Research and Development

Research and development is our major field of activity at our School. We participate in research projects, organise conferences, workshops, seminars for training our teachers and teachers from other schools, we peruse the international bibliography, visit other international educational organisations and conduct research on innovations in education.

COMMIX: the completion of the project for the Creative Engagement with Comics

The COMMIX Project brings together 8 partners (Institute of Technology and Development Foundation (Bulgaria – Coordinator), Centre for Advancement of Research and Development in Educational Technology LTD – Cardet (Cyprus), Doukas School (Greece), Meath Community Rural and Social Development Partnership Limited (Ireland), Innovade Li LTD (Cyprus), Universitatae din Pitesti (Romania), Spoleczna Akademia Nauk (Poland), University of Split (Croatia)) from 7 EU countries, who believe that collaboration on using interactive comics in education can have a positive impact, and can substantially enhance the acquisition of skills in literacies, science, and other subjects targeting students aged 11-16 year old which may as well be students at-risk.

The use of comics and interactive technologies can empower learners to become creators of stories (and not passive consumers), support the development of critical media literacy skills and enhance and extend the enjoyment of digital storytelling. The project was implemented from 10/2016 – 9/2018.

The project had the following objectives:

  • To combat low levels of literacy and engage at risk students in literacies and academic learning

  • Empower learners to become creators of their own stories (individually or collaboratively)

  • Enhance the development of critical media literacy skills and competences

  • To provide innovative pedagogical methods, best practice guidelines, and strategies towards the use of comics, graphic novels, and digital storytelling in education

  • To empower all stakeholders to use innovative ICT-based educational practices and resources in enhancing people’s reading attitudes, reading engagement, and reading skills

  • To inspire, guide, and facilitate the use of comics in education by building cultures, and communities through the use of Web 2.0 technologies

  • To implement ways in which technology can support the use of comics in education and engagement in various settings, and for diverse readers

The outcomes (outputs) were the following:

  • Comics as a genre and review of significant texts.

  • Review of significant texts in each partner country and brief overview so that it can provide examples to each school on possibilities and ideas.

  • Guidelines and Ideas for using comics in literacies development.

  • More specific, the project has produced a detailed practical package with ideas on how comics can be used in the classroom and other contexts for literacies development.

  • Commix Teacher Professional Development Modules and curricula: A series of workshop modules were designed, intended for teachers from diverse levels and settings in order to support them in using comics in education. The modules are also available on-line, for distance-learning application.

  • Online modules and OER. All resources, guides, and curricula are available online for face-to-face and blended delivery mode. You can find the content at the COMMIX e-learning platform.

The partners organised 4 partner meeting that were held at Athens (EL), Nicosia (CY), Pitesti (RO) and Sofia (BG). R&D Dept, 28/09/2018

TEACH-INC: the completion of the Project for INnovation and Creativity in Schools

Teach INCwas implemented from 09/2016 to 08/2018 with a total duration of 24 months. The project was co-funded by the E.C. under the ERASMUS+ KA2 programme. In the project participated the following organisations:

  • Lietuvos Edukologijos Universitetas (Lithuania- Project Coordinator)
  • X-Panel LTD (Cyprus)
  • Novomatix P.C (Greece)
  • Epralima_Escola Profissional do Alto Lima, C.I.P.R.L. (Portugal)
  • Doukas School (Greece)
  • Eolas S.L. (Spain)
  • Instituto de Ensenanza Secundaria Miguel Duran (Spain)
  • UC Limburg (Belgium)

The aim of the project was to address the following needs:

  • need for key competences on creativity and innovation
  • need to motivate for further learning
  • need to generate a change in schools and teachers

More specifically the objectivesof the project were:

  • to define the skills and competence framework needed for embedding creativity and innovation in secondary education
  • to develop an accessible and user-friendly app based upon the needs of teachers and schools, for access to creativity techniques, best practices and testimonies
  • to enhance the take up of creativity techniques and innovation by giving the secondary teachers, their institutions and relevant stakeholders guidelines on mainstream this in a coherent and comprehensive manner
  • to promote community where teachers and other interested can share knowledge and experiences, and which sustains the TEACH INC. results beyond the project duration

The project had three outputs:

  • The first output's goal was to define the competences needed by the (future) secondary school teacher to enable them to embed creativity and innovation into their teaching activities in a coherent and holistic manner.
  • In the second output the project defined the learning objectives and assessment methodology.
  • In the third and last output the project achieved to design and create the content and materials of the learning platform. It contains theoretical description of the 10 creativity techniques as well as tips and hints and testimonials from expert teachers and you may find it here.

