What can I do? My ambassador role regarding schools in rural areas by EUN Partnership aisbl

Theodora Lymperi-Greece

lymptheo76 — 2023-03-27 16:13:22 UTC

The following points are to be mentioned: 1.Free access.

Neither teachers nor schools have to pay anything to become a member eTwinning. The eTwinning programme is supported by the European Union and is offered as a service free of charge for all school staff. Moreover, in eTwinning there is none bureaucracy. All you need to do is present some information about the teacher and the school in which it is a part of and can begin with.

2.Belonging to a community.

When teachers join Twinning, they are part of its community of thousands of colleagues just like them. Everyone shares an interest in quality education, better, dynamic, without borders and enthusiasm for European collaboration.

3.A safe environment.

Each eTwinner must be connected to a school. This is certified at the country level by the national assistance/support services. ETwinning members must abide by a code of conduct, e.g. no unsolicited message, no advertising and maximum flexibility.

4.Acknowledgment for work done. What any eTwinning teacher does is recognized at national and European level. Good projects can be recognized with National and European Quality Certificates or become awarded with National and European prizes. But most importantly, European colleagues will see eTwinners as creative and innovative teachers.

5.Happy students. ETwinning projects prove that students like to be connected with their peers

from other countries, no matter how easy or complex their project would be.

rasha al-omari

rashaalomari898 — 2023-03-27 18:17:45 UTC

Encouraging teachers in rural areas to join the electronic twinning to take advantage of the services it provides to teachers in terms of professional development and modern learning strategies and being supported by the European Union to serve teachers and students and what it provides in a safe environment by focusing on the correct use of the Internet and the platform and the importance of preserving the privacy of teachers and students and safe use
Electronic technology and web publications by introducing students and teachers to twenty-first century skills and web tools by introducing students to technological tools and using them in their projects

Ekrem Cengiz AKDENİZ - Türkiye

2023-03-28 11:33:27 UTC

Considering the realities of our country; Interregional differences in education have been reduced by teachers' individual competencies, in-service training and content validity of the program. With project-based learning in education, learning-teaching increases the equality of opportunity in education. When it comes to preparing a project, it is necessary to emphasize the issue of project-based learning. Because project-based learning is one of the models used effectively in contemporary teaching. In this way, the teacher plays the role of helper and guide, and the student plays an important part of the work. In project-based teaching, it is aimed to produce a product developed by the student at the end of each activity. Project-based learning is also important because it enables the active participation of the student, includes high-level cognitive learning and supports the use of a wide variety of resources. Project-based instruction reveals high-level cognitive skills and opens the way for students to be responsible for their own learning. In our country, online trainings (EBA, ÖBA) are provided by the Ministry of National Education for teachers who are open to project-based development. One of the most important learning platforms for teachers working in rural areas will be ESEP. Teachers working in rural areas will learn the visionary work of many teachers from the ESEP platform.

Ahmed Marei / Jordan

maree271 — 2023-03-28 12:16:32 UTC

Rural areas are considered to be of limited sources and therefore the method of communication between schools will be in a clear way and is the best way to use it because, as I said earlier, these schools are sometimes of limited sources and there are no sophisticated sources of telecommunication such as online meetings. Arranging and organizing a meeting with them will be the most appropriate with a predetermined time and date and organizing with the responsible authorities to facilitate the process of teachers coming to the meeting.
I will start with is introducing teachers to twinning and how to work with it. Conduct courses for teachers to use web tools and how to employ technology in the education process. Conduct courses with important headings on the importance of joining such projects and how this reflects on the self-development of the teacher and the student. Working seminars and meetings for the local community to explain the importance and benefits of twinning in enhancing the student's personality and acquiring many experiences.

One of the challenges encountered is the lack of substantial or robust sources of Internet services, which will be reflected in the mechanism of communication with teachers from both within the country and teachers from another. Also, the inability of teachers involved in training and courses to come and attend it will delay the training given to teachers.

I have not worked in rural areas yet, but I believe that if I were to be present in this speaker, even with limited resources available to teachers in these areas, I would make an effort to participate in twinning so as to take advantage of the many and broad areas that it offers in supporting the educational process and building a strong and open social personality of the student, including the great self-development of teachers.

VanessaSilva_Madrid (Spain).

vanessasilva46 — 2023-03-28 14:24:35 UTC

It is true that eTwinning project work in rural areas is not as widespread as in other areas. Therefore, it is important to give as much visibility as possible to all its actions through conferences/events and assist to trainings and other eTwinning activities (face-to-face or online) in order to give a voice and prominence to those schools that normally have fewer opportunities due to logistics issues.

Aseel tarawneh,Jordan

2023-03-28 19:33:30 UTC

The following details need to be made clear: 1. Open to everybody.
Neither schools nor instructors are required to pay anything to join eTwinning. The European Union supports the eTwinning initiative, which is provided as a free service to all school personnel. Furthermore, there is zero bureaucracy with eTwinning. All you have to do is provide basic details about the instructor and the institution they work for to get started.
2. Having a sense of community.
When teachers sign up for Twinning, they become a part of a community made up of thousands of other colleagues. Everyone is enthusiastic in collaborating on a better, more dynamic, borderless, and high-quality education system.
3.Happy students. ETwinning projects prove that students like to be connected with their peers

from other countries, no matter how easy or complex their project would be.

Catherine ALTOMONTE - FRANCE

2023-03-29 07:11:38 UTC

I work in a secondary school in a semi-rural area. Our pupils do not want to go far to study. Some of them even never went to the nearest "big town". We managed to work on an etwinning project some years ago to get them discover the touristic attractions of their villages. It talked to them because they knew them but never imagined it was a curiosity. I think etwinning projects are the best means to get pupils open their views in rural areas, both on their own area and on the whole world.

Feride Başak Başar / Türkiye

basaktipioglu — 2023-03-30 15:52:29 UTC

In Turkey, the problem of transportation to school in rural areas and the lack of materials and teaching equipment in the classrooms come to the fore. Implementing eTwinning in rural schools or in schools far from major urban centers can be encouraged. Teachers who perform eTwinning projects and activities can be rewarded by giving certificates of achievement. From time to time, activities can be organized to integrate village teachers and teachers working in central schools. This can help schools open up more to the world, promote integration, inclusion and develop among their students this spirit of European and global citizenship so necessary in modern times.

Ahmad Farik - Jordan

ahmad_farkh — 2023-03-30 19:33:56 UTC

Service in rural areas was isolated from modernity and development in all systems, but now learning is available to all, with the development of communication and communication technologies in the twenty-first century, and this allows us as ambassadors to work on linking the outside world and its developments within a small village and work on developing scientific and professional skills. By creating an open society that aims at development and modernity, and as the rural people say, "We spin threads to teach our children the meaning of cohesion and existence." This is our mission as ambassadors to link external knowledge with education in the countryside and build a system capable of adaptation and harmony. As for the challenges, it is the future vision of students as well as their parents. Their adherence to receding thinking inside the village or reaching a factory in a neighboring town to work only as others work limits their passion and aspirations.

Enas Shnior/ Jordan

inassshanyour — 2023-03-31 21:22:36 UTC

Rural areas face various challenges, such as poor infrastructure, a shortage of electronic devices and computers, and perhaps their complete non-availability.
As ambassadors, we can help our colleagues in these areas through:

Implementing online conferences and exchanging ideas and proposals to enable them to invest natural resources in education as alternative means.

Involve them in projects based on activities that can be implemented from the environment, such as recycling projects.

If it is possible to move to those areas, we can take with us a small number of laptops and devices to connect to the Internet and carry out activities and trainings for teachers and students on site.

I want to point that I was fortunate to participate in the Rural Schools online Conference 2022, which was an opportunity to learn about the distinguished experiences of teachers in those areas in the eTwinning projects.

Aida, Macedonia

2023-03-31 21:31:57 UTC

We should emphasize that the resources and access are free,
They will belong to a community that helps and motivates each other, learns from and with each other. You are completely safe, that is, you have a safe and pleasant environment. Work is valued and rewarded. Students are satisfied and happy with learning and socializing with friends from different countries. Friendships are nurtured even after the completed projects.

Nisreen Alswaiti / Jordan

nisreen2525majed — 2023-03-31 22:06:09 UTC

My school is located in a camp, and it is an area with limited resources. The parents do not have the Internet all the time, so I sometimes have to give more time to my students in carrying out eTwinning activities, in addition to carrying out some activities in the school in our computer lab.
In rural areas I can give some suggestions:
- Meet teachers face to face to train them on different web tools

- Benefiting from the municipalities and knowledge stations in the region through the use of the Internet available to them in the implementation of eTwinning activities

- Benefiting from the resources of the schools in the region through the use of the computer lab and various applications.

Ángeles Bazalo, SPAIN

mangelesbazalo — 2023-04-01 14:10:13 UTC

In rural areas, the possibilities for students to contact students from other schools can be increased with the use of the eTwinning platform. We believe that carrying out these projects would enhance the ability of students to relate to foreign partners, motivate students through digital tools and attractive methodologies in order to progress in their academic life. In addition, normally these rural centers lack resources and this platform can offer the educational community the possibility of opening up abroad.
In addition, belonging to their environment, to their community can also be strengthened with this type of project by connecting their reality with that of other European centers.

Heba odeh/jordan

odehheba992_3_1 — 2023-04-01 20:16:48 UTC

I did not work in rural areas, but I think that those areas need greater support by providing those in that area with the means that they lack and working to train them gradually, taking into account that these means correspond to the nature of the environment in which they live and how they accept change, and I think that it will need time and effort, so it is possible to gradually introduce activities from simple until we reach the level we want.

Mohammad Darabseh - Jordan

darabsehmohd — 2023-04-01 21:23:48 UTC

I think the question is for me in particular, because I worked in tha capital Amman for 11 years and then i moved to work in a rural area, so I will present some of the things that I worked on or will work on as an eTwinner

Building relationships and trust with the community because it important to establish a good relationship between community and school to understand their needs and expectations , it will be easier to make programs with their needs

Partnering with local organization like village Council of Sahl Horan, social development center of atturah, police station, and local associations can provide resources and support to rural schools, this collaboration can help in providing access to technology, expertise, and additional founding

Some potential challenges that one might face when working in a rural area include limited resources, teachers retention, and lack of access to technology. However, with the right approach and collaboration with the community, it is possible to overcome these challenges and improve the quality of education in rural areas

Ornella Pegoraro (Italy)

ornellakr61 — 2023-04-02 09:04:02 UTC

I think that the best way to approach schools in rural areas could be inviting them in eTwinning projects, working to train them gradually,in order to develop ICT and collaboration skills that are crucial for citizens of the 21^st century.

I would promote intercultural collaboration through joint educational initiatives in order to open new opportunities for students and teachers living in rural isolated areas.

In this way rural schools will be offered a variety of ways to collaborate , thus allowing both students and teachers to see further and broaden their perspectives and horizons.

Aránzazu García Bernal - Spain

agarciab1 — 2023-04-02 09:16:43 UTC

I think it could be the offer of a newer and wider educative landscape where they can improve their communcative contexts making them more realistic; can offer different chances of students working with other students from abroad, which may mean a motivational increase, could also give them the chance to exchange their cultural traits that may reduce isolation and make them feel proud of their roots.
Above all, I think it would mean the entrance into the global world through the door of Europe.

Gabriela Lobozzo (Italy)

gabrielamaria_lobozzo — 2023-04-02 15:40:37 UTC

There are many challenges that school children in rural areas face: 1) excessive distances between their home and the school/libraries/grouping centers; 2) lack of stimulation other than the daily routine; 3) lack of opportunity to understand the complex globalized world. On the other hand, rural schools also offer many opportunities: 1) generally enjoy a beautiful natural environment; 2) have few pupils and a closer and more constructive relationship with their families; 3) competence-oriented didactics with continuous tutoring and peer-teaching action. So the role of the ambassador teacher must focus on the positivity that this type of school can give. Personally, I would start with the eTwinning planning which allows them to open a real window to the outside world. Imagine how many contacts with pupils from other countries can impact these students!

Paola Schettin - Germany

paolaschettin — 2023-04-02 16:23:26 UTC

I would start by organizing meeting and events onsite or online to show the advantages and benefits of eTwinning. Since schools in rural areas are often isolated, I would explain them how eTwinning could help to get in touch with other school, in Germany and abroad. I should also try to contact municipalities and explain how important it is that these schools get digital and technical equipment, in order to participate to the projects. I would offer trainings (online or onsite) to teach how to use the Twinspace and digital tools.

I think teachers and pupils in rural areas sometimes feel isolated; it is important to show them that they are not alone and that they can meet a lot of other students and teachers through the European platform.

Beáta Hegedüs, Hungary

hegedusbeata — 2023-04-02 17:17:03 UTC

It was very inspiring for me to read the French and Finnish examples.
I live and work in a town but in my region there are many small settlements, where the disadvantage of student and the unemployment of parents is high. It would be very important to support the teachers in rural area in their everyday work to prevent bornout and leaving the area but it depens on many factors.
I think as ambassador I can contribute a little to this.
I can show in this small schools, that the good practices, what the teachers in their school have, could be connected with other institution's practices and they could be "recharged" by this experience.
Fortunatelly, the eTwinning program is free, so it shloudn't be of problem for children or their parents either.
Often is the problem that they are not informed about possibilities or they are not any more intrested on innovations/they belong to older generations of teachers/they are overloaded.
The lack of information could be changed during a workshop at school, where the benefits of etwinning could be presented. The teachers would realize, that the program results success and motivation for tehir students and also for the school community. Their work become visible in an international environment, on ESEP.
The eTwinning could have an important effect on the quality of learning, and for the puplis in rural areas an effect on their perception of their futur.

