Participants gained extensive new knowledge and practical experience in applying AI tools to support diverse learners, including neurodivergent and gifted students. They developed skills in creating personalized lesson plans, scaffolding learning tasks, and using innovative AI technologies such as adaptive learning, virtual reality, and speech recognition to promote inclusivity and boost student engagement.

Moreover, the course emphasized ethical considerations around AI use, including privacy and bias. Participants learned to leverage AI to increase teaching efficiency, enabling more meaningful human interactions in the classroom.

Beyond the practical and theoretical gains, the course enriched participants through intercultural exchange, networking, and the building of professional relationships, laying foundations for ongoing collaboration.

This exceptional professional development opportunity empowered attendees to embrace AI-enhanced inclusive education and return to their institutions with fresh competencies and a forward-looking approach.

Thus, the course in Florence was not only a source of valuable knowledge and skills, but also an inspiring experience that broadened horizons and professional networks.

This course highlights the meaningful new knowledge, experience, and international connections gained during the course.      
This text was generated by perplexity from the prompt made by Ivana Pazaver

Special attention was given to multimedia integration and designing digital content tailored to the needs of gifted students.

Today’s session focused on understanding the needs of neurodivergent learners and exploring how artificial intelligence can help personalize and support their learning experiences.

We began by defining key terms related to neurodiversity and inclusion, highlighting different learning profiles and communication styles. Participants then explored an AI toolkit featuring tools for text-to-speech, adaptive writing support, emotion recognition, and personalized learning platforms.

Through collaborative group work, we developed practical strategies for integrating these AI tools into classroom activities, aiming to enhance accessibility and engagement. The hands-on segment allowed participants to test selected tools and discuss real classroom applications.

The session concluded with a reflection on the ethical and pedagogical implications of AI use, emphasizing empathy, privacy, and student empowerment as guiding principles for future implementation.

·         Identified diverse needs of gifted students, emphasizing personalized learning, acceleration, and intellectual challenge using AI tools.

·         Explored innovative AI practices to enhance creativity, critical thinking, and effective formative assessment to unlock each student's full potential.

·         Established a creative AI hub for sharing resources, collaboration, and continued learning.

·         Reflected on ethical AI use, student empowerment, and engagement strategies.

Day 4 – Designing an Inclusive AI-Infused Lesson Plan

·         Applied knowledge by collaboratively designing and presenting inclusive, AI-integrated lesson plans tailored to diverse learner needs.

·         Discussed the differences between peer review and AI-generated review, highlighting strengths, biases, and implications for feedback.

·         Reflected on challenges such as equity, privacy, and evolving teacher roles when implementing AI in classrooms.

The main objective of the course was to equip educators with practical strategies for effectively including students with diverse learning needs in everyday classroom activities. Special attention was given to gifted students—how to identify them, nurture their talents, and ensure they remain challenged and motivated in traditional learning environments.

The course topic was directly aligned with the goals of the ongoing institutional project “DareU”, which focuses on supporting gifted learners. Participation in this course provided valuable insights into adapting teaching approaches to promote both the academic and personal growth of students with advanced abilities.

This international diversity enriched the learning experience, as the exchange of practices and perspectives allowed participants to learn from each other and to compare approaches to inclusive education across Europe.

The theoretical component of the course constituted only a small part of the overall programme. Most sessions focused on practical applications, including hands-on workshops, role-playing activities, and interactive games designed to be easily implemented in the classroom. This approach allowed participants to experience inclusive teaching strategies firsthand, making the training highly engaging and directly applicable to real teaching contexts.

Participants took part in interactive group tasks that fostered teamwork and creativity, followed by free time to explore local culture, enjoy Andalusian gastronomy, and relax on the beach. This day provided an enriching intercultural experience and further strengthened the bonds among participants.

In addition to the organized activities, participants also connected during free time in Málaga, especially while sharing meals featuring traditional Andalusian cuisine. These informal gatherings encouraged intercultural dialogue and helped establish both professional and personal relationships among educators from different European countries.

Córdoba’s Jewish Quarter, full of narrow streets and vibrant life even in late September, offered a glimpse into the city’s multicultural past. Its numerous parks, shaded by large ficus trees rarely seen outside as in Croatia, provided a pleasant escape and an appreciation of Andalusia’s natural beauty.

