Vasileios Skarvelakis
MSc, MBA, MEd Leadership, FHEA, eTwinning Seminar Instructor, Author
Email: vasskarv@gmail.com
Abstract
Digital illiteracy has emerged as a persistent challenge for Greek schools in recent years. Beyond the formal curriculum, various initiatives—such as eTwinning projects—have been implemented to reduce its impact. This paper, drawing on autoethnographic research in education, thematic analysis, and action research, examines the experiences of two secondary schools located in extra‑urban areas of Crete.
The findings are used to derive conclusions that can inform the improvement of educational experiences and the design of educational spaces in regions distant from urban centers, where students often have limited access to contemporary developments. At the same time, the study highlights the importance of preserving and enriching the cultural heritage of these communities.
Results indicate that strengthening the environmental, digital, social, and cultural dimensions of schooling is essential for fostering psychological and educational resilience. Such efforts promote multiculturalism and support the creation of equal opportunities for all learners. This study contributes to the literature on digital literacy and educational innovation by offering recommendations for educators and policymakers, including targeted training, enhanced infrastructure, and the dissemination of good practices. It also outlines prospects for future projects and directions for further research.
Keywords
Digital Illiteracy,Educational Resilience,Cultural Heritage, eTwinning,Extra-Urban Schools
1. Introduction
Twenty years ago, Paul Gilster introduced the concept of a new form of literacy—digital literacy, or conversely, digital illiteracy. He defined digital literacy as “the ability to understand and use information in multiple formats from a wide range of sources when it is presented via computers” (Jimoyiannis, 2014).
According to jimoyiannis (2014) digital illiteracy is characterized by five dimensions.Namely
Computer literacy (ICT literacy): It is determined by the basic operational skills regarding computers and software applications, and the understanding of the potential and the limitations of ICT.
Internet literacy: This dimension relates to the ability of individuals to successfully function in Internet resources and networked environments, e.g. navigation skills, sense of hyperlinking, orientation in the Web, access and evaluation of Web resources, e-safety etc.
Information literacy: Information literacy reflects the ability to identify, access, evaluate, manipulate and create information to effectively achieve personal, social, employment and educational goals.
Visual literacy: Visual literacy is essential to both learning and communication, and refers to the ability a) to understand visual design and information in multiple visual formats, and b) to manipulate and produce visual messages through objects, actions or symbols using a variety of digital environments.
Media literacy: It is the ability to access, understand, critically evaluate, participate and create media content and communications in a variety of forms and contexts. Media structure and interfaces upon content is delivered must also be considered. In the past decade, the tremendous evolution of Web 2.0 technologies (e.g. blogs, wikis, media-sharing sites, podcasting, content aggregators, social media and networks, social bookmarking) enhanced media literacy conceptualization. Literacy 2.0 is a new notion which embodies new forms of active participation, expression, communication, connectivity, archiving, publishing, content and knowledge sharing, and collaboration.(Jimoyiannis,2014)
The concept of educational space on the other hand, is multidimensional, encompassing not only the material infrastructure and technological resources of a school, but also the social, cultural, and pedagogical relationships that evolve within it. In today’s era, where digital technology increasingly shapes everyday life, the design of an educational space cannot be imagined without the integration of digital tools and the cultivation of skills that enable students and teachers to participate actively in a globalized learning environment. Yet, the persistence of digital illiteracy remains a significant barrier. This term refers to the inability to use digital media for communication, information retrieval, collaboration, and content creation. In practice, it results in restricted access to knowledge, diminished participation in innovative activities, and the reinforcement of social inequalities.
Against this backdrop, European cooperation programmes such as eTwinning provide a valuable opportunity to address the challenges posed by digital illiteracy. As part of the European Union’s broader strategy to enhance digital competence and intercultural collaboration, eTwinning offers a safe and supportive environment where teachers and students from different countries can work together on shared projects. Through this process, participants not only gain familiarity with digital tools but also strengthen their skills in collaboration, communication, and critical thinking. In doing so, the educational space expands beyond the classroom walls and acquires a distinctly European dimension.
The experience of two schools in Crete illustrates how collaborative learning through eTwinning can reshape the educational space. Despite differences in infrastructure and local social conditions, both schools leveraged the programme to empower students and support teachers’ professional growth. Students engaged in international projects that broadened their access to knowledge, enhanced their digital communication skills, and fostered a sense of belonging to a wider European learning community. Meanwhile, teachers benefited from opportunities to exchange good practices, experiment with innovative pedagogical approaches, and build confidence in their use of digital technologies.