Aida, Macedonia

2023-04-02 21:05:43 UTC

We could take an interest in their work and daily duties. They would even ask for a lecture on how to grow zelenčuk or how to take care of domestic animals.
In return, my students would teach me some of the skills I have. They would talk about children's games and find out which games they have in common. They would organize visits during which they would compete in joint games and would organize workshops for sharing skills such as needlework, knitting, drawing, playing instruments and singing.

Paola Attanasi (ITALY)

2023-04-03 15:25:52 UTC

in 2023 being a rural school is a great challenge and a great opportunity at the same time. there are many difficulties to face. Some are practical, such as the long distances they have to travel to access education or go to cultural centers Others are structural, such as teacher turnover or lack of innovation Some difficulties are inherent in the educational field and the lack of opportunities to understand the complex globalized world.
on the other hand, rural schools have the richness of the natural territory from which to draw inspiration
As an eTwinning Ambassador, I start from the opportunities and not from the shortcomings. Small, united and collaborative, healthy and genuine communities that could find in collaborative projects an opportunity for escape and openness towards Europe
it is really possible to start a skills-oriented teaching with continuous peer tutoring and peer mentoring actions between children of various nations and indispensable opportunities for them to interface with the globalized world and have equal educational opportunities. Internationalization is even more fundamental for rural schools, because it offers opportunities to meet all the needs of pupils and teachers and is a stimulus to acquire 21st century skills. For this reason, I would organize online and face-to-face workshops to illustrate all eTwinning and Erasmus opportunities and I would support teachers who want to start projects on the ESEP platform

Dr.Njoud alananbeh

ajloun_rose — 2023-04-03 15:54:40 UTC

I worked for 5 years in rural area
I found many challanges in it,For example, illiteracy among parents limits their ability to collaborate with teachers. Lack of public transportation with access to schools restrict students from regularly attending school, eventually leading to an increase in dropout rates. such as lack of instructional resources, deficient school infrastructure, unequal distribution of resources, and lack of specialized teachers.
owever, with the right approach and collaboration with the community, it is possible to overcome these challenges and improve the quality of education in rural areas
Parents can contribute to the school in various ways, such as through volunteer service or support for school events, football games. will also give you a chance to better understand what outside factors may be affecting student engagement.
Additionally, involving the community in school projects like etwinning from volunteers of ambasadors to show the advantages and benefits of eTwinning
can help draw awareness to the educational needs of the school, garnering support when resources might be scarce.

Huda Alsalem)Jordan

2023-04-04 02:30:32 UTC

I worked at the beginning of my appointment as a teacher in the Ministry of Education in a rural area and experienced some of the challenges facing these areas, the most important of which are the distance of schools from the students’ place of residence and the lack of transportation, where students had to wake up early in order to join the means of transportation, and I knew that it was one bus if the student was five minutes late For this bus, he will have to wait for another half an hour, and thus he will be late for school. Also, among the challenges that these schools suffer from is a lack of capabilities and learning resources, as there is no computer or computer laboratories, and also the widespread illiteracy among the parents, as the people there do not know how to read and write, and they do not know how to use the computer, so therefore They do not have experience in technology programs, and even the internet there is poor coverage. But these things can be overcome with patience and adaptation to these areas and not grumbling or complaining. The human being is the basis. We have to make a gift out of the ordeal. As an ambassador for twinning, I will hold many workshops to train the parents and I will develop A plan to overcome all these challenges, including the participation of colleagues and teachers, the recovery of computers, or coordination with the Education Directorate in order to provide computers

Maysun Taha, Jordan

maysun016 — 2023-04-04 07:56:14 UTC

The most educational problems facing education in the rural community are represented by the small number of schools in rural areas in general, the lack of school equipment that meets the interests and tendencies of students, The low level of parental education, divorce and early marriage that prevents many boys and girls from continuing their education, as well as taking care of livelihoods and child labor.

The culture of education and its importance must be spread in rural communities, the percentage of the education budget should be raised to meet the needs of the education system in the rural community, the geographical distribution of the population should be taken into consideration when establishing schools in rural areas .
My role as an ambassador is to make sure that the largest possible number of teachers and students participate in the twinning programs and projects by explaining the positive benefits that will reflect on them and their education, and this can encourage their peers outside the schools to attend school and education.

If there are any challenges or difficulties in using technology, I will train them and facilitate their mission in coordination with the school administration. If technology and Internet tools are not available, I will search for nearby schools that are available and coordinate with them to allow the use of computer laboratories.Also I will contact the education Directorate to provide digital and technical equipment.

Anna Maria Scrimieri - Italy

scrimieriannamaria — 2023-04-04 15:55:09 UTC

I live in a small town in the South of Italy. It is not a rural area but it is not a big town. I can understand the importance of involving teachers and students who live in small towns because that is the best way to overpass the problems of isolation. We need to open our minds and our territories as we belong to each other and we cannot live isolated. Collaboration and cooperation are at the basis of a personal social growth. We, as teachers, need to learn from each other and let our students learn from peers.

I could approach rural areas showing concretely the importance of cooperation, planning meetings both with teachers and students, showing how many things we have in common and how much we need to live in touch with each other. The first challenge should be fear and lack of trust in the other. Then approaching them gradually and without using coercion or persuasion should be the best solution.

daisy de gioannini italy

daisydegio — 2023-04-05 16:28:26 UTC

Rural areas face a great number of challenges, such as limited infrastructure, lack of internet connection and access to technology in general, difficulty in getting in touch with other school realities.
As ambassadors we should try to get closer to these realities focusing on collaboration ( live and online), with project based activities with other schools, providing help and support when needed. Also onlne conferences and professional development meetings could help boost confidence in using ICT.

Eva López Sepúlveda (Spain)

evalopez3 — 2023-04-05 16:34:37 UTC

Approaching schools in rural areas in Spain as an eTwinning ambassador can be challenging due to factors such as limited resources, lack of connectivity, and remote locations. Here are a few tips to help you:

Build relationships: Start by building relationships with key stakeholders in the rural schools, such as the principal, teachers, and parents. Attend community events, introduce yourself, and explain the eTwinning program and its benefits.
Provide support: Offer support to the rural schools by providing them with training and resources to help them implement eTwinning projects successfully. Show them how to use the eTwinning platform effectively, how to find suitable partners, and how to plan and execute projects.
Address connectivity issues: In rural areas, internet connectivity can be an issue. Find out the level of connectivity in the schools you are working with and provide suggestions on how to overcome connectivity issues. For instance, the school may need to invest in mobile hotspots, satellite internet, or other connectivity options.
Tailor projects: To engage schools in rural areas, it's essential to tailor eTwinning projects to their needs and interests. Consider projects that are relevant to their local environment and culture, such as agriculture, traditional crafts, or cultural heritage.
Emphasize benefits: Highlight the benefits of the eTwinning program to the rural schools, such as exposure to different cultures, language learning, and the development of digital skills. Show how the program can support their students' academic and personal growth and provide opportunities for them to connect with students from other parts of Spain and Europe.

Challenges that you may encounter when working with rural schools in Spain include limited resources, lack of connectivity, and remoteness. To overcome these challenges, it's important to be patient, flexible, and creative in your approach.

Majdoleen Sweiti / Jordan

majdoleenmajed12 — 2023-04-06 06:29:58 UTC

I work in rural area, but my school built by USAID , All resources are available in my school, including computers, laboratories, the Internet, and laptops for students. Some challenges I encountered students do not have internet in their home most of the time so eTwinning activities are carried out in the computer laboratory
Some of the challenges I also faced are the inability of some of my students to join the meetings of the twinning projects through the Zoom application, when the meeting is in the evening in their homes because they do not have an internet provider.

Antonio SARACENO from Turin - ITALY

antonio_saraceno — 2023-04-06 11:37:30 UTC

I have never worked in a rural area school, but I can easily imagine how complicated it could be, both for students and teachers.
That's why I believe eTwinning could represent for them one of the most engaging activity they can carry out.
They can keep in touch with other schools, libraries, sport centre; they can share with students of cities and towns wonderfful environment and carry out a pics exhibition or participate in events through the modern technology.
eTwinning makes you feel close to distance world and makes your dreams and your skills come real.

Mary Nacca - Italy

2023-04-06 13:53:23 UTC

I have never worked in a school located in a rural area but I have observed such schools experimenting with eTwinning and finding opportunities in it to offer their pupils. As an ambassador, I would promote face-to-face workshops in those schools that can make their voice and experience heard in eTwinning by disseminating good practices and becoming an example to other rural schools

Éva Kissné Sinka, Hungary

sinkaeva — 2023-04-06 19:35:21 UTC

I work in a secondary school in a town, but many students have to commute every day, because they live in nearby villages. International projects like eTwinning can be a window on the world, as students are in contact with students from big cities to remote places in Europe. It is always a good experience to share ideas with foreign people, to use the foreign language, students can turn their knowledge into practice.

Laura Bozzi- Italy

laurabozzi — 2023-04-07 14:02:34 UTC

In Italy there is a network of small schools located in small villages, rural areas or mountainous regions.
I'm the network's coordinator for the province of Grosseto.
The schools, spread in a wide territory, share common projects every year. I’m going to promote eTwinning among all these schools next 21^st of April, during an online meeting.

Aicha Benslimen, Tunisia

2023-04-07 16:42:51 UTC

In rural areas, eTwinning project work is not as widespread as in other areas. But there are electronic schools in rural areas and we made an online training and face-to-face about eTwinning activities.

ruqaya khawaldh - jordan

rorokhawaldh4 — 2023-04-07 20:45:19 UTC

The challenge that I like to write about in my capacity as an ambassador - dealing with schools in rural areas - and because I am a daughter of the countryside - and I have been teaching for years in the countryside - dealing daily with students from rural schools..

The challenge: contain the passion for learning and knowledge.

I find in rural school students - a love of discovery - a love of knowledge - running behind extracurricular educational activities - expressing themselves easily and in attractive creative ways.
As an ambassador, I can contain all this - and overcome the difficulties and simplify matters in a way that is acceptable and understandable to everyone..

Ilenia Cavani - Italy

ilenia_cavani — 2023-04-08 09:56:52 UTC

I work in a little town in north Italy, well connected to city like Bologna and Modena. What can I do if I live or work in rural areas?
I would encourage the use of technology, through teacher training, and the purchase of tools such as computer, tablet, LIM, videocameras... To interact with other school, I think that best way to created a network o etwinners get involved in some postcards, exchange project. Etwinning can shorten distances and make communication easier.

Fatma Bouaziz, Tunisia

fatma_bouaziz1 — 2023-04-08 19:51:40 UTC

One way to approach schools in rural areas is to focus on building strong partnerships with the local community, including parents, teachers, and community leaders. This can involve conducting needs assessments to identify the most pressing challenges facing the school and developing tailored solutions to address those challenges.

In addition, eTwinning can be a useful tool for connecting students in rural areas with students from other parts of the country or the world. By participating in virtual exchange projects, students can gain exposure to new cultures, ideas, and perspectives, which can broaden their horizons and expand their opportunities.

Some challenges that eTwinning practitioners may encounter when working in rural areas include limited access to technology and internet connectivity, as well as logistical challenges related to transportation and communication. To overcome these challenges, it is important to be flexible, creative, and willing to adapt to local conditions.

Overall, working in rural areas can be both rewarding and challenging, as it requires a deep understanding of local needs and a commitment to building strong relationships with the local community. By leveraging the power of eTwinning and other innovative approaches, educators can help to bridge the gap between rural and urban areas and provide all students with access to high-quality education.

Nabeeha altaleb

nabeehaaltaleb166 — 2023-04-08 21:22:26 UTC

Jordan
Considering your country’s reality, what is the best way to approach schools in rural areas?
I think the best way to reach this schools is to make face to face meetings, also to Encourage administrators in schools to Encourage teachers to take part in etwinning

What kind of work would you do?
I will do face to face meeting with teachers, then i will connect them with teachers from different areas to see the good practices and outcomes from this practices
What challenges you think you would find?
I think i could face poor school environment as a challenge, also week internet connection is big problem in rular area in my country

In case you have been working in a
rural area, how has it been so far?
I work in rular area, the students cant access to internet in their houses also they dont have technology tools i face the problem by working from the school

Yolanda Christopoulou, Greece

yolchris — 2023-04-10 05:40:44 UTC

Some ideas:
Encourage community involvement
Promote technology integration
Support teacher training and development
Highlight the benefits of rural education

Abeer Shdeifat/ Jordan

2023-04-10 08:44:58 UTC

I’m a teacher in rural area I think many challenges face teachers when it comes to their participation in eTwinning like :
many negative beliefs that most people in rural areas hold about education for example: girls don’t have to go to school.
Another thing they think that no need to struggle to attain education when college graduates are grappling with unemployment .
Using technology is very hard and not acceptable to digital submissions of homework and assignments to be submitted Also rendered unavailable by slow Internet access are the vast.
We have as Ambassadors to support students
and encourage them by integrating technology into curriculum and encourage community involvement.

Licia Arcidiacono, Italy

liciaarc — 2023-04-10 10:00:10 UTC

I've never worked in schools located in rural areas but I can see how the main goal would be try to connect them to the rest of the world by providing opportunities for building relationships in a meaningful way. eTwinning can be a powerful tool to serve this purpose so I would definitely emphasize the benefits of working on eTwinning and its flexible approach which allows users to overcome problems like shortage of ICT tools or poor Internet connection. Getting in touch with other realities can be a way to encourage students to reduce their sense of isolation and value their cultural roots by exchanging views on different ways of life and working together on the same project.

