| inclusion instead of integration | üa common goal creates one group of learners from the beginning | üthe common goal is building robots |
| cooperation between authorities | ü often schools, universities and companies cooperate | üschools and universities and the local council work together |
| transparent educational paths for immigrated youth | ü depends on the priority of the project | üstudents cooperate across departments at school and learn about them |
| welcome classes | üin projects with the horizontal priority of social integration | üstudents in ‘welcome classes’ are welcomed in international project groups |
| meeting at eye-level | ümutual respect and acknowledgement are core features of Erasmus+ projects | üall students work in mixed groups, all learn about new technologies and cultures |
| student one-to-one learning situations | depends on group structures in specific projects | üstudents teach students within their groups, sometimes in pairs in changing roles |
| interdisciplinary learning approach instead of single subjects | üin Erasmus+ KA2 projects students have to learn interdisciplinarily to reach the aim of the project | üproblem-solution patterns in learning processes require resolving dealing with single subjects |
| youth-orientated methods | ümethods applied in Erasmus+ projects are always youth-orientated | üGroup work, research in modern media, working with modern technologies and social media |
| raise students’ self-esteem | üpresentations, dissemination, awards | ü presentations, dissemination, awards |
| practical/hands-on learning approach to outweigh language barriers | üProject products often require a practical approach | üworking with cardboard for models, integrating the student metal company “Young Steel”, using 3-D-printers |
| language and vocational training simultaneously | üin vocationally orientated KA2 projects students enhance both professional and language skills | üall communication to plan, construct and learn professional ICT skills takes place in English in the international groups and in the country’s language among fellow country students |
| student company making and selling products | ü depends on project aim | robots will be calculated, built and offered for sale |
| contact to real companies | ü in vocationally orientated projects | ü company owners were met at 2nd international meeting in Spain |
| internships for students | in KA1 projects | ---- |
| common leisure events | üintegrated in projects for group building and sight-seeing in free time | übowling, beach sports, cooking events, sight seeing tours |
| common journeys | üat international meetings | üat international meetings |
| common new experiences | ünew cultures, new challenges, new tasks | ünew countries, all students have never been to, new cultures , new landscapes, a challenging task to build robots which nobody had experienced before |
| enrichment through immigration | üin “social integration projects” | ücommon cooking events, different approaches to solving-problems, temporary use of Spanish as a second project language (contributed from immigrants who had leaved in Spain before) |
| team teaching | üa strong cooperation of teachers is necessary to reach all aims of the project | ütechnology teachers work together internationally, organisation and documentary teachers work closely together internationally and both groups with each other constantly for best results |