Introduction to the Erasmus Project

Erasmus+ Project 2025-2026

Group Mobility of School Pupils

Voices of Europe – Building Bridges Through Language and Culture

Learning Across Borders with Erasmus+

As part of our Erasmus+ project, Voices of Europe – Building Bridges Through Language and Culture, 10 students from IES Sundsvall had the opportunity to take part in a one-week group mobility in Spain, France or Germany.

The aim was to strengthen students’ sense of European identity, develop their language skills and discover new ways of learning. By visiting partner schools, meeting young people from other countries and experiencing everyday life in a different culture, our students gained new perspectives on Europe, education and themselves.

Spain – Discovering Culture and Challenging Stereotypes

In Badalona, our students joined lessons and activities at Col·legi Badalonès, where they explored Spanish culture and compared life in Sweden and Spain. Through workshops, presentations and creative digital projects, they discussed regional identities and challenged stereotypes. Cultural visits to Barcelona, including the Sagrada Família and the Gothic Quarter, brought history and local traditions to life.

The exchange helped students become more confident communicating in English and Spanish. They also discovered that, despite cultural differences, young people across Europe share many common values and interests. Most importantly, they built international friendships and returned home with greater independence and confidence.

France – Discovering New Ways of Learning

In France, our students explored everyday life in rural France and discovered how the French education system compares with their own. They experienced different educational pathways, from practical lessons in cooking and restaurant service to visits to a pastry school and a dairy farm.

These experiences showed students how learning can take many different forms and how education prepares young people for different futures. Meeting French students also encouraged them to practise languages, ask questions and learn about another culture. The exchange created curiosity and meaningful conversations at our own school, too, inspiring more students to consider taking part in future Erasmus+ projects.

Germany – Exploring History and European Identity

During their stay in Germany, our students met German peers and explored the region’s culture, history and education. Highlights included a city rally in Wuppertal, a ride on the famous Schwebebahn and visits to the NS Documentation Centre in Düsseldorf, the former industrial complex Zeche Zollverein in Essen and the Von der Heydt Museum.

The visits offered opportunities to reflect on German history, European heritage and the importance of remembering the past. Everyday encounters with German students also helped our pupils compare cultures, practise languages and become more confident in unfamiliar situations. They returned with new perspectives on education, a stronger awareness of European connections and valuable experiences of communicating across language barriers.

More Than a Trip

Although each group had different experiences, all three mobilities gave students the opportunity to learn beyond the classroom. They developed their communication skills, became more independent and discovered new perspectives on culture, history and education.

Most importantly, the exchanges showed that learning a language is about more than grammar and vocabulary. It is about meeting people, understanding different perspectives and building connections across Europe.

Through Erasmus+, our students are not only learning about Europe – they are experiencing what it means to be part of it.

Erasmus+ Project 2025-2026

Courses and Training for Staff Members

Professional learning is an important part of our Erasmus+ work at IES Sundsvall. Through our KA121 project, staff members have once again had the chance to take part in international courses and training, gaining new perspectives while working alongside educators from other European countries.

The mobilities contributed to two central aims of our Erasmus+ accreditation:

• Being at the forefront of innovative pedagogy
• Fostering a shared European identity among our students and staff

Taking part in professional development abroad offers more than the opportunity to learn new teaching methods. It allows our staff to experience different educational cultures, question established ways of working and return to school with ideas that can be adapted to our own context. During this project, ten staff members participated in courses and training in different European countries. The courses addressed a diverse selection of topics, including:

• Environmental Stewardship – How to Reconnect with Nature
• Integrating AI in the Classroom with Critical Thinking
• 3D Printing and Modeling – An Introduction for Schoolteachers
• We Are All Special – Inclusion and Support for Students with Special Needs
• Yoga and Meditation for Educators – Be a Great Teacher, Be Your Best Self
• Artificial Intelligence in the Classroom – Opportunities and Tools for Future-Ready Teaching
• Outdoor Activities for Mental and Physical Health
• Advanced Artificial Intelligence for Education

The wide range of courses reflects the many different dimensions of education. Some participants focused on digitalisation and artificial intelligence, exploring both practical applications and the importance of using new technologies thoughtfully and critically. Others developed their knowledge of inclusion and special educational needs, while further courses addressed well-being, outdoor learning and our relationship with the environment. The course on 3D printing also introduced new possibilities for practical and creative learning.

A particularly valuable part of the experience was the opportunity to learn together with educators from other countries. Sharing experiences, discussing challenges and comparing approaches gave participants an insight into how schools in different European contexts respond to similar educational questions. These encounters also encouraged an exchange of ideas that would not have been possible within our usual school environment.