Carmen María Fernández- Spain

c28fernandez — 2023-04-10 15:33:38 UTC

I have never worked in a rural area, but I think the main point is to have Internet access and to be aware that they can contribute to eTwinning a lot. Many students from the city do not know about life in a rural area. A videoconference is an excellent tool to beat distance and share experiences together.

Nikoletta Liaropoulou, Greece

liaropoulou — 2023-04-10 19:41:42 UTC

Greece is a country with lots of isolated areas, be it a village on the mountains or a small island. I worked in a small island during my first teaching steps and, judging from experience, I believe that the young, enthusiastic teachers who usually work in those areas make up for the disadvantages of attending classes at a small school. What is more, eTwinning can eliminate any feeling of isolation: through eTwinning projects teachers can open a window to the world, attract their students' attention and offer them a sense of belonging to a wider community. If we were to determine which type of schools can benefit more from eTwinning, that would definately be rural schools. Small rural schools, at least in Greece, are very eager to run innovative projects and take part in eTwinning; they set the example for all other schools, not the other way around!

Chiara Angelico - Italy

chiarangelico — 2023-04-11 19:25:24 UTC

My first teaching experience, as a Comenius Program Italian assistant, was in a rural area in Auvergne, France. My task was to teach students the Italian culture and Language but mainly to let them experience “Europe” and feel part of it, broadening their perspectives and their willingness to see beyond their mountains. Exchange programs, penpals, sister twin cities programs, and collaborative teamwork with Italian students raised students’ curiosity and tackle their lack of motivation. Teachers’ enthusiasm and collaboration and ICT equipment had a great role in carrying on these activities, as well as the support of the local community.

Nowadays eTwinning gives an easy accessible opportunity to experience Europe and to expand pupils’ perspectives, enhancing communicative and digital skills, motivating them (thus avoiding early school leaving) and as a result, raising overall educational standards and qualifications that can give rural areas students access to a variety of jobs/careers thus fostering economic growth and wellbeing. eTwinning is for sure a means to face the risk of poverty or social exclusion typical of rural areas.

Jelena Rattik, Estonia

2023-04-12 09:58:46 UTC

I have never worked in a rural area, but for understanding their problems firstly I need to build relathionships. Building relationships with schools in rural areas is essential to understanding their unique challenges and needs. Attend local events, reach out to school leaders, and network with local educators to build trust and rapport.
Focus on collaboration: Emphasize the collaborative nature of eTwinning and highlight the benefits of partnering with other schools in Europe. Encourage schools in rural areas to work together on joint projects, which can help them overcome the challenges of limited resources and access to technology.
Provide support: Offer training and support to teachers in rural areas to help them develop eTwinning projects that align with their curriculum and address their specific needs. Provide resources and guidance on how to use technology effectively, and offer ongoing support throughout the project development process.
Be creative: Be willing to be creative and flexible in your approach to engaging schools in rural areas. This may involve finding alternative ways to connect, such as using social media or mobile devices, or developing projects that do not require extensive technology.
Celebrate successes: Celebrate the successes of schools in rural areas and highlight their achievements to the wider eTwinning community. This can help build momentum and encourage other schools to get involved.
Working in a rural area can be both rewarding and challenging. On the one hand, schools in rural areas often have a strong sense of community and are eager to collaborate with others. On the other hand, they may face significant challenges in terms of limited resources, access to technology, and isolation from the wider education community. As an eTwinning Ambassador, it's important to be sensitive to these challenges and to provide support and resources that meet the specific needs of schools in rural areas. By building relationships, focusing on collaboration, providing support, being creative, and celebrating successes, eTwinning Ambassadors can effectively engage schools in rural areas and help them participate in the wider eTwinning community.

Theodora Lymperi-Greece

gelmoudrou — 2023-04-12 10:22:11 UTC

As a teacher in rural area, a small village, I have realized that in rural communities, there is often tremendous scope for teachers to bring new and exciting elements into their lessons that are relevant to the lives of their pupils and the local area.
As you might expect, when teaching staff experience life in a small, rural school – they like it, and often want to stay.
So there’s a good chance that teachers who make the move will become ‘permanent residents’. And that helps boost the community in the longer term, and for the better.

Carmen Guidetti, Italy

carmenguidetti6 — 2023-04-12 12:21:49 UTC

what is the best way to approach schools in rural areas?
The best way is doing network with schools of the same territory to not feel alone and to be stronger. Together can afford better an international parntership
What kind of work would you do?
Small partnerships- short time for the forst project. A simple plan for the first experience

What challenges you think you would find?
ICT: sometimes in some rural zone tech is far and for example internet is not always available.

Paulina Kaźmierczak-Majdzińska-POLAND

inclusioninsociety — 2023-04-12 18:24:40 UTC

From what I know working in rural areas in Poland can be both, heaven and hell The reasons behind that fact are simple, some rural areas are still highly underpriviliged, with high uneployment rate. That, in turn leads to low motivation level in students, because of their parents' financial situation.
On the other hand, some students see a great chance to reach out of their place thanks to the opprtunities guaranteed by eTwinning projects.
The possible problems teachers may face in the rural areas are also connected with the lack of proper device or stable Internect connection among students.
My role here is to show how simple it really may be to bring the world to your students' door thanks to eTwinning activity. Because with a proper set of digi tools almost anything is possible in eTwinning.

Ana Ceban /Moldova

anaceban1973 — 2023-04-12 18:54:58 UTC

I have not worked in rural areas, but I think if I did, even with the limited resources available to teachers in these areas, I would make an effort to participate
As an ambassador, I can overcome difficulties and simplify things in a way that is acceptable and understood by everyone.
The European Union supports the eTwinning initiative, which is offered as a free service to all school staff.

Mari Luz Castellano - Spain

2023-04-13 17:23:53 UTC

eTwinning should be a necessary and indispensable element in rural schools, as it allows pupils to be in contact with similar age groups with whom they share the same interests and objectives. All pupils involved in the project should work collaboratively to develop the different tasks. Within the project it would also be interesting if pupils could explain the characteristics of their school, share and get to know different educational realities.

As ambassadors we can offer teachers support in relation to the registration of teachers and students on the platform, as well as advice on the search for partners or the use of digital tools. It would also be interesting to collaborate in dissemination sessions with families, where we could share the benefits of carrying out international eTwinning projects.

Petar Nikolić, Croatia

petar_nikolic_1 — 2023-04-13 18:44:32 UTC

I would encurage teachers form rural areas to participate in eTwinning projects by organising short training sessions about etwinning. I would share good practice examples to encourage them to create their own projects. I would invite them to participate in Annual eTwinning conference to meet other teachers from Croatia who are more experienced in etwinning projects.

Jose Luis Gracía de Diego - Spain

jlgarciadi — 2023-04-13 22:50:52 UTC

During last 4 years I have been working in a secondary rural school. We give support to 33 small villages around our school. The main problem to work in etwinning in my school is that we change around 70% teacher staff every year. 50% of the teachers staff spend 1 hour to arrive to the school and one hour to go back home. Every year, I show what is etwinning and how to work with our pupils. Some year we have won a quality label, but the teachers who won it, left the school the following year and we have to start again all the process. Registration teachers, trainning about ESEP and how to use apps with students. Is very difficult give continuity to previous projects to improve them because you work with new teachers, new subjects, some year alone,... As ambassador in my school I always try to show the benefits to students and teachers at anymoment. Giving support to those who want to try a new project.

Eldina Engelzou, Greece

eleniegglezou2 — 2023-04-14 04:33:27 UTC

As an eTwinning ambassador, I live and work in an island of Greece. In recent years, teachers have begun to be active in programs that connect their school with other schools all over the EU. Educational technology has contributed greatly to this. Thus, if there is teacher’s willingness for professional development and an understanding of the advantages of engaging in eTwinning community, the difficulties can be reduced.

SOFIA ARVANITIDOU, GREECE

2023-04-14 13:29:33 UTC

Being an eTwinning ambassador in Greece and a teacher of a small primary school in the rural village situated in a small and remote island in the northern part of the Aegean Sea, Limnos island, can be quite a challenging task. The island of Limnos is unique in terms of its geographical location and its population. The island has a total population of almost 17.000 people and its economy is based upon tourism and agriculture (mostly local hotels and wineries). The pupils of the primary school in the rural area, have, often, limited access in educational, social and economic resources and that is why it is of utmost importance the acquisition of knowledge and skills not yet covered by their formal curriculum. Furthermore, students with learning disabilities or other disabilities need to feel empowered and included in every aspect of school and everyday life framework. As an eTwinning ambassador my main goals include:

the implementation of policies, measures and applied programmes towards overcoming marginalisation that will offer equal opportunities and will encourage students towards independence, personal development and an active life.
Strengthening the network of representation in all institutions at central and local level, developing and respecting codes of conduct in all institutions, including schools, contribute to creating a pleasant environment for everyone.
Minimizing the obstacles to learning and involvement of all students presupposes mobilization of resources in schools and the immediate environment
active participation, implementation of creative activities, the development of a strategy for understanding and transformation of pre-existing misconceptions

Bilge Yılmaz, Turkey

bilgeyilmazz — 2023-04-15 15:27:44 UTC

When I first started to work as a teacher, I worked at the Ministry of National Education in a rural area and faced some difficulties in these areas. Among the difficulties faced by these schools, we had difficulties in communicating with parents because there were no computer labs, lack of talent and learning resources, and families were illiterate and spoke a language we did not know other than their mother tongue. They do not know how to use computers, so they have no experience in technological applications, and they did not even have internet access. To educate parents, I made many visits to parents, communicated with my students and held workshops. I organized face-to-face meetings for teachers.

Gaetanina Da Fermo, Italy

dafermogaetanina — 2023-04-16 13:19:30 UTC

I’m a Deputy Headteacher and an English teacher at lower Secondary School, in the Abruzzo Region, in Central Italy. My institute comprises Infant, Primary and Lower Secondary School and it is situated in Atri, an Art Town. There are 9 different school buildings. Some of them are in small villages, in rural areas.

Small schools represent an important part of the school population in Italy. The most isolated, peripheral and marginal territories, are located mainly in the south, in the mountains, with a very low population density, with difficulties in transports and network connections. As an Ambassador I have already encouraged the implementation of the digital school equipment, supporting fundraising for the implementation of internet connection and digital devices.

As a member of the team for innovation, in my school, I have encouraged the use of technology among the teachers and the students.

I have helped the school staff to create a basic network on eTwinning and a new eTwinning project, which is connected to an Erasmus+ small scale partnership project. I think that the best way to support rural schools as an eTwinning Ambassador is providing the school staff with training opportunities and supporting them in networking and partner finding.

Through eTwinning it’s possible to overcome isolation and to open small learning communities to Europe and to the rest of the world, encouraging a glocal perspective in education and training.

Natasa Miljanovic, Serbia

natasamiljanovic1 — 2023-04-17 08:27:23 UTC

I live in a rural area, on the border with Croatia. The best way would be to create a practice project and to help teachers by working on a real project which can be shorter and easier, but they can apply for a ql. This practice is useful and meaningful.

Romina Marchesani - Italy

rominamarchesani2 — 2023-04-17 19:41:09 UTC

It is absolutely necessary to promote the program in rural schools through conventions, conferences and preparatory meetings. Making the program and its potential known is one of the main and most important tasks of an ambassador. Furthermore, it is essential to include teachers from schools located in rural areas in sharing networks to share projects, ideas, good teaching and learning practices and support new ideas. It results to be necessary to be strong, incisive and inspire colleagues, promote, show the activities carried out, disseminate, create a network of teachers, plan, organise events, support and share. Only in this way can an awareness of the added value that eTwinning planning can bring to students' growth be created.

Natacha Caremelle, France

caremellelessons — 2023-04-18 20:08:38 UTC

To my mind, the possible ways to approach rural schools is to teach what eTwinning is and how we can communicate with others even though the internet is not always available in distant places. The simple fact of receiving a letter from someone you don’t know triggers your curiosity. You learn and discover about another country, another life and culture.

As ambassadors, it is part of our mission to spread what can be done thanks to eTwinning and the ESEP platform through trainings and examples of easy activities that can be done in order to reassure our colleagues.

The challenges can be numerous: access to computers, the internet, the possible reluctance at the beginning of teachers, parents and children/teens because of the unknown.

I work in a semi-rural area but in a school where most parents and children want to discover the world and other cultures. Only a few are a little reluctant and don’t see the point of it. The positive element is that word is spread of our pupils’ experience is spread with eTwinning and ERASMUS mobilities.

Enrica Gallo, Italy

enrica_gallo — 2023-04-18 21:33:07 UTC

I live a work in Policoro, in Basilicata, maybe the least known Italian region.
It is in the south of Italy, under the heel of the boot!
Ours is a rural area and that is the reason why the etwinning activities first and the Comenius , Erasmus+ activities then have been really successful.
We started in 2005 when internet was not everywhere so the school with its IC labs provided a great opportunity for teachers and students to open up our mind and to explore the world thanks to the WorldWideWeb!
Once more I have to consider the important role of the headteacher who wanted us to work on the eTwinning.
My collegues and I have been some kinf of pioneers in this field and we found ourselves eTwinning addicted. Morover our virus spread in all the schools of the surrounding areas who are still today involved in international projects.
So, YES, no doubt, YES eTwinning and Erasmus CAN improve and change deeply teachres and students who live in the "middle of the nowhere" halping them to feel they are part of the world !

