The numerous activities, projects, campaigns and competitions it implements are initiated primarily by the European Commission. Schools can take part in pilot projects, competitions and campaigns, and teachers can participate in various forms of further training (including online courses), make use of teaching and learning materials and resources, and exchange experiences and examples of good practice with their European colleagues. 

Programme objectives 

  • To promote cooperation between schools in Europe;
  • to contribute to the professional development of teachers and head teachers;
  • to offer methodological and information services with a European dimension;
  • to disseminate best practices and test new learning and teaching models;
  • to contribute to the development of technology-based education;
  • and to provide members and partner organisations with ICT-based services and tools.

Below you will find information on individual topics of the network.

As part of its membership in the European Schoolnet Network, the National Agency for International Education coordinates a number of European projects and campaigns focused on innovative teaching methods, use of digital technologies in the learning process and support for research-oriented teaching of mathematics and science.

Who are the programme’s target groups?

  • Teachers and school staff

  • Professionals in education

What countries are involved in the programme?

  • Czech Republic
  • Ireland
  • Iceland
  • Norway
  • Sweden
  • Belgium
  • Netherlands
  • Luxembourg
  • France
  • Spain

Contact us

Professional development of teachers and head teachers

The European Schoolnet Academy is an initiative that offers teachers and others interested in education the opportunity to participate in massive open online courses (MOOCs) free of charge. The courses are created by the European Schoolnet.

Objective of the European Schoolnet Academy

The aim of the courses is to acquaint teachers with the latest trends in education, to provide them with useful educational materials, and to present a wide range of applications and tools for teaching. An important part of the courses is the opportunity for mutual exchanges of experience and good practice.

How do the courses take place?

  • Each course consists of individual modules, or thematic units, that are usually opened at weekly intervals. 
  • At the end of the module, participants take a short test or publish a prepared activity. 
  • All materials remain freely available even after the end of the course. 
  • On successful completion of the course, participants receive an electronic certificate. 

Conditions of participation in courses

  • Participation is free and it is possible to join a course while it is in progress. 
  • The only conditions are that participants have a suitable digital device, such as a tablet or computer, an internet connection, and a passive knowledge of English.

Course themes

The main themes are the use of digital technologies in education and innovative teaching methods – typically the teaching of first-level programming and the inclusion of digital games in teaching, as well as the inquiry-based teaching of mathematics and science. 

Why join the courses?

  • The courses place teacher education in a European context. 
  • They usually last for five to eight weeks, but take up only two or three hours a week. 
  • Participation in the courses is free. 
  • For each module they take, teachers receive an electronic badge. If they successfully complete the course, they are awarded an electronic certificate.
  • The courses enable participants to learn from the comfort of home and at a time of their own choosing. 
  • Everyone can make progress in a course at their own pace, and even join it after it has started, so it is extremely flexible and open. 
  • The only entry requirements are a working internet connection and basic knowledge of English.

Future Classroom Lab

The Future Classroom Lab (FCL) allows teachers, head teachers, IT coordinators and others to try out innovative pedagogical approaches using digital technologies and to experiment with flexible school classroom layouts.  

A model classroom with modern technologies has been created in Brussels, allowing the space to be adapted so as to encourage interactivity and collaboration. The Lab is a source of inspiration and encourages school leaders to consider the role that digital technologies can play in education. The Lab, divided into several colour-coded zones, supports different ways of learning and is equipped with mobile furniture to facilitate the transition between different activities. 

More than twenty multinational IT companies helped to equip the Future Classroom Lab – their contribution made it possible to bring together the most modern technologies in one place.  

Project objectives 

  • To inspire ideas about how modern technologies can support school education reform at national and European level. 
  • The workshops, seminars and courses taking place in the Future Classroom Lab show how innovative work can be done with the organisation of school space and how the effective use of digital technologies in teaching can be supported. 

Zones in the Future Classroom Lab

  • The Future Classroom Lab in Brussels consists of six zones that support various pedagogical approaches and forms of learning. The zones follow each other seamlessly and form a large flexible and diverse space. Mobile furniture allows the space to be easily adapted.

      Future Classroom Lab

      • Interact 
        The Interact zone has a classic layout, but is equipped to facilitate the active involvement of all pupils in teaching with the help of voting devices, tablets, teaching management software and apps.
      • Investigate 
        The second zone is used for investigation, inquiry-based and project-based learning. It uses tablets with various sensors, online laboratories and robots. Mobile furniture can easily be rearranged so that students are able to work on their own, in pairs or in groups.
      • Create
        Instead of passively absorbing knowledge, pupils play a direct role in creating the content of their education. They then process this content in order to present their own or team work. With this in mind, the zone is equipped with audiovisual technology and software for creating podcasts, presentations or videos. Pupils need to explain the topic themselves and determine for themselves what the important aspects are. This helps them to have a better understanding of the curriculum.
      • Exchange
        Because this zone encourages pupils to practise teamwork, it has interactive whiteboards and software for mind mapping and for recording ideas.
      • Present
        The Present zone is where pupils present their work to others. They learn to make presentations, explain themselves clearly, and engage their audience by using appropriate technologies, such as interactive whiteboards and online tools for the presentation of educational content. An important part of this stage is the nurturing of the ability to receive and provide feedback appropriately.
      • Develop 
        This zone provides space for informal learning, (self-)evaluation, and relaxation – it places an emphasis on a pleasant, safe and relaxed atmosphere, which is supported by the layout and features such as cushions or quiet corners. The zone is also suitable for personalised learning – this is facilitated by equipment that comes with headphones and appropriate software, allowing students to work independently, at their own pace and according to their own needs.

