harmonious relationship between humans and nature, educating them to love nature and activating their awareness of environmental protection.

This project improved students’ understanding of their own culture, and encouraged them to broaden their perspectives by learning about other cultures throughout the world.

Having researched different countries’ reality TV shows, students analyzed the degree to which behavior’s exhibited were culturally-specific or universal.

Students researched and presented traditional wedding ceremonies in their own culture, before exploring similarities in cultural practices and symbolism between Asia and Europe through online interactions.

In its third edition and designed to integrate technology with the curriculum, this project encouraged students to research social and commercial aspects of industry and enterprise, before sharing their findings online

Students worked online, across borders, to explore their views on what constitutes the “foundations of civilization”, and created a complementary list to those already included in the UNESCO World Heritage document.

Students expressed themselves in short stories, poems and plays and shared this with their peers in other countries, learning more about different cultures and writing styles, before publishing content online.

Students explored and experienced, as vividly as possible, ways in which different cultures and different ages responded to the same daily needs. Crossing these borders of time and place encouraged reflection among participants.

This project trained students to develop their journalistic writing skills while striving to be well-informed of the significant news, issues and events. This involved writing editorials and uploading it to a project website.

This project focused on patterns, mathematics, cultures, traditions, lifestyles and how patterns symbolise philosophy of one community. Students observed and explored these patterns online, sharing their learning with one another.

Italian students made a virtual tour on a magic flying carpet to Asia in order to visit their Chinese friends. They explored several aspects of Chinese culture, history, and economy, and produced a collage-style video.

By encouraging students to find out more about the other countries through presentations in five subject areas, students learnt more about the traditions and ceremonies of the other region.

By producing a short film, students attempted to alleviate stigma against those with disabilities, bridge gaps among mixed-ability learners, enhance English and Art in syllabuses, and stimulate English teachers and learners.

Students produced an E-magazine dealing with cross-curricular topics; first, using WebQuests to select a topic, then uploading their work for peer feedback from, before finally, assuming the role of journalists and publishing.

Students learnt about the different cultural practices and behavior’s observed in participating countries, exchanging previous perceptions and synthesizing this with new knowledge they obtained in online booklets or video clips.

Focusing on universal themes that cut across time and culture, students revisited Shakespeare’s works by adapting a play to their respective cultures; adding a dash of distinct local flavour to the timeless works of Shakespeare.

Students chose well-known people from their own country, and presented them to students from other countries. The final project website showcased interviews, quizzes and other educational resources prepared by participants.

Collectively, students wrote three stories of different genres; each student contributed a linking chapter to a single ‘chain story.’ After having fun, students produced a final illustrated book written in English.

This project identified two companies in each participating country, and students compared the impact of economic recession and the measures taken to overcome it. This helped create cross-cultural business-related case studies.

Through research and regular online interactions, students in Asia and Europe developed personalized virtual tours and a 3-day backpacker’s itinerary of their country to encourage better mutual appreciation of cultural diversity.

Students deepened their understanding of diverse cultures and the many forms of social activities of other countries. As well as learning to express themselves in different media, students also enriched their writing skills.

Teachers and students gathered for a 5-day cave expedition mentored by experts. Using the V.O.C.A.L concept which is the acronym for voluntarism, caring and loving spirits, students learnt how to care for the environment.

Students selected a country in Asia or Europe and, having studied its traditions and engaged with its local embassy, acted as ‘ambassadors’ in their local community by giving multimedia presentations which was published online.

Focusing on how young people today use various technologies in their daily lives, students looked for relevant research from their countries about young people and, using online social networks, compared this to their realities.

This project raised awareness about social and environmental impacts of industry and enterprise, locally and globally, and also created awareness about the similarities and differences in these sectors across different regions.

This project raised awareness about social and environmental impacts of industry and enterprise, locally and globally, and also created awareness about the similarities and differences in these sectors across different regions.

As in last year’s project, by conducting surveys and research, students got to know codes of conduct and dress codes of different schools, before having lively debates about what they reflect about, and their impact on, culture.

