One of the key challenges in effective work with young people is their frequent lack of engagement, a characteristic that many of those who spend time with adolescents (youth workers, parents, teachers) can attest to. Proposed solutions frequently fail to address core issues relating to the intrinsic motivation of the individual, which is directly related to well-being. Many young people suffer from chronic stress and other issues that inhibit the functioning (and indeed the development) of the prefrontal cortex, and this also affects their intrinsic motivation to engage in any activity. In short, unless their well-being is addressed, they cannot engage effectively.

The emergence of the young as a distinct social group, and their slowly increasing empowerment through the availability of digital technology, has brought with it an understanding that they have a key role to play in the digital society, as drivers of new behaviours and understandings. However, their active participation in society is not reflected sufficiently in policy and decision-making, especially in relation to digital issues.

Project STEMS originates from the necessity of adaption the continuous changes in the world of education ,this requires innovative ,technological and renewable educational practises,system or solutions for school managements.

Religious and cultural diversity are today more than ever a critical and political challenge as the recent emergencies related to geopolitical and economical global transformations show. Stereotypes and prejudices about religions and in religions can jeopardize an already fragile social fabric and lead to discrimination, ghettoization and radicalization.

Early school leaving (ESL) is an obstacle to the socio-economic growth of the European countries. One of the targets for the EU in 2020, related to education, is to reduce the rates of ESL below 10%. Tackling early school leaving is a stepping stone towards improving the opportunities of young people and for supporting smart, sustainable and inclusive growth. Young people with a migration background are at great risk of ESL from school.

The VALUE project - Valuing All Languages to Unlock Europe- is a cross-field strategic partnership to provide learners with tools and methods to use both the language of instructions (OCSE) and the language of origin at different levels of competences.

The decades from 1990 to 2010 mark a period of intense international migration in Europe, which brought forth various challenges for national and international state policies and called for societies to deal with intercultural coexistence. At the same time as the western European countries began to critically evaluate their immigration and migrant integration policies, the ‘new’ EU member states confronted the challenges of creating migration regulations and strategies for migrant integration, where access to education is considered as one of migrants’ basic needs.

The magic lantern was the most important visual entertainment and means of instruction across nineteenth-century Europe. However, despite its pervasiveness across multiple scientific, educational and popular contexts, magic lantern slides remain under-researched. Although many libraries and museums across Europe hold tens of thousands of lantern slides in their collections, a lack of standards for documentation and preservation limits the impact of existing initiatives, hinders the recognition of the object’s heritage value and potential exploitation. EUROMAGIC addresses the sustainable preservation of this massive, untapped heritage resource.

Religious and cultural diversity are today more than ever a critical and political challenge as the recent emergencies related to geo-political and economical global transformations clearly show. European countries are concerned by a big immigration flow that demands an educational effort in order to foster the mutual understanding and integration.