TALA - PRIMARY SCHOOL OPENS PATHWAYS TO EUROPEAN EDUCATION THROUGH ERASMUS+ - Pafos Press 26/10
With a strong European orientation and a goal of continuously upgrading school education, the Tala Primary School has completed its activities under the Erasmus+ program (project reference: 2025-1-CY01-KA121-SCH-000310586). The school leveraged opportunities for professional development, collaboration, and the exchange of best practices with schools and educational organizations across Europe.
According to an announcement from the school—which holds accreditation in the field of School Education—it carried out a total of six job-shadowing visits, four specialized training seminars, and one group mobility project for students in Athens.
The activities focused on innovation in teaching, strengthening inclusion, the effective use of technology, sustainability, and the promotion of children's mental and emotional well-being. A highlight of the program was the group mobility of eight students from the upper grades, who—accompanied by three teachers—visited Athens from May 10 to May 16, 2026.
The group was hosted at the 8th Primary School of Athens, where the students took part in joint educational activities, met peers their own age, and forged bonds of friendship and cooperation. At the same time, they showcased elements of Cypriot cultural heritage—such as the Cypriot dialect, traditional dances, and songs—thereby highlighting the identity and traditions of their homeland.The educational trip included visits to significant historical, cultural, and scientific landmarks in the Greek capital, including the Acropolis, the Acropolis Museum, the Panathenaic Stadium (Kallimarmaro), the Zappeion, the Plaka district, the Goulandris Natural History Museum, the Stavros Niarchos Foundation, the Digital Planetarium, and the battleship "G. Averof." Beyond the knowledge and cultural experiences gained, the mobility provided the children with an opportunity to develop autonomy, responsibility, and collaborative skills through their daily lives and their participation in a new educational environment.
A significant component of the program consisted of six job-shadowing visits by educators to Germany, Poland, the Netherlands, Croatia, Austria, and Spain.
In Bonn, Germany, Sofia Andreou observed teaching practices, school gardening, and student support, while also becoming familiar with the "Quiet Room" model, restorative justice strategies, and the application of assistive technology in special education.
In Gdańsk, Poland, Christina Lachaniati focused on the use of information and communication technologies (ICT) for differentiated instruction, the management of diversity within the classroom, and the promotion of intercultural awareness.
In Eindhoven, the Netherlands, Maria Stylianou studied practices for individualized support, differentiated instruction, and the enrichment of gifted children, as well as the use of green digital technologies and outdoor learning activities. In Zagreb, Croatia, Antonis Antoniou explored the "School on the Move" program, the use of gamification in language instruction, and sustainability initiatives through school gardening, while also introducing aspects of Cyprus to students at the host school.
In Vienna, Austria, Georgia Patsalou studied the country’s educational system, co-teaching practices, and the organization of creative activities within the all-day school framework—focusing on alternative learning approaches that eliminate the pressure of homework.
Finally, in Tenerife, Spain, Antonis Antoniou learned about inclusive practices—including the use of a sensory space to support children with diverse learning needs—as well as initiatives centred on rhetoric, equality, and creative writing.
These professional development activities concluded with four specialized training seminars held in Rhodes, Barcelona, and Lisbon.
In Rhodes, Marina Charalambous received training in the interdisciplinary STEAM approach, the use of artificial intelligence in education, project-based learning, and gamification, with an emphasis on creating experiential learning opportunities. In Lisbon, Evangelia Charalambous Kyriazi attended a seminar on positive learning and well-being in schools, focusing on positive psychology, emotional safety, empathy, and non-violent communication.
In Barcelona, Christina Lachaniati received training on utilizing music, theater, and dance to enhance emotional intelligence and create a more inclusive learning environment.
Also in Lisbon, Antonis Antoniou participated in a training program on leveraging nature to promote mental and physical health, exploring practices such as outdoor mindfulness and ecopsychology.
