SOCIAL INTELLIGENCE DEVELOPED BY INCLUSIVE EDUCATION

<< Background >>Inclusion and diversity in all fields of education, training, youth and sport.We live in an age where socialization decreases due to uncontrolled digital addictions, where individualization increaseswith the developing technology. With the pandemic process we have left behind, it is seen in the UNESCO Education for Allreports that the disadvantaged groups are even more disconnected from education and that the inclusiveness of our schoolsis insufficient in reaching disadvantaged students with digital education. In this context, the aim of the project is to developactivities and methods for raising individuals with high emotional and social intelligence, developed empathy skills, and softskills by improving the attitude towards immigrants and disabled individuals through an inclusive and digital education.<< Objectives >>By implementing the project we wanted to:- Increase the schooling rate by decreasing the early school leaving from 10% to 5% in 3 years, which is caused by the peerbullying, exclusion and social cultural differences applied to immigrant children through creative activities on empathy, socialacceptance and social intelligent.- Increase the language development of the participants, the acceptance rate of students from different culturesand increase intercultural communication;-Increase the institutional capacity and inclusive education application levels of each school, making institutions moreinclusive by using digital approaches;- Get to know different countries, cultures, European common values and identity, through culturalinteraction and soft skills development workshops.<< Implementation >>1. First mobility in Lithuania: To contribute to the understanding of the problems experienced by disabled and immigrantstudents by teaching empathy skills to students whose social intelligence we want to improve, through empathyworkshops and creative drama skills. 2. Second mobility in Turkey:To reduce peer bullying and social polarization by enabling them to understand the social,emotional, physical and social problems experienced by disabled and immigrant students for the development of socialintelligence in individuals, and to enable them to empathize in the social and digital world.3. Third mobility in Portugal:To enable teachers to learn the characteristics of the inclusive teacher in order to adopt inclusiveeducation and to increase the quality of teachers on this subject by implementing inclusive teacher training moduleapplications, thus ensuring the acceptance of disadvantaged students to other students.4. Fourth mobility in Italy:Students should have good communication skills in order to develop their social and emotionalskills. With the studies in this activity, it is aimed to increase the communication skills of teachers and therefore students inthe digital and social environment.<< Results >>- teachers have increased their knowledge about the topic, they have also learned how to reduce bullying and cyberbullying behaviours and they have improved their empathy skills by participating at some empathy laboratories.- students have understood the importance of empathy and communication by intercating with foreign peers and thanks to this exchange of opinions, they overcomed prejudices. They have also gained new digital skills to make a more responsible use of the internet.