5th Day of Türkiye Mobility

The Erasmus+ KA210 project, "AI for Inclusion" has successfully completed its mobility week in Turgutlu, Manisa, Türkiye. Hosted by the Halil Kale Science High School, students and educators from Greece, Poland, Portugal, and Türkiye came together from April 20th to 24th, 2026, to explore the transformative power of Artificial Intelligence and STEM. This mobility was not just an academic exchange but a celebration of diversity, where technology served as a bridge to foster social equity and international friendship.

The Grand Finale – Robotics in Action and Final Reflections

The final day of our mobility in Türkiye was a vibrant culmination of all the hard work, creativity, and collaboration that defined this week. As we gathered at Halil Kale Science High School for the last time, the atmosphere was filled with excitement and a sense of accomplishment.

The highlight of the morning was the highly anticipated STEM Competition, held in the school's courtyard. International teams of students showcased the Remote Controlled (RC) cars they had meticulously built and programmed during the earlier workshops. This hands-on robotics challenge required teams to demonstrate the mechanical stability, electronic precision, and AI-supported coding of their creations. The school yard turned into a dynamic arena where students applied their problem-solving skills in real-time, testing their cars' performance against various obstacles. This activity perfectly embodied the "From Idea to Hardware" theme, proving that with teamwork and the right tools every student can excel in engineering.

Following the outdoor competition and a short coffee break, the focus shifted to the STEM Product Presentations. Each group presented their final projects, detailing their design process, the challenges they overcame, and how they utilized AI to enhance their learning. These presentations highlighted the participants' growth in self-confidence and technical expertise, particularly emphasizing the project's goal of empowering girls in STEM fields.

The week concluded on a high note with a formal Farewell Dinner and Certificate Ceremony. This emotional evening was a time for reflection and celebration. Each participant was awarded an official Erasmus+ certificate, recognizing their dedication and successful completion of the "AI for Inclusion" program. It was a moment to honor the new bonds formed between the partner schools and to thank our hosts for their exceptional hospitality.

Looking Toward the Future

As we prepare for our departure on April 25th, we carry with us more than just technical skills. This mobility has provided a profound understanding of how AI can be a tool for inclusion, breaking down barriers and creating opportunities for all. The memories of the robotics competition in the sunlit school yard and the shared laughter during our cultural journeys will stay with us forever. We return to our home countries inspired and ready to continue our mission of making the world of STEM a truly inclusive space for the next generation of scientists and innovators.

4th Day of Türkiye Mobility

The fourth day of our Erasmus+ KA210 mobility, "AI for Inclusion" was a breathtaking journey through some of the most iconic historical and natural landscapes of Türkiye. After focusing on cutting-edge technology and STEM innovation at Halil Kale Science High School, this excursion offered our international participants from Greece, Poland, and Portugal a chance to see how the wonders of the past and the beauty of nature can inspire the innovators of tomorrow. 

Our cultural odyssey began early at 08:00, as we departed from Turgutlu for an extensive full-day tour of the region's most celebrated sites. The itinerary was packed with awe-inspiring locations, starting with the Sardes Ancient City, the historic capital of the Lydian Empire. We then traveled to the stunning white travertines of Pamukkale, often called the "Cotton Castle", where students marveled at the unique thermal pools formed by calcium-rich waters.

The exploration continued through the sprawling ruins of the ancient city of Hierapolis, where we walked through centuries of history, exploring ancient theaters and necropolises. The highlight of the afternoon was the visit to the Cleopatra Ancient Pool, where history and nature merge in a unique thermal experience. Throughout the day, the group bonded over these shared discoveries, finding common ground in the appreciation of global heritage and the preservation of natural beauty.

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As we returned to Turgutlu, it was clear that Day 4 had succeeded in deepening the cultural ties between our partner schools and broadening our horizons beyond the digital world. This immersive experience served as a perfect bridge between the technical workshops of the previous days and the final presentations awaiting us on Friday. We move into the final day of our mobility with renewed inspiration, ready to showcase the "AI for Inclusion" products we have developed together, enriched by the memories of the incredible Turkish landscape.

3rd Day of Türkiye Mobility

The third day of our Erasmus+ KA210 mobility, "AI for Inclusion" took us away from the classroom and into the heart of Türkiye's magnificent heritage. Following two intensive days of technical workshops and STEM collaboration at Halil Kale Science High School, Wednesday was dedicated to a historical and cultural tour. This excursion provided our international teams from Türkiye, Portugal, Poland, and Greece with a unique opportunity to bond outside of a school setting while discovering the profound history that connects our diverse cultures. 

Exploring Ancient Wonders and Local Traditions

The day began early at 08:00 as we departed from the school for a full-day cultural immersion. Our itinerary was carefully planned to showcase both the natural beauty and the ancient history of the region:

• Nazar and Maket Villages: Our first stops introduced us to local crafts and miniature representations of traditional Turkish life.

• Ephesus Ancient City: The highlight for many was exploring the sprawling ruins of Ephesus, one of the most significant Greco-Roman cities in the world. Walking through its ancient streets allowed students to see the architectural and engineering marvels of the past.

• House of the Virgin Mary and Şirince Village: We concluded our historical tour with a peaceful visit to the House of the Virgin Mary, followed by a walk through the charming, historic streets of Şirince Village.

Throughout the day, the cultural tour served as a reminder that inclusion is not just a modern technological goal but a historical reality shaped by centuries of cross-cultural interaction.

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As we returned to Turgutlu, the shared experiences of the day further strengthened the friendships between our students and teachers. Witnessing these ancient sites together has given us a broader perspective on the world we are trying to build through the "AI for Inclusion" project. We look forward to tomorrow, where we will continue our cultural journey with visits to the Sardes Ancient City and the natural wonders of Pamukkale.

2nd Day of Türkiye Mobility

The second day of our Erasmus+ KA210 mobility, "AI for Inclusion", continued with high energy at the Halil Kale Science High School in Turgutlu. Building on the inclusive foundations laid during our first day, Tuesday was dedicated to witnessing local innovation and diving deep into the practical world of Robotics and Engineering. Our goal was to transform theoretical knowledge into tangible hardware while proving that STEM fields are a space where every student, regardless of gender, can excel.

Inspiration at the TÜBİTAK Science Fair

Our morning began at 09:30 as all international teams gathered at the school. The highlight of the morning was the visit to the TÜBİTAK 4006-B Science Fair. This exhibition allowed our students to witness a variety of scientific projects developed by their Turkish peers, sparking cross-cultural dialogue about innovation and local STEM initiatives. It was a fantastic opportunity for our participants to see "science in action" before heading into their own technical workshops.

STEM Workshop: From Idea to Hardware

The afternoon was dedicated to an intensive, 240-minute STEM Workshop titled "Girls in STEM: RC Car Hands-on Mechanical and Electronic". Students were divided into international teams with specific roles, such as Mechanical Leader, Electronics Specialist, and AI/Coding Specialist.

The workshop was divided into several key phases:

• Mechanical Assembly: Groups worked independently to build car chassis using 3D printed parts, install motors, and attach wheels.

• Electronic Integration: Participants learned how to bridge the gap between software and hardware by connecting Arduino boards, L298N motor drivers, and HC-05 Bluetooth modules.

• AI-Supported Coding: In a session titled "First Interaction with AI," students used tools like ChatGPT and Gemini to generate and improve code prompts, proving that AI can empower anyone to build a robot even without advanced prior coding knowledge.

Throughout the session, the emphasis remained on building self-confidence, especially for girls in the fields of mechanical and electronic systems.

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As we wrapped up the day, the sight of custom-built RC cars moving across the floor was a testament to the students' teamwork and problem-solving skills. Day 2 successfully bridged the gap between a simple idea and a working engineering system. With our technical foundations now firmly in place, we are ready to shift gears tomorrow and explore the rich historical and cultural heritage of the region, starting with our trip to Ephesus and the House of the Virgin Mary.

1st Day of Türkiye Mobility

The first day of our Erasmus+ KA210 mobility in Turgutlu, Manisa, has officially begun, marking an inspiring start to our project, "AI for Inclusion". Hosted by the prestigious Halil Kale Science High School, students and teachers from Türkiye, Portugal, Poland, and Greece have gathered to explore the intersection of technology and social equity. This week is not just about learning technical skills; it is about building a diverse community where every voice is heard and every student feels empowered to shape the future of STEM.

A Warm Welcome and Cultural Exchange

The morning kicked off at 09:30 with a warm School Welcome and Tour, where our hosts introduced us to the facilities of Halil Kale Science High School. To break the ice, each participating school delivered a brief introductory presentation, allowing the international teams to get to know one another. Students participated in icebreaker prompts, sharing their individual STEM goals and defining what AI and ICT mean to them in today’s world. This initial session successfully set a collaborative tone, ensuring that all participants felt comfortable and engaged from the very start.

Highlighting Female Role Models in STEM

Following a brief coffee break, the focus shifted to the "Presentation of Female Role Models in AI and STEM". This session was dedicated to addressing the importance of diversity in technology and highlighting the contributions of women to global innovation. Working in small international groups, students researched specific female figures, completing biographical profiles that detailed their achievements and the challenges they overcame. Using tools like Canva, participants created visual posters to showcase these inspiring stories, fostering a deep reflection on how representation matters in scientific fields.

AI for Inclusion and Career Planning

In the afternoon, the group delved into the "Inclusion Workshop on AI". This hands-on session encouraged students to use AI tools to plan their own career pathways. By analyzing skills needed for various STEM careers, students moved beyond stereotypes and began self-directed learning plans. The day concluded with a creative reflection task where students wrote messages to "future female scientists," reinforcing the day's theme of empowerment and mentorship.

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As the sun sets on our first day in Türkiye, we look forward to the rest of the week with great anticipation. This experience is already proving to be a powerful catalyst for change, bridging the gap between advanced technology and social inclusion while forging lasting international friendships. We are eager to see how the insights gained today will inspire our STEM education activities and cultural visits in the days to come.

3rd Web Meeting

All partners participated in the third online web meeting, held on Tuesday 24 March 2006, via Zoom platform. The meeting was organised by the Turkish partner school and was devoted to the preparation and coordination of the upcoming mobility in Türkiye (20-24 April 2026).

The main themes of the meeting were the following one:

• Presentation of the detailed programme of the planned visit
• Estimated budget for local expenses
• Organisational and preparatory matters
• Reminding partners project responsibilities
• Collecting contact details for teachers involved in the Interactive Manual, in order to organise an initial web meeting for this deliverable
• Information about the eTwinning platform - Steps for further guidance by Turkish and Portuguese partners
• Including additional time in the mobility programme for a project coordination meeting
• Clarifying the necessary travel documents for all partners

Türkiye Mobility Program

We are excited to announce the next phase of our Erasmus+ project. Teachers and female students from every partner school will be traveling to Turgutlu, Manisa, Türkiye, where they will be hosted by the Halil Kale Fen Lisesi from April 20 to April 24, 2026.

The first day features a school tour, introductory presentations, a seminar on female role models in AI and STEM, and a workshop focused on inclusion. On Tuesday, participants will attend the TÜBİTAK 4006-B Science Fair and engage in STEM education activities. The middle of the week is dedicated to extensive cultural and historical exploration, including visits to the ancient city of Ephesus, the House of the Virgin Mary, Şirince Village, the ancient city of Sardes, and the natural wonders of Pamukkale and Hierapolis. The mobility concludes on Friday, April 24, with final STEM product presentations and a formal certificate ceremony during a farewell dinner. Partners are scheduled to depart from Turgutlu on April 25, 2026, marking the end of this collaborative international experience. 

Through this experience, we expect to bridge the gap between advanced technology and social inclusion, while fostering lasting international friendships and gaining a deeper understanding of how AI can empower every student within a diverse educational landscape.

 

5th Day of Teacher Training in Greece

On the final day of the training, teachers engaged in activities regarding AI ethics. Through hands-on exercises, participants explored how to create accessible and ethical educational materials, while also reflecting on the importance of responsible AI use. The day culminated in group discussion and reflections, cultural celebrations, and a shared commitment to integrating innovative AI solutions into their classrooms to support diverse learners.

Seminar Session: Ethics of AI use in schools: safe, fair & sustainable integration

The final day of the teacher training began with a comprehensive seminar aimed at consolidating teachers’ understanding of OSINT (Open Source Intelligence) and AI in education. The session aimed to deepen their awareness of how these tools could be used responsibly to support digital literacy, critical thinking, and ethical awareness among students.  
During the seminar, the facilitator presented the basic concepts of OSINT, emphasizing its role in verifying online content, fact-checking, and promoting responsible digital citizenship. Teachers learned about various open-source tools and techniques for gathering and analyzing publicly available information. The discussion highlighted the importance of verification and ethical considerations when using open sources.  
The facilitator then explored the applications of AI in education, including its uses for personalized learning, assessment support, and content creation. Teachers reviewed best practices for AI use that supported inclusivity and avoided biases. The session included real-world examples, case studies, and interactive discussions, which encouraged teachers to critically evaluate both the opportunities and potential risks of AI in their teaching.  
Overall, the seminar aimed to equip teachers with the necessary knowledge to promote responsible use of AI and OSINT tools, foster digital citizenship, and prepare students for an increasingly connected world.

Workshop Session: Reflection, planning and certification  

Following the seminar, teachers participated in a practical workshop designed to reinforce their skills through hands-on activities. The session was structured around real-world scenarios, encouraging teachers to apply their knowledge of OSINT and AI tools directly in classroom settings.  
Teachers worked in small groups to verify online images or news articles using open-source tools like Google Search, reverse image search, and TinEye. They practiced analyzing sources and contexts to determine whether the content was real, misleading, or fake.  
Throughout the workshop, teachers exchanged ideas and best practices on how to responsibly incorporate AI and OSINT into their curricula. They left with ready-to-use activities, lesson ideas, and strategies for fostering critical thinking and digital literacy among students.

Farewell Activities  

The day concluded with several traditional and cultural activities to celebrate the successful completion of the training and foster a sense of community among participants. These included:
 

a) School Tour  
Teachers took part in a guided tour of the host school, which showcased its innovative facilities, laboratories, and creative spaces. The tour aimed to demonstrate how the school integrated technology and AI into its teaching practices. Teachers observed practical examples of student projects and innovative methods, exchanging ideas and best practices with host educators.

b) 10-Minute Evaluation Form  
Participants completed a brief feedback survey designed to assess their overall training experience. They reflected on what they found most valuable, suggested improvements, and shared their intentions for applying what they learned back in their own schools. This feedback aimed to help organizers improve future training sessions.

c) Greek Custom – Cutting Cakes with Lucky Coins  
Participants engaged in a traditional Greek custom of cutting two celebratory cakes, each embedded with a lucky coin. This activity symbolized good fortune and prosperity for the teachers’ future endeavors. It fostered a joyful atmosphere, cultural exchange, and camaraderie among the participants.

d) Certificate Ceremony  
The training culminated in a formal certificate ceremony, where each teacher received a certificate of participation. The event included group photos to commemorate the achievement, acknowledging teachers’ dedication to professional development. The certificates served as a recognition of their efforts and commitment to advancing their skills in AI and inclusive education.

