E-twining კვლევის ანგარიში. 𝐞𝐓𝐰𝐢𝐧𝐧𝐢𝐧𝐠 𝐦𝐨𝐧𝐢𝐭𝐨𝐫𝐢𝐧𝐠 𝐫𝐞𝐩𝐨𝐫𝐭

1. 𝐞𝐓𝐰𝐢𝐧𝐧𝐢𝐧𝐠 𝐦𝐨𝐧𝐢𝐭𝐨𝐫𝐢𝐧𝐠
𝐫𝐞𝐩𝐨𝐫𝐭

2. 1
𝐞𝐓𝐰𝐢𝐧𝐧𝐢𝐧𝐠 𝐦𝐨𝐧𝐢𝐭𝐨𝐫𝐢𝐧𝐠 𝐫𝐞𝐩𝐨𝐫𝐭
Contents
Introduction .........................................................................................................................2
Qualitative study results.......................................................................................................2
I – The procedure for involvement in the e-Twinning program and duration...................................3
II - Practical application of the knowledge gained through eTwinning.............................................3
III - Mechanisms available within the eTwinning programme .........................................................4
IV – Skills, collaboration and motivation developed within the programme....................................4
V - Challenges and mechanisms for solving them ...........................................................................5
Quantitative research results................................................................................................7
I - Demography data .....................................................................................................................7
II- Experience and status of involvement in the programme...........................................................9
III. Project planning-implementation and associated challenges.......................................... 22

3. 2
Introduction
The National Center for Teacher Professional Development, supported by the European Commission,
has been spearheading the eTwinning program since 2013, fostering collaboration among educators
across Europe. This platform serves as a dynamic hub for teachers to engage with their peers,
facilitating joint project planning and implementation. Participants in eTwinning Georgia gain access
to a wealth of resources and services to enhance their teaching practices.
As part of their professional development, teachers partake in workshops and training sessions at both
national and international levels. These initiatives enable them to establish strong connections with
fellow educators, share best practices, and explore innovative teaching methodologies. Ultimately,
these efforts contribute to fostering students' active involvement and motivation within the school
community.
Following the ten-year implementation of the programme, the National Center for Teacher
Professional Development acting as the eTwinning NSO, recognized the importance of evaluating its
impacts. In May 2023, comprehensive research was conducted to assess the program's effectiveness,
gathering feedback from participating teachers. Both qualitative and quantitative methodologies were
employed, including focus groups and online surveys. In both cases, the respondents were from Tbilisi
and regional schools, as well as city and rural institutions participating in the project. As part of the
research, they had the opportunity to share with the National Center for Teacher Professional
Development information about their experience, requirements, and success achieved within the
programme.
Findings of the Qualitative Study

4. 3
I – The procedure and length of participation in the e-Twinning program
The respondents discussed the format that allows individuals to engage with the eTwinning program
and the duration of their participation. Teachers' experiences vary in terms of duration; some have
been involved since the program's inception, while others joined later. In terms of format, respondents
participate as both teachers and trainers, contributing to the expansion of the eTwinning network.
The substantial interest from teachers facilitates network growth.
Within the framework of the programme, teachers participate in workshops and competitions,
allowing them to develop professionally. According to them,
"It is important for teachers to be open-minded and interesting for students."
In addition, they have gained project management skills and are learning how to use technologies
properly.
The respondents noted that eTwinning activities, which align with the areas of interest of students,
allow them to develop professionally.
"Students are interested in not only practicing English but also developing a variety of skills."
"We’d like to learn more and do activities with children that they enjoy; it's a lot more fun from
our professional point of view".
II - Practical application of the knowledge gained through eTwinning
The next topic that the respondents discussed was the practical application of the knowledge received
through the eTwinning programme. The participants received training in terms of technologies,
which they actively put into practice in their classrooms and school projects.
"The ninety percent of success that I have achieved is thanks to the programme and the
collaboration with my colleagues, I am very satisfied with that; we have learned a lot from each
other, so I’m very grateful to the programme."