Alessandra Di Brigida - Italy

plessocavour — 2023-04-19 18:28:50 UTC

I know the reality of rural schools well because, before becoming a regular teacher, I worked in various schools as a temporary teacher. In those years I really went to many places and I was able to get to know very different school realities. I have also taught in schools that had multi-classes, where there are pupils of different ages in the same class.The challenges that can be found in rural areas are many, as indeed in all other schools. I really enjoyed reading the report on Finland and I agree with some choices of its school system.

As an ambassador I find the idea of supporting rural schools in these development areas very interesting:
- Increase pupils' ability to communicate and argue in their native language
- increase their knowledge of the English language (which is also useful because in the rural areas of my region there are many children from immigrant families and therefore English has returned to being the most widespread vehicular language)
- increase the use of new technologies
- support teachers in the approach to a multidisciplinary teaching which makes learning more motivating and accessible for pupils
- demonstrate to teachers that there are new forms of assessment
that focuses on learning rather than testing.

Athanasia Kavvadia, Greece

kavvadia — 2023-04-22 20:24:08 UTC

Take into account that an eTwinning project requires digital equipment and internet, it would be good for the schools located in remote areas to have a well-organized IT lab with computers and tablets. In addition, an internet connection is necessary so that students who are unable to have the necessary equipment at home can participate in eTwinning projects.

Adrijana Leko, Croatia

lekoadrijana — 2023-04-22 22:15:51 UTC

eTwinning can help teachers and students in rural areas so they will be able to engage and communicate with other teachers nationally and globally, by using digital tools. I can promote the implementation of eTwinning in rural schools or ones that are located far away from large urban centres by organising training sessions about etwinning and share with them good practice examples. This could help schools to further open up to the world, promote integration, inclusion and develop this spirit of European and global citizenship among their students.

Monika Nagyova, Slovakia

2023-04-23 14:03:17 UTC

Despite the fact I have never worked in rural area, I think we need to understand their problems firstly and we need to build relationships. Building relationships with schools in rural areas is essential to understanding their unique challenges and needs. We need to attend local events, reach out school leaders, and network with local educators to build trust.
I would encourage the use of technology, through teacher training.

Paulina Kurowska-loryńska/Poland

paula_kurowska — 2023-04-23 19:56:16 UTC

The approach to schools in rural areas requires a different approach than to schools in urban areas. Some of the challenges teachers face in rural areas include limited resources, limited access to technology, and lack of professional development opportunities. As an eTwinning Ambassador, you can do several things to support schools in rural areas, including:

Building relationships: It is important to establish relationships with educators in rural areas, build relationships, trust and identify their needs. This can be done in a variety of ways, such as attending local meetings and networking events.

Provision of training: Educators in rural areas may need additional training to get the most out of eTwinning. The ambassador can organize staff training sessions, including platform basics, how to create an eTwinning project and how to implement it in your classroom.

Promote the benefits: Teachers in rural areas may not be familiar with the possibilities of eTwinning, so it is very important to explain its benefits. This can be done through presentations, workshops or webinars. The focus should be on the practical application of eTwinning in rural education, emphasizing the potential of cross-border cooperation and its impact on student achievement.

School Linking: The Ambassador can facilitate partnerships and collaboration between rural schools within and outside the country. Bringing together schools with similar interests or areas of specialization and encouraging cross-border cooperation can help overcome some of the challenges facing rural teachers.

Showcasing successes: Celebrating the successes of eTwinning projects in rural schools can help raise awareness, motivate teachers and encourage them to explore the potential of the platform.

The biggest challenge was the lack of resources, especially in terms of technology. eTwinning provides a valuable opportunity to connect with other schools and collaborate on projects. eTwinning is a valuable tool for rural schools, giving students the opportunity to connect with others around the world and develop their digital skills.

Jouhaina Chebil, Tunisia

jouhainachebil — 2023-04-23 22:47:09 UTC

I have never worked in a rural school but I think eTwinning can help teachers and students in rural areas so that they can engage and communicate with other teachers nationally and globally, using digital tools. I can promote the implementation of eTwinning in rural schools by organising training sessions on twinning and sharing examples of good practice with them. This could help schools become more open to the world, promote inclusion, and develop students' skills.

Natalia Sîncu, Moldova

nataliasincu — 2023-04-24 13:10:12 UTC

I think the best way for rural schools is to involve teachers in eTwinning. Although I did not work in the rural area, I did projects together with the teachers and students of these schools and had a wonderful experience. What I would also do as an ambassador is that I would organize meetings in several schools, where I would also give space to my students to talk about the experience of their participation in eTwinning projects.

Pascale Garnier-Gréard, France

2023-04-24 14:01:07 UTC

For sure, the locality has an impact on the organisation at school.
The most important are the ideas shared within the group, by all the project members.
We have to determinate how we could create an exchange by internet, letters, drawings, pictures, podcasts...even once a month. The most important is to be together, sharing values, in the same project wherever you live ; to the city or the rural area.

Atilla Han Özcan

2023-04-24 17:17:26 UTC

In rural area we can provide the equality of opportunities for students. Thanks to this students can ıncrease their self awareness. and they can push themselvest to learn new things.

Bircan Keleş / Türkiye

bircankelesTR — 2023-04-24 18:20:50 UTC

The most beautiful feature of eTwinning is that it brings schools together in the same environment and creates equality of opportunity despite different conditions. In this way, rural schools and central schools have the opportunity to communicate, cooperate and share more closely. As a ambassador, I help these schools to offer their advantages to other schools, as well as reduce their disadvantages.

marianthi arvanitidou

2023-04-24 18:57:22 UTC

Schools have shown a real desire to engage with young people in an ambassadorial way to ensure that the learning they deliver provides the opportunities young people need to realize their dreams

R. Özler ÖZSEÇER, İzmir-Türkiye

2023-04-25 02:36:18 UTC

It is a good opportunity to meet with eTwinners in Urla, Bergama, Bayındır, Seferihisar. We have had seminars, exhibition and share good pactices there. https://twitter.com/IzmirEtwinning/status/1518993924286816256?t=4o0UacM-kWBtymRtaMnj-Q&s=08
https://twitter.com/IzmirEtwinning/status/1518993924286816256?t=4o0UacM-kWBtymRtaMnj-Q&s=08
https://twitter.com/IzmirEtwinning/status/1518992775643029504?t=hUx7EccHLjscIKn09bslvg&s=08
https://twitter.com/IzmirEtwinning/status/1502343023555928064?t=3aY4UGAzstUpfLvAY03GxQ&s=08
https://urlaiho.meb.k12.tr/icerikler/urla-ilce-mem-etwinning-projeleri-yil-sonu-sergisi_12866333.html
https://urla.meb.gov.tr/www/20212022-egitim-ogretim-yili-etwinning-yolculugu-yil-sonu-salon-programi-ve-sergisi-gerceklesti/icerik/954
https://urla.meb.gov.tr/www/etwinning-projesi-yil-sonu-etkinliklerimiz/icerik/951
https://www.facebook.com/watch/?v=1146831272523096
https://bergama.meb.gov.tr/www/etwinning-esep-portali-tanitim-toplantisi/icerik/822

Loredana Matarrese - Italy

lorimata13 — 2023-04-25 02:37:11 UTC

use of new technology on line tools to design activities for students
collaboration in the planning of an activity
belonging to a community.
shared interest in quality education which is better, dynamic, without borders and full of enthusiasm for European collaboration.
pedagogical innovation - teaching through projects
different subjects working together in an interdiscliplinary way for a common project
collaboration in the planning of the activity
communication and exchange between partners schools
meeting for the students and teachers to share their experience in a safe environment.
creative and innovative teachers
happy students

Celina Lajoso

celinalajoso — 2023-04-25 16:27:42 UTC

The island of Madeira is a wonderful place to live, but the population in general, and students in particular, know well what it's like to be away from the big centers where everything happens. You learn to live with what you have and with the opportunities that come your way.

I know and believe that eTwinning can (and does!) make a difference in the lives of these students and teachers. Some eTwinners talk about these benefits of “opening doors” to the limits imposed by the geography of this island located in the middle of the Atlantic.

I've been working on this island for almost 20 years and I was invited to be an eTwinning ambassador in August 2021. I want to bring eTwinning to all schools in Madeira, especially those that are further away from where everything happens (Funchal). I want teachers to see eTwinning as a sea of opportunities for everyone (students and teachers) and to get involved in international projects, allowing them to get to know our Europe more and better.

In Madeira, with the Digital Books project, all schools, students and teachers have the necessary conditions to carry out digital work in the classroom, so there are no limits for the future! 🙏🏻😊

brangute_renata — 2023-04-25 17:58:32 UTC

Ambassadors present the etwinning community, opportunities to participate in the etwinning project, encourage to use technology, help to build the relationships, support...
Renata, Lithuania

Mrabet Aida from Tunisia

aidamrabet71 — 2023-04-25 18:22:52 UTC

Encouraging pupils to do donation campaigns

Mrabet Aida from Tunisia

aidamrabet71 — 2023-04-25 18:24:54 UTC

Visit to rural association for growth

Mrabet Aida from Tunisia

aidamrabet71 — 2023-04-25 18:28:13 UTC

Organising visits to rural pupils

Dominika Wilk/ Poland

dominikaanna_wilk — 2023-04-25 21:30:39 UTC

I have experience of working in a rural environment and in a medium-sized city. Paradoxically, I definitely have better conditions in a kindergarten in a rural area than in a city, because my municipality benefits from equalisation programmes and projects and raises funds really well. However, this does not mean that eTwinning projects cannot be implemented in 'worse' conditions. It doesn't depend on that. Our role, as ambassadors of the programme, is to show examples of solutions that can be implemented in these particular schools, sharing interesting tools available online.

Nadia Buti -Italy

nadia_buti — 2023-04-25 21:35:54 UTC

Due to the great power of ICT tools, they can start partnership with school very far away and widen the teachers’ and students' horizon, learn through innovative methodology, new languages and start new friendly relationships, too.
As Ambassador I have to keep in mind that every child have the right to an education of quality as mentioned in the SDGs Agenda 2020-30, therefore I could find strategies to involved school and staff of rural area.
Of course ,the use of new technologies and the possibility to have online meetings, and collaboration fit very well with the aims of e-Twinning. First of all is necessary to have technological tools , internet connection to reach every child inside the school and outside and a specif training of the teachers and staff. The e-twinning projects could be a window on different countries, cultures and a way to motivate our students to travel. The Ambassador could be a mentor and a motivator and to involve also local organizations, public educational bodies.

Insaf Ben Rached form Tunisia

coachinsaf — 2023-04-26 00:16:16 UTC

Rural schools should not be deprived of the opportunity of the eTwinning project. the program and its potential must be known through congresses, conferences and preparatory meetings.
by integrating teachers from rural schools into networks for sharing projects and ideas.
they will accelerate good teaching and learning practices. the support that an ambassador who listens to everyone can motivate them to improve their ways of teaching which will have a significant impact on their students

Özlem DOĞRU,TÜRKİYE

ozlemsahin99 — 2023-04-26 06:22:58 UTC

rural schools are always luckier. Thanks to eTwinning, they can open up from the countryside to the world. Cultural interaction, especially for children, is quite exciting. As the coordinator, I need to introduce them to the eTwinning platform. The main problem is transportation. it can also be solved with online training, but face-to-face is much more effective.

Nomeda Vykertiene - Lithuania

vykertnomeda — 2023-04-26 18:42:41 UTC

I want to help for students to feel how learning can be not only interesting but and immersive learning. I see how students want to have different and Innovative activities.
I want to show that they have something strong inside. I believe in Students. I write about children, teenagers ir rural area. They must have equal opportunities. Why etwinning projects can help to show that and in rural teritory everybody has wide possibilities.

Thank you, Ambassadors_Liliana Pilon

lilianapilon1 — 2023-04-28 17:45:14 UTC

The insights on the challenges of rural areas and the schools that are in that countries are very interesting. Thank you, dear collegues Ambassadors!

Petra Turan-Nip

pjturan — 2023-05-02 15:02:40 UTC

For rural schools eTwinning might open a window to other rural schools and help each other to overcome similar obsticals.
When they do projects with non-rural schools they can use their views to get insight in their way of life. What are the similairties?

Novella Turrin, Italy

novella_turrin — 2023-05-09 14:33:15 UTC

As an Ambadassador, I think that the best way to approach schools in rural areas is to create a network of motivated teachers. These teachers would be part of an eTwinning Group dedicated to internationalisation of small rural schools. According to the age and number of students, I would like to put them in contact with other European rural schools. Thanks to my contacts with other Ambassadors, it would be easier to create a project involving small European schools.
I would propose them to start with simple and short projects related to their territory. This would broaden students perspectives and raise students curiosity. Even if ICT equipment means a lot in carrying on eTw projects, simple and short projects can definitely be realised everywhere if there are motivated and trained teachers. That's why I would strongly recommend eTw project-based learning in rural schools with two main goals: broadening students perspectives and avoid social exclusion.

Nevzat CAN- TÜRKİYE

etwinning191 — 2023-09-26 08:53:37 UTC

I worked for 16 years in rural schools. I ran eTwinning projects for 4 years to introduce eTwinning and technology to my students in rural areas. This gives them equal opportunity in education. I continue to bring rural schools together with eTwinning.

