5th Day of Portugal Mobility

Day 5 – Inclusion through Sport, Cultural Heritage and Creative Activities

The fifth and final day of our Erasmus+ mobility in Portugal was a memorable conclusion to a week filled with learning, discovery, creativity, cultural exchange and international friendship. Students from Türkiye, Greece, Poland and Portugal spent their final day together exploring the ideas of inclusion through sport, discovering Portugal's rich cultural heritage and experiencing the world of animation and creative expression.

After four intensive days of workshops, scientific activities, digital technologies, environmental exploration and cultural exchange, the final day offered a different but equally valuable kind of learning. Through surfing, historical exploration, cultural heritage and cinema, students were encouraged to challenge themselves, support one another and discover new aspects of Portuguese culture.

The day perfectly reflected the spirit of the mobility: learning not only through formal educational activities, but also through experience, cooperation, creativity and shared moments.

Starting the Day with Surfing in Peniche

The final day began with an exciting surfing lesson in Peniche, one of Portugal's best-known coastal areas.

For many students, surfing was a completely new experience. Standing on a surfboard, finding balance, understanding the movement of the waves and trying to stay upright required patience, concentration and determination.

However, the activity was about much more than learning how to surf. It was closely connected to the inclusion dimension of the AI4Inclusion programme.

Learning a new physical skill can be challenging, particularly when participants have different levels of experience and confidence. The surfing lesson encouraged students to face these challenges together. They supported one another, shared advice, encouraged their friends and celebrated each other's progress.

The experience demonstrated that inclusion is not only something that happens in a classroom. It can also be created through shared experiences in which everyone is encouraged to participate and overcome challenges at their own pace.

Some students may have found the activity easier than others, but everyone had the opportunity to try. The focus was not on being the best surfer, but on participating, learning and supporting each other.

Learning to Overcome Challenges Together

Surfing provided a particularly powerful metaphor for inclusion.

The students had to accept that falling into the water was part of learning. They had to try again, adjust their movements and learn from their mistakes. At the same time, they could see their friends facing the same challenges.

This created a strong sense of teamwork and mutual encouragement.

The experience showed students that difficulties become easier to overcome when people support one another. It also encouraged them to step outside their comfort zones and approach an unfamiliar activity with openness and confidence.

In this sense, the surfing lesson reflected one of the central messages of the entire Erasmus+ mobility: everyone learns differently, but everyone deserves the opportunity to participate.

Discovering the Medieval Town of Óbidos

After the energetic morning in Peniche, the group continued to Óbidos, one of Portugal's most beautiful and historically significant towns.

Óbidos is famous for its well-preserved medieval walls, fortifications and traditional architecture. Walking through the historic town gave students the opportunity to step into another period of Portuguese history and experience the character of a place that has preserved much of its traditional appearance.

The visit provided another example of learning outside the classroom. Instead of studying history only through books or presentations, students could explore the architecture and streets of the town directly.

Walking along the historic streets and seeing the fortifications helped participants develop a better understanding of Portugal's architectural and cultural heritage.

The visit also offered an opportunity for students to continue spending time together in an informal environment. After several days of intensive activities, exploring Óbidos together allowed participants to talk, take photographs, share impressions and enjoy the atmosphere of the historic town.

For students from Türkiye, Greece and Poland, the experience also provided an opportunity to compare Portuguese historical heritage with the historical towns and traditions of their own countries.

Discovering the Carnival Traditions of Torres Vedras

The next cultural experience took the group to the Carnival Museum in Torres Vedras, where participants discovered one of the most distinctive local traditions of the region.

The visit introduced students to the history and traditions of the Torres Vedras Carnival, allowing them to learn about how the celebrations are organised, prepared and experienced by the local community.

The museum provided an opportunity to understand that cultural heritage is not limited to old buildings and monuments. Traditions, celebrations, costumes, artistic creations and community participation are also important parts of a region's identity.

Students could discover the creativity involved in preparing carnival celebrations and learn how traditions can be passed from one generation to another.

This was particularly relevant to the international character of the Erasmus+ programme. Each of the four participating countries has its own festivals, celebrations and traditions. Exploring the Portuguese carnival allowed students to appreciate a different cultural tradition while also reflecting on the traditions they know from their own countries.