The partnershiporganised 4 partner meetings during the course of the project which were held at Bandajoz (ES), Athens (EL), Brussels (BE) and Vilnius (LT).

R&D Dept, 31/08/2018

"iRead Tablet": an object-to-think and play…

One of the main aims of the iRead Project is to develop a diverse set of learning apps and teaching tools that foster the learning, teaching and assessment of reading skills, including personalized and adaptive literacy games and a reader app.

For this purpose, a low-cost but reliable for educational use even by non-partner schools, tablet was chosen by the project partners.

The Novice-Greek team, coordinated by Doukas School, received the 200 out of a total of 1100 tablets (all partners) which are currently being distributed to the first of the 20 Greek public primary schools, aiming to reach at least 750 students grades 1-6 during the iRead pilot implementation. The aforementioned tablet is equipped with a 64-bit Quad-Core Processor, Android 7.0, Display 10.1" (1280x800), Camera: Front 2MP - Rear 5MP, RAM 2 GB, Storage: 32GB and costs less than 130 euros.

Doukas School team, based on their past experience in research projectsand use of Technology in Educationdecided to create a more general tablet prototype with a clear focus on iRead. The other applications of this tablet can support iRead with additional activities such as reading, writing, drawing, mind mapping, etc. and at the same time it can be utilized in multiple teaching subjects and interdisciplinary projects (so as to be used in various learning activities and by more students in schools).

The organisation of the material in the prototype tablet was based on the "Open Sesame" model, as presented in "Models of Competences" (Kotsanis 2018 and an older Greek version). For this purpose we created the "iRead Pyramid" with 10 main action verbs (categories) that relate with the corresponding group of apps.

Based on the above model, a prototype tablet was organized (for an Android-based low-cost device), whichcontains the following two screens:

The first introductory screen contains the following:

  • twoiRead apps, Navigo(the 3D game) and Amigo(the Reader of the iRead e-books),
  • two additional relatedapps, Pickable(from an iRead partner) and Play Books,
  • useful links of the iRead Website, Blog, YouTube channel and others (e.g. BIK, code.org)
  • the Greek School iRead Calendar.

The second screen contains 100+ free apps(found on the Google Play Store) usable and suitable for educational purposes, organized in 10+2 folders. Theseapps were selected and evaluated and are forchildren all over the world that are at least 6+.The apps were chosen not just for their user-friendliness, reliability, suitability of content and topicality, but also for their broad, non-specialized subject, their recommendations from expert sources and for their availability, wherever possible, in languages other than the featured, English. A list of these apps will soon be available.

Alreadythe first tablets have been delivered to the primary schools of Vivlos Naxos, the 2nd primary school of Kavala and the 3rd primary school of Agia Paraskevi for immediate use. The process of delivering the tablets will continue to the other associated partner schools…

"L-Cloud": developing tomorrow's educational cloud leaders

The EUERASMUS+ funded L-Cloud Projectstarted on 1stof October 2018 under the coordination of the European Association of Career Guidance. The purpose of the project is to educate teachers to teach and manage schools under Cloud System.

The project will review the literature and present guidelines for skills and competences of teachers’ ability to adapt to the constantly developing Cloud System. In addition, a competence framework will be designed, composed by a number of associated competences, each of them described through knowledge, skills , experiences and attitudes. The project will plan the development of an International Professional Certification Programme aiming at the implementation of the criteria and procedures for assessing the acquisition of competences by educational and training managers according to the rules of the Continuing Professional Development (CPD) programmes.

Finally, the project will design a course aiming at developing adaptable education cloud leaders. The team will determine the material of the course and plan the new course activities (teaching material and resources -OER, electronic tools, lessons, presentations). The course will be easily used by all Educational Systems in Europe as its online part will be made available and open to use freely.