Cristina Stan, Romania

2023-09-27 14:26:07 UTC

Some specific actions Ican take in my ambassador role:

Identify Rural Schools:
- Identify and reach out to schools in rural areas within your eTwinning network or region. Collaborate with eTwinning National Support Services (NSS) to access lists of such schools.
Raise Awareness:
- Conduct awareness campaigns within rural schools, explaining the benefits of eTwinning and how it can enrich education.
Customized Training:
- Offer customized training sessions and workshops that address the unique needs and challenges faced by rural teachers and students. Focus on practical aspects of technology integration.
Provide Resources:
- Share resources, lesson plans, and project ideas that are specifically tailored to rural education contexts. Emphasize the use of low-cost or readily available technology.
Access to Technology:
- Advocate for improved access to technology and internet connectivity in rural schools. Collaborate with local authorities, NGOs, or businesses to provide resources if possible.
Local Partnerships:
- Establish partnerships with local organizations, libraries, or community centers that may serve as technology hubs for rural students who lack access at home.
Mentorship Programs:
- Create mentorship programs where experienced eTwinning teachers from rural areas can guide their peers in adopting technology and eTwinning practices.
Local Language Emphasis:
- Encourage the development of projects that emphasize the use of local languages and culture, making eTwinning more relevant and engaging for rural students.
Collaboration Across Borders:
- Facilitate cross-border collaborations between rural schools, both within and outside your country, to broaden students' horizons and promote cultural exchange.
Student Involvement:
- Empower students in rural areas to take an active role in eTwinning projects. Encourage them to explore technology and digital skills.
Inclusive Education:
- Promote eTwinning projects that focus on inclusive education and ensure that students with special needs or disabilities in rural areas have opportunities to participate.
Celebrating Local Culture:
- Create projects that celebrate the rich cultural heritage of rural areas, encouraging students to take pride in their local traditions and share them with eTwinning partners.
Advocate for Recognition:
- Advocate for the recognition of eTwinning as a valuable educational tool in rural education and ensure that rural schools are eligible for eTwinning School status.
Local Events:
- Organize local eTwinning events or gatherings in rural areas to build a sense of community and provide opportunities for face-to-face interactions.
Feedback and Adaptation:
- Continuously seek feedback from rural schools and adapt your support strategies based on their evolving needs and challenges.

Salvador Páez Rodríguez. SPAIN

salprosm1 — 2023-10-06 17:19:14 UTC

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Aida Alakbaova/ Azerbaijan

aide_alekberova1 — 2023-10-20 21:28:28 UTC

To support the teachers working in the village school, I conduct educational activities, conduct individual training, and support their provision of resources. To solve their problems related to technology, I would direct them to get support from NGO organizations of the local faith or to cooperate with technology-provided centers in the village. I would encourage those who are struggling to seek support from a mentoring program.

José María, Spain

josemaria_diazfuentes — 2023-10-29 09:55:44 UTC

It is very possible that rural school teachers find themselves alone and isolated, and my role as an ambassador should be to help them and provide them with a company that connects them with the world.

I know how they may feel because I myself was a person a few years ago who didn't know anything about eTwinning.

The intention of my group "We Learn Together" recently created on the platform wants to be a help for these people in rural areas as well.

We can contact them through our Provincial Teacher Centers (CEP) and arrange interviews with them.

Irene Confalone -Italy

confalone — 2023-11-05 18:54:12 UTC

I work in a secondary school in a town close to Catania. My students didn't know anything about etwinning and they used to study English in a very traditional way, just grammar, and literature. I started to introduce English as a very important vehicular language to communicate with other people all over the world. International projects like eTwinning can be a wonderful door to the world. They realized that etwinning allows us to create connections with people. It is always a good experience to share ideas with foreign people, and to use the foreign language to discover new frontiers.

Cornelia Melcu, Romania

corneliamelcu — 2023-11-06 18:09:07 UTC

As an eT ambassador I am always willing to help anyone is interested in knowing more about the programme. I organize from time to time webinars/workshops for teachers and I invite mostly young teachers and teachers from the rural areas.

Ilaha Guliyeva 🇦🇿 Azerbaijan

ilahakulieva — 2023-11-12 19:19:46 UTC

eTwinning is a unique PBL process that deals with internet connection and new technology innovation.

As teachers in rural areas have really challenging situation, I'd like to increase an opportunity of better internet connection for those enthusiastic teachers.

In addition,the educators in rural areas may need trainings ...That's why our ambassadors periodically create Promo eTwinning Tours to rural areas of Azerbaijan.

Henrieta Bellánová

belanhenika1 — 2023-12-03 06:53:30 UTC

As an ambassador, I implemented several update trainings in smaller rural schools as well. The educators there were very grateful for the opportunities to collaborate at the international level in eTwinning programs. However, we should not forget about equipping schools with IT technology, and access to the Internet and signal coverage in Slovakia is also a problem here in Slovakia, which greatly complicates the work of educators and therefore they prefer to use traditional education.

Cringus Loredana Mihaela, Romania

2023-12-06 15:27:27 UTC

As an eTwinning ambassador, I think it is very important to train teachers from rural areas to participate in eTwinning projects. In this sense, as a responsible educator in my county, at work sessions I disseminate activities from eTwinning Projects, precisely to reach these teachers as well.

Janka Lastičová, Slovakia

jlasticova — 2023-12-28 12:12:05 UTC

It´s important build relationships firstly.

It´s necessary reach out school leaders and build trust.

I could implement update trainings in smaller rural schools. I would encourage the use of technology.

Valerica Mititelu- Romania

valericamititelu — 2023-12-29 15:51:36 UTC

I invite teachers form the rural schools nearby to participate at our workshops about eTwinning projects or to participate at our eTwinning day open gates activities .

Susann Pattoka, Germany

susannpattoka1 — 2023-12-29 15:53:24 UTC

As an ambassador who lives and teaches in a rural area, I have seen the benefits eTwinning brings to my students several times. However, the biggest challenge will be to get many colleagues motivated to come to my workshop in person. After a long day at school and considering that foreign language teachers have even more work than others, it is understandable that they are not always willing to do an extra journey to another school, which often takes longer than 60 minutes to drive there. I will do my best and advertise the event.

Adriana Bujag/Moldova

2023-12-29 17:03:55 UTC

If I worked in a rural school, I would be involved in projects, because through them you can collaborate, learn, evolve and develop. Both me and my pupils.

Emanuela Boffa Ballaran ITALY

ballaran641 — 2023-12-30 08:28:16 UTC

I live and I teach in rural area; in particular in a Valley surrounded by mountains. eTwinning helps me to open the borders of our Valley and to connect with Europe. eTwinning is a opprtunity to grow up not only for students but also for teachers. In this way years by years I was able to involve other colleagues to start an eTwinnign project. After Covid all schools Italy obtain a good internet connection so now it is easier to decide to take part in a project. When my new collegues start a project I become an advisor. My school is the uinique eTwinnign school in the district .

Jolanta Zamoyska POLAND

etwinningzamoyska — 2024-01-01 17:29:49 UTC

As an ambassador who teaches in a small town, I have seen time and again the benefits that eTwinning brings to my pupils. They are much more motivated and enjoy being part of the European learning community. By meeting online and exchanging information with their peers on the Twinspace platform, they have a sense of participation in a global world among their peers.

Alina Safta, Romania

marianaalinas — 2024-01-10 10:02:03 UTC

It is important to involve rural school in activities and projects regarding their interests, habitis, customs. We could work together , do workshops, webinaries

Cristina Hriscu, Romania

vorcristina — 2024-01-12 20:55:27 UTC

After my opinion, in order to exercise the function of eTwinning ambassador and to train, coordinate, guide other eTwinners, it is necessary that the school you teach as Ambassador, even if it is from a disadvantaged environment, has a good Internet connection and be equipped with smart classroom equipment, to be able to carry out with them online events, conferences, seminars, courses.

I think that is why there is such a small number of Ambassadors and eTwinners from rural areas, compared to the number of those who teach in schools in the city, due to the lack of these basic conditions to run eTwinning projects that are without mobility, but only with the presentation of online activities.

Cristina Elena Voicu, Romania

voicuelena18 — 2024-01-13 11:49:49 UTC

I teach in a rural school for almost 20 years. I am ambassador in my school from 2016. I share eTwinning opportunities with other schools in the area. I plan to do more activities as an amabassador to bring colleagues in the eTwinning community and raise awareness about the major impact of eTwinning projects on students.

Emilia Alexe/Romania

scoalavaduparului — 2024-01-14 12:39:39 UTC

I have been working in a rural school since my second year of teaching and I joined eTwinning in 2008. Due to this community I have developed my skills and my PD and I managed to motivate my students to become open to new cultures and I made them curious to explore constantly new worlds travelling and collaborating virtually.I became an eTwinning Ambassador quite late in 2020.Rural school wasn't an obstacle for me to improve my career.Before eTwinning my students exchanged letters to collaborate with other schools.Then in 2018 until present my school is an eTwinning school because eTwinning team from my school has increased.Later on , eTwinning helped us and facilitated our first steps in the Erasmus World.All teachers do their best to create a good collaborative and friendly atmosphere and make our rural school become visible on the European map.

Maria Ţuca

damia_edu — 2024-01-15 18:53:10 UTC

I visit rural schools;

I am creating an eTwinning project in collaboration with a teacher from rural schools;

I invite teachers from rural schools to a seminar, training course, an event;

I celebrate Europe Day and eTwinning Day with a rural school.

Cristina Iulia Gila, Romania

cristinagila09 — 2024-01-15 21:06:50 UTC

As an ambassador, I think it is important to involve teachers from rural areas in the project. In Romania a lot of schools are in a rural area. First I will identify schools in rural areas within my eTwinning network. Then I will go in the school and explain the benefits of eTwinning and how it can broadening students perspective.

Adriana Maris, Romania

adrianamaris201 — 2024-01-16 21:50:08 UTC

What can I do? As always, help. We need to bring to rural areas the same facilities as in cities. Rural students have the same rights and the same needs as urban students, so participating in eTwinning projects might help them overcome their boundaries.

Nela Dumea, Romania

2024-01-17 12:18:55 UTC

As teacher in VET school I can confirm that are big differencies between rural and urban pupils in all the direction described by official documents. I try to involve them into European projects as much as possible in order to develop all the skills. Also, I push the teachers which work in rural area by my enthusiasm in eTwinning implementation and by presenting the beneficials for them and for their pupils. I invite rural area teachers at all the events organised by me to found informayion and knowledge related with eTwinning projects.

Valeria Iordache

2024-01-17 19:44:18 UTC

I am ready to help any teacher from any environment. It is important that they want this and get involved in projects.

Alina Popa Romania

popalina21 — 2024-01-17 21:40:59 UTC

As Ambassador exchanging partnership examples of teaching and engaging students are best benefits for all.

Partnerships are very important, exchanging practice also.

Carla Asquini Italy

carlaasquini — 2024-01-18 16:04:14 UTC

Certainly the eTwinning effect can be even more effective on peripheral or rural schools.

In fact, it offers distant schools the important opportunity to discuss and dialogue with others online.

If we also think about classes attended by students of different ages and curricula, eTwinning could bring a greater degree of diversification, connecting students to different projects and learning levels.

However, I believe that the way of proposing it and using it, with the necessary exceptions, remains the same and also offers identical operating methods and results

Dorina Vacari, Moldova

2024-01-19 19:44:51 UTC

As an eTwinning ambassador, I am always available to help those eager to learn about the program. I can organize webinars and workshops, particularly for young and rural teachers, inviting them to increase their understanding and engagement with eTwinning.

Henrieta Belánová, Slovakia

belanhenika1 — 2024-01-21 19:40:37 UTC

I had the opportunity to teach about the eTwinning program at several rural schools in Slovakia. In our country, the main problem is with connecting to the Internet and equipping schools with modern technologies. But despite this, teachers are interested in working innovatively, modernly, using project-based teaching. As an ambassador, I can give them a helping hand in this.

Nina Babcinețchii, Moldova

2024-01-21 21:07:45 UTC

As an eTwinning ambassador, I am open to helping young teachers and those from rural areas to discover the potential of eTwinning. My goal is to provide them with the necessary tools and knowledge, examples of good practices to get involved in international educational collaboration projects.

Zoi Gallou, Greece

2024-01-24 21:32:39 UTC

As an eTwinning Ambassador I provide all the support needed to schools from rural areas by training and seminars. I think those schools need more the eTwinning open-ness and the teachers and students in those schools are more motivated compared to those coming from urban areas. In the end of the day, it is very rewarding to see those schools achieve important educational goals!

Emiliana Rufo, Italy

emiliana_rufo — 2024-02-04 17:46:46 UTC

I think the challenges in Rural area schools are basically found on the isolation from town centres and from other schools.
Technologies could help these areas by improving communication among schools and with the entire world thanks to the Internet.
eTwinning projects can be a real opened Window on Europe.
Students and teachers could take part into projects on customs, traditions, festivals to deepen the reality of the territory and let other schools know the rural area they are from and at the same time discover other realities in different part of Europe. They would have the chance to talk, chat and collaborate by sharing learning activities on the Twinspace. It would certainly enrich their Cultural Heritage.
The school where I teach is not in a rural area, but it is in a city of less than 100,000 inhabitants. We base our activities on the discovering of the territory around us to prepare students to live and work in bigger areas.