Cultural Heritage as a Living Experience

The visit to the Carnival Museum reinforced an important idea: cultural heritage is alive.

Heritage is not only found in monuments or historical documents. It can be found in the celebrations of communities, in artistic expressions, in costumes and in the ways people come together.

For the students, this was another opportunity to look at Portugal from a local perspective. They were able to discover something that belongs to the cultural identity of the region and understand how local communities preserve and celebrate their traditions.

At the same time, the experience encouraged intercultural dialogue. Students could compare the Portuguese carnival with celebrations and festivals in Türkiye, Greece and Poland, discovering both differences and similarities between the cultures represented in the project.

Creativity and Animation at the BANG AWARDS

The final activity of our Erasmus+ mobility was a visit to the BANG AWARDS – International Animated Film Festival 2026.

After several days focused on science, technology, sport and cultural heritage, the programme concluded with a celebration of creativity and visual storytelling.

Participants had the opportunity to watch a selection of short animated films, including works created by Portuguese artists. The screenings introduced students to different forms of animation and creative expression and provided another opportunity to experience contemporary Portuguese culture.

Animation is a particularly interesting artistic form because it combines many different disciplines. It can involve art, storytelling, technology, design, sound, communication and digital skills.

In this way, the festival also connected naturally with the STEAM principles that had been explored throughout the mobility. Students could see how creativity and technology can work together to produce stories and artistic experiences that can be shared with audiences around the world.

The films also encouraged students to think about different ways of communicating ideas. A short animation can tell a story, express an emotion or explore a complex topic without relying solely on traditional forms of communication.

A Final Day Connecting Different Worlds

The fifth day brought together experiences that might initially seem very different: surfing, medieval history, carnival traditions and animated films.

However, all these activities shared an important common element: they encouraged students to learn through direct experience.

Surfing encouraged inclusion, teamwork, perseverance and mutual support.

The visit to Óbidos encouraged students to explore history, architecture and cultural heritage.

The Carnival Museum introduced them to local traditions, community identity and creative cultural expression.

The BANG AWARDS festival opened the door to animation, technology, artistic creativity and contemporary culture.

Together, these experiences created a fitting conclusion to a mobility based on the idea that learning can happen in many different environments.

The Final Day of an International Journey

For the students from Türkiye, Greece, Poland and Portugal, the fifth day was also an emotional moment because it marked the end of their shared mobility experience.

Over the course of the programme, students had worked together in workshops, explored scientific topics, experimented with new technologies, visited cultural and natural sites, shared meals, presented their traditions and developed friendships.

The final day gave them one more opportunity to experience something new together.

The surfing lesson brought excitement and teamwork. The visit to Óbidos brought history and beauty. The Carnival Museum introduced another aspect of Portuguese culture, while the animation festival provided a final celebration of creativity.

These experiences demonstrated that an Erasmus+ mobility is not simply a trip to another country. It is an opportunity to learn with others, learn from others and learn about the world through shared experiences.

Inclusion Beyond the Classroom

The surfing experience was perhaps the clearest expression of the project's theme of inclusion on the final day.

Students were placed in a situation where everyone was learning something new. There were opportunities to encourage one another, help classmates and celebrate small achievements.

This reminded participants that inclusion means creating environments where everyone feels welcome, supported and able to participate, regardless of their previous experience or level of confidence.

The same principle was present throughout the entire mobility. Whether students were experimenting with cyanotype, exploring VR and AI, creating a mural, examining fossils, learning about marine ecosystems or participating in cultural activities, they were given opportunities to contribute in different ways.

The final day's activities therefore reinforced the wider message of AI4Inclusion: diversity should be seen as a strength, and learning environments should provide different ways for people to participate and succeed.

A Memorable Conclusion to Our Portuguese Mobility

The fifth day brought our Erasmus+ mobility in Portugal to a close in a truly varied and memorable way.

From the waves of Peniche to the medieval streets of Óbidos, from the cultural traditions of Torres Vedras to the imaginative world of animated films, students experienced different sides of Portugal while learning important lessons about inclusion, culture and creativity.

The day reminded us that some of the most valuable learning experiences happen when we leave the classroom and encounter something new: a new sport, a new place, a new tradition or a new artistic form.

