Educator Mobilities
E.L.E.V.A.T.E.
AI Tools for Language Teachers
Florence, Italy
This November, two of our English teachers had the valuable opportunity to participate in an Erasmus training course in Florence entitled AI Tools for Language Teachers. The week-long programme offered a practical and engaging exploration of how artificial intelligence can support language teaching and learning in creative and effective ways.
Throughout the course, the teachers were introduced to a wide range of AI platforms designed to enhance student engagement and language development. A major focus was the use of chatbots, including tools such as Google Gemini and Mizou, a platform that allows educators to create customised chatbots based on real or imaginary figures. Using Mizou, teachers learned how to design chatbots that take on the voices of literary characters, historical figures, or fictional personas, giving students opportunities to practise language skills through structured, interactive conversations.
Another key element of the course was working with Notebook LM, which demonstrated how studying can be supported through a combination of audio summaries, visual explanations, and interactive notes. Teachers explored how AI-generated audio content, visual organisers, and multimedia resources can help students process information more effectively and support a variety of learning styles.
The course also included hands-on workshops focused on creative classroom applications. Teachers experimented with AI tools to generate songs, lyrics, and rhythmic patterns to reinforce vocabulary, grammar, and pronunciation. They also practised producing digital storybooks, short videos, and visual presentations that can be adapted to different learning contexts and student needs.
Reflecting on the experience, Tara noted: “I really enjoyed the practical nature of the course. It was useful to see how AI tools can be applied in everyday classroom situations, particularly for encouraging student interaction and developing language skills. It also gave me some ideas to build on in my own teaching practice.”
Raisa added: “The training was well structured and easy to engage with. I appreciated learning about tools like chatbots and Notebook LM, as they offer simple ways to vary lesson delivery and support student learning. It was a positive experience and a good opportunity for professional development.”
Overall, the Erasmus training strengthened the teachers’ confidence in using AI as a supportive resource in the classroom. They returned with practical ideas and strategies to share with colleagues and students, contributing to ongoing innovation in language teaching at our school.
Environmental Education: Learning and Acting for a Better Future
Tenerife, Spain
Last November I participated in an Erasmus+ teacher mobility programme in Tenerife, entitled Environmental Education: Learning and Acting for a Better Future. This experience aimed to deepen my understanding of sustainability, systems thinking, and outdoor learning, while exploring practical ways to engage students in environmental responsibility.
Throughout the programme, we took part in a range of hands-on activities. At Finca El Encuentro, a permaculture farm, we learned the importance of moving away from monoculture towards syntropic culture where plants and trees support one another. We also learnt how different plants and local volcanic rocks can be used to purify water rather than disposing dirty water into the ocean which harms both the environment and the economy.
In Agua García Forest, we learnt that to appreciate and protect nature we must feel part of it. At the forest we carried out STEM-based activities that encouraged observation, inquiry, and problem-solving. Mindfulness sessions and creative art activities inspired by Andy Goldsworthy helped reinforce respect for nature. The main rule to create such art is to use what you find and as you find it without breaking and destroying anything.
We also created soap using used cooking oil, a practical example of circular economy principles in action.
A strong emphasis on Systems Thinking helped me better understand the interconnectedness between human actions, natural systems, and long-term sustainability. This Erasmus experience was both professionally and personally enriching, and I return with renewed motivation and practical ideas to inspire students to become active, responsible citizens for a better future.
– Michelle Camilleri
My first visit to Tenerife through the Erasmus programme was an exciting and enriching experience. Upon arrival, I met participants from diverse backgrounds and exchanged ideas on sustainability and education.The course highlighted the urgent need to move from a linear economy to a circular one, where resources are reused and waste is reduced.
One of the most inspiring experiences was the visit to Finca el Encuentro, a permaculture farm. It was fascinating to see how abandoned land had been transformed into a sustainable ecosystem working in harmony with nature. The greenhouse, built entirely from reused materials, was particularly impressive, serving both as a food-growing space and a centre for learning and community engagement.
The visit to the Agua García forest was truly magical. Walking in silence and being mindful of the fresh scents of nature created a deep sense of peace and connection. We also took part in STEM-based activities, which demonstrated how natural environments can be powerful learning spaces.
Throughout the course, we explored the Head, Heart, Hands philosophy, inspired by John Dewey’s principles of experiential education. This approach emphasises learning through thinking, emotional engagement, and practical action.
Overall, this enriching experience equipped me with practical ideas and tools that I can implement with students to encourage greater environmental awareness, responsibility, and active citizenship. It also reminded me of the importance of reconnecting with nature and promoting meaningful, hands-on learning experiences beyond digital screens.
– Tess Borg
