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As part of the eTwinning project “Tracing Famous Places and Figures: Poland and France in Cultural Dialogue,” I completed the pre-project teacher survey to take a deeper look and understand my expectations and level of preparation.

I rated my knowledge of eTwinning tools as average. I’ve had some exposure to the platform, but this is an area where I’m still learning. Since this is actually my first eTwinning project, I know there will be a learning curve, especially when it comes to navigating TwinSpace and other digital tools. I’m motivated to develop these skills along the way and make the most of the experience.

I selected all of the core project goals as important to me:

developing students’ cultural awareness,

encouraging international collaboration,

improving foreign language skills,

and enhancing digital competences.

I believe this project is a great opportunity to support students not only in language learning but also in using technology meaningfully and working with peers from another country.

As for my students, I would describe their current level of interest in the project as “interested”—they’re curious and open, though not yet deeply engaged. I’m hopeful that once they begin working on creative, interactive tasks and connecting with their French peers, their motivation will grow naturally.

In terms of my expectations for our international partners, I hope that through this collaboration, my students will overcome their language barriers, gain confidence in both their linguistic and digital abilities, and, most importantly, make new friends. For me, the social and intercultural dimension of this project is just as valuable as the academic one.

Overall, I’m excited to begin and eager to see how this project unfolds—for both me and my students. I see it as a unique opportunity for growth, creativity, and connection.

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As part of the eTwinning project “Tracing Famous Places and Figures: Poland and France in Cultural Dialogue,” I’ve sorted out my thoughts on the experience at the halfway point. This project has offered both learning opportunities and challenges, and I believe it's important to share an honest but constructive perspective as we move into the next phase.

If I were to rate my overall satisfaction with the project so far, I would place it somewhere in the middle. While I appreciate the concept and the intercultural goals of the project, and I’ve seen some positive engagement from students, the journey so far has also been tough and time-consuming. The workload has been heavier than I expected, and at times I’ve felt that the outcomes haven’t fully reflected the amount of effort I’ve put in.

One of the unexpected lessons I’ve learned is more emotional than technical: I’ve learned how to make peace with the fact that some partners contribute more actively than others. That’s a reality of any collaborative work, especially in international settings where we all face different time pressures, school cultures, and levels of experience. While it hasn’t been easy, I’m doing my best to stay focused on what I can do for my students and to stay positive about the parts that are working.

That said, I do believe the experience could be greatly improved if we worked with consistently active and engaged partners. Clearer expectations, regular communication, and mutual accountability could help everyone feel more supported and better aligned in their efforts. I know we all care about giving our students a meaningful intercultural experience—and I believe that with a bit more coordination and commitment, we can still achieve that together.

I remain committed to the project and genuinely hope that the second half brings more of the connection, creativity, and satisfaction we all hoped for at the start.

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As the eTwinning project “Tracing Famous Places and Figures: Poland and France in Cultural Dialogue” comes to a close, I’ve taken time to reflect on the experience and what it has brought—both to me personally and professionally.

One of the things I learned through this project is something quite practical but important: I realized that French students have more holidays than Polish students, and this difference can significantly affect how a project is planned and paced. It made me more aware of how school calendars vary across countries and how much of an impact this can have on coordination and momentum. It’s definitely something I’ll keep in mind for any future international collaborations.

When I look back at the project as a whole, the highlight for me was the conference in Nice, where Polish and French teachers met in person for the first time and laid the foundations of the entire project. That meeting was not only thrilling, but also deeply intellectually stimulating. It gave the project strong direction and energy, and it reminded me how powerful in-person exchanges can be, even in the context of a largely online initiative.

Although I responded “not really” when asked whether my English improved, that’s only because I already use English regularly and didn’t expect major changes. Still, the project provided useful opportunities to communicate in English in a professional and intercultural context, which I always value.

When asked to complete the sentence “The best thing about the project was…”, my answer was simple: meeting new people. And that’s truly how I feel. Despite the challenges along the way, this project connected me with other educators who care about student learning, culture, and collaboration. That human connection is always at the heart of the most rewarding projects.

Looking ahead, I would absolutely like to participate in a similar project in the future—ideally with even stronger coordination and clearer timelines, but still with the same spirit of cooperation and shared curiosity.