The learning did not end when the participants returned to Sundsvall. Each mobility provided knowledge, experiences and practical ideas that can be brought back into our school and shared with colleagues. In this way, individual staff mobilities can contribute to a broader process of school development and pedagogical exchange. The mobilities also contributed to participants' personal development. Spending time in a different country, navigating unfamiliar environments and engaging with people from different backgrounds encouraged openness, curiosity and a greater awareness of the diversity within Europe.

Through these experiences, our Erasmus+ project has supported both professional learning and personal growth. At the same time, it has helped us strengthen international connections and continue developing a school culture that values innovation, inclusion, well-being, collaboration and European cooperation.

To explore photos, presentations, reflections, course materials and other project-related activities, click here.

"The European Commission's support for the production of this publication does not constitute an endorsement of the contents, which reflect the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein."

Erasmus+ Project 2024-2025

Courses and Training for Staff Members

This year’s Erasmus KA121 project once again provided our staff members with valuable opportunities to participate in professional development courses and training across various European locations. The project pursued the same two overarching goals as in our previous initiatives:

• To remain at the forefront of pedagogical innovation, and
• To continue fostering a shared European identity among our students and staff.
  
  

Professional growth is a continuous process that enables educators to respond effectively to the evolving needs of their students. Every learner enters the classroom with unique cognitive, emotional, social, and cultural backgrounds. Meeting these diverse needs requires teachers to engage in ongoing learning, reflection, and collaboration. Participation in international courses and training helps teachers to broaden their perspectives, enrich their pedagogical repertoire, and strengthen their confidence as educators within a European context.

During this project, five of our staff members attended week-long training sessions on a range of topics:

• Making the most of new technologies, apps and social media in the classroom, 
• Integrating ICT, new technologies and AI tools into teaching and education, 
• English for School Administration and Non-Teaching Staff
• WELL-BEING AND STRESS MANAGEMENT, ICELAND. Nurture a positive culture for you and your students through simple, fun activities and
• Real World STEM – STEAM - STREAM in Classroom - Artificial Intelligence (AI) - Multiple Intelligences - Gamification - Microlearning - Flipping Classrooms - CLIL - Blended Learning

These courses combined theory and practice, offering participants hands-on experiences and opportunities to exchange ideas with educators from different European countries.

The participants returned with a wealth of new ideas, resources, and inspiration, which they shared with their colleagues through workshops organized in a Hub format. This approach allowed all staff members to choose sessions that matched their interests and professional needs. As a result, the project’s impact reached far beyond the initial group of participants—encouraging dialogue, collaboration, and pedagogical renewal throughout our school community.

Cultural exchange was also a key element of the mobilities. Engaging with local traditions and communities at each destination deepened participants’ appreciation of Europe’s cultural diversity and strengthened the sense of belonging to a broader European educational network.

Overall, the project was a great success. All five participants reported very positive experiences and felt inspired by the exchange of knowledge and perspectives. Their renewed motivation and the dissemination of their learning have contributed to our ongoing efforts to maintain a dynamic, inclusive, and forward-thinking learning environment. The enthusiasm for Erasmus+ projects continues to grow within our school, and we look forward to building on this momentum in the years to come.

To check out project related photos, presentations, reflections, or cultural activities click here.  

"The European Commission's support for the production of this publication does not constitute an endorsement of the contents, which reflect the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein."

Erasmus+ Project 2023-2024

Professional development and job shadowing

The project provided our staff with the opportunity to participate in various mobility activities and training courses across different locations in Europe. The primary objectives of this project were, as in the previous initiative, to 1) remain at the forefront of educational innovation and 2) promote a shared European identity among our students and staff.

Continuous professional development for teachers plays a crucial role in addressing the diverse needs of students. Each learner brings unique cognitive, emotional, social, and motivational factors that must be considered in a heterogeneous classroom. Professional development opportunities enable educators to acquire innovative teaching methods tailored to this diversity. Furthermore, regular training enhances their understanding of individual learning processes and challenges, allowing teachers to respond more effectively to their students' needs. Engaging continually with new pedagogical approaches not only strengthens teachers’ expertise but also helps create an inclusive and supportive learning environment where every student can thrive.

Nine of our staff members participated in week-long courses on topics such as: Creative Strategies for Language Teachers, Design the Positive, Understanding and Enjoying Art in the Classroom and Beyond, Including Sustainability Education in Everyday Classroom with PBL, Integrating AI in the Classroom with Critical Thinking, Building better mental health and well-beeing, Experiential Learning in Tenerife: Through Nature and History or Deep Democracy: How to Manage Conflicts Building a Strong Classroom Culture to enhance their pedagogical skills.
Another member of staff from our school was given the opportunity to take part in job shadowing in Spain as part of this project. The main focus here was on the exchange with Spanish teachers and understanding the school system in Spain.

Through these mobility activities and training sessions, teachers gained valuable insights into effective teaching methods and strategies. They collected useful resources for their classrooms and shared them with their colleagues. Additionally, they collaborated and exchanged experiences with educators from various European countries, deepening their understanding of the similarities and differences within Europe’s educational systems. Participation in cultural activities relevant to each course location further enriched their learning experiences.

Upon their return, all participants organized workshops to disseminate their knowledge and experiences. These workshops were structured in a hub format, allowing all staff members to choose topics of interest. This expanded the project's impact and made the acquired knowledge accessible to our 125 staff members. Moreover, these discussions opened new dialogues with students and parents, creating a positive ripple effect throughout the entire school community.

Overall, all participants had very positive experiences, and our school community significantly benefited from the exchange of knowledge and insights. There is a strong interest in Erasmus projects among our staff, and we look forward to harnessing this enthusiasm in a new project this year.

To check out project related photos, presentation, reflections, or cultural activities click here.  

"The European Commission's support for the production of this publication does not constitute an endorsement of the contents, which reflect the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein."

Erasmus Project 2021-2023

Professional development

This project involved our staff participating in mobility activities and professional development courses at various locations across Europe. The project had two main goals: 1) To stay at the forefront of pedagogical innovation, and 2) To cultivate a shared European identity among our students and staff.

In any classroom, each student has unique cognitive, emotional, social, and motivational needs influenced by their development stage and cultural context. Educators face the challenge of addressing these diverse needs, making informed decisions that are coherent for the group while being relevant to each individual. Thus, continuous teacher development is crucial.

In this project, our staff had the opportunity to enhance their teaching skills by participating in week-long courses covering topics such as outdoor education, technology in the classroom, differentiation and inclusion, reading & storytelling, conflict management & emotional intelligence, gamification, classroom management, leadership & enhancing motivation, and more.

During the project, teachers gained insights into effective teaching methodologies and strategies. They also acquired valuable resources for their classrooms and shared them with colleagues. Furthermore, they collaborated and exchanged experiences with teachers from different parts of Europe. This fostered a deeper understanding of the similarities and differences in educational dynamics across Europe. Engaging in cultural activities relevant to each course location enriched their learning experiences.

Upon their return, each participant conducted a workshop to share their knowledge and experiences. The workshops were structured in a Hub format, allowing all staff members to choose topics of interest. This expanded the project's scope and impact, making the gained knowledge accessible to our staff of 125. Additionally, these discussions facilitated further conversations with students and parents, creating a positive chain effect throughout the school community.

Overall, all participants had highly positive experiences, and our school community greatly benefited from the shared knowledge and experiences. The interest in Erasmus projects has grown significantly, and we eagerly anticipate leveraging this popularity in future endeavours.

To check out project related photos, presentation, reflections, or cultural activities click here.

Disclaimer

"Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA). Neither the European Union nor EACEA can be held responsible for them."

Erasmus Project 2020-2022

The Environment and me and being a teenager

This project tackles two of the biggest questions in the lives of young people in Europe today: “How do I and we relate to the environment”, and “What does it mean to be a teenager in Europe?”. This project gave students the opportunity to gain first hand experience about the ideas of what it means to be a teenager in Europe during our exchange mobility experiences.

This project enabled students to gain tremendous cultural insights into how each culture deals with environmental issues. They developed relationships and important knowledge through these exchanging experiences. The dynamics enabled for the emergence of commonality between three (Sweden, Spain, France) different countries.They developed long term friendships as a consequence. They are still in touch and routinely check in with each other. Therefore, the participants positively influenced each other and formed a collective sense of what it means to be a teenager in Europe today.

The students also gained embodied knowledge through the various activities conducted throughout the exchanges. Hosting schools were able to get a lot of other students, teachers, and parents involved, thus, extending the reach of the project. In total there were three mobilities both including students and teachers. During these three exchange trips we had the opportunity to work with three different sustainability projects that each country planned in detail. The students worked in groups and got to experience and engage within the broader schooling community in each country. In addition to sharing with their classmates, they were able to engage the community.

All in all, we did succeed in reaching our goals as the students did work on the different topics regarding the environment including sustainability, technology, communication, cutting edge research, and need for global cooperation. As a consequence, each participant gained an understanding of how they can personally relate and connect to environmental and social issues. This project allowed for the exposure to diverse perspectives, seeing that mobility and cooperation in Europe is possible, deep connections with people, and understanding that we all have a role to play in environmental sustainability. Through this solid foundation, we hope that students are empowered to continue to take action and inform positive changes in the future.

"Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA). Neither the European Union nor EACEA can be held responsible for them."