As students from Türkiye, Greece, Poland and Portugal completed their final day together, they could look back on a mobility filled with science, technology, art, environmental awareness, cultural heritage, sport, creativity and friendship.

The programme began with the goal of exploring AI, inclusion and innovative approaches to education, but it ended with something equally important: a group of young people who had learned to work together, support one another, appreciate different cultures and create memories across borders.

The final day was therefore not simply the end of the programme. It was a celebration of everything the participants had achieved together.

From learning to surf, to discovering medieval history, from understanding local traditions to experiencing international animation, the final day showed that inclusion, creativity and learning can be found everywhere.

And as our Portuguese mobility came to an end, the students returned home not only with new knowledge and skills, but also with new friendships, unforgettable experiences and a deeper understanding of the cultures and people who shared this journey with them.

4th Day of Portugal Mobility

Day 4 – Completing the Workshops, Sharing Our Cultures and Celebrating Our Erasmus+ Experience

The fourth day of our Erasmus+ mobility in Portugal was a day filled with learning, creativity, cultural exchange, reflection and celebration. After several days of scientific exploration, technological activities, artistic workshops, environmental learning and cultural discovery, students from Türkiye, Greece, Poland and Portugal returned to the educational workshops to complete the activities and experience the full range of opportunities offered during the mobility.

The day also brought a very special cultural experience: an international dinner at the host school, where each participating school brought traditional food from its own country and presented it to the other participants. Together with the closing ceremony and the presentation of traditional dances, this made the final day a warm celebration of the diversity and friendship that had developed throughout the Erasmus+ programme.

Completing the Workshops

The day began with students returning to the educational workshops. The groups changed activities so that all participants could experience the complete range of workshops offered during the mobility.

This was an important part of the programme because the different workshops represented different ways of learning. During the mobility, students had already experienced activities involving scientific experimentation, artistic creativity, digital technology, VR, AI, environmental observation and practical work. On the fourth day, those who had not yet participated in certain activities had the opportunity to discover them.

This rotation allowed students to compare different learning approaches and understand that education can take many forms. Some activities required scientific observation and experimentation, others encouraged artistic expression, while others involved digital technologies and problem-solving.

By participating in all these different experiences, students could see how the principles of STEAM education bring different disciplines together.

Learning by Doing

One of the most important characteristics of the workshops was their practical nature. Students were not simply listening to explanations or observing demonstrations. They were actively involved in the learning process.

They had opportunities to create, experiment, investigate, design and collaborate. This hands-on approach encouraged curiosity and allowed students to learn through direct experience.

The activities also demonstrated how technology can be used to make education more engaging and inclusive. Digital tools, AI, VR and creative technologies can provide students with different ways of accessing information, expressing their ideas and participating in educational activities.

This was closely connected to the central theme of AI4Inclusion. The programme showed that technology should not be viewed simply as something new or innovative, but as a tool that can help remove barriers, support different learners and create more accessible educational experiences.

An International Dinner at the School

One of the most memorable moments of the fourth day was the international dinner organised at the host school.

Each participating school brought traditional food from its own country, creating a large shared table representing the cultures of Türkiye, Greece, Poland and Portugal.

The dinner was much more than a meal. It became an opportunity for students to present their culinary traditions, explain the dishes they had brought and share stories connected to their countries and families.

Students proudly introduced their food to their international friends and explained what the different dishes were, how they were prepared and, in some cases, when they are traditionally eaten.

The atmosphere was friendly and relaxed, and students had the opportunity to taste foods they may never have encountered before. At the same time, they could introduce their own culinary traditions to their new friends.

Food provided a wonderful way to discover culture. Although the participating countries have different cuisines and traditions, the dinner showed how food can bring people together and create opportunities for communication and understanding.

For many students, this was also one of the most enjoyable moments of the entire mobility. After several days of working together, travelling and learning, everyone could sit around the same table, share food and enjoy each other's company.

Sharing Culture Beyond the Classroom

The international dinner reflected one of the most important aspects of the Erasmus+ experience: learning about one another's cultures.

Throughout the mobility, students learned about science, technology and education, but they also learned about the people they were working with. They discovered different traditions, languages, customs and ways of life.