Susana Rodrigues, Portugal

2024-02-20 19:42:11 UTC

As an eTwinning Ambassador working in a school located in a rural area, in my opinion there are several strategies and approaches that can be adopted to effectively engage these communities: understanding the community, building relationships,promoting local identity and culture, supporting sustainability and celebrating Success Stories

I am a teacher at Agrupamento de Escolas de José Relvas in Alpiarça, Portugal. The school is in the main town of the municipality and is located in a rural area. Some students come from families with limited socio-economic and cultural resources, while others come from the Temporary Reception Centre for Children and Young People, requiring specialized attention. In this context, the school plays a crucial role in the development and acquisition of essential skills for the future of these students.

The school has made systematic efforts to prevent school dropout and promote educational success, implementing various programs and projects, both nationally and internationally.

We are looking for a school with its own identity, a distinctive culture and a challenging environment that promotes cohesion and identification with a common project. The school constantly invests in excellence and quality, based on the work capacity of its human resources and an entrepreneurial vision. We aspire to a school where strengths predominate in all areas of intervention. We design and develop innovative and creative strategies to continuously improve the teaching-learning process and achieve excellence in results. Our students deserve the best, which is why we work for their success, both academically and personally. We are an eTwinning school and we promote collaborative work in different geographies, shortening distances and bringing cultures closer together through technologies and active methodologies, creating networks and learning opportunities.

In my experience of working in a school in a rural área, I have found that building strong relationships and providing personalized support are key to overcoming challenges and promoting meaningful engagement. By understanding the unique context and needs of rural communities, eTwinning Ambassadors can play a vital role in empowering teachers and students to embrace the opportunities offered by eTwinning and enrich their educational experience.

bertillepitois — 2024-02-25 20:21:26 UTC

Bertille Pitois 🇫🇷

Etwinning is a good way to overcome geographical isolation and it promotes educational equity. The professional development for teachers is very important too as the teachers will enhance their skills and methodologies , providing them with access to new ressources ( webinars…). Therefore it is important to include school in rural areas in our projects. As ambassadors, we must go into rural schools and explain the benefits of etwinning and provide the teachers with support with the plateform. I also think it is important to call the journalists to share about our own projects. That is what I did and I had some questions from teachers of rural areas who had heard about the article and wanted to know more …

Melisa Husejnović, Bosnia and Herzegovina

Inowoman — 2024-03-06 19:05:46 UTC

The key is to approach rural schools with humility, cultural sensitivity, and a genuine desire to collaborate for mutual benefit. If you have specific articles or experiences you'd like to discuss further, feel free to share them for a more tailored response.

Rural areas may have limited internet access. This can pose challenges for online collaboration, requiring creative solutions like offline activities or utilizing community centers with internet access.

Schools in rural areas may lack resources such as computers, projectors, or even sufficient textbooks. Crafting projects that require minimal resources or leveraging available local resources is essential.

Maria Goreti Alves, Portugal

goretialves — 2024-04-04 17:54:56 UTC

At the moment I'm teaching in a school in Lisbon, but I believe as an eTwinning ambassador it's very important to support schools at rural areas.

Reaching teachers in rural areas can be done by organising community events or workshops to introduce eTwinning and its potential benefits by emphasizing the value of collaboration and cultural exchange in enriching students' educational experiences, and sharing examples of successful projects. Supporting these schools in participating in eTwinning projects and creating strong and reliable networks might be a start to engage teachers and students in eTwinning.

Maja Medić, Serbia

majateacher81_ — 2024-05-04 20:08:39 UTC

I have been working in rural areas for most of my career. One of the reasons why I do eTwinning projects is my students from small villages. I want to present them many things that they don't have the opportunity to see or meet in their area. I want to open them a window to the world. There are many challenges: poor digital competences not only of students, but of parents too, bad internet connection, technical issues, isolation etc. You have to inform parents regularly about the project and keep them involved in order to make them realize why eTwinning is important. And I can say that parents from rural areas are more willing to cooperate than parents from the city. When I see a smile on my student's face when he receives a letter from some foreign country or when he speaks at online meeting with some kids from different countries, I know that it's worth it.

Paulo Ribeiro, Portugal

PauloRibeiro — 2024-05-26 10:27:30 UTC

To approach schools in rural areas, I find that personal visits and community engagement work best. In my experience, building trust through face-to-face interactions and demonstrating the tangible benefits of eTwinning projects helps to gain their interest and involvement.

I focus on projects that connect rural students with peers in diverse locations, broadening their perspectives and enhancing their digital skills. Challenges include limited access to technology and resistance to new methods. However, with persistent support and creative problem-solving, these obstacles can be overcome.

Working in rural areas has been rewarding; I've seen students and teachers grow more enthusiastic about global collaboration, which has enriched their educational experience and fostered a sense of connection beyond their local community.

Vykinta Saulyte-Bukauskaite from Belgium

vykinta — 2024-05-26 14:13:50 UTC

As an ambassador working with schools in rural areas, there are several approaches we can take, focusing on the unique needs and challenges of these communities.

First, I would conduct a thorough needs assessment to understand the specific requirements of each school. This could include infrastructure, educational resources, teacher training and student needs. I would then engage with local leaders, teachers and parents to gain insight and ensure community buy-in. Why not implement ongoing professional development programmes for teachers to improve their skills and teaching methods, and provide support through mentoring programmes, workshops and access to teaching materials? What about the pupils? I think it would be good to develop extra-curricular programmes to engage students in activities outside the classroom, such as sports, arts and technology clubs. Then we could organise community meetings to discuss educational goals and progress, and encourage parental involvement in school activities and decision-making processes.

Yelda KILIÇARSLAN Türkiye 🇹🇷 Çorum

yeldakuscukilicarslan — 2024-06-10 09:26:25 UTC

I can take the following approaches and activities to introduce eTwinning to rural schools and support their staff:

1. Approaching rural areas:

- Considering the accessibility and infrastructure problems of these schools, I must determine the methods of reaching them. For example, I can organize school visits in cooperation with local governments and education authorities.

- I should contact school administrators and teachers in rural areas directly, explain the benefits that eTwinning can provide and listen to their needs.

- Taking into account that students in rural schools may have different learning needs, I must adapt eTwinning practices accordingly.

2. Studies to be carried out in rural schools:

- To involve school staff in eTwinning projects, I must provide training, workshops and guidance support on project development and implementation.

- In order to strengthen the digital competencies of teachers, I should organize trainings on basic technology use and the eTwinning platform.

- I must enrich students' learning experiences by supporting international collaborations and exchanges through eTwinning projects.

- I should create opportunities for administrators and teachers in rural schools to share experience and resources within the eTwinning network.

3. Challenges that may be encountered:

- I may experience difficulties such as lack of technology infrastructure in rural schools, differences in digital competence of teachers and internet access problems.

- Other problems may include school administrators and teachers not having time to spare for eTwinning and teachers' inexperience in project development.

- It should also be taken into consideration that the socioeconomic status of students living in rural areas causes inequalities.

4. My experiences:

- I have previously worked as an eTwinning ambassador in some schools in rural areas. I found that teachers in these schools often did not have enough experience in using technology. Therefore, I organized special training to provide them with basic digital skills.

- I witnessed that teachers had difficulty in using the eTwinning platform effectively due to internet infrastructure problems in schools. This situation also negatively affected the project development processes. To solve this problem, I requested that schools be provided with better internet access in cooperation with local governments.

- In order to support the participation of students in rural areas in international eTwinning projects, I met with school administrations about providing them with the necessary technological devices. Thus, I aimed to ensure that students had access to equal opportunities.

In short, in order to effectively reach schools in rural areas and share with them the opportunities offered by eTwinning, I must take into account the difficulties that may arise, both technically and socially, and work accordingly.

Rita Armentano Italy

ritarmentano — 2024-06-24 14:55:00 UTC

The role as an ambassador is vital in promoting eTwinning’s benefits and fostering meaningful connections in rural communities. Also my school is situaded in a small village and it has been awarded by the label of etwinning school thanks to numerous project carried on ESEP platform.Together with the other ambassadors of the region we have highlighted, during our seminars how eTwinning can enhance rural education, promote cultural exchange, and provide opportunities for students, fostering a sense of belonging. To share success stories from other rural schools has pdrovide practical resources, templates, and guidelines for new eTwinning projects and the results have been really positive since lot of them have won national and European labes.

2024-07-01 16:27:28 UTC

As an eTwinning ambassador focusing on schools in rural areas, my role is crucial in bridging the gap between urban and rural educational opportunities. Here are some specific actions and strategies I can implement to support and enhance eTwinning activities in rural schools:

- Organize informational meetings and presentations in rural schools to raise awareness about the benefits of eTwinning and how to get involved.

- Conduct workshops specifically designed for teachers in rural schools, focusing on how to start and manage eTwinning projects with limited resources.

-Provide training on using digital tools and platforms essential for eTwinning,

- Create local eTwinning networks or clusters of rural schools to share resources, ideas, and support.

- Design eTwinning projects that are interactive and hands-on, making learning more engaging for students in rural areas.

- Recognize and celebrate the achievements of rural schools in eTwinning projects through awards, certificates, and public acknowledgments.

Ana Ribeiro, Portugal

anaribeiro4 — 2024-07-07 20:06:21 UTC

As an eTwinning ambassador, engaging rural schools presents the challenge of addressing their specific needs and overcoming barriers to ensure real collaboration. I plan to organize hands-on workshops and training that accommodate the technological constraints and educational setup of these schools. Building strong relationships with local educators in town and providing online support are crucial. I also aim to showcase group projects where rural students connect with urban and international schools to broaden their perspectives. Obstacles such as limited technology and internet access often discourage educators, but I believe that consistent reinforcement through sharing success stories and the benefits of participation can help overcome these challenges. From my experience, I am confident that with personalized support and community engagement, we can successfully integrate eTwinning activities and enhance educational experiences.

Maria Silva, Portugal

2024-07-17 12:56:38 UTC

Living in a rural area and serving as an eTwinning ambassador, I approach local schools by first building personal contact with educators and administrators. I meet them face-to-face and discuss how eTwinning can benefit our schools directly as it will open the doors to the world which seems so far away in our students perspective who live in isolated villages..

I organise practical workshops that cover using eTwinning tools with limited internet access, integrating local culture into projects, and making the most of our resources. I provide ongoing support to help educators feel confident using digital tools.

From my experience with working in a rural school, I've learned that flexibility is crucial. Projects that resonate with our rural identity—like agriculture or environmental themes—are more engaging. Overcoming skepticism about technology involves showing real benefits, such as broadening students' global perspectives and improving their skills through international collaborations.

Miriam Salinas, Spain

2024-08-01 10:36:21 UTC

I have the honour to moderate de eTwinning group áreas rurales, Spain.

This brings to me the opportunity to discover how rural areas work, what are their needs and how can I help them.

Taking into account this situation, I try to promote their work as much as I can by promoting their etwinning projects, running workshops, organizing online trainning sessions and offering high quality resources.

A rewarding task that makes me happy!

Olga Milićević, Serbia

2024-08-21 11:58:07 UTC

As an eTwinning Ambassador, approaching schools in rural areas requires a tailored and supportive approach. I would start by understanding the specific needs and challenges faced by these schools, such as limited access to technology or resources. To address this, I would offer targeted workshops and online training sessions that focus on practical eTwinning tools and methods. Challenges might include overcoming technological barriers and resistance to adopting new practices. Building strong, trusting relationships with educators and providing ongoing, accessible support would be crucial to successfully integrating eTwinning into their educational practices.

Sandra Pinto - Portugal

sandracostapinto — 2024-09-08 09:57:58 UTC

As an eTwinning ambassador, I think it's very important to train teachers from rural areas to take part in eTwinning projects. In this sense, as an eTwinning ambassador, I disseminate eTwinning project activities at the workshops, precisely in order to reach these teachers as well.

Marija Rasic, Serbia

rasicm8 — 2024-11-01 18:05:24 UTC

I am already working in a rural school. It is a small school, we have around 260 pupils but they are eager to participate in projects, they like to share their experience with peers from other countries. As a teacher who saw the importance and benefits of eTwinning, I am constantly working on inspiring my students to take an active role in the learning process and work on developing their skills. Now, I am an Ambassador and I work more than ever to share the experience of eTwinning with my colleagues. It is important to show all the participants of the learning process how valuable project based learning is. I will continue doing that.

Ly Torn, Estonia

lytorn — 2024-11-05 12:21:05 UTC

I have never worked in a rural area, but for understanding their problems.

I think firstly I need to build relathionships. Building relationships with schools in rural areas is essential to understanding their unique challenges and needs.
Provide support: Offer training and support to teachers in rural areas to help them develop eTwinning projects that align with their curriculum and address their specific needs.
Be creative: Be willing to be creative and flexible in your approach to engaging schools in rural areas.
Ambassadors can effectively engage schools in rural areas and help them participate in the wider eTwinning community.

Milena Radovanovic, Belgrade, Serbia

milenaradovanovic81 — 2025-01-22 17:48:20 UTC

Rural schools often have limited access to technological resources and professional development opportunities. It’s important to first understand the specific challenges that these schools face—whether it’s limited internet access, fewer staff members, or a smaller student population. In rural areas, personal connections and trust are key. I would start by establishing relationships with school leaders and teachers, listening to their needs, and providing assurance that eTwinning can be adapted to their context. Rural schools might feel isolated, so I would encourage projects that connect them with schools both locally (e.g., in nearby villages or towns) and internationally. This can offer students exposure to different cultures, ideas, and skills while overcoming geographical isolation.

Andreea, Romania

andreeagold04 — 2025-03-24 12:31:00 UTC

As an Ambassador I have implemented more and more projects in my school and also I have engaged 12 teachers from 54 to join eTwinning projects and implement them in our school. We share the eTwinning values with our students and our colleagues.