5. 4
One teacher highlighted that upon joining the program, they successfully implemented their idea,
specifically creating math fairy tales using technology. To date, twenty schools have executed projects
on this topic. Furthermore, another example was cited: within the eTwinning project, teachers
collaborated to develop technologies and resources for working on logical tasks.
"I think this programme (eTwinning) is a dream come true project, where you are given an
opportunity to do something that you cannot do alone with the help of your colleagues”.
The respondents noted that the programme gave them motivation to actively work on projects and
collaborate with peers. Students also had the opportunity to work on projects and interact with their
peers abroad.
III - Mechanisms available within the eTwinning programme
The third topic addressed the mechanisms available to teachers within the eTwinning program.
Teachers highlighted that they have opportunities to collaborate with colleagues and develop
teamwork skills, as well as learn from each other and share information. They emphasized the
significance of inter-school communication and the dissemination of knowledge.
Teachers involved in the program advise their peers to join and offer guidance and support as needed.
They assist them with project-related issues, such as communication or overcoming language barriers.
IV – Skills, collaboration, and motivation developed within the programme
Participation in the eTwinning programme supported teachers in acquiring a number of skills that
ultimately contributed to their professional development. Teachers receive updated information and
work on new issues. The aim of the programme is to support the development of both teachers and
students.
According to the respondents, the programme is outstanding for its ability to make teacher
collaboration and mutual support enjoyable, thus promoting the growth of the network of contacts.
"Involvement in eTwinning is impossible without collaboration. You cannot receive the status if
multiple teachers from the school are not involved. You cannot plan a project only with your
teacher, but you need to connect with another district, another region, another country."

6. 5
This, in turn, is facilitated by exchange meetings, conferences, and workshops, where teachers meet
each other, share their experiences, and build peer relationships and friendship, which then they
continue remotely, online. Conferences provide sessions with different trainers. Teachers go on trips
to other countries, meet teachers in those countries, share their experiences, and constantly have the
opportunity to search for new ideas. Teachers also have the opportunity to introduce their country to
foreign colleagues.
"After face-to-face sessions, the working process continues in a friendlier atmosphere, making the
working process more productive.”
The respondents recalled a conference where they collaboratively planned a project using the
elements of media literacy and created electronic resources. They particularly appreciate the fact that
teachers from twenty schools participated in the conference. They together prepared media literacy
resources, videos, and e-books.
Teachers also express their appreciation for training and working meetings. They are given the
opportunity to keep pace with technological innovations.
“Personally, whatever web instruments I know or have used for projects, I learned at training
sessions and working meetings."
Collaboration means that the educators meet each other systematically, have extra hours devoted to
meetings, talk about international cooperation, and also discuss their recent visit to Lisbon.
The teachers highlighted that the program not only motivates those directly involved but also inspires
their colleagues who witness their achievements. Attaining the European Quality Label serves as an
additional motivation, as it ensures the school maintains its status, which is significant not only for
the teachers within that school but also for those in the region. According to the respondents, optimal
results are attained when motivation is high.
Additionally, field workshops and trips provide teachers with a sense of recognition for their efforts,
serving as an important incentive for them.
V - Challenges and mechanisms for solving them
The teachers described challenges that may arise in the process and talked about their needs. Firstly,
the language barrier was mentioned. If teachers speak English, they have the opportunity to engage
in foreign projects. The respondents talked about their schools’ experiences - teachers help and

7. 6
collaborate with colleagues who have a language barrier. Another challenge mentioned by the
respondents was some technical shortcomings of the platform, which are currently being fixed.
The respondents highlighted the importance of allocating additional time to thoroughly implement
the activities of the eTwinning program in formal education. One proposed solution, according to the
teachers, is the introduction of an "eTwinning Hour" – a dedicated time slot each week for working
on projects. They suggested that this change should be implemented at the local level, within schools.
The respondents shared their experiences regarding this issue, noting that if schools wish to implement
the eTwinning Hour, the school's top management should apply to the Ministry of Education for
permission
Currently, whenever working on projects, teachers and students have to meet up after classes or
arrange online meetings. If the school management is interested and involved, the eTwinning Hour
could be organized.
As for the required resources, the main sources are teachers organizing projects, as they purchase
resources, e.g. posters, cinema or museum tickets for students, with their own funds, and when it is
necessary to collect some materials, teachers also invite students to get involved. Respondents mention
the need for financial support in order to plan more diverse projects and use resources effectively and
purposefully.
Another highlighted necessity from the interviews was the need for students to connect with their
foreign counterparts and have face-to-face meetings when collaborating on projects. This requires
financial resources to either send students abroad or to host students from other countries in Georgia.
Additionally, relatively small-scale needs such as printed T-shirts were noted, which can be quite
costly for schools.
Teachers would also like to master new web tools so that they can develop more interesting and
sophisticated projects.