A family is built on local foundations, but now exists in a truly global era. Students considered numerous themes relating to existing family values and citizenship, and how these are ‘going global’.

In its fourth edition, this project brought together students from schools in both Asia and Europe for a one-week conference in Kuala Lumpur to learnt about each other’s cultures through various special activities and workshops.

Researching and reflecting on the toys of their youth, students learnt about the toys’ origins, evolution and social, economic and psychological significance. By sharing facts and opinions, students considered toys of the future.

This project encouraged students to engage in regular physical exercise and record their work-outs, as well as experience competitiveness while showing mutual respect and camaraderie with fellow participants.

Having learnt about participating countries’ cultures and heritages through their traditional costumes, students shared their knowledge, developed tangible products, and forged lasting friendships which spanned continents.

Students from different schools tried many methods to make biodegradable plastics, including using vegetable oil and corn starch in the process, which can later be destroyed by bacteria.

The project provided Asian and European teachers and students with opportunities to discover that not only are teaching and learning fun, but also understanding each other’s cultures creates respect and co-operation.

This project enabled students to look beyond their own countries to gain a more nuanced view of the heterogeneity of the countries within Asia and Europe, while being exposed to different research methods and skills.

Having written poems, short stories and plays on given themes for an online anthology, students received feedback from their peers, encouraging them to learn about other cultures and develop their writing and critical skills.

This project creatively explored approaches and amenities that promote a healthy mental and physical lifestyle in different countries, cultures and geographical regions.

Focused on exchanging information about Asian and European fashion and cuisine, students explained how the attire or food is created and worn or consumed, as well as its cultural significance using online multimedia tools.

There is a shortage of clean drinking water in many regions of the world. This project aimed to explore the different aspects of how water should be presented in a “Dictionary of Water” in a short and informative way.

Focusing on architectural structures of their country, students planned and shared a virtual 3-day tour for peers elsewhere. This helped forge friendships and develop knowledge, while working in teams and thinking creatively.

Using teaching methodology based on the principles of distance education and e-Learning, schools presented a subject of interest in a virtual class through interactive video conference and published it on the project’s website.

Students investigated historical events by collecting oral evidence from observers and participants to achieve greater inter-generational bonding within the community and intercultural bonding with their peers.

A project continued from the previous year, WHAZZUP? was an online educational network for students to experiment with a new way learning through creating of their own profile page, forum discussions, writing in-depth blog posts and preparing multimedia presentations and commenting on other students’ work, sharing photos and videos and comments about them plus real-time […]

Students learnt about how young people – like themselves – live in other countries. By receiving information from others about their lives and country, students could put the pieces together and form a whole picture – a mosaic.

As a virtual book club, students learnt to appreciate the most celebrated modern literary genres and authors of different countries. Having read books, students discussions themes and their relationship to their local areas.

This project raised awareness about social and environmental impacts of industry and enterprise, locally and globally, and also created awareness about the similarities and differences in these sectors across different regions.

This project allowed students to share their opinions on what peace means to them, in the wake of all the turmoil in the world. It sought to remind them that peace should never be simply taken for granted.

Today it can be difficult for us to discern illusion from reality. Using critical thinking to analyze a globally popular film together helped students identify the underlying ideologies and how to be mindful of them.

This project provided Asian and European students with an opportunity to discover the traditional forms of theatre that are significant in their own, and other people’s, countries.

This project brought together students from schools in both Asia and Europe for a one-week conference in Kuala Lumpur to learnt about each other’s cultures through various special activities and workshops.

This project established the link between different kinds of celebrations in Asia and Europe, and helped students to understand cultural manners better by making them ‘international ambassadors’ of their school.

Restrooms are different across the world, and can tell us about each site’s culture. Students learnt about this diversity by exchanging experiences and information to develop new initiatives or ideas to improve current\ designs.

This project promoted interaction with other people via Internet, giving students and teachers the opportunity to share teaching materials, online quizzes and competitions and learn from one another.