Moț Cornelia Alina, Romania

simpozionetwe — 2025-05-10 15:17:21 UTC

As an ambassador, I am confident that I can help schools in rural areas through direct visits, tailored training sessions and constant online support. I will encourage teachers to participate in European projects to reduce professional isolation and increase student motivation. The best approach is personal, step-by-step, clearly explaining the benefits and providing simple and applicable examples. Challenges can include lack of digital infrastructure and reluctance to new things, but they can be overcome with practical support and trust built over time. I have worked with rural schools and seen how a small eTwinning project can completely change the engagement of students and teachers.

Ploscar Simona, România

sploscar5 — 2025-05-14 09:49:02 UTC

I spent my first years of education in the rural area. A particularly beautiful area. What would I do? As an eTwinning Ambassador, I believe that supporting schools in rural areas is both a responsibility and an opportunity to promote equity in education. Rural schools often face challenges such as limited resources, digital gaps, and fewer international opportunities. My role is to bridge these gaps and show that eTwinning is for everyone—regardless of location.

I start by raising awareness through school visits, online meetings, and by sharing success stories from similar contexts. Building trust is essential, so I provide personalized support, helping teachers register, plan simple projects, and connect with reliable partners.

Improving digital confidence is a priority. I organize training on easy-to-use tools and demonstrate how even small-scale projects can have a big impact on students and teachers. I also work with school leaders to integrate eTwinning into their development plans and show how it can bring innovation and recognition.

Despite challenges like poor internet or lack of confidence, I believe rural schools can thrive in eTwinning with the right guidance. By being approachable, patient, and proactive, I help make eTwinning a powerful tool for connection, creativity, and growth in even the most remote schools.

Nicoleta Militaru, Romania

nicoletamilitar — 2025-05-20 14:27:44 UTC

Ways to Approach Rural Schools

Build trust and relevance first: start by connecting with school leadership and motivated teachers. Also, emphasize how eTwinning can reduce isolation by connecting rural schools with international peers.

In addition, I can use a personal and supportive approach by which I can offer on-site visits or informal coffee sessions, if possible. I also plan to highlight small-scale success stories to inspire without overwhelming.

I am also considering organising introductory sessions focused on storytelling: “How eTwinning changed our school.” I want to present realistic and small project examples that are easy to replicate.

Maria Luisa Tonali, Italy

Coruna2026 — 2025-05-21 23:17:21 UTC

As I live in an isolated area, near the mountains and the border I can show rural areas how eTwinning can help and support them with practical examples, my own experience.

Antonia Silaghi, Romania

antonia76s — 2025-05-24 13:46:41 UTC

Considering Romania’s reality, approaching schools in rural areas requires a sensitive, adaptable, and community-focused strategy. Here’s how I would approach it, the kind of work I’d focus on, and the challenges I anticipate:

Start by connecting with school leaders and local community figures to understand their needs and priorities.
Show genuine interest and respect for the rural context and constraints.

Use accessible language and realistic goals considering available resources.
Be flexible in scheduling and formats to accommodate limited internet or infrastructure.

Identify local knowledge, traditions, and resources that can enrich eTwinning projects and make learning meaningful.
Involve families and community members to create a supportive ecosystem
Offer training and support to teachers and students to develop basic digital literacy, ensuring they can participate confidently in eTwinning projects.
Facilitate peer support groups and mentoring to overcome professional isolation.
Help schools access or create low-cost, easy-to-use teaching materials adapted for rural needs.

creative solutions like offline activities, asynchronous collaboration, or mobile learning helped overcome connectivity problems.
Highlighting students’ local heritage in projects boosted their engagement and self-esteem.

Catalin Craciun, Romania

catalincraciun3 — 2025-05-25 17:53:48 UTC

In rural areas in my opinion , the best approach is personal and empathetic:

Visit schools in person when possible — rural staff often feel isolated and disconnected from wider educational networks.
Build trust by showing you understand their challenges, such as limited resources, small teams, or fewer development opportunities.
Collaborate with school inspectors or local education authorities to introduce eTwinning as part of ongoing support.

What kind of work would I do

As an ambassador, I would:

Organize small-scale, hands-on workshops, preferably in-person, focused on practical tools (e.g., finding partners, using TwinSpace).
Promote project-based learning tied to local culture, environment, or vocational paths.
Help teachers find relatable partners — other rural schools across Europe with similar realities.
Encourage team involvement: involve not just language teachers but also STEM, vocational, or art teachers.

Challenges I expect

Digital infrastructure limitations: poor internet or lack of devices can make participation hard.
Low digital confidence: teachers may feel intimidated by the tech aspects of eTwinning.
Skepticism or low motivation: some may see it as "extra work" with unclear benefits.
Geographical isolation: makes it harder for them to attend in-person trainings or meetups.

What’s working (based on experience)

In my experience:

Starting small is key: even a simple exchange of student introductions builds confidence.
Teachers respond best when they see success stories from schools "just like theirs".
Peer-to-peer sharing — one rural teacher encouraging another — has a much bigger impact than top-down directives.
Once a rural teacher has had a positive project experience, they often become strong local advocates.

Ionela Camelia Lazea, Romania

kameeliah16bis — 2025-05-27 17:54:50 UTC

In my eTwinning ambassador practice, I had many partners from rural areas. We worked together on the same projects, with some we carried on partnerships, and this year I was invited to a Gymnasium to present eTwinning and its benefits to the school staff.

Borș Elisabeta Edit Romania

edit70 — 2025-06-21 16:20:15 UTC

As an eTwinning Ambassador working in a rural area, I have learned that the best way to approach schools in such communities is to build relationships based on trust and respect for local realities. It is essential to listen to the specific needs and challenges of teachers and students and to adapt the support provided according to their resources and context.

In my work, I focus on assessing access to technology and developing digital skills for both teachers and students. I organize practical and interactive training sessions that are accessible and relevant to rural areas. I also promote projects that capitalize on local resources — the culture, nature and traditions of the area — combining them with international collaboration opportunities through eTwinning to broaden students’ horizons.

The challenges I face include, mainly, the lack of equipment and stable internet connection, reluctance to new technologies and limited time for teachers to engage in additional activities. Often, I have to find creative and flexible solutions to overcome these obstacles, including involving the local community for logistical and moral support.

So far, my experience has been very valuable. I have noticed that, through patience and continuous adaptation, teachers in rural areas are becoming more and more open to using digital platforms and participating in eTwinning projects. Students are especially motivated when they can connect what they are learning with their daily reality and when they can communicate with other young people from different countries.

Florentina Vârtosu-Toma, Romania

vartosuflorentina78 — 2025-06-22 15:10:20 UTC

In my opinion, rural areas face a unique set of challenges, including demographic changes, high risk of poverty, early school leaving and a lack of access to basic facilities. To secure the best of their qualities and support them within the context of the eTwinning community, it is essential to understand their challenges.

eTwinning may help those that feel isolated in rural areas as they will be able to engage and communicate with other teachers nationally and globally, in an increasingly complex and digital world.
Ambassadors can promote the implementation of eTwinning in rural schools or ones that are located far away from large urban centres. This could help schools to further open up to the world, promote integration, inclusion and develop this spirit of European and global citizenship among their students, which is so necessary in modern times.

Angela Chirosca - Romania

angelachirosca — 2025-06-22 15:41:48 UTC

Working with schools in rural areas is both a challenge and an opportunity. As an eTwinning Ambassador, I believe that rural schools need targeted support, encouragement, and clear examples of how eTwinning can make a difference, even in small or under-resourced schools.

How to approach schools in rural areas

Build trust through personal contact: visit the school, meet with teachers or leadership in an informal setting
Use simple language and examples, avoiding technical terms or complex platforms at first
Present success stories from other rural schools — local examples are the most effective

What kind of work would I do

Organize small-scale workshops or info sessions, preferably face-to-face
Help one or two motivated teachers start a very simple eTwinning project (e.g., photo exchange, cultural traditions)
Set up a local teacher support group (e.g., WhatsApp or Facebook) for regular Q&A and encouragement
Offer continuous mentoring — rural teachers often need step-by-step support
Promote the integration of eTwinning with Erasmus+, especially in schools already involved in mobility

Challenges I would expect

Poor or unstable internet connection
Lack of digital devices or digital confidence among staff
Teachers often have a heavy workload and limited training opportunities
Skepticism or lack of motivation from staff unfamiliar with international collaboration

Strategies to overcome them

Use offline-friendly tools (Canva, printable materials, USB support kits)
Promote project ideas that don’t require intensive tech use
Work closely with one enthusiastic teacher (“change agent”) and let them inspire colleagues
Show the benefits for students' motivation and teacher visibility

Personal experience

I have worked with a rural school where the internet connection was poor, and the staff had never heard of eTwinning. After one face-to-face session and a follow-up by phone, two teachers launched their first simple project — a virtual postcard exchange about local traditions. The students were thrilled, and the teachers became more confident and curious. Now, one of them is preparing for Erasmus+ mobilities.

My ambassador role in rural areas is to bring opportunity where there is often isolation — to prove that any school, no matter how small or remote, can become part of a European learning community. With patience, empathy, and consistent support, eTwinning can truly empower rural teachers and students.

Monica Iuliana ONICA, Spiru Haret National College, Romania

monicaonica20 — 2025-06-23 16:27:30 UTC

Considering the reality in Romania, I believe the best way to approach schools in rural areas is by offering support through direct communication and understanding their specific needs. Building trustful relationships and being patient is important, as access to technology and resources can be limited.

As an eTwinning Ambassador, I would try to organize practical workshops and meetings, either online or face-to-face, where I can present the benefits of eTwinning in a simple and practical way. I would also encourage the exchange of best practices between rural and urban schools to create a supportive community.

The biggest challenges could be poor internet connection, lack of equipment, and resistance to change, but I believe that with perseverance and collaboration, we can overcome these obstacles.

If I have worked in rural areas, my experience has been very rewarding but also challenging, as every small step forward brings great joy and real impact to students and teachers.

Adina Stratulat, Romania

adina_stratulat — 2025-07-03 04:50:43 UTC

Approaching schools in rural areas as an eTwinning Ambassador requires sensitivity to their unique context, such as limited resources, connectivity challenges, and sometimes less exposure to international projects. The best way to start is by building trust through personal contact—visiting schools when possible, understanding their specific needs, and showing how eTwinning can bring new opportunities for collaboration, learning, and digital skills development. Offering simple, low-tech project ideas that fit their reality and gradually introducing digital tools can help overcome barriers. Organizing local training sessions or peer groups can foster a supportive community where teachers share experiences and solutions adapted to rural contexts.

The work in rural schools would focus on raising awareness about eTwinning’s benefits, providing tailored support, and connecting these schools with partners that match their profile and interests. Challenges likely include limited internet access, lack of time due to multi-role responsibilities of teachers, and possible hesitation or unfamiliarity with technology and international collaboration. I have worked in rural areas, sharing success stories about overcoming these obstacles, how projects enriched student motivation, or how teachers gained confidence can inspire others. Overall, patience, adaptability, and continuous encouragement are key to making eTwinning a valuable and sustainable part of rural school life.

Mihaela Paduraru Comanoiu/Romania

padurarumihaela2012 — 2025-07-06 03:28:39 UTC

My school is located near several rural communities, and over time I’ve realized how essential it is to involve small rural schools in European initiatives like eTwinning. As an ambassador, I’ve made a continuous effort to bring eTwinning closer to these schools—through direct conversations, simple presentations, and step-by-step support to help teachers feel confident in starting their own projects.

One of the experiences I’m most proud of was involving Școala Surdila-Greci, a very small rural school, in an eTwinning project. The teachers there are passionate and open, and the school embraces a motto that truly stayed with me: "Rural is not a synonym for inferior." This powerful message captures the spirit of eTwinning in rural areas—equal potential, value, and the will to collaborate, regardless of size or location.

Of course, there are challenges—limited access to equipment, unstable internet connections, and at times a lack of confidence. But once rural teachers are given support, encouragement, and concrete examples, they prove they can do amazing things.

In my view, the best approach is a human, empathetic one, adapted to the pace and needs of each school. eTwinning can be the bridge that connects even the smallest communities to meaningful European learning experiences.

Alina Ștefania Lazăr, Romania

alinalazar2013 — 2025-07-07 15:30:58 UTC

Reaching out to rural schools – My reflection as an eTwinning Ambassador

🔹 What is the best way to approach rural schools?

The key to working with rural schools is a human, empathetic and direct approach. Teachers in these areas often face challenges such as limited resources, isolation, and lack of professional support. That’s why I would prioritize either on-site visits (where possible) or tailored online sessions that are supportive, motivational and focused on real needs.

It’s important to:

provide simple examples of successful projects from similar contexts;
listen to their challenges and build trust;
avoid abstract theory – and instead offer practical, ready-to-use ideas;
create connections between rural teachers and others facing similar realities.

🔹 What kind of work would I do?

Organize short training sessions or info meetings (online or in-person) to introduce eTwinning simply and clearly;
Facilitate “First Steps in eTwinning” workshops adapted to rural needs (how to register, find partners, plan simple projects);
Build a supportive micro-community of rural teachers (a WhatsApp group, Padlet or eTwinning Group);
Offer peer mentoring or pair newcomers with more experienced eTwinners;
Highlight success stories from small schools, proving that great things can be achieved with few resources.

🔹 What challenges might I face?

