The Challenge Addressed
The INTERACTION practice addresses a key challenge in VET and the creative industries: how to equip young people with green, entrepreneurial, digital, and personal competences through meaningful, hands-on learning experiences that reflect real labour-market needs. In a context where sustainability, creativity, and innovation intersect, learners often lack opportunities to connect school subjects with authentic creative industry workflows. INTERACTION responds to this gap by introducing an integrated learning ecosystem that combines practical ateliers, digital learning resources, entrepreneurial tools, and blended learning approaches focused on sustainability and circular creativity.
Why the Practice is Innovative
The practice is innovative because it merges several elements rarely brought together in VET:
(1) hands-on sustainable creative ateliers using real discarded materials such as denim, wood waste, clay, plant-based dyes and similar;
(2) a digital entrepreneurial toolkit including the INTERACTION Business Model Canvas and Competence Framework;
(3) an asynchronous seminar and e-learning platform enabling flexible, self-regulated learning; and
(4) a multimedia awareness campaign that strengthens digital storytelling, citizenship, and cultural expression through creative advocacy.
This ecosystem enables learners to develop Green, Entrepreneurial, Digital, Personal and Social competences simultaneously in a coherent, project-based experience.
Type of Integration and Key Competences
Integration of key competences is embedded into every step: learners prototype sustainable products, analyse environmental impact, develop value propositions using the Canvas, build digital portfolios, collaborate in teams, and reflect on their learning journey. Cultural awareness is reinforced through the Inspiration Library, which showcases creative best practices and European heritage influences from North Macedonia, Cyprus, Greece, Poland, and Lithuania.
Role of the Teacher/Trainer
Teachers and trainers act as facilitators rather than traditional instructors. Their role involves coaching, guiding creative problem-solving, coordinating interdisciplinary collaboration, and supporting learners as they move between physical ateliers and digital learning spaces. Teachers also use the asynchronous seminar and platform resources to personalise learning and support different learning rhythms and styles.
Type of Learning Activities
Learning activities include hands-on “Green Art” ateliers, digital creation tasks, interactive online modules, creative writing, photography, video storytelling, group discussions, and development of micro-entrepreneurial ideas. Students work with real materials, use digital tools such as Genially, Miro, Canva and photography, participate in virtual challenges, and engage in reflective learning through quizzes and self-assessment.
Impact of the Practice
The practice demonstrates strong impact: students show increased motivation, creativity, and confidence; acquire practical green and entrepreneurial skills; improve collaboration and problem-solving abilities; and develop digital competence through content creation and dissemination. The practice also strengthens teacher innovation capacity, fosters cross-country peer learning, and engages communities and local industries through exhibitions and awareness activities.
Potential for Replication
INTERACTION has high potential for replication because it is built on low-cost materials, open educational resources, modular ateliers, and a flexible blended-learning structure. Any VET centre, school, artistic organisation, or community-based learning space can adapt the ateliers, digital templates, Business Model Canvas, and asynchronous seminar to their own context. All resources and learning materials are available online through the project platform: https://interaction-project.eu/
Innovator: Marija Rashkovska - Nikola Karev State High School