8. 7
The respondents discussed the training sessions and conferences offered by the NSO Georgia,
highlighting the application of knowledge gained from these sessions in practice. They mentioned
creating engaging and dynamic resources using the tools learned during training. Teachers invest
significant effort and time into these activities and express gratitude for the training, as the acquired
experience helps make the learning process more engaging for students.
Teachers utilize resources developed within the program and textbooks translated into Georgian,
sharing these materials with colleagues and providing guidance on their use. This fosters cross-
curricular communication and motivates more teachers to join the program. They mentioned an
activity developed by the "STEM Twinning" project and expressed intentions to replicate similar
activities with their peers.
Quantitative research results
I - Demography data
The information collected within the quantitative research shows that teachers actively involved in
the programme represent almost all age groups, see diagram №1. In addition, most of the teachers have
a long working experience, see diagram №2.
Diagram №1
Diagram №2
28
90
244
294
110
766
a. 30 or less 4%
b. 31-35 12%
c. 36-45 32%
d. 46-55 38%
e. 55+ 14%
Total: 100%
Age

9. 8
As the study findings show, foreign language teachers are the most actively involved in the eTwinning
process. Their language proficiency enables them to actively seek out and engage in projects, as well
as various educational training activities.
See Table №1.
What do respondents teach in school? Number %
a. Mathematics 66 9%
b. Physics 16 2%
c. Georgian language 112 15%
d. Art 16 2%
e. Biology 31 4%
f. Chemistry 15 2%
g. ICT 49 6%
h. English language 185 24%
i. Geography 21 3%
j. History 30 4%
k. Primary school subjects 141 18%
l. Civil Education 23 3%
m. Music 19 2%
n. Physical Education 3 0%
o. Other 39 5%
39
35
128
259
194
111
766
0 100 200 300 400 500 600 700 800 900
a. Less than a year 5%
b. 1-3 years 5%
c. 4-10 years 17%
d. 11-20 years 34%
e. 21-30 years 25%
f. More than 30 years 14%
Total: 100%
Work-related experience

10. 9
Total: 766 100%
II- Experience and status of involvement in the programme
Some of the research participant respondents have been involved in the project since 2013, yet newly
involved teachers more enthusiastically participated in the survey to express their opinions. See Table
№2
How long have you been a member of the eTwinning
platform?
Number %
Since 2013 64 8%
Since 2014 18 2%
Since 2015 28 4%
Since 2016 24 3%
Since 2017 42 5%
Since 2018 32 4%
Since 2019 52 7%
Since 2020 53 7%
Since 2021 50 7%
Since 2022 126 16%
Since 2023 277 36%
Total: 766 100%
Most of the interviewed teachers have been or are still involved in various projects, or participate
or coordinate different projects. The number of teachers who have not yet been engaged with
activities or projects is very small, most likely they are newly registered teachers. See diagram №3

11. 10
A third of the teachers involved in the projects have received the National Quality Label. The number
of teachers who have received the European Quality Label is also noteworthy. See diagram №4 and
№5.
Diagram №4
100
111
72
93
220
44
116
10
766
0 100 200 300 400 500 600 700 800 900
a. I have never been involved in eTwinning
activities or projects 13%
b. Previously, I was involved in successfully
completed projects and I am currently involved in
new projects 14%
c. I was involved in various projects that now are
completed 9%
d. I coordinate one or more projects that are
currently in progress 19%
e. For the first time, I am involved in one or more
projects that are currently in progress 29%
f. I started a project but could not finish it and
abandoned it 6%
g. I am not currently involved in any project, but I
am involved in other eTwinning activities 15%
h. I am an eTwinnnig ambassador 1%
i.Total: 100%
Involvement in different activities

12. 11
Diagram №5
In response to the question - what skills did the participation in eTwinning help you, as a teacher, to
develop? the majority of respondents most frequently named technology-related teaching skills (80%)
and skills needed for project-based learning (65%), the development of collaborative skills (42%) and
teaching and learning in a multicultural or multilingual environment (38%).
For detailed information, please see Diagram №6.
The respondents could tick the three most desired answers.
553
213
0
100
200
300
400
500
600
No Yes
Have you received the National Quality Label?
647
119
0
100
200
300
400
500
600
700
No Yes
Have you received the European Quality
Label?

13. 12
The most frequently mentioned factors and reasons that prompt teachers to eagerly participate and
collaborate within the programme are the support in professional development (97%), the
opportunity to get familiar with new teaching methodology and technologies through cooperation
with foreign peers (55%), the provision of diverse learning environments when working on projects
within the programme (47%) and resources available on the platform (10%).
609
185
287
316
331
118
59
233
500
193
62
178
110
0 100 200 300 400 500 600 700
a. Technology teaching skills
b. Foreign language teaching skills
c. Skills for teaching in multiligual and
multicultural settings
d. Collaboration with other school employees
e. Collaboration with other subject teachers
f. Lesson planning/preparation skills
g. Student assessment experience
h. Availability of crosscurricula skills, such as
group work, creativity, problem solving
i. Project-learning teaching skills
j. Skills for understaning students better
k. Class management skills
l. Skills for selecting a relevant strategy for
teaching in any setting
m. Specific subject teaching competencies
Skills that teachers significantly developed
through the programme