The dinner provided a particularly personal form of cultural exchange. Instead of learning about the partner countries from a presentation or textbook, students experienced their cultures through food, conversation and personal stories.

The activity also encouraged students to step outside their comfort zones. Trying an unfamiliar dish, asking questions about another country's traditions or presenting something from their own culture all created opportunities for meaningful intercultural communication.

In this way, the dinner became an important educational experience in itself.

The Closing Ceremony and Certificates

The cultural activities were followed by the closing ceremony of the AI4Inclusion programme.

The ceremony marked the completion of the educational programme and provided an opportunity to recognise the participation and efforts of the students and teachers from all four partner countries.

Participants received their certificates of participation in the AI4Inclusion programme, giving them a lasting reminder of the experience they had shared in Portugal.

The certificates represented more than the completion of a series of activities. They symbolised the students' participation in an international learning experience that had challenged them to work with people from different backgrounds, explore new technologies, experiment with different learning methods and discover new perspectives.

Celebrating Through Traditional Dance

The closing ceremony continued with a joyful presentation of traditional dances from the partner countries.

Students had the opportunity to share their cultural heritage through music and dance, creating a lively and informal atmosphere. Each tradition brought something different to the celebration, while together the performances represented the diversity of the Erasmus+ group.

The dances were a beautiful reminder that although the students came from Türkiye, Greece, Poland and Portugal, they had become part of one international community during the mobility.

The celebration highlighted one of the fundamental values of Erasmus+: unity through diversity. Different cultures do not have to separate people; instead, they can provide opportunities to learn from one another, develop respect and create stronger connections.

Celebrating What We Achieved Together

As the fourth day came to an end, there was a strong sense that the mobility had become much more than an educational programme.

During our time in Portugal, students had explored science, marine ecosystems, fossils, environmental issues, art, digital technology, VR, AI and STEAM education. They had worked together in international groups, visited scientific and cultural sites and participated in practical activities.

But they had also shared meals, conversations, traditions, laughter and unforgettable moments.

The international dinner and cultural celebration made this particularly clear. The students were no longer simply participants from four different countries; they had developed friendships and a sense of belonging to a common Erasmus+ experience.

A Memorable End to Our Portuguese Mobility

The fourth day was therefore a fitting conclusion to our mobility in Portugal. The completion of the workshops ensured that every student could experience the different educational approaches of the programme, while the international dinner allowed everyone to share a part of their cultural identity.

The closing ceremony, certificate presentation and traditional dances then brought the programme to a joyful conclusion.

What made the final day especially meaningful was the combination of education and celebration. Students learned from one another through workshops, but they also learned through food, music, dance and informal conversations.

The experience demonstrated that international education is not only about acquiring new knowledge. It is also about meeting people, understanding different cultures, overcoming differences, cooperating with others and creating friendships that cross national borders.

As students from Türkiye, Greece, Poland and Portugal gathered together for the final time, they could look back on a mobility filled with discovery, creativity, cooperation and new experiences.

The programme may have ended, but the memories and connections created during these days will remain.

Four countries, four cultures, many traditions — but one shared Erasmus+ experience. The final day celebrated everything that made the AI4Inclusion mobility special: learning, inclusion, creativity, technology, culture, friendship and international cooperation.

3rd Day of Portugal Mobility

Day 3 – Science, Environment and Discovering Lisbon

The third day of our Erasmus+ mobility in Portugal offered a wonderful combination of science, environmental education and cultural discovery. After the practical and technology-focused activities of the previous day, students from Türkiye, Greece, Poland and Portugal had the opportunity to explore one of Portugal's most important cities, Lisbon, while deepening their understanding of marine ecosystems and the natural world.

The day connected scientific learning with cultural exploration, demonstrating once again that education does not have to take place only inside a classroom. By visiting scientific institutions, observing marine life and discovering historical landmarks, students were able to learn through direct experience while strengthening the friendships and connections developed throughout the Erasmus+ mobility.

Discovering the Ocean at the Oceanário de Lisboa

The first important stop of the day was the Oceanário de Lisboa, one of the most impressive places in Lisbon for learning about marine life and the importance of protecting our oceans.

