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Arrival day!

I was full of expectations and curiosity about what I would find in Oslo. Even though the weather was cold, the warm welcome from the English Matters' team and the other participants set a very positive tone for the week. We were introduced to teachers from 11 different countries, representing 26 schools, which was truly inspiring.

Throughout the day, we engaged in ice-breaking activities that helped us share the essence of our countries and connect beyond language or cultural differences. These first moments already gave me a glimpse of the rich intercultural exchange ahead. We also got a clear overview of how our week would be organized, which helped me feel more confident and excited about what was coming.

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On our second day in Oslo, we experienced a truly enriching journey. The morning was dedicated to work sessions at the university, where we had the opportunity to learn in depth about the Norwegian educational model. We started with an introduction to the structure of the Norwegian school system. I was impressed by the focus on equity, student well-being, and autonomy. One key takeaway was how schools give students more responsibility and trust — something I believe we could implement more in our own system.

In the afternoon, we immersed ourselves in the cultural dimension of the city, exploring its unique and captivating personality.

It was a day marked by openness to new perspectives — knowledge and inspiration that we will certainly take back with us to our school community.

This experience made me reflect deeply on my own teaching practice. I started questioning to what extent I truly promote student autonomy in my classroom, and how I can create a more trusting and supportive learning environment. The emphasis on student well-being and the relaxed yet effective structure of Norwegian schools challenged me to consider new ways of balancing academic expectations with emotional support, giving students more voice and responsibility in their learning process.

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We visited a vocational school. I was fascinated by the informal yet respectful teacher-student relationships. The learning environment was calm, inclusive, and welcoming — a space where students seemed to feel truly safe and valued.

One of the most striking aspects was the integration of practical subjects like cooking and carpentry alongside academic ones. It highlighted how education in Norway embraces the development of the whole person, offering meaningful, hands-on learning experiences that connect with real life.

Multiculturalism was present in every classroom — over 50% of the students came from different countries. We were warmly received and left with a deep appreciation for how diversity is embraced and naturally embedded in daily school life.

The afternoon was dedicated to the cultural dimension of our programme, with visits to the Oslo Opera House and the Deichman Library, all surrounded by the beauty of this inspiring Nordic city.

This day made me reflect on how I can make my own classroom more inclusive and engaging. It challenged me to think about how I welcome and value diversity, how I foster respectful relationships, and how I might incorporate more practical, creative elements into my teaching — helping students to connect more deeply with what they learn and who they are becoming.

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Our group visited an incredible school: Kuben Videregående Skole, a vocational and upper secondary school.

During this visit, I had the opportunity to engage directly with students and teachers, exchanging knowledge and experiences that were both enriching and eye-opening. It was particularly interesting to see how vocational education is valued and how schools maintain a strong focus on inclusion, creativity, and student voice.

The day ended beautifully with a visit to the Edvard Munch Museum, where we were moved by the intense and expressive art of the iconic Norwegian painter.

A journey filled with learning, culture, and genuine connection!

This day inspired me to reflect on the importance of bridging different educational stages and ensuring coherence in pedagogical approaches across them. It also highlighted how vocational pathways can — and should — be celebrated just as much as academic ones. I’m now thinking about how I can better promote student choice and agency in my own classroom, and how to strengthen connections between school, art, and personal expression.

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Today, I had the opportunity to visit one more school and dive even deeper into the Norwegian educational system.

We discovered new approaches, methodologies, and ways of working that — just like in our school — value collaborative learning, interdisciplinary and multidisciplinary projects, and student-centred practices.

We were warmly welcomed by both teachers and students, whose kindness and openness to dialogue made the whole experience even more meaningful.

In the afternoon, we enjoyed a boat tour through the Norwegian fjords — an inspiring moment surrounded by nature’s beauty.

This day made me reflect on how important it is to keep fostering an open mindset as a teacher: being willing to learn from others, to try new methods, and to stay connected with both the academic and human dimensions of education. I will return to my classroom with renewed motivation and a deeper belief in the power of connection, collaboration, and continuous learning.

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On our sixth day, our team experienced yet another day full of discovery. Together with a group of participants from 26 schools across 11 countries, we reflected on the Norwegian educational system and how each of the schools we visited organizes and manages its educational project.

It was a powerful moment of exchange, where we could compare perspectives, recognize common challenges, and get inspired by innovative solutions. These reflections allowed me to take a step back from my daily routine and reimagine my own teaching practice with a broader, more European mindset.

Later, we set off to explore Norway’s cultural heritage with a visit to Fredrikstad. This study visit was truly enriching, offering a deeper understanding of the country’s roots, values, and identity.

This journey has been transformative, both personally and professionally. It reminded me of the importance of stepping outside our usual context to learn from others, to reflect, and to return with renewed purpose. I feel more connected to a wider educational community and more motivated than ever to innovate in my own classroom, with a stronger focus on inclusion, autonomy, and active learning.

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On this final day, our team was divided into two groups to present the final project of the course — sharing the insights, reflections, and key learnings gathered throughout these seven intense and meaningful days.

We leave with our minds full of new ideas, our hearts full of connections, and a renewed belief that education is a country’s greatest wealth.

This experience has broadened my horizons, both personally and professionally. It strengthened my sense of belonging to a global teaching community, and made me realize how much we grow when we open ourselves to learning from others.

I return home carrying the deep sense of purpose, and the will to keep innovating and sharing — because, as Johnny De Carli once said:
“We become immortal when we share our knowledge, when we pass on our wisdom.”

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🌟 The opportunity to visit such a diverse range of schools and witness first-hand how inclusion, autonomy and student well-being are embedded in daily practice.
🌟 The inspiring exchange with teachers from 11 countries, which broadened my perspective and gave me new tools and ideas to take back to my school.

💭 I wish to explore further how to integrate more interdisciplinary and hands-on learning approaches in my classroom, creating space for students to lead and collaborate more actively.

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I now know how trust, flexibility and collaboration can shape a truly student-centred education system. The Norwegian model showed me that it’s possible to maintain high expectations while focusing on the emotional and social development of each learner.

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I have been inspired to bring more autonomy and voice into my students' learning process. I plan to explore project-based learning in a more structured and consistent way, and to strengthen cross-curricular collaboration with my colleagues.

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I would like to know more about assessment practices in Norway, particularly how they manage feedback, self-assessment, and progression in such a non-competitive and trust-based environment.

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This Erasmus+ experience in Oslo was much more than professional development — it was a journey of inspiration, growth, and connection. It offered me the chance to step out of my usual teaching environment, reflect on my own practice, and engage in meaningful conversations with colleagues from all over Europe.

I return with new ideas, a renewed sense of motivation, and the conviction that sharing experiences and embracing innovation are essential to becoming better educators.

Above all, I bring back the belief that education, when grounded in trust, inclusion and creativity, truly has the power to transform lives.