We are delighted to announce that our ERASMUS+ grant application, submitted in the “Short-term mobility projects in the field of public education” category, with the reference number 2025-1-HU01-KA122-SCH-

000329695, submitted in the “Short-Term Mobility Projects in Public Education” category, has been selected as a winning proposal. This

gives our teachers the opportunity to participate in one-week courses in various European countries, where they can improve their language skills in English or German and enhance their teaching methodologies. Thanks to this year’s grant, eight of our colleagues will travel abroad this school year. The course locations are Cyprus, Iceland, Germany, Italy, and Spain. The courses include language training, teaching methodology, nature conservation, ecology, and even training focused on the pedagogical use of artificial intelligence. 

An ERASMUS

+

 mobility program can help build international relationships, such as by participating in a project based on collaboration among schools in multiple countries.

Erasmus+ experiences from Dublin: A German teacher in an English classroom!

- Report by Andrea Wisinger

I spent a fantastic, experience-filled week (July 25–August 2) in Ireland’s capital as part of an Erasmus+ teacher training program. As a German language teacher, it was a special experience to sit on the student side again during an intensive English course. In addition to the modern, conversation-focused methodological ideas—which I can’t wait to incorporate into my German classes—Dublin’s cultural wonders completely enchanted me!

During the course, I was able to practice and improve my language skills with colleagues from Spain, France, and Italy.

The morning classes were followed by various organized activities in the afternoon.
On the first day, we explored Dublin’s most famous sights on a guided city tour. 
On the second evening, my colleagues got to dance the night away at a genuine, authentic Irish dance party (céilí)—the rhythm and good cheer were guaranteed!
On Friday, we visited Trinity College, where we were able to admire the stunning, thousand-year-old Book of Kells in person.
On Saturday, I took part in a full-day, breathtaking excursion to the Howth Peninsula, where, in addition to the rugged cliffs, we even encountered sunbathing seals!

It was an unforgettable experience, both professionally and personally enriching, filled with new international friendships (French, Italian, Spanish) and a wealth of motivation!  I couldn’t have asked for a better way to refresh my teaching methods.

Thank you to the Erasmus+ program for its support!

Iceland: The Land of Wonders

-Erika Hrustinszki’s Erasmus+ Mobility Report

July 20–26, 2025 From July 20–26, I had the opportunity to participate in my first Erasmus+ mobility, the “Eco-Explorers: Inspiring Sustainability Awareness” course, an excellent ecological and methodological training program in Reykjavík. Among the many professional, environmental, and cultural programs, I’d like to highlight a few:

• we were introduced to the STPM interactive methodology, used role-playing exercises to delve into the importance of sustainable development,

• we developed personalized action plans to integrate a sustainability perspective into our own teaching practices,

• we visited Hellisheiðarvirkjun, one of the world’s largest geothermal power plants, where we learned about green energy innovation and Iceland’s pioneering CarbFix method,

• we visited one of Reykjavík’s newest schools, which offers education at all levels from preschool through high school; there we gained insight into the theoretical and practical elements of the Icelandic education system,

• and during an excursion to the Laugardalur thermal spring valley, we learned about the versatile uses of thermal water.

As a teacher of biology, environmental studies, and English, Iceland’s unique world, natural wealth, and environmental solutions were a particularly enriching experience for me. It was an uplifting experience to marvel at an erupting volcano and a geyser, to walk along the boundary where two tectonic plates meet, and to “take a shower” at Gullfoss Waterfall.

During my time there, I developed numerous pedagogical and personal competencies:

• My perspective on sustainability deepened: Icelanders truly exemplify sustainability in an exemplary way. They are at the forefront of renewable energy use—99.8% of their electricity comes from geothermal sources, and power plants inject carbon dioxide from the atmosphere into basalt formations, where it is safely stored in mineral form.

• My pedagogical and methodological toolkit has been expanded with new, game-based learning techniques that can be easily adapted to any subject area.

• My foreign language and communication skills have also improved through methodological exercises, visits to businesses and schools, and informal conversations.

• My digital competencies have also strengthened: I have mastered the practical use of several new educational applications.

• My problem-solving skills continued to develop as I dealt with the challenges posed by the new environment.

• My flexibility and adaptability increased as I adjusted to cultural differences, a different climate, constant daylight, volcanic smog, and changing locations.

• My intercultural competencies have also strengthened: I had the opportunity to work with teachers from twelve different countries, all of whom were open, friendly, and supportive—it was an incredibly inspiring experience.

• My self-reflection and professional development skills have also been enriched; I strive to incorporate the experiences I’ve gained and share them with my colleagues so that together we can enrich our pedagogical work.

• During the program, I was also able to establish international professional connections; our goal is to organize a joint international project day in the future.

The experiences listed above not only contributed to my personal development, but will also have a direct impact on my students’ learning experiences and—I hope—on their academic performance as well.

The experiences and knowledge I gained during the ecology course in Iceland have all contributed to my professional and personal development. I look to the future with optimism and believe that the international connections forged here will soon lead to fruitful collaborations.

August 28, 2025.

