1. Exposure to different teaching methods: eTwinning provides ITE students with exposure to different teaching methods used in other European countries. They can learn from their eTwinning partners and incorporate new techniques into their own teaching practice.
2. Collaboration with other students and teachers: eTwinning provides ITE students with the opportunity to collaborate with other students and teachers from different countries. They can work together on joint projects, share ideas and resources, and gain a better understanding of different educational systems and cultures.
3. Development of digital skills: eTwinning requires the use of digital technologies such as online communication tools, videoconferencing, and social media. This allows ITE students to develop their digital skills, which are becoming increasingly important in modern education.
4. Practical teaching experience: eTwinning projects require ITE students to plan, implement and evaluate their own teaching practices. This allows them to gain practical teaching experience while still in their training period.
5. Networking opportunities: Through eTwinning, ITE students can connect with other teachers and educational professionals from different countries. This provides them with valuable networking opportunities that can help them find teaching positions or research opportunities in the future.

• Resistance to change: Some teachers may be resistant to the idea of collaborating with teachers from other countries and may prefer to stick to familiar teaching methods and practices.
• Language barriers: Teachers may be hesitant to collaborate with teachers from other countries due to language barriers. However, eTwinning offers translation tools that can help overcome this challenge.
• Technical difficulties: Some teachers may not be comfortable with using technology and may need additional support to get started with eTwinning.

• Professional development: eTwinning offers opportunities for teachers to engage in professional development activities and gain new skills and competencies.
• Access to new ideas and best practices: Collaboration with teachers from other countries can provide access to new ideas and best practices that can be applied in the classroom.
• Enhanced student learning: Collaboration on eTwinning projects can enhance student learning by providing opportunities for students to engage in cross-cultural learning experiences and develop new skills.

•  a free collaborative environment for the implementation of collaborative projects (projects) during student education
• a useful tool to use during the practical exercise of the students of the University Department in a school classroom
• exchanges of practices with teachers from other educational systems 
• an innovative European, international, and cross-cultural experience 

• consuming aspect of the project based activities  
• the lack of interest and motivation in the internationalization of the teaching process.
•  checking resources for teachers
• providing advice to school leaders and governors
• making  data accessible for students
• helping to forge links between local administration and schools
• highlighting the important role of experts in engaging educators with different initiatives

• Students have opportunities to get acquainted with the traditions, living styles, and culture of partnering countries by communicating with foreign students in the existing eTwinning network;
• Teachers gain methods of learning new skills and knowledge without leaving the schools;
• Teachers have opportunities to participate in international training and courses on their professional development;
• Teachers participate in international courses on the evaluation of students;
• Teachers and students get experience in the use of media and internet resources
• Teachers and students get different international certificates and awards.

On the other hand, ITE students regularly do come to our school to do internships. I think it will be a great idea to work with them, at least in the basics.

First of all, they will develop digital skills and improve their foreign languages.

Secondly, they will also develop their skills to work in international teams with all the cultural richness that this entails.

It will be a great chance to increase an eTwinning working process and gain new technology innovation and IT skills for Student Teacher in eTwinning...

Our NSO cooperates with universities and is implementing etwinning training for future teachers at Slovak universities. I will be cooperative with university in Ružomberok in year 2024.

I worked as tutor for new primary teachers at the University of Turin for two years. During this experience I promoted eTwinning a lot. I created also an eTwinnign course for students that were at the fifht school years. I was enthisiastic of this experience and I ideated a opportunity to find Formative Credits if they took part in an eTwinning project during their intership . The result of my experience are in a pubblication that I upload here at the page 81.

eTwinning ambassadors collaborate with both trainers and future teachers in eTwinning groups, offer different models, examples of initial training activities, presentation gallery and partner search forum.

We remained to start -up a small projects with them in researching the analysis on food for VET schools.

As ambassadors years ago we just held an information meeting, which was also attended by the famous prof.

Rivoltella. That's all.

Newly Hired Teachers usually participate in the courses or webinars managed by our Regional School Office, but these are already teachers in their first year of service.