This paper aims to demonstrate how eTwinning projects can serve as a catalyst for the creation of innovative educational spaces, with particular attention to the challenge of digital illiteracy. By examining the case study of two schools in Crete, it seeks to highlight the obstacles encountered, the strategies adopted, and the outcomes achieved through programme implementation. Beyond documenting experiences, the analysis aspires to contribute to the broader discussion on the role of international collaborations in Greek education and to propose ways in which eTwinning can be further utilized as a tool for strengthening the educational community.
2. Theoretical Framework
2.1 The Educational Space
The notion of educational space has long been a subject of theoretical discussion. Lefebvre (1991) contends that space is not neutral but a social construct shaped by power relations and everyday practices. Similarly, Grosvenor (2008), in School, underscores the historical and cultural dimensions of school environments, illustrating how architectural choices and pedagogical ideas mirror wider social and political shifts. Woolner (2010) draws attention to the link between school design and learning outcomes, pointing out that spatial arrangements can either foster or hinder collaboration, creativity, and a sense of belonging.
Germanos (2002,2014) extends this debate by stressing the pedagogical role of space, arguing that it should operate as a dynamic arena that incorporates technology and new modes of learning. Building on these perspectives, Skarvelakis (2025) introduces a five‑dimensional model—physical, man-made,digital, socio-cultural, environmental snd pedagogical —that offers a holistic framework. This model brings together earlier insights and provides an analytical lens for addressing contemporary educational challenges, positioning school space asa multidimensional and evolving construct.
Germanos (2014) extends this debate by stressing the pedagogical role of space, arguing that it should operate as a dynamic arena that incorporates technology and new modes of learning. Building on these perspectives, Skarvelakis (2025) introduces a five‑dimensional model—physical, digital, socio-cultural,man-made, environmental and pedagogical, —that offers a holistic framework. This model brings together earlier insights and provides an analytical lens for addressing contemporary educational challenges, positioning school space as a layered and evolving construct.
Εικόνα 1: Educational Space Theories
2.2 The eTwinning Programmes
Παρότι η eTwinning is among the most significant European initiatives in education, bringing together digital tools, collaborative learning, and intercultural exchange. Launched in 2005, it now operates within the European School Education Platform under Erasmus+, providing teachers and students with a secure environment for cooperation and the sharing of good practices (European Commission, 2022).
2.2.1 Goals and philosophy
The central aim of eTwinning is to foster a European learning community that strengthens digital competence, nurtures a sense of belonging, and cultivates intercultural awareness. Through the platform, teachers design and implement joint projects with schools across Europe, while students engage in activities that encourage collaboration, creativity, and critical thinking (Maden & Hançer, 2025). Its philosophy rests on the idea that learning extends beyond the physical classroom into digital and social spaces that connect diverse cultures and pedagogical approaches.
2.2.2 Opportunities for students and teachers
Participation in eTwinning projects generates multiple benefits. For students, involvement in international collaborations improves language proficiency—often in English, Greek or other languages—while also developing digital literacy and the ability to work effectively in multicultural settings (Nascimbeni & Vosloo, 2019). For teachers, eTwinning serves as a professional development resource, offering seminars, online communities of practice, and opportunities to exchange experiences (Stergaki, 2021).
In addition, eTwinning encourages pedagogical innovation. Teachers are supported in experimenting with new methods, integrating digital tools into their lessons, and creating activities that promote collaborative learning (Woolner, 2010). Such participation not only builds confidence in using technology but also reinforces the sense of belonging to a wider European educational community (Ministry of Education, 2022).
2.2.3 Connection to the educational space
eTwinning projects extend beyond digital interaction to create a multidimensional educational space. Drawing on Skarvelakis’ (2025) five‑dimensional model, this space can be understood as physical, man made,digital, socio-cultural, pedagogical,. eTwinning integrates all these dimensions:
- Physical dimension: use of classrooms and laboratories for project activities.
- Digital dimension: application of ICT platforms and tools for collaboration.
- Social dimension: building relationships among students and teachers from diverse backgrounds.
- Pedagogical dimension: adoption of innovative teaching practices and collaborative approaches.