Limited digital infrastructure (weak internet, outdated equipment);
Lack of confidence in foreign languages or digital tools;
A feeling that “European projects are too complex or not for us”;
Little institutional support or overloaded teaching schedules;
Professional isolation – lack of networks or external input.

Overcoming these challenges requires patience, encouragement, and small consistent steps.

🔹 My personal experience

I’ve worked with and trained teachers from rural areas. Often, they are highly dedicated, resourceful, and deeply connected to their students’ needs — but they lack visibility and opportunities.

When offered support, real examples, and encouragement, many of them become local eTwinning champions and create real change in their communities.

In my region (e.g. Vâlcea county), I’ve led workshops for rural schools and was moved by the enthusiasm and openness of the teachers — especially when they realized that eTwinning is not about doing more work, but about doing meaningful work together.

Diana Gherlea

dianaelizamotiu — 2025-07-07 18:40:15 UTC

I am an eTwinning ambassador that works and lives in a rural area. my main goal has been to increase the number of teachers involved in implementing eTwinning projects. By doing so, I aim to promote inclusion among students at a European level and to provide them with meaningful and enriching learning experiences.

Although I have been an ambassador for only one year, I have already organized a county-level event where I introduced eTwinning to over half of the participants. Through this initiative, I hoped to broaden the scope of eTwinning implementation and inspire more educators to integrate international collaboration into their teaching practice.

Daniela Grecu, România

grecudaniela1 — 2025-07-16 15:31:28 UTC

Although I teach in an urban school with secondary school students, I have collaborated on eTwinning projects with partners in rural areas. I can confidently say that eTwinning projects are very suitable for both urban and rural students and teachers.

The best way to work with rural schools is by building a trusting relationship, highlighting the practical benefits and providing step-by-step guidance, especially when using digital tools is more difficult.

I would focus on supporting teachers, organising local or online workshops and making accessible resources available, adapted to their context.

The main challenge may be limited infrastructure or lack of confidence in technology, but from my experience of working together, once these obstacles are overcome, enthusiasm and creativity are very high.

Murgila Rita/ Romania

rita_brindau — 2025-07-22 17:57:29 UTC

My Ambassador Role Regarding Schools in Rural Areas

As an ambassador, I believe supporting schools in rural areas is not only a priority—but also an opportunity to bring real change and empowerment through eTwinning. These schools often have dedicated teachers, close-knit communities, and a genuine desire to offer their students wider horizons. Here's how I approach it:

Tailored Support and Personal Connections

In rural areas, many teachers may not be familiar with eTwinning, or may feel isolated or overwhelmed by digital tools. So, I focus on:

Face-to-face visits when possible, to build trust and explain eTwinning in simple, practical terms.
Offering personal mentoring, either online or by phone, especially during the registration and project design phase.
Providing ready-to-use templates and tools to reduce the pressure on teachers with limited time or digital confidence.

Highlighting eTwinning as a Window to the World

I frame eTwinning not as extra work, but as a motivational opportunity for students and teachers alike. I emphasize how:

Students from small or remote communities can connect with peers from across Europe, boosting their confidence and curiosity.
Teachers can feel less isolated by joining a vibrant European professional network.

Challenges I’ve Faced (and Still Face):

Digital infrastructure: Some schools have weak internet connections or outdated equipment.
Limited time and staff: In smaller rural schools, one teacher often handles multiple roles.
Fear of technology or international projects: Some teachers are hesitant to engage in European projects due to lack of confidence in their language or digital skills.

Vasilica Gazdac-Romania

2025-07-30 14:01:29 UTC

As an eTwinning ambassador, I have supported the process by which my rural school becomes a mentor school for schools in the region and supports students and teachers in rural areas to have access to all the facilities offered by the European community and the Union since 2009, from my first contact with the eTwinning community. The numerous symposia held, the numerous international and national conferences I have participated in, numerous quality certificates, the status of eTwinning school and European school confirm our efforts made over the years and the fact that the rural environment is a valuable source of good educational practices.

Elena Mitrescu, Romania

emitrescu_69 — 2025-08-08 14:42:22 UTC

I am an ambassador working in rural areas. Some activities that can be done to promote ESEP and the benefits of eTwinning projects could be:

Deliver basic workshops on how to use eTwinning and TwinSpace
Provide 1:1 support to teachers starting their first project
Help teachers find suitable partners for simple collaborative projects
Encourage and celebrate even small successes (first login, first post, etc.)
Prepare templates, step-by-step guides, and visual materials tailored to low-resource schools
Assist with connectivity issues, lack of devices, or low digital skills with practical solutions

Ciolpan Gabriela

gabrriellaa2x — 2025-08-29 09:10:20 UTC

I usually visit rural schools and together with my students deliver workshops for students and teachers. In addition I invite rural schools to join projects and offer support in implementing them.

Gabriela, SLOVAKIA

gabrielakrizovska — 2025-10-19 10:37:49 UTC

1. The best way to reach schools in rural areas

The best approach must be personal, focused on addressing isolation and as flexible as possible in terms of support.

Personal and direct communication: Instead of mass emails, I would prefer direct telephone contact with school principals or representatives. The emphasis would be on eTwinning as a tool to overcome geographical isolation – a direct line to European cooperation without the need for travel or high costs.

Local and regional groupings: I would organise small, hybrid meetings (online with the possibility of physical participation for those who are close) for teachers from surrounding rural municipalities. The aim would be to create a micro-community of support where teachers would inspire and help each other.

Focusing on the benefits in a small group: I would emphasize that eTwinning is ideal for smaller schools, where all students in the class can easily benefit from an international project, ensuring a high level of engagement.

Korina Dritseli, Greece

classicsetw2022 — 2025-11-10 16:49:01 UTC

The best way to reach rural schools in Greece as an eTwinning Ambassador is to offer short, simple, and low-stress support, such as introductory eTwinning sessions, ready-to-use project ideas, or basic digital skills help tailored to their limited time and resources; by approaching respectfully, adapting to their reality, and demonstrating practical value from the first interaction, I build trust and make it easy for rural teachers to join eTwinning without feeling overwhelmed.

Hadie Meholli Bajraktari

mehollibajraktarihadie — 2025-11-11 19:41:56 UTC

If I were to work with rural schools, I would focus on very practical guidance. I would organise short, simple training sessions on how to register on the platform, how to search for partners, and how to create small-scale, manageable projects. I would also help them design activities that fit their realities—for example, low-tech projects that do not require advanced digital equipment, or collaborative tasks that can be done with mobile phones or basic classroom tools. My aim would be to show rural teachers that eTwinning can be adapted to their needs and that even small steps can create powerful learning experiences.

Of course, I expect certain challenges. Connectivity issues, lack of ICT equipment, limited time, and in some cases hesitation or low confidence in using digital platforms can slow down the process. Another challenge is that rural areas sometimes feel isolated, and teachers may think they cannot compete with larger, better-equipped schools. In these situations, I would focus on motivation and reassurance. I would remind them that eTinning values creativity, collaboration, and authenticity—not fancy technology. I would highlight the strengths of rural schools such as strong community ties, rich cultural heritage, and unique local traditions that can become wonderful project themes.

Mik Mihaela Evelina, Romania

mikmihaela72 — 2025-12-29 18:06:19 UTC

As an eTwinning Ambassador, the best way to approach schools in rural areas is through empathy, flexibility, and practical support, based on a clear understanding of their real conditions. Coming from a small town and working in a school with modest IT equipment, I adapt eTwinning projects to low-tech or blended contexts, making participation realistic and inclusive.

My work with rural schools focuses on mentoring and guidance, supporting colleagues through step-by-step project planning, and delivering online sessions for teachers and students. I prioritize simple digital tools, collaborative activities that do not require advanced technology, and project designs aligned with local realities.

Key challenges include limited infrastructure, reduced access to training, time constraints, and sometimes lower confidence in international projects. However, by building trust, offering continuous support, and showcasing achievable success stories, rural schools can be actively engaged in meaningful eTwinning projects that strengthen skills, motivation, and collaboration.

Georgeta Bădău, Romania

gbadau — 2026-01-10 18:11:10 UTC

As an eTwinning Ambassador, the best way to approach schools in rural areas in my country is through direct, supportive, and practical communication. Rural teachers often work in small schools with limited resources, so it is important to present eTwinning as an accessible opportunity rather than an additional burden. Personal contact, local or online meetings, and collaboration with school leadership can help build trust and openness toward international projects.

My work would focus on hands-on support: introductory workshops adapted to the rural context, examples of simple and successful projects, and step-by-step guidance in using the platform. I would encourage small-scale activities, teamwork among teachers, and projects connected to local culture, traditions, or environmental topics, which are very relevant for rural communities. Mentoring and continuous support are essential to help teachers gain confidence and remain motivated.

The main challenges I expect are limited access to technology, lack of time, and initial reluctance to change. From my experience working with rural schools, progress is gradual but rewarding. Once teachers see students’ motivation and the positive impact on learning and communication skills, they become more open and engaged. With patience, encouragement, and realistic expectations, eTwinning can become a valuable opportunity even in rural educational settings.

Najwa Rishmawi, Palestine.

rishmawing — 2026-03-19 17:10:26 UTC

In my context, rural and remote areas include schools with a relatively small number of students.
I believe that the best way to approach these schools is through simple, supportive, and realistic steps that take into consideration their context and available resources.

As an eTwinning Ambassador, I would encourage teachers in these areas to start by participating in projects that are closely related to their local environment and daily life. This makes the projects more meaningful and easier to implement, especially at the beginning.

I would also provide continuous support, practical ideas, and simple project examples that match their reality, helping them gradually build confidence in using eTwinning.

In addition, I would work on improving the technological infrastructure of these schools, such as providing access to reliable internet and offering training in artificial intelligence programs and digital skills, which are often lacking in these areas. This would empower teachers and students to fully benefit from eTwinning and other modern educational opportunities.

One of the main challenges I expect is limited resources and possible feelings of isolation. However, I believe that eTwinning can play an important role in overcoming these challenges by connecting these schools with others around the world and giving their students a wider perspective.

Eva García, Spain

2026-03-20 10:29:25 UTC

In rural areas, the best way to approach schools is through close, personal contact and by building trust with teachers and school leaders. It is important to show how eTwinning can enrich students’ learning by connecting them with other schools and reducing the feeling of isolation.

I would focus on providing simple, practical support, such as short training sessions, easy-to-implement project ideas, and continuous guidance. I would also promote collaboration between rural schools and encourage participation in small, manageable projects.

The main challenges may include limited time, lack of digital resources or connectivity, and initial reluctance to adopt new approaches. To overcome these, I would prioritize flexibility, offer ongoing support, and highlight the real benefits of eTwinning for both teachers and students.

Shereen Salahat, Musqat Secondary School

shrynslahat118 — 2026-04-05 20:53:08 UTC

My Role as an eTwinning Ambassador in Rural Areas

In my context, the best way to approach rural schools is through direct communication and building trust with teachers. It is important to understand their needs and show how eTwinning can support their students with simple and practical activities.

I would focus on providing basic training, simple project ideas, and continuous support, especially in using digital tools. I would also encourage collaboration between rural schools and international partners to broaden students’ experiences.

The main challenges may include limited internet access, lack of resources, and low confidence in using technology. To overcome this, I would suggest using easy tools and flexible activities that do not require advanced skills.

From my experience, working with rural schools can be very rewarding, as students are motivated and benefit greatly from international collaboration.

Esther Rodríguez

erodr9 — 2026-04-26 22:31:46 UTC

In Catalonia we have some rural schools under the name: ZER (Rural School Zone). A ZER is a group of small rural schools located in different villages that work together as a single educational network. Each school remains in its own village, but they share resources, teachers, and projects. I have worked with or assessed only a few ZERS in my ambassador life. I can say that they share teachers (specialist as music teacher, English teacher or PE teacher) and they have occasionally meetings, but they sometimes share the same main topic to work during the year and they sometimes share the same head team. For this reason they wanted to join a initial course about eTwinning to improve the collaboration between its rural schools and strengthen both internal and international teamwork. I think they can see an advantage in eTwinning because it promotes innovative teaching methods such as project-based learning and cooperative work, helping to modernise rural education. In addition, it improves digital skills by using online tools like video calls and collaborative platforms. It also supports language learning by allowing students to communicate with peers from other countries in real situations. Finally, it gives rural students equal opportunities by connecting them with international educational experiences without leaving their local environment. I think to motivate rural schools and ZERS to join courses and participate in dissemination events or eTwinning cafes can motivate them to see the great potential of eTwinning. Also to encourage them to participate in the rural schools eTwinning group.

Lourdes Tello, Spain

2026-05-04 20:04:43 UTC

Schools in rural areas have many problems that do not have the ones based in cities. These problems are mostly isolation, lack of international exposure, and very small professional networks. eTwinning is the perfect match for schools to fight these disadvantages. I have worked in a very small rural school for several years and participating in eTwinning projects gave my students the opportunity to share adventures, knowledge and interests with students from different parts of Europe which made them understand and feel the need to learn and speak a different language.

But this not only benefits students living in these rural areas but teachers working there, as they have access to high quality training and have the opportunity to collaborate with other teachers just the same as if they were working in the city.

In some areas, students and teachers might find difficulties aligned with the lack of technological devices although this is not a problem in my region anymore. Actually, my old school is quite a lot more technological than my new school in the capital.

As an ambassador, I believe that the best way to apprach schools in rural areas is to let them know the advantages that eTwinning has for students and teachers and to be accessible for them and help them in the way to start working with eTwinning.