I think the fact of not having joined the ITE project was a missed opportunity, but I am sure that our University will have other ways to adequately prepare future teachers for the educational challenges in the 21st century.

However, in our school we always gladly welcome students of Primary Education Sciences, who work alongside the teachers in the classroom

Working with ITE institutes was a learning journey. I think it's an honor to contribute to shaping future educators and witnessing their impact on the next generation. The collaborative spirit, supportive environment, and dedication to excellence make it a truly enriching experience.

I share my class with a student teacher. I know he has some training about etwinning in INSPE ( French school for teacher). I also explained him the benefits of etwinning and showed him the plateform. The thing is the students teachers are very busy during their training and it is hard to convince them to take part into a project! If is our role to explain that it is a way to work differently and it doesn’t take so much time…

You can know more about this in eTwinning – Um Desafio na Formação Inicial de Professores | eTwinning PT

First, I can create a list of PE institutions that could be involved in eTwinning:

1. State Universities Education Faculties

2. Private Universities Education Faculties

3. Educational Institutes affiliated with the Ministry of National Education

4. Private Teacher Training Institutions

eTwinning can contribute to such teacher education institutions in the following ways:

1. It gives teacher candidates the opportunity to interact with different cultures by increasing international collaborations.

2. It improves the foreign language skills of teacher candidates.

3. It helps teacher candidates acquire 21st century skills by supporting project-based learning methods.

4. It allows teacher candidates to experience student-centered, active learning methods.

5. It supports the professional development of teacher educators and enables them to acquire innovative pedagogical approaches.

On the other hand, when addressing eTwinning in ITEs, the following challenges may stand out:

1. Insufficient foreign language proficiency of teacher candidates

2. School administrations do not provide enough support for project-based learning

3. Teacher educators' limited experience with technology integration

4. The bureaucratic structures of universities make it difficult to participate in projects.

To overcome these challenges, the following opportunities can be considered:

1. Organizing language courses and exchange programs to improve the foreign language skills of teacher candidates

2. Developing policies that encourage school administrations' participation in projects

3. Increasing the participation of teacher educators in in-service training on technology and innovative pedagogies

4. Lobbying university senior administrations to support project-based learning

With all this, it is clear that in the current situation, more efforts and cooperation are needed to ensure the active participation of eTwinning in teacher education institutions in our country. However, given the opportunities that eTwinning can provide, establishing and developing these collaborations should be an important goal.

eTwinning can really help ITE institutes by giving future teachers real experience in working with people from other countries, using digital tools, and trying out new teaching methods. If ITE students do eTwinning projects as part of their studies, they can learn about the world and get better at creating interesting activities that cover more than one subject. Also, eTwinning gives ITE students a chance to connect with experienced teachers, find out about different ways of teaching, and get lots of resources and chances to develop professionally.

To talk to ITE institutes in a good way, I'd suggest setting up sessions and workshops to show how eTwinning can help pre-service teachers and the teachers who guide them. It's also important to work with teachers to put eTwinning activities into the courses already being taught and to keep supporting students as they start on their eTwinning projects. Sharing stories of success and showing examples of good eTwinning projects can make it clear what the practical benefits are and get more people involved. By bringing eTwinning and ITE institutes closer together, we can help future teachers learn the skills and things they need to do well in an educational world that's connected and global.

Building on this foundation, I would continue to raise awareness by organizing additional workshops and webinars tailored to the needs of teacher trainers and student teachers. My goal is to establish partnerships between ITE institutions and schools, enabling future educators to participate in collaborative projects that develop their professional skills. Mentoring student teachers through eTwinning projects would help them gain hands-on experience with teamwork, digital tools, and global perspectives.

I would also work on creating pilot projects that connect ITE institutions with schools, both locally and internationally, to demonstrate the benefits of these collaborations. Sharing best practices from other countries and providing guidance to professors would further support the integration of eTwinning into teacher education programs.

To sustain interest, I would promote the outcomes of these projects through exhibitions and events, engaging the broader academic and educational community.

1. They train future educators—making them ideal partners to embed international collaboration and digital pedagogy early on.