- Cultural dimension: exchange of traditions, values, and experiences across Europe.
-Environmental dimension:Promotion of preservation of species,diversity and variation.
In this way, eTwinning acts as a catalyst for addressing digital illiteracy while advancing collaborative learning and educational innovation. Evidence from schools in Crete demonstrates that, despite challenges related to infrastructure and skills, participation in eTwinning projects can reshape the educational space, opening new pathways for student and teacher development.
2.3. Purpose and Research Questions
The purpose of this study is to investigate the pedagogical, emotional, and reflective dimensions involved in the implementation of two eTwinning projects. Through a comparative autoethnographic approach, the research examines how the dual experience—as a trainer responsible for designing and delivering content—is lived and interpreted.
The study is grounded in the belief that the process of eTwinning projects is not passive or impersonal, but rather a dynamic and deeply personal experience. The flexibility of self-directed engagement allows for individualized reflective depth, while simultaneously requiring emotional resilience and a pedagogical presence embedded within the material.
The research questions guiding the study are as follows:
1. What are the main similarities and differences in expectations, challenges, and learning outcomes between the two eTwinning projects?
2. How do trainers design project content in ways that support clarity, autonomy, and pedagogical presence?
3. What difficulties do learners encounter during their participation, and how do they manage them?
4. In what ways does the dual experience contribute to professional empathy, reflective depth, and the improvement of educational and spatial practice?
Addressing these questions aims to strengthen the design of flexible, reflective, and pedagogically sensitive training experiences and learning spaces within the educational system.
2.4. Methodology
The study adopts a comparative autoethnographic approach, focusing on the researcher’s personal experience during participation in two eTwinning projects as a trainer. Autoethnography enables introspection, reflective analysis, and interpretation of lived experiences through a theoretical lens, aiming not at generalization but at situated understanding.
Data were collected through personal diaries, notes taken during the seminars, and reflective comments following the completion of each unit. The analysis followed a thematic approach (Braun & Clarke, 2006), with the objective of highlighting recurring patterns, critical episodes, and transformative moments.
The selection of the two seminars was based on their pedagogical orientation (technological and theoretical), their common format (fully asynchronous), and the temporal proximity of participation. The alternation of roles within a short timeframe allowed for direct comparison of experiences and deepened reflective engagement.
Research ethics were fully observed, with respect for participant anonymity and data confidentiality. The focus on the researcher’s personal experience does not replace the need for broader empirical investigation but offers valuable insights for the design and evaluation of professional development.
2.5. Case Study: Two Schools in Crete
2.5.1.School A
The first school under investigation is situated in the regional unit of Heraklion, within an area whose primary economic activities are focused on agriculture and livestock farming.
The project focuses on the development of drawing skills within the context of the high school technology course. The project was originally designed as an eight‑week curriculum cycle; however, due to overlapping school activities, its duration was extended to ten week curriculum and three months time. A total of fourteen students, aged 13 to 14, participated in the initiative. The final objective was the creation of a student journal that combined both digital and written content. Students, used technological tools, such as their mobile phones, cameras or robotics-related devices, (including kits and cameras that accompanying microbit and arduino), capture images that help them understand various types of drawings involved in the design of engineering projects.
The students in this project had to manage the twinspace of the etwinning projects, but also various other programs such as email, social media such as viber and messenger to facebook. Starting from the easiest e-mail, the most popular gmail was used, the students, although the elementary and high school curriculum provides for the learning and knowledge of such applications, in reality there was no in-depth study of this.
The above excerpt from the group’s first meeting is characteristic:
«Guys, I want you to type this document in Word and then send it to me via email.»
«Lord, how is this possible?»
So, through the etwinning project, students were taught and given practical training on how to create an email account.
In addition, an introduction was made through the twinspace platform to various digital literacy tools such as avatars, chat and various others, the ability to communicate through official educational platforms, the creation of collaborative documents and books through Google Docs, and in collaboration with the computer science course where internet safety lessons were developed, a practice was held on how children can keep their personal data safe in practice.
2.5.2 School B
The second project focuses on the implementation of eTwinning initiatives in high schools, particularly in EPAL and in the Lasithi region near Heraklion. The project aimed to engage with European Space Agency (ESA) programs by addressing pressing environmental challenges and investigating the design of housing and facilities for future interplanetary colonization. A team of eight students participated in the initiative over a period of approximately four months during the academic year. The primary objective was to develop innovative material and proposals suitable for submission to ESA’s competitions.