The L-Cloud project has two years duration and is funded by the Erasmus+ Programme, Key Action 2, the Cooperation Strategy for Innovation and the Exchange of Best Practices, and in particular the Strategic Partnerships for School Education and a total budget of 181.478 euros.

As the coordinator of the project, the EACG cooperates with partners from Europe such as the University of Barcelona, ​​Spain, the "Mircea Scarlat" College of Romania, the Doukas School of Greece, the European Union of Geographers EUROGEO based in Belgium, and the European Digital Learning Network from Italy.

For more information: www.L-CLoud.eu, info@L-cloud.eu,partners@L-Cloud.eu


Brighter, more adventurous, more fun, more accessible and played with our hands!

We started an impressive digital exploration to the mysterious “Pyramids of the Lost Words” we walked on moving stones, we ran around to avoid traps, we drove aerial trains and boats via underground tunnels and many others in order to accomplish our missions that are getting more and more difficult through the game. In a bright environment, full of colours and amazing 3D graphics we seek the lost treasures through games that combine phonology, phonetics, morphologyandsyntax.

Hero's design, walk through pyramids and collection of key treasures reinforced children's interest and motivated them to play the game even though all the activities were in English. Students from the 2ndgrade of primary school sent, with enthusiasm, the comments below to the developers of the learning application:

  • I enjoy that there are lot of adventures. (Alexandros & Evaggelos, B'1)
  • We can design a face without buying the hero. (Aggelos B'3)
  • I enjoy the action. I can jump on rocks! (Achilleas b'2)
  • We can play in groups. (Magia b'3)
  • The levels have action and adventure. (Iasonas b'2)
  • We can travel in different countries. (Spiros b'3)
  • I can learn new words and that is funny. (Dimitris b'3)
  • We can choose the heroes. I can choose any face I want! (Odysseas b'2)
  • The “Pyramid” is amusing! (Antonis. B'2)
  • There are nice graphics, nice screen. The games are fantastic. (Giannis b'2)
  • The game is in English and in this way I can learn more new words. (Margarita b'5)
  • A very nice game! I have never played before! (Eleni b'5)
  • I like the pictures, you jump, you win! Is it possible to download it at home? (Stamatis b'5)
  • We can choose our hero and enjoy playing the fantastic levels. (Vasiliki b'4)
  • We can play levels that never finish because they are difficult. Ιlike difficulties. (Christoforos b'4)

The trial program using tablets was implemented in small teams consisted of pupils from the 2ndand 3rdgrade of primary school in 3 hourly lessons. Our aim is to integrate to our activities the Greek version of the iRead App. We would like to thank Mrs. Beltsou(2ndgrade) for inspiring students to express their experience, as well as our project team member, Mrs. O. Kortsari(3rdgrade).

Finally, it is worth mentioning that Douka's School coordinates 20+ Schools aiming to engage 750 students from all over Greece as soon as the final Greek Novice version of the application is available.

Posted9/11/2018: iRead Newsfeed

From two Greek iRead milestones to tens of thousand across Europe!

It all started 3 years ago by the conception of the idea by a small group of researchers. European partnership and proposal submission – evaluation of the iRead proposal, approval – beginning of the implementation, 2 years ago, with over 100 researchers aiming to reach 200+ schools and 5000+ thousand students across Europe if not world-wide in 4 languages (English, German, Spanish, Greek).

Two important milestones (21/7/2018 & 7/12/18) of the Greek Novice pilot preparation! From the initial delivery of the first 10 tablets out of the 212 for 21 Greek schools, to the principal of the Primary School of Vivlos Naxosto the delivery of the 10 tablets to the principal of the 1stPrimary School of Pscychiko.

The Greek iRead team, is preparing the pilot aiming to reach and engage 800 primary school students and will try to achieve that by providing every school with 9-12 tablets according to its size. The fact that it takes about 30’ for every tablet "object-to-think and play" to be prepared and be ready to be delivered to a school is just another reason among many that makes this process even more exciting for us (this needed more than the expected effort and we were lucky to have the voluntary assistance of a Doukas school 8thgrader).

