Digital and Intercultural Synergies in Erasmus+ Mobilities. An Approach to Student Inclusion and Sustainable Development

Abstract

The contemporary educational landscape demands multidimensional learning spaces that connect digital innovation, social responsibility, and cultural inclusion. This paper explores the impact of Erasmus+ school accreditation activities on the development of transversal competences among students with fewer opportunities. The primary objective is to evaluate how non-formal learning methodologies, implemented during institutional mobility flows, can effectively achieve strategic European priorities.

Following an Action Research framework (Plan, Act, Observe, Reflect), this study analyzes a mobility flow involving participants aged 10-17 from "Virgil Madgearu" High School (Galați, Romania) to Liceo Scientifico Plinio Seniore (Rome, Italy). The research incorporates qualitative and quantitative data collected through three primary non-formal instruments: the "Omnes viae Romam ducunt" cognitive treasure hunt, "CineArt" AI-enhanced aesthetic workshops, and a dual "Extim/Intim Journaling" method used for phenomenological tracking.

The integration of sustainable urban exploration, interactive digital storytelling, and European parliamentary simulations significantly improved the linguistic, digital, and social skills of disadvantaged students. The dual journaling method documented a distinct shift from initial communicative anxiety to a profound sense of group cohesion. Additionally, independent ethnographic research and simulation-based learning accelerated student agency, transforming passive travel into conscious digital citizenship.

The study demonstrates that education for environmental and social sustainability is maximized when cultural heritage is intertwined with personal identity. Implementing reflective tools and civic simulations within international mobilities establishes a robust framework for long-term commitment to shared European values, neutralizing socio-emotional divides.