The visit gave students the opportunity to discover a wide variety of marine animals, habitats and ecosystems. By observing marine species in carefully designed environments, participants could better understand the extraordinary diversity of life beneath the surface of the oceans.

For many students, seeing these animals and ecosystems directly was a much more memorable experience than simply studying them through textbooks or photographs. The visit encouraged curiosity and provided an opportunity to ask questions, make observations and discuss the relationship between marine organisms and their environments.

A particularly valuable part of the experience was the guidance provided by a marine biologist, who accompanied the group and shared additional scientific information, explanations and interesting facts about the oceans. The specialist's knowledge helped students look at the exhibits from a scientific perspective and understand more clearly the complex relationships that exist within marine ecosystems.

The interaction with a professional scientist was especially important from the perspective of STEAM education. Students were able to connect what they had previously learned at school with the knowledge and experience of someone working directly in the scientific field. This helped demonstrate that science is not simply a school subject, but a living and constantly developing field that plays an essential role in understanding and protecting our planet.

Learning About the Importance of Our Oceans

The Oceanário visit also encouraged students to think more deeply about the environment and our responsibility towards marine ecosystems.

The oceans are home to an extraordinary variety of living organisms and play a fundamental role in the health of our planet. Exploring different marine habitats allowed students to appreciate both the beauty and the complexity of these ecosystems.

The visit encouraged discussions about biodiversity, environmental protection and the importance of understanding marine life. By experiencing the diversity of ocean ecosystems first-hand, students could better appreciate why scientific research and environmental awareness are so important.

This was particularly relevant to the overall aims of our Erasmus+ project. The mobility encourages students to learn through observation, experimentation, technology, collaboration and real-world experiences, and the Oceanário provided an excellent environment in which all these elements could come together.

From Scientific Discovery to Cultural Heritage

After the scientific experience at the Oceanário, the group continued its journey through Lisbon, giving students the opportunity to discover the historical and cultural richness of the Portuguese capital.

One of the highlights of the visit was the Belém district, an area strongly connected with Portugal's history and maritime heritage. Students and teachers explored some of the most famous landmarks in the area, including the magnificent Jerónimos Monastery and the iconic Belém Tower.

The visit to these historic sites offered students a different perspective on Portugal. While the Oceanário allowed them to explore the country's connection with the natural world and the oceans, Belém allowed them to discover its historical relationship with exploration and the sea.

Walking through the streets of Lisbon and seeing these landmarks in person made history more tangible and meaningful. Students were able to experience the city's architecture, atmosphere and cultural heritage while learning about an important part of Portugal's past.

An Opportunity for International Friendship and Integration

Beyond the educational value of the day's activities, the visit to Lisbon was also an important opportunity for social interaction and international integration.

Throughout the day, students from Türkiye, Greece, Poland and Portugal spent time together outside the more structured workshop environment. Travelling as an international group, exploring the city, discussing what they had seen and sharing their impressions created many opportunities for informal communication.

These moments are an essential part of an Erasmus+ mobility. Although the programme is built around educational objectives, the experience is also about meeting people from different countries, discovering different perspectives and developing friendships across borders.

Students and teachers had the opportunity to communicate with one another in a relaxed environment, learn more about each other's cultures and strengthen the relationships that had developed during the previous days of the mobility. Differences in language and background became opportunities for curiosity and exchange rather than barriers.

Connecting Science, Culture and Real-World Learning

The third day demonstrated how different areas of education can complement one another. The morning's scientific experience at the Oceanário connected students with biology, marine science, environmental awareness and professional scientific knowledge, while the afternoon's exploration of Lisbon introduced them to history, architecture, culture and Portuguese heritage.

Although these areas may initially appear very different, together they created a rich and varied learning experience.

The day also reinforced one of the central principles of our Erasmus+ project: learning becomes more meaningful when students can experience it in real-life contexts. Instead of simply reading about marine ecosystems, students observed them. Instead of studying Portuguese history only through books, they walked through historic places and saw important monuments with their own eyes.

The combination of scientific discovery and cultural exploration also encouraged students to look at Portugal from different perspectives. They discovered both its natural heritage and its cultural heritage, gaining a broader understanding of the country and its relationship with the Atlantic Ocean.