This project was developed in a semi-urban area, where residents were primarily engaged in agriculture and tourism.
Since the students were older about the age of 15-16, the use of email—even among those who had not previously used it—was familiar. However, the use of social media platforms for educational or professional purposes was largely unfamiliar. In contrast, platforms such as Instagram were already used for personal communication. To address this gap, we created a community on Viber, teaching students how to participate in an online community that initially supported learning and ultimately fostered collaboration.
Challenges emerged, as some students were unfamiliar with the application, while others lacked sufficient storage space on their mobile phones to install it. This limited their ability to receive multimedia content beyond text messages.
A typical exchange illustrates this difficulty:
“Students, please install Viber so I can share the videos and links required for the activity.”
“Sir, I don’t have space on my phone. Send them to classmate A, and she will forward them to me via Instagram.”
Unlike the first project, the European Space Agency’s initiatives also included outdoor activities, extending learning beyond the classroom to workshops and socio-cultural experiences.
Furthermore, because this project was conducted later, the concept and application of artificial intelligence were introduced. However, both students and staff were only minimally familiar with its use, beyond its potential to facilitate access to information. This presents a challenge for educators, who must now approach artificial intelligence from multiple perspectives and identify ways to integrate it creatively into education, rather than allowing it to hinder the learning process, as often occurs today.
2.6. Discussion
Despite the various problems encountered at the outset, it is evident that the educational spaces created in both cases evolved meaningfully. In line with Vygotsky’s theory, the collective educational experience of children fostered a broader arena for collaboration—both digitally and in real-world contexts. This included the participation of students from diverse cultural backgrounds, such as immigrants and learners with special needs, who engaged in creative activities not typically offered by the curriculum or the often outdated textbooks, particularly in non-core subjects that nonetheless hold significant relevance for everyday life.
Both schools are located outside urban centers, with the activities of children and their families primarily connected to agriculture and, during the winter months—which constitute the majority of the school year—seasonal work. Their geographical distance from urban hubs also highlights a greater need for digital literacy, ensuring equal educational and employment opportunities compared to children in cities, who often enjoy direct access to museums, technological institutes, universities, and other cultural institutions.
Equally important is the need for access to cultural activities, which shape children’s development and psychological well-being. In many cases, such as those observed in the two projects, these opportunities are limited. The creation of cultural spaces—whether digitally or physically, inspired by digital information—opens new pathways for the educational process and enriches the learning environments involved.
In the cultural domain, attention must also be given to material and cultural heritage, which becomes especially critical in the aftermath of natural disasters (such as earthquakes, as in the first project). This underscores the importance of cultivating a culture of resilience, where school spaces are reshaped to adapt to new conditions.
Equally significant is the introduction and deepening of topics related to the environment, including sustainable development, the use of technology, and the promotion of cooperation and intercultural dialogue. Through technological eTwinning projects, students become familiar with concepts such as photovoltaics, recycling systems, and broader dimensions of environmental awareness. These include species conservation, ecological balance, diversity, adaptability, and sustainability—concepts that are essential for preparing learners to engage responsibly with global challenges.
3.Conclusions – Suggestions
The collaborative logic applied through eTwinning projects in agricultural areas fosters an educational environment that emphasizes the socio-cultural, environmental, and digital dimensions of learning spaces. Schools must cultivate greater resilience, inclusivity, and integration within their educational processes.
It is increasingly evident that the state should incorporate alternative approaches to learning, development, and assessment into the school system. Likewise, local authorities need to engage more closely with school units in a spirit of collaboration, thereby fostering social consensus and creating an environment that adapts to the skills and needs of the 21st century.
Although this research was conducted in Greece, specifically in Crete, we believe the findings can be extended to other regions of Greece and to areas facing similar challenges.
Future research could explore the integration of advanced technological capabilities into this process, including artificial intelligence and generative AI, to develop models that more effectively capture and simulate educational experiences across past, present, and future contexts.
Further studies could also be conducted in regions affected by natural or man-made disasters—such as fires or explosions—to examine how renewed educational spaces can enhance psychological resilience and provide augmented physical environments that meet the needs of both students and educators. Such investigations must also consider the prevailing legal and administrative frameworks that shape educational practice in each context.
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