The world of dunes on the magnificent  Langeoog 

"Motivation through a Variety of Methods, creativity, and activity, including the use of artificial intelligence and in bilingual instruction" was successfully completed between July 20 and 25, 2025, by one of our  German teachers, Andrea Wisinger.

She participated in high-quality, outstanding professional, environmental, and cultural programs alongside colleagues from the Czech Republic, Slovenia, Lithuania, and Croatia. Morning classes were followed by joint leisure activities in the afternoon. She toured the island’s sights by horse-drawn carriage, took part in an authentic East Frisian tea ceremony, explored the wildlife of the Wadden Sea on a guided mudflat tour, went fishing in the sea aboard a traditional crab boat, and then spotted seals basking on the sandbar.

The entire island lies within a nature reserve, so travel among the dunes is limited to walking or biking. Since our teacher is a member of the environmental protection group, it was especially important to her to spend a week in a nature reserve. The trip itself was an eco-friendly journey, which also helped protect the world around us.&

During the methodology course, she learned about numerous new games and methods. She also expanded her knowledge and skills regarding the use of artificial intelligence.

To quote her own words: “I had many experiences, learned new things, and expanded my expertise in environmental protection and language teaching. I was able to build good relationships with colleagues teaching in other countries. I hope that many of these connections will last, since several colleagues also came to this course from Catholic schools. I have already incorporated several of the games and methods I learned in the course into my language classes, much to the delight of my students. Thank you to ERASMUS+ for its support."

 Florence

The school administration conceived the idea and then selected the most suitable and experienced person to write the application, who successfully secured the Erasmus+ grant for us. And so it came to pass that eight “Promising” teachers set out to hone their skills in various courses, in every direction of the compass.

Coordinator Erika Hrustinszki personally selected not only courses that suited our tastes, but also those in warmer or cooler—and even fiery or icy—regions, tailored to each person’s temperament. After all, we, too, need to recharge if we want to be a guiding light for those entrusted to our care.

From November 8–17, 2025, Teacher Alexandra Görbe and I set off for Florence to attend an English language course. In the spirit of environmental awareness, we traveled there by bus, stopping in Venice, then Florence and Pisa, and finally flew home from Bologna. Thanks to the variety of the language course and Florence’s status as the stronghold of the Renaissance, there was something new to discover every minute of the day. Leonardo da Vinci, Michelangelo, the lives of the Medici, Botticelli, Titian, and the stunning works of numerous other artists all helped us expand our vocabulary. While learning about local culinary specialties, we practiced correct pronunciation together with our Slovak and Czech colleagues, and while studying grammar, we had the chance to sample various types of coffee. Let the photos from the Uffizi Gallery, the Pitti Palace, the Boboli Gardens, and the statue of David (which also stands on a hill) speak for our afternoon activities. (It beautifully evokes our Gellért Hill, though its wild grapevines and waterfall are unbeatable.)

 Thank you to everyone who helped us get to the course, and to those who stayed home for holding down the fort!

 P.S.: Venice is sinking, but it’s still beautiful. In Pisa, everyone taking photos wanted to prop up the Leaning Tower, since it really does lean quite a bit. In Bologna, the arcades provide shelter from the sun and rain, and if urban planning were up to me, I’d have every house built right up to the street, strictly with arcades.

Alexandra Görbe, András Kocsis’s wife

Alicante

With support from the Erasmus+ program, we were able to participate in a one-week methodology course in Alicante, Spain, in October 2025.

The course, titled “Smart Teachers Play More,” primarily provided new ideas that we can incorporate into our lessons to make learning more active and engaging through games. It refreshed our psychological background knowledge regarding learning styles so that we can better support our students’ effectiveness in acquiring new information. In addition, we gained insight into the application of “mindfulness” activities, which help both teachers and students focus more consciously while also recognizing their emotions.

The English, Spanish, and Icelandic educators leading the training were extremely open-minded. We had the opportunity to share our thoughts with teachers from different countries and build international connections. We owe special thanks to Sarah Jane Anthony, one of the developers of the STPM methodology, who delighted us with her beautiful British English accent throughout the week.

Aranka Békés and Beatrix Csemerné Schulze

Tímea Mikó Galbácsné – ERASMUS+ Mobility Report

From From November 17 to 22, I participated in a one-week methodology course in Italy, in Florence, “the cradle of the Renaissance.” The course, titled “We Are All Special: Inclusion and Support for Students with Special Needs In and Out of the Classroom— (We Are All Special: Inclusion and Support for Students with Special Needs in and Outside the Classroom), I gained insight into educational principles that focus on strengths.

I expanded my knowledge of students with special needs and learned strategies for supporting them. I gained insight into strength-based educational principles. Together with teachers from Germany, Lithuania, Sweden, and Finland, I established international professional connections. My colleagues from different countries and I exchanged ideas about how inclusive our school is. The course was led by trainer Maddalena Bucciarelli, who, with her extensive professional experience, helped us find answers to our questions, problems, and challenges. Florence is home to countless historical and artistic attractions. My afternoons were spent exploring them: the Florence Cathedral, the Campanile, Santa Maria Novella, the Uffizi Palace, the Ponte Vecchio, and Michelangelo’s statue of David.

During the course, I gained knowledge that contributed to my personal professional development. Thank you to ERASMUS+ for its support.