A Memorable Day in Lisbon

The third day of our mobility was therefore a day of discovery, curiosity and connection. At the Oceanário de Lisboa, students were inspired by the diversity of marine life and had the opportunity to learn directly from a marine biologist. The experience strengthened their understanding of science and environmental responsibility while connecting classroom knowledge with professional expertise.

Later, the exploration of Lisbon and the Belém district opened a window into Portugal's rich cultural and historical heritage. The Jerónimos Monastery and Belém Tower provided impressive examples of the country's architecture and maritime history, while the streets and atmosphere of Lisbon offered students an authentic experience of Portuguese culture.

Most importantly, the day brought together the scientific, cultural and international dimensions of our Erasmus+ project. Students from Türkiye, Greece, Poland and Portugal learned together, explored together and shared experiences that went far beyond the traditional classroom.

The visit to Lisbon reminded us that education can happen anywhere: in a museum, beside an aquarium, in the streets of a historic city, through conversations with scientists, or simply while sharing an experience with new friends from another country.

It was a day that combined science and culture, environmental awareness and history, learning and friendship, creating another memorable chapter of our Erasmus+ mobility in Portugal.

2nd Day of Portugal Mobility

Day 2 – Experimental Learning, Digital Technology, VR and STEAM in Portugal

The second day of our Erasmus+ mobility in Portugal was a truly hands-on learning experience, giving students the opportunity to explore how science, technology, art, creativity and digital tools can come together through STEAM education. Bringing together students from Türkiye, Greece, Poland and Portugal, the day encouraged international cooperation, experimentation and learning through direct experience.

Rather than learning only through traditional classroom activities, students were divided into three international groups and took part in a variety of artistic, technological and experimental workshops. Each activity offered a different perspective on how knowledge can be created, explored and shared through practical work.

Exploring Photography, Science and Creativity through Cyanotype

One of the groups discovered the fascinating world of cyanotype, one of the oldest photographic printing techniques. Students were introduced to the basic principles behind the process and then had the opportunity to create their own compositions using plants and recycled materials.

By arranging natural objects and other materials and observing how they reacted during the photographic process, students could see scientific principles taking place directly before their eyes. The activity was not only an artistic experience but also a small scientific experiment, allowing participants to observe chemical changes and the effect of light while creating unique visual compositions.

The cyanotype workshop beautifully connected science, visual arts, creativity and environmental awareness. Working with natural and recycled materials also encouraged students to think about the relationship between art and the environment and to appreciate how everyday materials can be transformed into something creative and meaningful.

Discovering the Coast through Digital Technology and VR

Another group explored the Portuguese coastline through an innovative interactive digital panorama of the Torres Vedras coastline. Using ThingLink, students worked with panoramic images that could also be experienced through virtual reality (VR).

Their task was to transform the panoramic views into an interactive learning environment. Students created digital hotspots, identified and described fossils and added information about the geological characteristics and history of the area. Instead of simply looking at photographs of a landscape, participants were able to turn the location itself into an interactive educational resource.

The final ThingLink product connects three panoramic scenes into a single interactive learning path, allowing users to explore the different locations and move between the various parts of the students' work. In this way, the students became not only learners but also creators of digital educational content.

An especially interesting aspect of this workshop was the introduction of AI-supported tools. Students explored how artificial intelligence can assist with creative and technological tasks, including coding a simple game. One of the students, Jan, contributed to this part of the activity, demonstrating how students can use emerging technologies to extend their ideas and develop new digital skills.

This workshop was a particularly strong example of the Erasmus mobility's STEAM approach. Geology and science were combined with digital technology, creativity, virtual reality, AI and communication skills. Students had to investigate, select information, describe scientific observations and then transform their knowledge into an interactive experience that could be shared with others.

Creating a Marine-Inspired Mural

The third group approached STEAM learning from a more artistic perspective. Students worked with clay to create sections of a mural for the host school, taking inspiration from the extraordinary marine life of the Atlantic Ocean.

The activity encouraged students to observe and learn about the natural environment surrounding them and then transform that knowledge into artistic creations. Working with clay also gave participants the opportunity to experiment with shape, texture and three-dimensional forms while contributing to a permanent piece of artwork for the school community.