Málaga itself proved to be a vibrant and lively city, where tourists blend harmoniously with the locals. Even in September, the beaches remain active, and while the city centre is clearly oriented towards tourism, the surrounding areas offer a more authentic Andalusian atmosphere.

A particularly memorable highlight was the visit to the Jardín Botánico-Histórico La Concepción, a lush botanical garden that served as both a refreshing retreat from the heat and a journey into a tropical landscape on the city’s edge. This visit added a reflective and peaceful element to the overall Erasmus+ experience.

Beyond the professional growth, the cultural immersion and exchange with colleagues from across Europe fostered a broader understanding of education in different contexts and strengthened international cooperation.

Overall, this Erasmus+ experience was both professionally enriching and personally inspiring, reinforcing the importance of lifelong learning, collaboration, and intercultural awareness in modern education.

Upon completing the course, Professor Grizbaher returned with new ideas and strategies on how to further support gifted students with a particular interest and aptitude for learning Italian. The insights and methods gained in Málaga will serve as valuable tools in creating an even more stimulating and personalized learning environment, encouraging these students to reach their full potential and continue developing their linguistic and cultural competencies.  

With all that it was a lovely and pleasant experience—both relaxing and personally enriching, as well as an opportunity to build new friendships. Dublin proved to be a city welcoming to tourists and foreigners, with a rich history. All in all, it was a wonderful week in Dublin.

Example: text, video, audio, infographics, interactive simulation tools.

3. Multiple ways of expressing and showing knowledge

- Enable students to demonstrate knowledge in different ways.

Example: making videos, presentations, posters, essays, quizzes.

differentiated tasks

learning by cells

self-regulation and goal setting

flexible assessment

Digital tools

🔊 For different ways of presenting content

YouTube, Edpuzzle – video lessons

Nearpod, Genially – interactive content

Text-to-speech tools (eg Read&Write)

📝 For different ways of expression

Padlet, Jamboard – visual organization

Book Creator – creation of digital books

Flip - video answers

🎮 For motivation and engagement

Kahoot, Quizizz, Gimkit – gamified learning

ClassDojo - monitoring student progress and motivation

DayThe third principle: guidelines to provide multiple means for students to express what they know; Digital tools that support pluralism in social interaction, and sharing.

Day 4

How to plan a lesson with UDL principles step-by-step;

Presentation, feedback, and discussion on the lesson plans designed by the

participants.

Course evaluation: round-up of acquired competencies, feedback, and discussion;

Awarding of the course Certificate of Attendance;

Excursion and other external cultural activities

Such a digital assistant is exactly what students can design together through the AI EduPlaner project!

The goal is simple: use artificial intelligence to make school tasks more transparent, automate learning planning, and keep motivation high.

AI EduPlaner creates personalized schedules, applies the “time blocking” method, sends reminders about assignments, and tracks your progress through gamification and statistics.

Imagine an app that knows when it’s the best time to review the material and helps you reach your goals with less stress.

If you enjoy exploring, programming, drawing, testing apps, or simply have an idea to make learning easier for students — join the team building AI EduPlaner!

We’ll use free and easy tools (Fhynix, MyStudyLife, Toggl Track) and combine our strengths to create the first version of a digital school planner.

Join us and become part of a team that blends creativity, technology, and smart learning.

AI EduPlaner – students are creating the future of learning!

On the second meeting, the team agreed on the main objective: to design and develop an educational app. The students were encouraged to get creative and decide in which direction the app should evolve — whether it will focus on study planning, time management, homework tracking, or something else. The only requirement is that the app has a clear educational purpose and can support learners in their daily school life.

At the third meeting, students were introduced to no-code and low-code platforms perfect for building their educational apps. The recommended platforms were Glide, Adalo, Thunkable, and Lovable.

Students explored each platform hands-on and familiarized themselves with their core features — from drag-and-drop interfaces to database integration and app publishing.

Next step: Choose your favorite and start prototyping ideas for AI EduPlanner! Which platform excites you most?

Osijek, 8. siječnja 2026.

The title lecture was held What is udl and how does it help us? The outcomes were: explain the principles of the Universal Design for Learning framework of lesson planning • apply UDL principles and guidelines through technology • plan a lesson with UDL principles in practice • use appropriate digital tools that help remove barriers in teaching • identify and assess the sources of teaching obstacles for students • discuss the principles of diversity, equity and inclusion • appreciate diversity as a wealth of human diversity.

Diversity, equity and equality in the classroom.

Some of the activities are shown - a hook for involvement, a provocative question, a deliberate mistake, an unexpected quote, a KWHLAQ table that encourages deeper research, etc.

Universal Design for Learning (UDL) provides teachers with practical strategies and techniques to ensure equal learning opportunities for all students, regardless of their needs and abilities.

This project helps them develop AI skills and digital tools for modern education through our Erasmus+ collaboration.

All apps are being developed on Lovable and Glide platforms!

The jury evaluated the apps based on:
1️. Functionality
2️. Usability
3️. Aesthetics & Design
4️. Educational Value

Every student gave their best and truly impressed the jury with their creativity and effort. But in the end, there could only be one winner…

 Congratulations to Anastazija Kuruc!

Anastazija, together with prof. Pazaver, will soon travel to Hillerød Tekniske Gymnasium in Denmark, where she’ll test and further improve her amazing app. We can’t wait to see how it grows!

As part of the preparatory visit, teachers Mirela Šarić and Ivana Pazaver spent a few inspiring days in Copenhagen, from February 15th to 18th.

They were greeted with a warm welcome at Hillerød Tekniske Gymnasium, organized by Mr. Christian Reinhold. During their visit, they joined a physics class and two English lessons, explored the school with students and experienced the vibrant learning atmosphere firsthand.

A productive meeting followed with Christian Reinhold, Charlotte Buhl, and our teachers, where they discussed and outlined what students will be working on during the final stage of their project at Hillerød Tekniske Gymnasium. Exciting things are ahead! 🌍✨

The aim of these workshops is to explore the world of Chemistry through creative activities. During the experiments, gifted students analyse organic and inorganic substances and the changes they undergo. Through innovative learning methods, they connect the world of atoms with the real world that surrounds us.

The long-term outcomes of this type of work include the development of creativity, independence, and collaborative learning skills.

- connect the results of experiments in physical and organic chemistry with conceptual understanding

- identify patterns in the areas of Chemical Kinetics, Chemical Reaction Equilibrium, and Electrochemistry by generalizing data presented in drawings, graphs, and tables

- analyse chemical changes of inorganic and organic substances

- critically examine the use of substances within the conceptual framework and their impact on human health and the environment

- Preparation of solutions with specific concentrations

- Metals

- Thermochemistry

- CSI story – A Christmas Story

- CSI story – Love in a Chemical Way

- Chemical kinetics

- Chemical equilibrium

- Redox reactions

- Electrochemistry

- Acid–base titration

- Determination of vitamin C content in plant material - project assignment

- Analysis of students’ assignments

During the training, I learned how a single teaching topic can be developed into a comprehensive project-based learning activity, encouraging students to explore the topic more deeply, collaborate, think critically, and solve problems creatively. The course also provided concrete examples and strategies for planning and implementing PBL in the classroom.

In my presentation, I introduced colleagues to the key ideas and methods I learned during the mobility and shared examples of how these approaches can be applied in everyday teaching practice.

The program also encourages innovation, critical thinking, and visual communication, which are important competencies for the contemporary creative and digital world. By exploring different artistic media and technologies, students gradually build their creative portfolios and artistic identity.

The knowledge and ideas gained during the mobility are now being applied directly in the workshops. Students are encouraged to explore topics in depth, experiment with artistic solutions, collaborate, and present their work, which reflects the core principles of PBL and modern creative education.

We exchanged ideas about language-oriented grammar school programmes in Italy and Croatia and shared examples of good educational practice. Together, we also discussed and planned the programme for our students’ visit, which will include participation in regular classes, language activities, and school clubs.

The exchange will give our students the chance to present their work created within the project, develop their language skills, experience a different school environment, and receive valuable feedback from their Italian peers and teachers. 🌍📚

The DAREU project focuses on recognising the potential of gifted students, creating a safe and stimulating environment for their development, and enriching the teaching process. In this context, drama techniques can be a very effective tool because they encourage collaboration, empathy, public speaking, and creative expression.

During the training, I became familiar with a range of drama activities and methods that can be applied in the teaching of different subjects. These include warm-up and focus activities (such as Music Mingle, Name and Gesture, and Exploring the Space), non-verbal communication games (Mirror Me, Conductor Game), and various improvisation activities that encourage spontaneous expression, imagination, and teamwork.

Particularly interesting are process drama methods, such as I See – I Think – I Wonder, Role on the Wall, Tableaux, and Conscience Alley, which help students gain a deeper understanding of the content, consider different perspectives, and develop critical thinking.

The experience of the training showed that drama methods can significantly enrich teaching and increase students’ active participation, especially among gifted students who need challenges and opportunities for creative expression. When learning is connected with movement, play, and experience, students understand the content more easily and develop self-confidence.

In conclusion: when the body starts moving, thinking also begins to move – and drama and improvisation can be a powerful stimulus for deeper and more meaningful learning.

In the following sessions, students developed their vocal and physical expression through various exercises, learned how to shape a dramatic character, and became familiar with basic drama methods and techniques. Special attention was given to improvisation, through which students developed imagination, spontaneity, and the ability to collaborate.

The work gradually progressed from improvisation towards creating a dramatic whole: students developed the characterization and motivation of characters and designed dramatic situations.

The next steps include preparing the sequence of scenes and participating in the creation and staging of scenes.

The knowledge and skills acquired will be applied in the group’s presentation for the School Day. This type of work enables gifted students to develop their creative potential, communication skills, and self-confidence through artistic expression.

1. they developed their imagination through activities, such as: Wonka words (imagining their own words), Six word story (creating a story of six words)

"Art project tomorrow,

midnight,

no watercolors" Lea Endrich

"Got rejected.

Waited.

She said Yes!" Mia Popadić

"Two souls collided and never parted." Ana Martinović

2. they learned how to improve their coherence and cohesion in their short stories

3. they learned how to create a character based on an art work

4. pupils also explored different kind of writing and found their unique style of writing

5. they also analysed their own and others writing in order to develope self criticism

6. pupils wrote their own short stories and published it on a national short story competition "Hupe in Storyland". Short story from pupil Lea Endrich was graded as 4. in our region of Croatia.

🎨 From Osijek to Codigoro

Students were given pages of the guide in either Croatian or English. The goal wasn't just a literal translation, but a creative adaptation of the text to their own level of Italian proficiency while preserving the essence of the original material.

• The Process: Vocabulary analysis, sentence structuring, and preparation for field application.

• The Final Phase: While we analyzed and corrected initial grammatical and spelling errors together, the detailed proofreading was intentionally saved as an interactive activity during the exchange in Italy.

We would like to give a special shout-out to student Paula Folb, who was the only one to complete the entire task from start to finish. Paula demonstrated exceptional dedication, independence in researching terminology, and high motivation.

It was this very effort that earned her a well-deserved place on the team that traveled to the Italian town of Codigoro for the student exchange.

During her stay in Italy, Paula had the opportunity to further enrich her translation with new vocabulary and direct learning from native speakers, giving the project its full value and practical purpose.

Brava, Paula! 👏

During the session, I introduced practical ways of implementing PBL in teaching and demonstrated several digital tools that support project organization and collaboration, such as Notebook and Trello. I also presented how I currently use these tools in my workshop DarU, where students upload their projects and creative works, while I provide examples of similar works and guidance to support their learning process.

The goal of this presentation was to disseminate the knowledge and experience gained during the Erasmus+ training and to encourage colleagues to integrate project-based learning methods and digital tools into their teaching practice.

During the workshops, students explore different artistic approaches such as digital portrait and identity, typography and visual language, logo design and visual identity, digital illustration, experimental digital art, and photography. They use various digital tools and creative techniques to develop their own artistic ideas and learn how to combine traditional and digital media in their work.

At the moment, students are working on developing their own artistic handwriting (personal style), where they create their personal branding and visual presentation as young artists. Through this process, they reflect on their identity, artistic interests, and the way they want to present themselves and their work.

As part of the project activities, we will also visit the School of Applied Arts and Design Osijek, where our students will compare their works with students from the graphic design and photography departments. In addition, we plan to visit the Academy of Arts and Culture in Osijek, where students will gain insight into higher education in the field of art and design and explore future opportunities for their artistic development.

Our recent student mobility took us to the heart of the Emilia-Romagna region, to the school Guido Monaco di Pomposa. Our hosts went above and beyond to welcome us and provide a deep insight into the Italian educational system. Our team consisted of students Paula Folb, Lea Endrich, and Tesa Kardoš, accompanied by teachers Mirela Šarić and Vedran Grizbaher.