14. 13
For detailed information, please see Diagram №7
It was interesting to receive an evaluation of the current learning practices using technologies that
have been enhanced by the eTwinning programme. The most frequent were named as follows: 1)
creating new materials and resources in collaboration with students (63%), 2) using social networks
as a teaching and learning tool together with students (45%), and 3) using virtual learning
environment with students (41%).
For detailed information, please see Diagram №8
524
328
421
303
257
206
217
358
352
a. The programme supports me in my professional
development
b. The programme helps me develop teamwork and
collaborative skills
c. Through the collaboration with foreigner peers, I learn
about new methodologies and technologies
d. The platform offers lots of resources that I actively use
when working on projects
e. The programme allows to receive recognition and
appreciation
f. Participation in international workshops is a great
challenge
g. The programme's National Support Organisation (The
Teacher's House) constantly supports TPD
h. When working on projects within the programme, the
learning environment becomes more diverse
i. By working on projects, I help students improve their
motivation
Motivation for the participation in the programme

15. 14
It is not surprising that all educational projects directly or indirectly aim to motivate learners. To the
question - "What influence does the participation in eTwinning projects have on students?" Most
frequently was mentioned student motivation (84%).
For detailed information, please see Diagram №9
349
317
485
141
95
124
194
144
242
108
195
264
101
313
125
112
2
0 100 200 300 400 500 600
a. Using networks as a teaching and learning tool with
students
b. Using virtual learning environments with students
c. Creating new materials and resources in cooperation
with students
d. Students play digital games for learning purposes
e. Students develop coding skills
f. Students use mobile devices during class for learning
purposes
g. Students use ICT/multimedia/internet during lessons
h. Students use ICT/multimedia/internet to do their
homework
i. Online communication with students
j. Online communication with parents
k. Participating in online training courses
l. Creating subject-related digital learning resources
m. Using ICT to provide feedback and/or assess
students
n. Creating digital learning materials for students
o. Preparing and using digital presentations in the
lesson
p. Using ICT/multimedia/Internet in lessons
q. Using ICT/multimedia/internet for lesson planning
Learning practices using technologies

16. 15
The teacher cooperation with the eTwinning has had a positive effect on the school, namely: promoted
collaboration between teachers (62%), developed a sense of European citizenship in school (59%), and
raised awareness on topics such as democratic participation, media literacy, climate change (59%).
For detailed information, please see Diagram №10
95
644
200
369
243
420
387
258
0 100 200 300 400 500 600 700
a. Improves learning experience for students
with special educational needs
b. Increases students' motivation
c. Improves personal relationships among
students
d. Improves students' learning skills
e. Develops the student's ability to take
responsibility for their own learning
f. Promotes collaboration between students
g. Develops collaboration skills between
students and teachers
h.Promotes the use of gadgets for educational
purposes
"What effect does the participation in
eTwinning projects have on students?"

17. 16
Most often, the party supporting the processes at the school level is the principal, as well as the
eTwinning NSO.
See Table №3
Who provides considerable support for the development of eTwinning
at the school level?
Number %
a. eTwinning teacher groups in school 412 14%
b. eTwinning ambassadors 330 11%
c. eTwinning- National Support Organization (NSO) 449 15%
d. Students 192 6%
e. School principal 715 24%
f. Social networks 137 5%
g. Other media outlets 722 24%
451
258
237
325
475
450
0 50 100 150 200 250 300 350 400 450 500
a. Developing the sense of European citizenship
b. Raising awareness among school staff about
the importance of using the Internet safely and
responsibly
c. Parents' interest in European projects
d. Improving the relationship between teachers
and students
e. Promoting collaboration between teachers
f. Raising awareness on topics such as
democratic engagement,media literacy, climate
and corresponding changes
"What effect does the participation in
eTwinning projects have on schools?"