2. ITE can promote eTwinning as a tool for 21st-century teaching, project-based learning, and intercultural awareness.

3. Student teachers gain practical experience in collaborative, real-world contexts through eTwinning projects.

I am eager to give but also to receive information that will be useful to me and to those with whom I come in contact.

2.eTwinning can significantly contribute to the work of initial teacher education institutes (ITEs) by providing digital resources and training that develop students’ digital and pedagogical competences. The platform facilitates international collaboration, helping future teachers to develop their intercultural skills and learn innovative teaching methods. Participation in eTwinning projects offers the opportunity to put theoretical knowledge into practice, thus strengthening students’ practical training before entering a teaching career.

eTwinning also allows them to build European professional networks already during their studies, supporting continuous development and the exchange of good practices. Access to courses and certifications recognised through eTwinning improves the quality of initial training and alignment with European education standards.

As an eTwinning ambassador, I have initiated direct collaborations with students from such institutions. Since last year, 2 students have participated in the webinars I have organised.

eTwinning can make a significant contribution to their work by providing a platform for international collaboration, enhancing the digital and pedagogical skills of future teachers, and encouraging creativity and the exchange of best practices. It also offers students the chance to experience innovative teaching methods and develop teamwork and intercultural communication skills.

Challenges might include lack of time or interest in extracurricular activities, resistance to using new technologies, and technical difficulties. As an ambassador, I would tackle these challenges by organizing clear and practical introductory sessions, offering continuous support, and demonstrating the tangible benefits of eTwinning for future educators.

From my experience, involving student teachers in eTwinning projects gives them valuable hands-on learning opportunities and better prepares them for their teaching careers, even though they may initially face challenges related to organization or technology.

Challenges in engaging ITE institutes often include curriculum rigidity, limited awareness of eTwinning, and time constraints among lecturers and students. Opportunities lie in the high motivation of student teachers eager to innovate and collaborate internationally. To overcome obstacles, I would propose pilot initiatives embedded within existing courses, provide tailored training sessions, and create partnerships between ITE institutes and experienced eTwinning schools for mentorship. Sharing success stories and encouraging reflection on project outcomes can build enthusiasm. If you have direct experience working with ITE, sharing your insights on student teacher engagement and overcoming institutional barriers can be invaluable to peers aiming to expand eTwinning in teacher education.

I’ve seen firsthand the growing interest of student teachers in eTwinning through several webinars I’ve organized, which were attended by students not only from UPG Ploiești, but also from other regions across the country. Their engagement and curiosity during these sessions confirmed to me the value of introducing eTwinning early in their training.

eTwinning could be integrated into ICT, pedagogy, or teaching practice courses, and could even inspire final thesis topics. Early exposure to international collaboration prepares student teachers for a more connected, modern, and innovative educational environment.

Some challenges may include a lack of awareness or reluctance to adopt new tools, but these can be addressed through concrete examples, local workshops, and support from eTwinning ambassadors. I will continue to promote eTwinning among student teachers and hope to develop active partnerships with UPG Ploiești and other teacher training institutions in the near future.

Potential ITE institutions that could be engaged in eTwinning:

1. University of Bucharest – Teacher Training Department (DPPD)

2. Babeș-Bolyai University of Cluj-Napoca – DPPD

3. “Alexandru Ioan Cuza” University of Iași – DPPD

4. West University of Timișoara – Faculty of Education and DPPD

5. University of Craiova – DPPD

6. Transilvania University of Brașov – DPPD

7. “Lucian Blaga” University of Sibiu – Faculty of Education

How can eTwinning support ITE institutions?

• Digital innovation: eTwinning offers real-world examples of digital integration in education;

• International collaboration: student-teachers can experience cross-border cooperation early in their careers;

• Modern pedagogical practices: eTwinning promotes collaborative learning, active methods, and formative assessment;

• Connecting theory with practice: future teachers can apply teaching strategies in real European projects;

• Enhanced attractiveness and quality of ITE programs: embedding eTwinning into the curriculum can enrich teaching practice.

As an ambassador, how would I approach ITE institutions?