This time, not only did we deliver the tablets, but we also had the chance to introduce teachers to the Navigo environment and most importantly to see them being used by students who also welcomed iRead and Navigo to their school. An inspiring English teacher of the school (K. Koutra) contributed in a unique way for this to happen so did our new colleague from Doukas school. This was the 1st time that we had a test pilot session outside the controlled test pilot within Doukas School.

It is important, to make a reference to the warm welcome of iRead from the 18 students of the 4thgrade. After the initial excitement of holding the tablets in their hands, and realizing that it will not be the last time, students got engaged in the English version of the Navigo app that is under development. Even, at this stage of the application development (not the final version), students made enthusiastic comments, some of them follow:

  • It was awesome!
  • I liked it a lot!
  • It will be the first thing to share with my dad after school!
  • It was my lucky day today!

We also received positive comments from the teachers of the schools. The school principal informed us that "teachers noticed the students’ enthusiasm and also pointed out that rarely someone gets to visit the core of teaching, their class, to educate them. Please thank the iRead team on our behalf, well done!".

How much more strength can someone get to in order to continue? The tablet distribution continues as iRead is getting ready for the pilots in schools. We warmly thank everyone involved for their important contribution and effective collaboration!

SLIDEshow Project: one year SLR accomplishments and the Vienna Training Workshop…

During the first year of the SLIDEshow project, 3 Transnational Partner Meetings, 5 Virtual Meetings and 1 Training Workshop took place, 3 of the Intellectual Outputs (O1, O2and O3) have been completed and all othersare on progress.

The three Partner Meetingstook place in…

  1. Brussels, Belgium(Kick-off Meeting, 9-10 November 2017),
  2. Oulu, Finland(24-26 April 2018), and
  3. Vienna, Austria(15-16 October 2018).

The partners from the five organisations (VUB, Oulu, Doukas School, GO! and PHW) discussed the progress of the project, the process of the Intellectual Outputs, the forthcoming organisation of the Vienna Workshop and Project Management issues.

The three-day Training Workshop was successfully organised and hosted by Pädagogische Hochschule Wien(Vienna, 17-19/10/2018), for educators and teachers, to discuss the theoretical background of SRL and to introduce them to its ways of practice. During the workshop 25 participants from four countries (Austria, Belgium, Finland and Greece) collaborated and exchanged ideas that revolve around the context of project. They, also, studied real cases and participated in hands-on workshops. Among others, the workshop included some of the following sessions: project introduction, eTwinning Networking, SRL and inclusive education Inquiry and problem-based learning.

The Workshop Presentationsare all available in our Twinspace Platform. Every teacher or teacher educator can become active member of the project by joining the SLIDEshow communities, posting in eTwinning Liveor social media and finding or posting Good Practices about SRL!

The following Intellectual Outputsare finalised and publicly available:

  • Output 1(led by Oulu) reviews and produces the new material to tMail.
  • Output 2(led by VUB) develops a practice framework, aiming to support educators and teachers in engaging their students in SRL.
  • Output 3(led by PHW) consists of a practice framework describing what makes a teacher successful in evidence-based teaching and personalising instruction to the needs of students, by incorporating the DigCompframework.

The Output 5(led by GO!) and the Output 7(led by Doukas School) are in progress:

  • O5 aims to collect, analyse and share Good Practices about SRL. There is also an Open Callon the Website for this purpose.
  • O7 aims to develop and monitor all SLIDEshow Platforms, based on our new framework approach. Your participation in the tMAil Platformwill also be much appreciated.

Posted 1/11/2018 & 4/1/2019:SLIDEshow Blog

Tackling Adolescent Obesity & promoting inclusion through nutrition trainings for disadvantaged youth

Doukas School participates in the Erasmus+ Project “Tackling Adolescent Obesity & promoting inclusion through nutrition trainings for disadvantaged youth”. The project started in 2018 and its duration is two and a half years (36 months).

During the course of the project ten partners from five European countries (Belgium, Italy, Greece, Poland and Germany) collaborate to achieve its aims.

TAO project’s main objective is to raise awareness regarding obesity-related problems in adolescents and their families.