Final Celebration  
The day closed with a visit to a Greek tavern, where teachers enjoyed traditional music, dancing, and local cuisine. The host school presented small gifts as tokens of appreciation, and warm wishes were exchanged for a safe journey home. The lively gathering fostered personal connections and strengthened professional networks among the educators.  
The celebration highlighted the importance of cultural exchange, community building, and continued collaboration within the Erasmus+ program. It left teachers inspired and motivated to incorporate their new knowledge into their teaching practices, promoting inclusive and innovative education.

4th Day of Teacher Training in Greece

This fourth day of teacher training focused on integrating AI-powered 3D design tools into STEM education. The goal was to introduce educators to innovative software that enhances modeling, visualization, and hands-on learning, helping students explore complex concepts through creative and inquiry-based activities.

 

Seminar Session: How AI and 3D design tools support personalised, inquiry-based STEM learning 

The day began with an engaging seminar exploring how AI-powered 3D design tools can transform STEM education by fostering personalized, inquiry-based learning experiences. The presentation emphasized the following key points:

- The Role of AI in 3D Design for STEM
AI enhances 3D modeling by automating complex tasks, offering intelligent suggestions, and enabling rapid prototyping. It supports teachers and students in creating customized models aligned with specific inquiry questions or project needs.

- Support for Inquiry-Based Learning  

AI-driven 3D tools empower students to explore concepts through hands-on modeling, encouraging experimentation, problem-solving, and critical thinking. These tools support iterative design processes, helping learners understand structural and mechanical principles interactively.

- Advantages of AI and 3D Design Integration  

• Rapid creation of accurate, complex models without advanced CAD skills  
• Personalization of models according to individual interests and inquiry questions  
• Visualization of abstract concepts, making them accessible and engaging  
• Facilitating collaborative learning and peer review through shared models

- Examples of Applications
The presentation showcased how AI-assisted 3D modeling can be used in engineering design, physics experiments, and robotics projects, allowing students to prototype parts, simulate mechanical systems, and visualize scientific phenomena.

This seminar set the foundation for understanding how AI-enabled 3D tools can promote active, inquiry-based STEM learning tailored to individual student needs.

 

Workshop Session: Learning by doing: Create a simple 3D model for a STEM activity

Following the seminar, participants engaged in a workshop where they applied their knowledge to create a basic 3D model relevant to a STEM activity. The activity involved:

- Step-by-Step Modeling  

Teachers used an accessible AI-assisted 3D design platform (e.g., Tinkercad or Onshape) to build a simple model, such as a mechanical part or a scientific apparatus component. They:

• Chose a specific inquiry-based task (e.g., designing a bridge, a gear, or a scientific model).
• Used AI features to generate initial shapes or suggest modifications.
• Customized the model by resizing, combining shapes, and adding details.

- Exploration of AI Features  
Participants experimented with AI tools that:

• Automate repetitive tasks (e.g., aligning parts, creating patterns).
• Suggest design improvements.
• Enable quick iterations to refine models.

- Application in Classroom Context  

Teachers reflected on how to incorporate this modeling activity into their lessons, emphasizing:

• Personalization based on student interests.
• Inquiry-driven tasks where students design solutions to real-world problems.
• Opportunities for collaboration and peer review.

The workshop aimed to demonstrate that even simple models can significantly enhance inquiry-based STEM learning while making the process accessible for teachers and students alike.

 

Discussion-Conclusion Session

In the final discussion session, participants reflected on how AI and 3D design tools can support personalized, inquiry-based STEM learning. They shared ideas on integrating modeling activities into their curricula to encourage student creativity, experimentation, and deeper understanding of scientific concepts. Teachers emphasized that AI accelerates model creation and fosters collaboration, making complex ideas more accessible and engaging. They also discussed challenges such as technical difficulties and the importance of scaffolding activities for diverse learners. Overall, the session reinforced the potential of AI-enhanced 3D tools to transform STEM education by promoting active, inquiry-driven learning experiences tailored to individual student needs.
Teachers summarized key takeaways, highlighting:

• The efficiency of AI in accelerating model creation and iteration.
• The importance of inquiry-driven activities that foster deeper understanding.
• Strategies for scaffolding modeling tasks for diverse learners.
• The value of collaborative design and peer feedback.