• Propose partnerships between ITE departments and eTwinning schools, involving student-teachers in real projects;

• Offer webinars or demo workshops to teacher educators, in collaboration with the National Support Service (NSS);

• Promote eTwinning success stories in teacher education conferences and training events;

• Support the creation of pilot groups of student-teachers who work with mentor teachers on eTwinning projects during practicum.

Anticipated challenges:

• Time constraints and resistance to change among university staff;

• Curriculum gaps – eTwinning is not explicitly embedded in most ITE modules;

• Varying levels of digital and language skills among student-teachers;

• Lack of a formal cooperation framework between ITEs and eTwinning networks.

🌱 Opportunities and solutions:

• Set up a pilot “eTwinning in ITE” network, connecting ambassadors, universities, and mentor schools;

• Advocate for the inclusion of eTwinning in pedagogy or practicum modules;

• Support micro-projects between student-teachers and local schools, with mentoring from eTwinning experts;

• Collaborate with NSS and the Ministry of Education to formally embed eTwinning in national ITE strategy.

Promoting Digital and Collaborative Teaching Skills

• eTwinning introduces future teachers to platforms, tools, and approaches they’ll actually use in classrooms.

• It supports 21st-century skills: collaboration, creativity, intercultural awareness, and responsible online behavior.

• Providing Authentic Teaching Practice

  • By participating in or observing real eTwinning projects, student teachers gain early, authentic experience with planning, teamwork, and digital interaction.

  • eTwinning can be embedded into teaching practice modules or practicum.

In my current role as an eTwinning Ambassador, I have not yet formally collaborated with Initial Teacher Education (ITE) institutes. However, I recognize the critical importance of engaging future teachers with the eTwinning community early in their careers. Therefore, I have reflected on a potential list of ITE institutes in my country that could be involved and the value eTwinning could add to their work.

List of Potential ITE Institutes for eTwinning Involvement

1. University of Bucharest – Faculty of Psychology and Educational Sciences

2. West University of Timișoara – Faculty of Sociology and Psychology

3. “Al. I. Cuza” University of Iași – Faculty of Education

4. Babeș-Bolyai University, Cluj-Napoca – Faculty of Psychology and Educational Sciences

5. Ovidius University of Constanța – Teacher Training Department

How eTwinning Can Contribute to Their Work

• Internationalization of Training: By integrating eTwinning into their curriculum, student teachers can develop intercultural and digital collaboration skills through safe, real-life projects with peers from other countries.

• Modern Pedagogy in Practice: eTwinning supports student-centered, project-based learning—skills that align with 21st-century education strategies promoted in teacher training.

• Professional Identity Building: Early exposure to European professional networks fosters motivation, creativity, and a sense of belonging to a larger teaching community.

• Digital and Pedagogical Competency Development: Student teachers can gain hands-on experience with tools and platforms, including TwinSpace, digital citizenship, and collaborative planning.

Challenges and Opportunities

Challenges:

• Lack of awareness and time in ITE curricula: ITE institutions may not prioritize digital collaboration or see it as an “extra”.

• Resistance to change: Academic staff may be skeptical about eTwinning’s practical value.

• Limited access or understanding of the platform among university staff.

Opportunities:

• Curricular integration: eTwinning can be embedded in methodology courses or practicum stages.

• Professional development for staff: Offering training sessions for teacher educators can increase buy-in.

• Visibility and recognition: Participation can boost institutional reputation and give students real-world teaching scenarios.

Overcoming Challenges

• Step-by-step integration: Start with optional workshops or voluntary student projects, then scale up.

• Ambassador-in-residence model: Establish a regular eTwinning presence within the ITE by offering mentoring, open sessions, or co-teaching.

• Showcasing success stories: Invite former student teachers or current eTwinners to share impact stories and motivate participation.

Experience Sharing (Hypothetical Example)

Although I have not yet worked extensively with ITEs, I have conducted workshops with student teachers. One barrier I faced was the perception that eTwinning is “only for full-time teachers.” To overcome this, I facilitated a mini-project between two student teacher groups in different regions of the country. Their enthusiasm and feedback helped convince university mentors to consider including eTwinning in future coursework.