The final outputs of the project that relate to the nutritional education are:

  • A student’s nutrition handbook: to be used during the trainings;
  • A teacher’s nutritional education handbook: to help teacher’s run the trainings and create “safe-zones” where students can communicate freely;
  • An online platform: to allow training’s participants to exchange about the trainings and educational materials but also to ensure the widest possible access and follow-up.

All three intellectual outputs will be translated (and localised) into French, Greek and Italian and will be tested in the context of pilot trainings within the partner schools. The students participating in the test period will be encouraged to come up with projects which will be evaluated by the partners. Subsequently, five students from each school will be selected to participate in a mobility activity in Brussels.

Following the test period, the educational material will be made accessible to the students and the teachers of the partner schools. Moreover, in order to engage more schools and implement the project in a broader scale, the materials will be translated into other EU languages (notably, German and Polish).

Lastly, the project’s results will be made accessible on the online platform “Erasmus+ Project results” and on the project’s collaborative online platform.

Coordinator: SAFE Food Advocacy Europe

Project partners: Doukas School, European Childhood Obesity Group, University of Rzeszow, Amici Obesi, Adipositas Hilfe Deutschland e.V., Societa Scientifica Nutrizione Vegetale, Athens General Children Hospital Pan. & Aglaias Kyriakou, Liceo Scientifico Enrico Fermi Aversa, ARRG

Educational Infographics for SΤΕΑΜ

Doukas School participates in the Erasmus+ project ‘Educational Infographics for STEAM’. The duration of the project is 24 months and it started in October 2019. Project partners are schools and organisations experienced in the field of teaching and education from all around Europe.

As we live in a fast-moving world due to technology, it is a common need to develop visual materials that will help students understand the challenging topics in students’ books. The main purpose of this project is to provide excellent, hands-on learning opportunities for every student. Moreover, it aims to create teaching methodologies through innovative teaching approaches, to engage students in activities that will encourage their interest in STEAM and to increase the level of knowledge in the key-competences.

The first meeting has already took place in Reggio Calabria, Italy (November 2019) and the partners had the chance to co-design the Action Plans for the Intellectual Outputs and, in general, to make important decisions for the project (dissemination plan, quality assurance etc). During the duration of the project another 2 project meetings will take place (Spain (October,2020), Cyprus (May, 2021)) along with a short-term students’ exchange (Romania (October,2020)).

Doukas School coordinates the Erasmus+ project “FOOD-AWARE”.

Its 2-year implementation started at 2018 and will end at 2020. The project aims to educate young school children about key environmental and agricultural concepts developing relevant learning tools and training teachers and other educators how to use them effectively.

The project will therefore aim to familiarize teachers with the concepts surrounding responsible food consumption; sustainable food production; circularity; resource efficiency and waste. Beyond this, it will also train teachers - and develop additional learning tools to assist them - as to how best to educate children about these messages - some of which are fairly complex. FOOD-AWARE will include staff training for teachers and educators as to how to use the project materials, which in turn will be disseminated to teachers during the FOOD-AWARE Workshops. The project will therefore strengthen the profiles of the target group (teachers and other educators, including parents) by educating them on new subjects and training them in how to transfer this knowledge to their students appropriately. In a secondary instance, schoolchildren will also learn new skills and competences, in terms of increasing their awareness and understanding of concepts surrounding food production and resources, making them able to be more discerning and make better choices, but also to pass these on, in turn, to their other peers, siblings and even parents at home.

All the project materials will be openly and freely accessible as well as fit for a digital era. The materials will consist of online training modules aimed at teachers accompanied by additional learning tools including a child-friendly educational animated video about the concepts in question and a set of comics as an innovative and fun way to teach children which will be available online.

L-CLOUD: Qualification Framework for Adaptive Education Cloud Leaders

The Erasmus+ Project L-Cloud is in the middle of its duration. After a year, the Guidelines for Skills and Competences for Adaptive Education Cloud Leaders (Output 1) and the Qualification Framework for Education Cloud Leaders based on Skills and Competence (Output 2) is ready. Partners already started working on the designing of a Course for developing adaptive education cloud leaders (Output 3).

The aim of Qualification Framework was to define a set of competences for leadership in educational cloud computing. To accomplish this, the output was divided into two parts. The first is a conceptual approach to the notion of competences, cloud computing and leadership. The second part presents the design of the L-Cloud competence framework, which introduces the competence framework composed by a number of associated areas or dimensions and descriptors.

The most relevant competency models currently available in relation to ICT, to educational leadership and to teacher education have also been analysed and compared. As a result, the POD MODEL, contains three major intersrelated axes: Pedagogical, Organizational and Digital, with leadership across all, giving rise as a consequence an associated number of competences, presented in the output.

Finally, the output proposes to review, refine and validate the previous competence frameworks. To this purpose, a template of this model has been presented so that it can be discussed and validated in the different key stakeholder expert panels and on the basis of the feedback received, we will refine and validate the L-Cloud competence model.

Do you know the L-CLOUD project? Would you like to become a leader in tomorrow's cloud-based education? If you want to find out, check out our video below:


DALDIS: Digital Assessment for Learning to motivate and incentivise students

The DALDIS project comprising 8 partners will address open access e-assessment for learning through the application and dissemination of innovative assessment for learning techniques which are established in different curriculum contexts and then tested in schools in 6 European countries. Innovative data analysis processes will be applied to support learners and teachers, and to evaluate the most effective questioning and learning models.

The project, based on Study Quest technology(www.study-quest.com), will drive student learning progression using well designed question sets and student feedback to help the student build their knowledge and understanding and support the investigation of key curriculum concepts. The key objective is to evaluate ‘assessment for learning’ informed by feedback using digital technology in 6 countries - Ireland, Turkey, Greece, Poland, Denmark and the UK, with a focus on Science teaching and learning, and modern foreign languages (through the teaching of English and French).

A key feature of the Study Quest technology is the use of carefully designed ‘Feedback’ for all questions to help to nudge the student towards the right answer, reinforcing basic knowledge and conceptual understanding all the way, and effectively introducing and teaching the next concepts. Investigative questioning is supported through carefully designed questions to encourage students to research additional information working individually or collaborating to think through topics more deeply to find answers.

SHIFTINGWALLS: European history through the eyes of the young

The Erasmus+ Project #shifting walls connects media education with recent European history. The organisations involved in the project are Kulturring in Berlin e.V. (Germany), University of Valladolid (Spain), kurybines junktis (Lithuania), Doukas School (Greece), University of Sofia (Bulgaria) and the Pestalozzi-Fröbel-Haus (Germany). Pupils of the partnering schools aged 10 upwards use photography to grapple with history. They themselves go searching for clues, engage in research and above all document their findings by taking photos. The results are to be shared mainly via Instagram and thus exchanged all across Europe.

Pupils know very little about recent history – traditional history lessons using books are often un-engaging and rarely include current themes. At the same time populist parties are gaining increased interest, including that of young people. Our aim is to inspire children and young people to engage with history by using creative photography and personal story-telling. With these methods they are trained to deal critically with historical and current information. shifting walls is developed and tested by education specialists from different schools and can be implemented in school as well as in out-of-school environments. It can take place at any point before December 2021.

The project is focused on the following topics for the development od practical workshops and teaching units:
1/ The Fall of the Wall
2/ From 1990 to 2020
3/ History Now

STEAMitUP: Preparing teachers and students for a digital world

The Erasmus+ project STEAMitUp is a 24-month project which will develop an interdisciplinary STEAM program to empower students, school leaders, school staff and school communities to apply STEAM activities, robotics and digital tools to develop 21st century skills for students (creativity, problem-solving, self-esteem and collaboration).

This will be achieved through a systemic approach engaging teachers, school leaders, students and school staff. The project will develop an innovative e-learning space for school leaders and staff and will use blended methodologies (face-to-face, online and mobile), tools and activities. The project will involve students, teachers, school leaders, and school staff in a participatory and empowering manner.

The STEAMitUp project aims to develop an innovative learning environment and the STEAMitUP Toolkit which will offer online blended gamified modules, lesson plans, and material for experiential workshops on STEAM education and on the use of digital technologies. The project also foresees the development of the above tools as OERs placed in the platform and be freely accessible by all interested parties

STEAME: Guidelines for Developing and Implementing STEAME Schools

Doukas School participates in the ERASMUS+ project ‘STEAME’. The main objective of ‘STEAME’ is innovation as its intention is to develop a prototype school structure design with suggested dynamic curriculum, activities, learning and creativity plans and methods.

The letter E added at the end of STEAM, stands for Entrepreneurship so STEAME stands for “Science, Technology, Engineering, Mathematics and Entrepreneurship”. We consider the entrepreneurial mind set as an important skill and one of the most necessary components a child needs to develop and apply in today’s society. The main purpose of this project is to suggest STEAME to the stakeholders and support a new generation of schools, teachers and students.

The project is coordinated by the Cyprus Mathematical Society. The seven partners come from 5 different European Union countries (Cyprus, Greece, Italy, Poland and Bulgaria) and they are all experienced in the field of teaching and education. The first transnational meeting took place in Cyprus (November 2019) and partners discussed about the forthcoming events and outputs. They also discussed and announced a new electronic publication called ‘Journal of STEAME Creations for and by School Students’ that it will be part of this project.

​​Research Projects:

  • STEAME - Guidelines for Developing and Implementing STEAME Schools (2019-2021, 24 months, coordinator: Kypriaki Mathimatiki Etaireia)

  • STEAMitUP - STEAMitUP: Preparing teachers and students for a digital world (2019-2021, 24 months, coordinator: Lancaster and Morecambe College)

  • E-I-STEAM Educational Info-graphics for STEAM (2019-2021, 24 months, coordinator: Zespol Szkol Ksztalcenia Ustawicznego w Krosnie)

  • Shiftingwalls - #shiftingWalls - European history through the eyes of the young (2019-2021, 24 months, coordinator: Kulturring In Berlin EV)

  • DALDIS - Digital Assessment for Learning informed by Data to motivate and incentivise students (2019-2022, 36 months, coordinator: Dublin City University)

  • FOOD-AWARE - Training materials and visual learning tools for early education on environmental sustainability and responsible food consumption (2018-2020, 24 months, coordinator: Doukas School)

  • TAO - Tackling Adolescent Obesity and Promoting Inclusion through Nutrition Trainings for Disadvantaged Youth (2018 -2021. 30 months, coordinator: Safe Food Advocacy Europe)

  • L-CLOUD - Developing Tomorrow's Cloud Education Leaders (2018-2020, 24 months, coordinator: European Association of Career Guidance)

  • SLIDEshow - Showcasing Self-regulated Learning Implemented through Data-driven Education (2017-2020, 34 months, coordinator: Vrije Universiteit Brussel) 

  • EL-STEM - Enlivened Laboratories within STEM Education – Motivating EU students to choosing STEM studies & careers and improving their performance in courses related to STEM education (2017-2020, 30 months, coordinator: Open University of Cyprus)​

  • COMMIX: Empowering Literacy in Adolescents through Creative Engagement with Comics (COMMIX), Erasmus+, (2016-2018, 24 months, coordinator: Institute of Technology and Development (ITD) Foundation)
  • Projet Vert: Volunteering, Engagement, Responsibility, Transfer of good practices (2017-2019, coordinator Scoala Gimnaziala Vama Buzaului)

  • iRead: Infrastructure And Integrated Tools For Personalized Learning Of Reading Skill, Horizon 2020, (2017-2020, 42 months, Coordinator: University College London)

  • Boys Reading: Supporting Boys Reading Habits, Erasmus+, (2014-2016, 24 months, coordinator: University of Split)

  • MakeWorld: Learning Science through Computational Thinking, Erasmus+, (2014-2016, 24 months, coordinator: University of Deusto)

  • Les petits écolos et l’ avenir de la Terre, an eTwinning project for the school year 2016-2017 awarded with the eTwinning Quality Label (2016-2017, coordinator le Collège La Sologne de Tigy à Orléans)

  • Game-It: Platform for semantic knowledge management and development of interactive educational scenarios using advanced multi-user gaming technologies, Industrial Research & Technology Development Programme - 2013, (2014-2015, 17 month, coordinator: Doukas School)

  • School on the Cloud (SoC): Connecting Education to the Cloud for Digital Citizenship, Lifelong Learning Programme, ΚΑ3 ICT Networks (2014-2016, 36 months, coordinator: Doukas School)

  • FAMICO: Family Career Compass - Efficient Career Guidance Approaches Supporting Parents in Guiding their Children’s Vocational Career, Lifelong Learning Programme, Leonardo da Vinci (2014-2015, 24 months, coordinator: Społeczna Akademia Nauk University)

  • GeoCapabilities 2: Teachers as Curriculum Leaders, Lifelong Learning Programme, Comenius (2014-2016, 36 months, coordinator: Institute of Education, University of London)

  • CLASHE - Continuous Learning Anywhere within a collaborative, knowledge Sharing and Enjoyable context, Lifelong Learning Programme, (2012-2014, 24 months, coordinator: Exodus)

  • Structural Adjustment for Employees and Businesses in the Economic Crisis, OAED (2011-12, 12 months, coordinator: Doukas School)

  • VILL@GE: VirtuaL Langu@GE Learning through Edutainment Activities, Lifelong Learning Programme (2009-2010, 24 months, coordinator: Exodus)

  • EYEManager: European Young Energy Manager Championship, Intelligent Energy - Europe  (2008-2011, 30 months, coordinator: Agenzia per l` Energia - Perugia)

  • MW-TELL: Mobile and Wireless Technologies for Technology-Enhanced Language Learning, Leonardo da Vinci Sectoral Programme (2008-2010, 24 months, coordinator: ΕΚΕΤΑ)

  • Classroom of the Future, Business Programme "Competitiveness" – PAVET, 2005 (2006-2007, 18 months, coordinator: Doukas School)

  • E-LAND: An Integrated E-Learning Virtual Environment in the Internet Learning Support Communities  (2003-2005, 18 months, coordinator: ΙPΕΤ)

  • Olympic Itineraries in Sports and Culture, Olympic Education Programmes 2002-2004, Greek Ministry of Education (coordinator: Doukas School, Ermioni Jr. High School, 5th and 6th Jr. High Schools, Maroussi)

  • KORAIS: Innovative Greek-English Online Dictionary with 100,000 Entries, Business, Research and Technology Programme, EPET ΙΙ (2000-2001, 24 months, coordinator: University of Patras)

  • Panorama: Smart Search System and Extraction from Databases with Audio Data, ΕPΕΤΙΙ (1999-2001, 24 μήνες, coordinator: Research Communications and Computer Institute, National Technical University

  • IRIS: The Art of Mathematics and Mathematics of Art, Νafsika - ΕPΕΑΕΚ (1999-2000, 12 month, coordinator: Doukas School)

  • TELEISTOR: Authoring System and Teaching Distance-Learning Courses in Secondary Education, PEPER ΕΠΕΤ ΙΙ (1996-2000, 30 months, coordinator: Doukas School)

  • Critias: Student Assessment System Using Computers, Schools Implementing Experimental Educational Programmes - SEPPE 1994-1999 (1999, 9 months, coordinator: Doukas School)

  • NETLOGO: The European Educational Interactive Site, Educational Multimedia Task Force (1998-99, 24 months, coordinator: Doukas School)

  • Modulates: Multimedia Organisation for Developing the Understanding and Learning of Advanced Technology in European Schools, Educational Multimedia Task Force (1998-1999, 24 months, αν coordinator: Glasgow Caledonian University)

  • HERODOTUS: Teaching Ancient Greek History at a European Level, Socrates - Comenius (1996-1998, 36 months, coordinator: Doukas School)

  • WFS: Web for School, ESPRIT - Special Action (1996-1997, 12 months, coordinator: Van Assche Consultants)

  • DIALOGOS: Improvement of Human-Computer Communication Using Language Technology, ΕPΕΤ ΙΙ (1995-1996, 36 months, coordinator: Institute for Language and Speech Processing)

  • Lingo: Computer Assisted Multimedia Training Material on the Usage of Greek as a Foreign Language, Lingua (1994-1996, 36 months, coordinator: Doukas School)

  • Software development for the course‘ Teaching the Greek Language’ in Jr. High School PAVE 1991-92 (1994-1996, 24 months, coordinator: Doukas School)

  • Educational Information System, Telematics (1994-1995, 18 months, coordinator: Doukas School)

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