18. 17
The table below shows the spaces and services that teachers use within the programme.
Table №4
13. To what extent do teachers use eTwinning collaborative
spaces and professional development services?
No Yes
N % N %
Have you connected with other teachers through eTwinning
Desktop?
317 41% 449 59%
Have you participated in Teacher Rooms? 439 57% 327 43%
Have you been involved in eTwinning groups? 240 31% 526 69%
Have you participated in the national eTwinning
workshops/conferences (face-to-face)?
527 69% 239 31%
Have you participated in European eTwinning
workshops/conferences (face-to-face)?
639 83% 127 17%
Have you participated in eTwinning online workshops? 369 48% 397 52%
Have you participated in eTwinning online courses? 287 37% 479 63%
Have you participated in eTwinning online training events? 398 52% 368 48%
In the future, the teachers involved in the programme will prefer to receive services on
project-based teaching methodology (22%) and modern teaching methodologies (21%).
See Table №5
What topics would you like to be included in
professional development activities in the future?
Number %
a. Project-based learning methodologies 521 22%
b. Online learning instruments 392 17%
c. STEM subjects and electrical engineering 240 10%
d. Modern teaching methodologies 492 21%
e. Integrated language teaching 433 19%
f. Competency-based topics 223 10%
g. I am not interested in professional development activities 8 0%

19. 18
h. Other 10 0%
Total answers: 2319 100%
As for the format of the service provision, online workshops (100%) and online training
sessions (57%) were most frequently mentioned.
See Diagram №11
The professional development programmes for teachers should be aimed at supporting
teachers in the learning process in the classroom. The majority of the interviewed participants
believe that involvement in the eTwinning is the answer to this challenge. See Diagram №12
333
395
433
330
766
287
766
a. eTwinning Groups
b. National eTwinning workshops/conferences
(face-to-face)
c. eTwinning training at the national level
d. European eTwinning workshops (face-to-face)
e. eTwinning online workshops
f. eTwinning online courses
g. eTwinning online learning events
In what format would you prefer to receive
professional development activities in the future?

20. 19
Those teachers who responded positively (96%) to the question "Does eTwinning help
teachers in the classroom?" most often mentioned the development of skills needed for
project-based learning (33%) and cooperation and teamwork skills (20%).
For detailed information, please see Diagram №13
48%
2%
50%
Does the involvement in eTwinning help teachers in
the classroom?
Yes
No
Total
242
43
78
144
34
103
91
a. Develops project-based learning skills
b.Develops interdisciplinary learning skills
c. Develops computer skills
d. Develops collaborative and teamwork skills
e. Develops language competences
f. Develops intercultural communication skills
g. Develops communication skills with students
Does the involvement in eTwinning help teachers in
the classroom?

21. 20
The majority (90%) of the interviewed teachers involved in the programme has attended
training sessions offered within the framework of eTwinning, and 95% of the respondents
evaluate the professional development service positively.
Please see diagram №14.
67% of the teachers involved in the programme and participating in this research have
taken part in conferences organized by the NSO, 96% of them have evaluated the service
positively. 98% of respondents would like to participate in the same type of events in the
future.
Please see Tables №6, №7 and №8
Have you participated in conferences organized by the Center? Number %
No 515 67%
Yes 251 33%
If yes, how would you evaluate the participation in the
conference?
Number %
a. Very interesting 297 67%
b. Interesting 126 28%
c. Somewhat interesting 14 3%
90%
95%
10%
5%
0% 10% 20% 30% 40% 50% 60% 70% 80% 90%100%
Have you participated in the training offered by
the Teacher's House within the framework of
eTwinning?
Has the training helped you in planning
activities within the programme?
Participation in training

22. 21
d. More interesting than uninteresting 6 1%
Would you like to participate in a similar event in the future? Number %
No 12 2%
Yes 754 98%
Total 766 100%
The teachers participating in the research (83%) believe that their involvement in the
programme has helped them to advance their careers within the framework of the scheme.
See Diagram №15
Half of the surveyed teachers are familiar with the literature translated within the framework
of the programme (51%), and those who are familiar with the resources say (70%) that they
have used them for the implementation of projects.
See Tables №9 and №10
Do you know any supporting literature translated into Georgian within the
programme?
Number %
No 378 49%
Yes 388 51%
17%
83%
Has the eTwinning helped you in your career?
No
Yes

23. 22
Have they assisted you to generate project ideas and implement any
project?
Number %
No 228 30%
Yes 538 70%
 85% of the interviewed teachers state that, if necessary, they receive help from the
National Support Organization (NSO).
III. Project planning-implementation and associated challenges
When working on projects, 40% of the teachers encounter difficulties.
Diagram №16
Those teachers who said that they face difficulties in implementing projects noted the
following issues/topics as challenges:
 Technical problems related to computers, internet, and infrastructure
60%
40%
Do you encounter difficulties when working
on projects?
No
Yes

24. 23
 Lack of required skills (locating partners, project teaching experience, language
barrier, collaboration with other teachers)
 Navigation difficulties on the platform and technical issues
 Insufficient training
 Fund-related issues, lack of time and resources
 Digital skills of students