The mural therefore became more than an art activity. It represented a creative interpretation of the natural world and provided a way for the international group of students to leave a shared artistic contribution to their host school.

Through this experience, the connection between art, science and environmental education became particularly visible. The Atlantic Ocean and its biodiversity provided the inspiration, while the students' creativity transformed their observations and knowledge into a collaborative work of art.

FAB LAB: Technology as a Tool for Inclusion

Another important part of the programme was the introduction to the FAB LAB environment and the possibilities offered by digital fabrication and modern educational technologies.

Students and participants explored how digital tools, creative technologies and fabrication techniques can be used to design and produce materials, objects and teaching aids adapted to learners with different educational needs.

This was especially meaningful in relation to the central idea of AI for Inclusion. Technology was presented not simply as something innovative or attractive to use in the classroom, but as a powerful tool for removing barriers to learning and increasing participation.

The experience demonstrated that digital technologies can help teachers and students create more personalised learning environments. Tools such as digital fabrication, VR, interactive resources and AI can support learners in different ways and make educational experiences more accessible, engaging and responsive to individual needs.

The FAB LAB experience therefore expanded the students' understanding of what technology can mean in education. Instead of seeing technology only as computers, applications or digital entertainment, participants explored its potential as a means of designing solutions to real educational challenges.

Learning Beyond the Classroom in Santa Cruz

The day continued with a visit to Santa Cruz, where learning moved outside the school environment and into the real world. Participants had the opportunity to discover the palaeontological work carried out in the laboratories of the Natural History Society.

Students were able to examine fossils and learn more about how palaeontological research is conducted. One of the most memorable experiences was the opportunity to clean a piece of rock containing dinosaur bones, giving participants a direct and practical connection with the scientific work they had been learning about.

The visit also included an exploration of coastal locations where fossils can be found. Being able to see the geological environment in which these discoveries are made helped students understand that science is not something limited to textbooks or laboratories. Scientific knowledge is connected to the places we live, the landscapes we explore and the evidence we can discover in the natural world.

The experience in Santa Cruz was therefore an excellent example of learning beyond the classroom. Students could connect scientific theory with real geological formations, fossils and professional scientific practices.

A Day of Creativity, Science and Collaboration

The second day of the mobility brought together many different forms of learning. From creating cyanotype photographs and shaping clay to exploring fossils, designing VR experiences and experimenting with AI and digital fabrication, students were constantly encouraged to learn by doing.

The activities also strengthened the international dimension of the Erasmus+ experience. Students from Türkiye, Greece, Poland and Portugal worked together, exchanged ideas and approached challenges from different perspectives. Collaboration became an essential part of the learning process, just as important as the technologies and materials being used.

What connected all of the activities was the idea that STEAM education is most powerful when different disciplines are allowed to interact. Science could become art, technology could become a tool for inclusion, a coastline could become an interactive VR classroom, and a piece of rock could become an opportunity to discover the history of life on Earth.

Most importantly, the day showed students that technology and innovation should serve a purpose. Whether through AI, VR, digital fabrication or interactive learning tools, technology can help make education more creative, accessible, inclusive and connected to the real world.

The second day of our Portuguese mobility was therefore much more than a series of workshops and visits. It was an opportunity for students to become researchers, artists, designers, digital creators and explorers, while working together across cultures and disciplines. Through experimentation, creativity and collaboration, they experienced first-hand how the principles of STEAM and AI for Inclusion can transform the way we learn and understand the world around us.

1st Day of Portugal Mobility

 

Day 1 – Welcome, Integration and Discovering Our Portuguese Host School

The first day of our Erasmus+ mobility in Portugal marked the beginning of an exciting five-day international experience, bringing together students and teachers from Türkiye, Greece, Poland and Portugal. From the very first moments, the day was designed to encourage communication, cooperation and intercultural exchange, while giving everyone the opportunity to become familiar with the Portuguese school environment and the local community.

Our first destination was Agrupamento de Escolas Henriques Nogueira, where our Portuguese hosts warmly welcomed all participants. The atmosphere was friendly and enthusiastic, as students who had travelled from different countries came together and began what would become a memorable week of learning and friendship.

Getting to Know Each Other and Our Schools

The day began with introductions and presentations from the participating schools and countries. Students and teachers had the opportunity to learn more about school life in Portugal, Poland, Greece and Türkiye, discovering both the similarities and differences between the education systems and everyday experiences of young people in each country.

These presentations were much more than a formal introduction. They created an opportunity for students to share their experiences, traditions and perspectives and to realise that, despite coming from different backgrounds, they have many things in common. The international setting encouraged curiosity and open communication, helping students feel more comfortable speaking with their new friends from the partner countries.

Following the presentations, participants took part in a guided tour of Agrupamento de Escolas Henriques Nogueira. Exploring the school allowed everyone to become familiar with the educational environment of our Portuguese hosts and to see where Portuguese students learn, study and spend their school days. The visit also provided a valuable opportunity to compare the facilities and atmosphere of the Portuguese school with those of our own schools.

Learning About Inclusion Through Goalball

One of the most meaningful experiences of our first day was an introduction to Goalball, a Paralympic sport created specifically for athletes with visual impairments.

The activity was presented by Rui, a blind student from the host school and a member of the Sporting Clube de Portugal national team. Through his presentation and demonstration, participants learned about the rules of Goalball and, most importantly, gained a better understanding of the experiences and challenges faced by people with visual impairments.

Some of the students were given the opportunity to try the sport themselves. Playing Goalball required participants to rely on their hearing, concentration and communication rather than their sight. This made the activity both challenging and enjoyable, while also encouraging everyone to think differently about the way people interact with their surroundings.

The experience showed us that inclusion is not simply a concept, but something that can be experienced and practised together. By taking part in the activity, students had the opportunity to understand different abilities from a new perspective. Goalball demonstrated how sport can bring people together, promote equality and create opportunities for everyone to participate.

It was also an important reminder that differences should not be seen as barriers. Instead, they can help us discover new ways of communicating, cooperating and learning from one another.

Discovering Torres Vedras Through a Peddy Paper

After the activities at school, the international group headed into Torres Vedras for a fun and interactive Peddy Paper. Using the GooseChase app, students worked in mixed international teams and explored the town while completing a series of challenges and tasks.

The activity transformed the streets of Torres Vedras into an outdoor learning environment. Rather than simply visiting the town as tourists, students were encouraged to actively discover it, investigate different locations and learn about aspects of its history, culture and local identity.

Working in teams made the experience even more special. Students from Portugal, Poland, Greece and Türkiye had to communicate with one another, exchange ideas and cooperate in order to complete the challenges. In many cases, students who had met only a few hours earlier were already working together, laughing, solving problems and discovering the town as a team.

The Peddy Paper therefore served two purposes at the same time: it was an opportunity to explore Torres Vedras, but it was also an effective ice-breaker and team-building activity. It helped students overcome the initial shyness that naturally comes with meeting people from different countries and created a relaxed environment in which new friendships could begin.

A Day of Learning, Cooperation and Cultural Exchange

While students were participating in the activities, the project coordinators were also working on the organisational and educational aspects of the Erasmus+ programme. They held a working meeting focused on the project's framework, analysed the results achieved so far, developed strategies for the upcoming activities, allocated responsibilities and discussed follow-up and dissemination actions.

This parallel work was an important part of the mobility, ensuring that the activities experienced by the students were connected to the wider objectives of the project and that the outcomes of the mobility could be shared with the participating schools and wider communities.

A Memorable Start to Our Erasmus Journey

Our first day in Portugal was therefore much more than a simple welcome day. It brought together international cooperation, inclusion, sport, education, technology, teamwork and cultural discovery.

We began the day by learning about each other's schools and countries, explored the Portuguese educational environment, experienced the challenges and possibilities of Goalball, and then discovered Torres Vedras through an interactive digital activity. Each experience encouraged us to communicate, cooperate and look at the world from different perspectives.

Most importantly, Day 1 gave us the chance to move beyond national borders and begin building a genuine European community of students and teachers. The friendships, conversations and shared experiences that started on this first day would become an important part of the rest of our Erasmus+ mobility in Portugal.

For all of us, it was the beginning of a week filled with discovery, learning and unforgettable international experiences. 🌍🇵🇹🇹🇷🇬🇷🇵🇱