The session concluded with encouragement to experiment with AI-powered 3D tools in their classrooms, share models with students, and foster a culture of innovation and creativity in STEM education.

3rd Day of Teacher Training in Greece

 

The third day of training was structured to provide educators with practical skills and insights into creating inclusive assessments and micro-lessons using AI-powered tools. The session was organized into three key parts: a seminar, a hands-on workshop, and discussion, conclusion, and evaluation activities.

 

Seminar Session: Using Canva AI & Gamma AI to enhance assessment and communication in STEM

The day began with a comprehensive seminar introducing the pedagogical framework of Universal Design for Learning (UDL) and the role of AI in reducing cognitive load and increasing accessibility in STEM education. The presenter explained how AI tools like Canva and Gamma can streamline assessment creation, support diverse learners, and foster engagement.

Key topics included:

• How AI simplifies complex data and automates routine tasks.
• The importance of accessible content, including visual supports, auto-captions, and translations.
• The benefits of micro-lessons and interactive content in supporting self-paced and inclusive learning environments.
• Examples illustrating AI-enhanced assessment design, such as dynamic question generation, visual explanations, and embedding simulations.

This theoretical overview set the stage for the subsequent practical activities, emphasizing the importance of designing assessments that are accessible, engaging, and tailored to individual learner needs.

 

Hands-On Workshop: Create a complete assessment with Canva/Gamma

Following the seminar, participants engaged in intensive, practical workshop organized into three main activities:

1. Assessment Design with Canva AI  
Teachers defined their assessment topics, learning objectives, and evaluation type (formative, summative, or diagnostic). Using Canva's AI tools, they generated questions - including multiple-choice, short-answer, and open-ended formats - and designed clear, supportive rubrics. They also explored adding visuals, diagrams, and real-world contexts to make assessments more accessible.

2. Visual and Accessibility Enhancements  
Participants used Canva’s Magic Media and Magic Design to incorporate visual elements such as diagrams or illustrations. They checked and applied accessibility features like sufficient color contrast, alt text, and text-to-speech options, ensuring their assessments supported students with disabilities or language barriers.

3. Micro-Lesson Development with Gamma AI  
Teachers used Gamma AI to craft micro-lessons that introduce or reinforce assessment topics. These self-paced, interactive lessons included embedded videos, simulations, reflection questions, and structured content sections. The process aimed to support students’ understanding and retention while accommodating diverse learning styles.

Throughout these activities, teachers reflected on how each feature supported inclusion and saved time, with a focus on practical classroom application.

 

Discussion, Conclusions, and Evaluation: Sharing Insights and Planning Next Steps

The final part of the day involved group discussions and individual reflections to consolidate learning and plan future implementation:

- Group Discussions  
Teachers shared which AI tools and features saved them the most time and which ones offered the greatest support for learners with special needs. They discussed potential modifications to their assessment and lesson designs to better meet their students’ needs and shared best practices for inclusive AI integration.

- Reflections and Feedback  
Participants individually reflected on the ideas they intended to implement immediately, the anticipated impact on their students, and any concerns or questions. They evaluated the training’s contribution to their digital competence, understanding of inclusive practices, and confidence in using AI tools.

- Closing and Future Directions  
The session concluded with a focus on ongoing application, encouraging teachers to experiment with these AI tools in their classrooms, adapt assessment strategies, and continue collaborating with peers to foster inclusive STEM education.

This structured approach ensured that educators not only gained theoretical knowledge but also developed practical skills and reflective insights to make their teaching more inclusive and effective through AI.