From 16 to 20 March 2026 in Kalamaria, and 19 to 25 April 2026 in Torun, students and teachers from 2nd Experimental General Lyceum in Kalamaria, Greece and I Liceum Ogólnokształcące im. Mikołaja Kopernika in Toruń, Poland, came together in a bilateral exchange. During our stay in Torun we followed
a progam that included differents activities, mainly organized around four main axes:
1. Mental health and well-being: Students participated in mindfulness activities with experiential concentration and relaxation exercises, enhancing self-regulation and awareness of their emotions. At the same time, the visit to the Kępa Bazarowa Nature Reserve and the tour to the Gdynia Orłowo Seaside contributed to the development of environmental sensitivity and the students’ connection with the nature. .
2. Culture and Democracy: The students were guided through the historic Old Town of Toruń, a UNESCO World Heritage Site, as well as to Gdańsk, where they visited the Old Town of Gdańsk and the Museum of the Second World War. Through these visits, they came into contact with key events in European history and reflected on the universal values of democracy, peace and human rights, developing historical and social awareness.
3. STEM: The students attended a 3D projection at the Toruń Planetarium and participated in simulation activities that contributed to the understanding of basic laws of physics. At the same time, at the Piwnice Astronomical Observatory, a member of the international space observation network, they delved into basic concepts of astronomy, learned about the operation of telescopes and radio astronomy, and came into contact with the center’s 2 telescopes, the first telescope in Europe and the newest modern one. At the same time, they were connected to the contribution of Copernicus, who was born in Toruń, to the evolution of scientific thought, strengthening their interest in natural sciences and astronomy.
4. Inclusion and social awareness: Through participation in the experiential action “Invisible House”, students, through interactive activities and games, and the experiential technique “Getting into others’ shoes”, approached the challenges faced by people with serious visual impairment, enhancing empathy and respect to diversity.
Finally, throughout the program, students followed common lessons and integration actions at the hosting school, which strengthened cooperation and intercultural communication skills. The mobility was completed with a presentation and evaluation of the results, emphasizing on their feedback role to the improvement of the learning process and the future utilization of the experiences by students and the educational community.
To summarize, the Erasmus+ program was a comprehensive learning experience, enhancing personal development of students and their cognitive and social level.