    Where to find more information

    STEM Education

    The European Scientix project aims to promote STEM (science, technology, engineering and maths). On the Scientix project portal, you will find up-to-date information on available teaching materials and on events and activities related to the project. The project is funded by Horizon 2020. The National Agency for International Education serves as the National Contact Point of the project.

    Project objectives 

    To create a vibrant community of teachers, the staff of educational institutions and other relevant people, who share teaching materials, experiences and examples of good practice, and inspire each other at joint seminars, conferences and online events. Scientix also organises networking events offering the unique possibility to facilitate the creation of new collaboration and partnerships.

    How do teachers use the Scientix portal?

    1. Teachers can search, use and download teaching materials on the Scientix portal free of charge.

    2. They can also take part in seminars and workshops, learn from home through webinars or online Moodle courses.

    3. Or they can simply gain an insight into what is new in science education. 

    Teachers training and creation of new teaching resources

    Scientix portal enables publishing information on national and European STEM projects and including teaching and learning resources that are freely accessible into Scientix resource repository. This may enhance the awareness of the project as well as project results.

    More inspiration

    If you are interested in STEM education, you can also explore virtual labs on Go-Lab project or examples of good practise of industry & education collaboration


    Czech teachers may find inspiration in the publication Třída budoucnosti. Matematika, přírodní vědy a digitální technologie (The Future Classsroom Lab. Mathematics, Science and Digital technology), which presents the concept of the Future Classroom Lab and contains ideas on innovative STEM teaching.

    Programming, robotics and digital technologies

    The aim of the European Code Week, a campaign supported by the European Commission, is to bring coding and digital literacy to everybody. The understanding of coding, algoritmization and robotics is thus increasingly important both in the professional area and in everyday life. In this campaign the DZS is the coordinator for schools in the Czech Republic. 


    When does Code Week take place? 

    The dates of Code Week vary slightly from year to another. In 2020 EU Code Week will take place between 10 and 25 October. A huge number of events take place during this week, giving millions of people of all ages the chance to try out coding and to enhance their digital skills.

    How can I become involved in Code Week? 

    If you wish to participate, the website at contains a map clearly detailing all of the planned activities. You can filter by country, target group or type of event. This year, a greater emphasis will be placed on online activities, but there will also be traditional workshops and seminars. Take a look to see if an event is reserved for a certain group (e.g. school classes) or is open to the public. And then jump in! 

    If you want to organise an event for others, just fill out a very simple form on the above website (the entire website can also be switched to any European language). Once approved by the administrator, the event will appear on the map and you will become part of the community of volunteers that make Code Week work. While the event you organise should be non-profit, there is no limit on its scope. It may be an online course for hundreds of participants or just a robotics lesson for a small group of students at school. Every event counts! After the event, the organiser will receive a certificate and, most importantly, will have contributed to the development of computational thinking and digital competencies in society. Don’t forget to share your achievements and add your event to the Code Week map so everyone knows about you and your activity! 

    Resources for teachers on the CodeWeek website 

    On the Code Week website, you will find free learning materials and resources for students, as well as methodologies and lesson plans for teachers. Naturally, you can run searches for them according to various criteria, such as language, age of students, etc. Under the Training tab, you can also go through the teaching modules, which are designed to make preparing a programming lesson for students easy. Each module contains a short video on a given topic (e.g. making an automaton with a micro:bit, coding without digital technology - unplugged) and related lesson plans for each age category (primary school pupils, lower secondary pupils, upper secondary students). You can download them and use them directly in your teaching or adapt them in advance to your needs (they are available in a format that can be edited). 

    More tips on using digital technology in teaching

    If you are looking for specific ideas on how to incorporate digital technologies into teaching, you can find inspiration on the Czech website Every week, you will find a new article here on interesting applications, tools and other news from the world of digital technologies at nursery, primary and secondary schools. 

    Publication on coding

    Czech teachers may find inspiration in publication Programování (nejen) v mezinárodních projektech (Coding not only in international projects). It shows how schools can include basics of coding, algoritmization and computational thinking into international projects such as eTwinning and Erasmus+. Publication also contains set of 15 concrete teaching ideas for nursery, primary and secondary schools.

