what changed-how reflected

<< Background >>We applied for this project to address the need for greater curiosity-driven learning and balanced subject importance within our education system. We observed that curiosity and intrinsic motivation often played a minor role in traditional classrooms, and we saw an opportunity to create an approach where students could explore and engage with history, art, and humanities actively. Research, like Freeman’s study, had emphasized that curiosity was key to deep, active learning, yet many education systems overlooked this, leading to disengaged students. Additionally, subjects like art, literature, and physical education often received less emphasis compared to math and science, despite their critical role in fostering creativity, empathy, and personal growth. By creating a project that highlighted these areas equally, we offered students the chance to develop diverse skills and engage more deeply with their own heritage and society. This project met the dual need for an education that motivated through curiosity and valued all subjects equally, allowing students to develop holistically as critical thinkers, collaborators, and creative problem-solvers.<< Objectives >>By implementing this project, we aimed to foster curiosity-driven learning, encourage balanced subject engagement, and create opportunities for students to explore both local and European history through an interdisciplinary approach. Our primary goal was to help students develop a deeper understanding of significant historical events—both global, like the Industrial Revolution and WWI, and local events specific to each city. By connecting these events to art, literature, and poetry, we wanted students to see history as a living subject that shapes culture, society, and individual perspectives.We also sought to address the unique needs of students with artistic talents and those facing challenges with concentration, aiming to engage them in meaningful activities that boost motivation and self-expression. Through quizzes, surveys, and collaborative projects, we wanted students to improve critical thinking, teamwork, and digital skills while gaining confidence in their creative abilities. Ultimately, our goal was to create a well-rounded, inclusive educational experience that valued all subjects equally, encouraged intellectual curiosity, and equipped students with tools for lifelong learning and civic engagement.<< Implementation >>In our project, we carried out a series of interesting activities focused on historical and cultural research. We started with each partner country preparing assignments before the mobility: we created videos explaining the causes and effects of the Black Death, the Industrial Revolution and the Renaissance, we produced a documentary about its representation in literature, we created an online art gallery of related images, and we created poetry booklets on these topics. During the mobility, students presented their digital projects, worked in mixed national teams and used 3D printers to create objects related to the Black Death, the Industrial Revolution and the Renaissance. We also tasked students with researching local events and their local impact, resulting in digital posters. Our Turkish partner provided guidance for creating lesson plans on the Black Death, the Industrial Revolution and the Renaissance. Visits to museums and workshops on the Black Death, the Industrial Revolution and the Renaissance further deepened students’ learning. In addition, school clubs (literary, painting and poetry) in each partner country organized activities to further explore these topics. << Results >>The project produced concrete results that enriched students’ knowledge and skills while fostering interdisciplinary learning. Key results included short, informative videos on the causes and consequences of the Black Death, the Industrial Revolution and the Renaissance, a documentary film highlighting protagonists in literature related to the Black Death, the Industrial Revolution and the Renaissance, an online art gallery with detailed information about paintings depicting the period, and 3D printed objects inspired by historical themes. The school clubs (literary, painting and poetry) also produced a wealth of materials related to these themes. For teachers, preparing lesson plans on the Black Death, the Industrial Revolution and the Renaissance in mixed teams enabled a valuable exchange of ideas and experiences in the classroom, improving their teaching skills and broadening their perspectives. Overall, the project’s results and activities promoted both academic growth and personal confidence, creating a collaborative learning environment.