Teachers and students gathered for a 5-day cave expedition mentored by experts. Using the V.O.C.A.L concept which is the acronym for voluntarism, caring and loving spirits, students learnt how to care for the environment.

Focusing on student communities, who are able to access the Internet with greater efficiency than the past, this project did more than just offer information; it introduced different cultures to students from other countries.

Acknowledging the cultural diversity of countries along the old Silk Road routes and by creating descriptions, maps and fictional writing, students learnt about countries and how to respect and experience different cultures.

To inspire dreaming and the attainment of dreams, students shared their favourite fairy tales and compared the lives and approaches of successful “dreamers” in the histories of their own countries who they admire.

Every school in each country has interesting and exciting events happening in their school every year. This project exposed diverse cultures, allowing for a greater understanding of each other as Asians and Europeans.

Focusing on earthquakes and their relationship with tsunamis, students shared their knowledge and experiences of these phenomena online, and created resources which could be forwarded to local officials.

Students compared and contrasted history to develop a mutual understanding and tolerance of different cultures. They also focused on key events in their own country, and reflected on what was happening elsewhere at that time.

In this project students made movies using a range of techniques from stop-motion to online software, before sharing them online to exchange knowledge and experiences with each other.

In today’s world teaching via textbooks isn’t enough for students. This project encouraged youngsters to read more and better, while also integrating the three subjects of English, Art and Computing into ‘edutainment’.

A school is/should be a place that promotes responsibility, respect, civility and academic excellence in a safe learning and teaching environment. This project aimed at getting to know the code of conduct and dress code of the participating schools. Students were expected to translate their school rules and carry out a vibrant discussion about them. […]

Students investigated and debated the interconnectedness of the world, especially between Europe and Asia, in different periods of history, focusing on their shared past with their local and international peers.

Exploring family values and culture, students shared family activities, habits and celebrations with peers across Asia and Europe. By comparing these, they formulated common values for the ‘Going Global Asia-Europe Family’.

Students from different schools held virtual homestays to understand food taboos in other countries. Upon experiencing specific taboos, they were able to reflect on the similarities and differences compared to their own cultures.

Students explored cultural aspects of food and learnt how history and culture are integrated into a nation’s culinary heritage, creating an online recipe book with their findings.

This project focused on the journey of seafarers from the Mediterranean to Asia in the 1400s. Presented with scenarios by their teachers, students collaborated, in-person and online, overcoming challenges of the time.

Students learnt about “currency geography”, examining the history, economy, language, and culture on the bank notes of different Asian and European countries.

Students considered, identified and shared the location and geography of their school, with the aim of building a geographical atlas of significant landforms and landscapes across Asia and Europe.

This was a collaborative strategy for teachers in Social Studies, Music, Arts, and Humanities, wherein lessons on the eminent culture in the home school were integrated under one theme, and shared among the project group.

This project used online software, competitions and speaking exchanges to encourage discussions about the advantages and difficulties of learning English among secondary school students.

As media consumers, students discussed their habits and those of young people in other countries, before posting on the website.

Students shared bits of information about themselves with peers who pieced them together to form a mosaic-like image of their friend.

Following the previous year’s project, students and teachers to learnt about Malaysian culture at a conference in Kuala Lumpur.

During this continuing project, students with diverse literacy levels, age and beliefs wrote peace messages, which were then translated into different media and posted online.

Consisting of in-tandem reading activities, students shared online their experiences of reading and analyzing a literary work, before collating and publishing their jointly-developed assignments on the project website.

Students chose pictures depicting a gesture and wrote an explanation of this, inspiring online discussions about different cultures.

As a virtual book club, students of participating countries learnt to appreciate each other’s most celebrated modern literary works.

Focusing on communities of ecological or cultural interest to tourists, students considered strategies to maintain these ways of life.

Students planned a 3-day virtual homestay itinerary for peers from the other schools which explored their country’s food and culture.

Sharing, discussing and comparing popular practices, students learnt how different cultures honor their ancestors and loved ones

Students met through an online platform to design homestay programmed for their counterparts in other participating countries.

Students showcased puppets from their own countries, giving insights into local and regional history, culture and art.

Expanding the scope of the previous year’s project, students compared countries’ innovations in areas ranging from ICT to medicine.

Learning about entrepreneurship, students drew up common business plans to raise funds for communities or schools in need of support.

The Online Students’ Magazine continued to encourage students to compose and exchange articles of interest to Asians and Europeans.

Students and teachers from Asia and Europe joined a one-week conference in Kuala Lumpur to learn more about Malaysian culture.

Having become friends online, students to part in a homestay programmed with itineraries designed by their peers in other countries.

Consisting of in-tandem book reading, classes of different nationalities shared online their experiences of reading a particular book.

Cultivating independent discovery and self-paced learning, students designed and participated in fun and innovative quizzes.

Studying climate change and the weather of different regions, students reported on the effects of this on local lifestyles.

Students formulated questions on specific subjects, before asking peers for answers and so beginning a fun and enriching “WebQuest”.

Through activities including e-buddying, online quizzes and essay-writing competitions, students learnt about each other’s cultures.

Continuing to promote the notion of peace through collaboration, students designed and disseminated their own peace messages.

Students explored their country’s cultural and religious heritage, learning about buildings and their affect on people’s lives.

Writing story chapters and sharing them online with others to continue, students created unique collaborative works of fiction.

Before visits to each other’s countries, students collaboratively designed a website showcasing their own cultures and local areas.

Focusing on peace and documented on a website, students shared, considered and commented on materials relating to this vital topic.

Appealing to students’ desires to practically apply scientific knowledge, teachers helped students respond to their local environment.

With a title referring to dances symbolizing life in Sweden and Indonesia, this project enabled students to explore their cultures.

Following the previous year’s project, students and teachers created a website on which to propose intercultural projects.

Students planned virtual homestays for their counterparts in other schools, using a web-based platform to interact with one another.

Researching other cultures and teenage lifestyles, students acted as cultural ambassadors to promote other countries to classmates.

Participating students created a website to speak to each other and share personally designed electronic greeting cards.

Students shared traditional music and relevant background information, before performing songs and recording them to CD.

Interactively sharing diverse news, students published an online newspaper in English and each participating country’s mother tongue.

Students celebrated women who shaped participating countries’ societies by collecting and publishing information on these role-models.

Teachers collaboratively designed common lessons incorporating ICT across multiple subjects to be taught at all participating schools.

Including online to face-to-face activities, Finnish and Malaysian students made friends and prepared visits to each other’s country.

By developing and exchanging simulation games and case studies, students considered solutions to problems faced by other societies.

Students researched and exchanged descriptions of the main elements of their own cultures in Indonesia (Java) and Sweden.

Creating a website to help cultural studies in the curriculum, students and teachers proposed projects to learn about other cultures.

Students researched, planned and shared 6-day online interactive itineraries for their peers at schools in other countries.

Following the previous year’s project, students not only discussed nuclear issues, but also learnt about other’s daily lives.

Creating online fora, students explored topics of mutual interest and designed exchange itineraries for peers from other countries.

Following the previous year’s project, students collated and produced truly international publications on festivals and folklore.

By creating web fora and exchanging emails, students across both regions enhanced their English language skills during this project.

Students used online fora to research and discuss topics that interested them, enhancing their cultural awareness and creativity.

Students used database technology, fora and other ICT multimedia tools to comparatively study water qualities across the world.

Culminating in an e-book, pupils and teachers considered the impact of modernization on the input, processes and output of agriculture.

Spanning Geography, English, Swedish, Science and History, students discussed nuclear arms, nuclear power and alternative energy.

Researching national festivals and folklore, students shared their findings using various media. They also celebrated many festivals!

This trailblazing online ASEF ClassNet teacher community planned projects, bringing together students of their respective countries.