    Mentoring between schools


    The Mentoring for School Improvement (MenSI) project is a 28-month Coordination and Support Action (November 2021 – February 2023) funded by the European Commission H2020 programme. The project will carry out a pan-European investigation into how different approaches to mentoring can support the mainstreaming of innovative digital teaching practices in primary and secondary schools. It builds on the outcomes and lessons learnt from the earlier EU-FP7 Living Schools Lab project (2012-2014) and will also leverage the network of learning labs that are part of the current European Schoolnet Future Classroom Lab initiative. Czech National Agency for International Education and Research coordinates the project implementation in the Czech Republic

    Mentoring between schools

    • Transferring and scaling innovation related to digital technologies in school education is an ongoing policy challenge across Europe. At individual teacher level, peer-to-peer networking and mentoring – an experienced teacher guiding and supporting a less experienced one – are effective mechanisms for career-long professional learning. However, at whole-school level, such approaches are less widespread despite the evidence for their potential.

      School-to-school mentoring entails holistic, active collaboration between two or more establishments for specific purposes, such as professional development, to overcome isolation or overall organisational improvement. Such mentoring often takes place through school networks but there can be large differences in outcomes, depending on factors such as whether participation is voluntary or compulsory, instigated externally or internally, or recognised and supported by education authorities. It is therefore important to understand better how ‘top-down’ and ‘bottom-up’ approaches work and to explore different incentives and rewards that can motivate schools to be become engaged in wholeschool peer-learning.


    The key objectives of the project:

    • To investigate school-to-school mentoring theory and practice  
    • To analyse the effectiveness of whole-school mentoring approaches
    • To create and animate a network of over 100 Mentor and Mentee Schools in six European countries
    • To offer evidence-based recommendations and guidelines for the coordination of school clusters
    • To create a community of practice and professional development opportunities

    How to join MenSI?

    To join the network, you are invited to fill in the application form online. Please note that:

    • You must have your school management’s approval to nominate your school. 
    • The form is used to select both Mentor (advanced) and Mentee (less advanced) schools, so it is important that you answer the questions as realistically as possible.
    • The selection of schools will be made by the MenSI national partners, and it may not be possible to involve all the schools that have applied. All schools will be informed about the results of the selection in due course.

    For more information contact us via e-mail:

    Where to find more information

    • To find out more about the MenSI project please have a look at its official website.
    • The latest information about MenSI as well as other EUN projects can be found also on Twitter or Facebook.


    Programování (nejen) v mezinárodních projektech (2020)

    (Coding not only in international projects)

    The aim of the publication is to show how school can include coding, algoritmization and computational thinking into international projects such as eTwinning and Erasmus+. It also contains set of 15 concrete teaching ideas for nursery, primary and secondary schools. The publication is only in Czech. It was published by DZS in 2020. 

    Building Learning Labs and Innovative Learning Spaces. Practical guidelines for school leaders and teachers. (2019)

    Publication for school leaders and teachers who would like to build innovative learning space in their school. It was published by European Schoolnet in 2019.

    Třída budoucnosti. Matematika, přírodní vědy a digitální technologie (2018)

    (The Future Classsroom Lab. Mathematics, Science and Digital technology)

    The publication presents the concept of the Future Classroom Lab and contains ideas on innovative STEM teaching scenarios. It was published by DZS in 2018 with the support of Scientix 3 project. The publication is available only in Czech.

    European STEM School Reports. Key Elements and Criteria. (2018)

    The report in English was prepared within STEM School Label project. It defines conditions and criteria that "STEM school" should fulfil. The report was elaborated on the basis of desk research and discussion with experts. It was published by European Schoolnet in 2018, DZS participated in criteria setting.

    Developing Computational Thinking in Compulsory Education (2016)

    The report maps trends in computational thinking in compulsory education in European countries. It was published by EC Joint Research Centre in 2016. DZS prepared information on Czech education in this field.

    Jak zvýšit zájem žáků a výuku matematiky a přírodních věd (2016)

    The English publication "Efforts to Increase Students’ Interest in Pursuing Mathematics, Science and Technology Studies and Careers. National Measures taken by 30 Countries – 2015 Report" describes priorities in STEM education in European countries. It focuses on initiatives aiming at enhancing number of STEM teachers, it explores initial and in-services teacher education initiatives. It was published by European Schoolnet in 2016. DZS prepared information on Czech education in this field.

    BYOD (Bring Your Own Device) - A guide for school leaders (2015)

    This publication was prepared by European Schoolnet in 2015. The Czech translation may be dowloaded here

    A series of short recommendation follow on the initial guide: 

    Computing our Future (2015)

    The publication with subtitle "Computer programming and coding Priorities, school curricula and initiatives across Europe" was prepared by European Schoolnet in 2015. It describes current situation and varied initiatives dealing with incorporation of computer programming and coding into education curricula in European countries. DZS prepared information on Czech education in this field.

    Insight Country Report

    European Schoolnet publishes reports on ICT in education in European countries. The reports on Czech education may be find bellow: