Szkolna Agencja Informacji Dziennikarskiej

LOPM is located in a rural area, facing limitations in physical mobility, student transportation to school, and the individual students and their families’ limitations in using media and participating in socio-cultural events. We wanted to provide students with the broadest possible level of participation in modern forms of education by ensuring both physical and digital mobility. We knew that the maximum level of active student involvement in collaboration and partnership at every possible socio-economic level was crucial for equalizing their educational and professional opportunities. Inviting SŚAF aimed to ensure the success of the project (based on the previous POWER project) and to address the identified issues. Research tools indicated that students' digital skills were limited to entertainment, where excessive use of "cyber tools" could pose threats such as computer addiction, establishing dangerous contacts, and exposure to hate speech or exclusion. We decided to limit these threats by directing digital interactions toward the use and sharing of reliable information, thereby enhancing the key competencies of the project participants.

The aim of the project was to prepare students in theory and practice for further education and/or rewarding and well-paid employment by achieving the highest possible level of key competencies and skills necessary to effectively continuine higher education and to enter the workforce in ways that fully utilize their potential and knowledge. Another important goal was to promote civic engagement, strengthen European identity,developing digital transformation, and raise environmental awareness through the sustainable establishment of School Agencies of Journalism Information (SAID).

We launched School Agencies of Journalism Information (SAID) in both partner schools, based on digital mobility through interactive information platforms and partner visits. The content and activities of these SAID agencies: 1) increased knowledge and socio-cultural and economic awareness in the home country, the EU, and globally; and 2) activated civic and social attitudes and actions among project participants, all students of the partner schools, and local communities. We divided the activities into three main areas: 1) project promotion and recruitment in both schools; 2) journalism and program workshops; 3) student mobility.

The project positively activated and changed the social attitudes of the target group, thus motivating other students and their social and family circles through daily interactions. Launching School Agencies of Journalism Information (SAID) and creating the platforms for regular exchange of information has established a permanent structure in both the coordinating and partner schools. Participants received an international volunteer certificate from SAID, which can be attached to their Curriculum vitae. Graduating students conveyed their knowledge and skills to indirect project participants, democratically appointing younger students to the SAID Program Council. Project participants established ongoing collaborations with media, local authorities, and companies, gaining tangible evidence of their social engagement. Through research tools, we observed an increase in language skills and key competencies by at least 20%, from B1 to B2/C1 to C2. The project encouraged decisions to take external English exams and declare participation in the international Baccalaureate, as well as the intention to pursue studies and work in the partner school's country in the future.