From the very first day, we noticed significant methodological differences. While traditional frontal teaching (lecturing) dominates in the Italian school, our students are accustomed to being active participants in the learning process—a quality they demonstrated throughout their stay.

We participated in a wide range of subjects:

• Languages and Literature: Italian, English, and Latin.

• Social Sciences: History, Geography, and Humanities with an emphasis on Psychology.

• Extracurricular Activities: We were particularly impressed by the Book Club and the Drama group.

The students represented our school brilliantly through several projects:

• Lea Endrich presented her short stories at the Book Club, which were created as part of creative writing activities in English under the mentorship of Prof. Mirela Šarić.

• Teamwork: Working in groups with students from the local Language Gymnasium (Liceo Linguistico), Paula, Lea, and Tesa worked on translating and proofreading the Osijek Urban Guide, giving the project started in Croatia its final form.

  
  

• Research on Reading Habits

The students presented the results of an extensive research project on the reading habits of our students, which was conducted under the guidance of Prof. Valerija Karačić. They also carried out the same survey among their Italian peers and will compare the results as soon as all data is collected, providing an interesting look into cultural similarities and differences in literacy.

Our final day was dedicated to visiting Bologna, home to the oldest university in Europe. We visited:

• Magnificent university libraries and museums.

• The university itself, marveling at its rich academic history.

• The City's Atmosphere: We even had the chance to witness the authentic and joyous graduation celebrations filling the streets of Bologna.

This mobility, led by teachers Vedran Grizbaher and Mirela Šarić, served as a bridge connecting our creativity with Italian tradition and modern education.

The evaluation process considered several elements, including regular attendance, the quality and completion of workshop assignments, collaboration and participation during the workshops, as well as the overall creative process and student engagement throughout the project.

Throughout this one-week intensive art course, you will develop a mini art portfolio based on a theme of your choice. The portfolio will encourage observation, technical skill development, creative exploration, and personal artistic expression. By the end of the week, you will have produced a collection of observational studies, an artist copy, and a completed personal artwork on canvas.

Monday, 15 June (2 Hours) – Observational Studies

Introduction to the programme and portfolio project. You will begin by creating a series of observational drawings from real-life subjects. Emphasis will be placed on careful observation, composition, proportion, and mark-making techniques. These studies will serve as the foundation for the week's creative development.

Research & Thinking work to be done after school: researching artists and picking one artist & artwork for the copy next day.

You will continue producing observational studies to strengthen your visual research. You will then complete one artist copy, analysing and recreating a selected artwork to better understand artistic techniques, composition, and style.

During the last two hours of this day, you will build or upcycle a canvas, preparing the surface that will be used for your final personal artwork.

We suggest you visit either MUDAM or Casino Luxembourg if you are into Contemporary Art, or MNHA or Villa Vauban if you are into historical art. Feel free to also drop by Valerius Art Gallery, Schortgen Art Gallery, or Reuter & Bausch Art Gallery.

Planning work to be done independently: Some sketches and the final idea for your personal work on canvas.

You will transfer your ideas onto canvas and begin to work on your personal painting. Guidance will be provided on composition, colour, layering techniques, and visual storytelling. The focus will be on transforming research and observations into an original artistic response.

You will complete your painting and make final adjustments. The session will conclude with a portfolio review, allowing reflection on the creative process, artistic development, and the outcomes achieved during the week.

Furthermore, she read six different monologues, analysed their characters and themes, and selected the monologue she connected with the most as a basis for further interpretation and performance.

-> hrvatski talijanizmi

-> kako se hrvatski jezik mijenjao pod talijanskim utjecajem (Dalmacija, Istra)

2. Kako mladi u Hrvatskoj danas govore?

-> internet slangovi

-> kako se govor srednjoškolaca razlikuje od standarda

3. Je li hrvatski jezik u opasnosti?

-> najčešće engleske posuđenice

-> miješanje hrvatskog i engleskog u govoru mladih

-> mišljenje jezikoslovaca

4. Što mladi čitaju u Hrvatskoj?

-> koliko srednjoškolci čitaju

-> najpopularniji žanrovi

-> zašto se čitanje smanjuje

-> razlike između lektira i onoga što mladi svojevoljno čitaju

-> anketa u školi

They turned their Erasmus project into a brochure—so you, too, can discover just how interesting (and not all that boring 🤭) reading can be.

Show our girls some support, take a look at the brochure, and you might just find a book that surprises you 😉📚