As an eTwinning Ambassador in ITE, my role is to prepare future teachers for European, collaborative teaching by offering guided, practical eTwinning experiences, supporting teacher educators, and embedding eTwinning into initial teacher training in a sustainable way.

The main challenges in introducing eTwinning in ITE institutes include rigid curricula, limited time, and varying levels of digital readiness among teacher educators and student teachers. However, these challenges can be addressed by integrating eTwinning activities into existing courses, starting with small pilot projects, and offering continuous mentoring and examples of good practice. In my experience, student teachers respond very positively to eTwinning once they understand its practical value and relevance for their future profession, becoming motivated and more confident in using innovative teaching approaches.

In Palestine, eTwinning is not yet fully integrated into all Initial Teacher Education (ITE) institutions. Potential institutions to involve include faculties of education in universities and teacher training colleges.

How eTwinning can contribute:

• Promote collaborative, project-based learning

• Develop student teachers’ digital and language skills

• Encourage international collaboration and intercultural competence

• Support professional skills such as planning, teamwork, and reflection

Opportunities:

• Motivated student teachers and creative educators

• Possibility of connecting students with international projects

Challenges:

• Limited awareness of eTwinning

• Internet and technical access issues

• Need for digital training

Actions as an Ambassador:

• Organize introductory workshops and provide guidance

• Support small pilot projects and integration into courses

• Share success stories to motivate participation

My role is to guide and support future teachers, helping them gain experience, confidence, and international collaboration skills through eTwinning.

Some challenges may include limited awareness of eTwinning, tight academic schedules, and difficulty integrating it into existing curricula. However, there are also strong opportunities, such as enriching teacher training with real classroom experiences and fostering a European and collaborative mindset.

To overcome these challenges, I would promote small pilot experiences, offer targeted training sessions, and collaborate with teacher educators to embed eTwinning into coursework in a simple and flexible way.

In my country(palestine), I am not fully aware of specific ITE institutions that are actively involved in eTwinning, but I see a great opportunity to involve them more in the future.

eTwinning can strongly contribute to ITE by helping student teachers develop digital skills, collaborative teaching methods, and international cooperation experiences. It also helps them understand innovative and student-centered approaches before entering the profession.

To approach ITE institutes, I would start by contacting teacher educators and presenting eTwinning as a practical tool for training student teachers. I would suggest integrating eTwinning projects into their courses and offering workshops or demonstration activities.

Possible challenges may include lack of awareness, limited time in teacher education programs, and low familiarity with eTwinning tools. These could be addressed through simple training sessions, clear examples, and step-by-step guidance.

Overall, ITE institutions represent a key opportunity to prepare future teachers who are confident, innovative, and ready for international collaboration.

Apart from universities, I think that any institution, public or private, should be involved in eTwinning as it provides future teachers with an environment to adquire digital competence, collaborative skills, intercultural awareness and innovative methodologies.

In my opinion, the best way to approach ITE as an eTwinning ambassador would be coordinating with university tutors to offer student teachers annual workshops and mentoring student teachers in project design once they are doing their practicum in my school, or other schools nearby.

The challenge would be that eTwinning is not in their curriculum and university teachers and students don't know about, but on the other hand it is a good opportunity the fact that new teachers are willing to learn and work on new methodologies and they need to spend time in the school doing their practicum before becoming teachers. That moment in when as an ambassador I can aproach them and provide hands-on experience through the ongoing projects in the school.

At PH Steiermark, eTwinning is increasingly becoming an integral part of the institutional approach to internationalisation, diversity, and digital education.

Specifically, eTwinning is already:

• Part of the offer for international students, including:

  • An introduction to eTwinning

  • Opportunities to engage in international teaching practice (Schulpraxis) through eTwinning contexts

• eTwinning is part of the continuing professional development (CPD) programme for in-service teachers

• Being further developed through:

  • Planned Bachelor’s theses on eTwinning-related topics, strengthening the research dimension

  • Integration into the

This shows that eTwinning is not only relevant for initial teacher education, but also supports lifelong professional learning.