Associazione Jump https://associazionejump.it/ Gioventù in riSalto Thu, 10 Sep 2026 09:54:28 +0000 en-US hourly 1 https://wordpress.org/?v=7.1 https://associazionejump.it/wp-content/uploads/2023/06/cropped-favicon-1-32x32.png Associazione Jump https://associazionejump.it/ 32 32 Coaching & Mentoring: empowering teachers through new perspectives https://associazionejump.it/blog/coaching-mentoring-empowering-teachers-through-new-perspectives/ https://associazionejump.it/blog/coaching-mentoring-empowering-teachers-through-new-perspectives/#respond Thu, 10 Sep 2026 09:47:29 +0000 https://associazionejump.it/?p=21435 From 23 to 30 August, JUMP had the pleasure of welcoming a group of teachers from different parts of Europe, bringing together diverse experiences, backgrounds and educational perspectives. Among the participants was a German teacher with an already rich and significant career in education, who joined the Coaching and Mentoring course to further expand her professional toolkit and explore new approaches to supporting learning and personal development. The course offers participants the opportunity to discover coaching and mentoring as powerful tools for fostering growth, motivation and self-awareness. Through practical activities, reflection and exchange, teachers can develop new strategies to accompany others in their learning and professional journeys, strengthening communication, active listening and goal-oriented approaches. For experienced educators in particular, training in coaching and mentoring can represent an opportunity to look at their own practice from a different perspective: not only transmitting knowledge, but also creating the conditions for others to discover their potential, develop confidence and take greater ownership of their learning path. This week of training was therefore not only about acquiring new skills, but also about building connections, exchanging ideas and discovering new ways of supporting people in their growth. Coach. Mentor. Inspire. Grow. Because every journey of growth begins with someone who believes in potential. Author: Enza Procopio, JUMP Trainer

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From 23 to 30 August, JUMP had the pleasure of welcoming a group of teachers from different parts of Europe, bringing together diverse experiences, backgrounds and educational perspectives.

Among the participants was a German teacher with an already rich and significant career in education, who joined the Coaching and Mentoring course to further expand her professional toolkit and explore new approaches to supporting learning and personal development.

The course offers participants the opportunity to discover coaching and mentoring as powerful tools for fostering growth, motivation and self-awareness. Through practical activities, reflection and exchange, teachers can develop new strategies to accompany others in their learning and professional journeys, strengthening communication, active listening and goal-oriented approaches.

For experienced educators in particular, training in coaching and mentoring can represent an opportunity to look at their own practice from a different perspective: not only transmitting knowledge, but also creating the conditions for others to discover their potential, develop confidence and take greater ownership of their learning path.

This week of training was therefore not only about acquiring new skills, but also about building connections, exchanging ideas and discovering new ways of supporting people in their growth.

Coach. Mentor. Inspire. Grow.

Because every journey of growth begins with someone who believes in potential.

Author: Enza Procopio, JUMP Trainer

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]]> https://associazionejump.it/blog/coaching-mentoring-empowering-teachers-through-new-perspectives/feed/ 0 Eco-Schools and STEAM: From European Values to Educational Action  https://associazionejump.it/blog/eco-schools-and-steam-from-european-values-to-educational-action/ https://associazionejump.it/blog/eco-schools-and-steam-from-european-values-to-educational-action/#respond Tue, 08 Sep 2026 14:25:01 +0000 https://associazionejump.it/?p=21187 How can European values, sustainability and innovative teaching approaches become part of everyday educational practice?  This was the starting point of an inspiring training week with two educators from Latvia—a school principal and an Erasmus coordinator working in a primary school with special education—and three kindergarten teachers from Bulgaria, bringing together different experiences, educational contexts and perspectives around a shared goal: making sustainability meaningful through education.  The week opened with a reflection on the role of the European Union in education today and the European Commission’s priorities for 2024–2029. Democracy, equality, respect for human rights, solidarity and responsibility were explored not simply as European values, but as principles that can be transformed into everyday actions within schools. We also discovered the EU Learning Corner, a valuable collection of educational resources supporting children and educators in exploring European citizenship, sustainability and active participation.  From this European perspective, we moved into the Eco-Schools Programme, exploring its themes and seven-step methodology and looking at its connection with the Common Framework and the Early Years approach. The programme provided a concrete example of how sustainability can move beyond awareness and become a shared process involving the whole school community.  The connection with STEM and STEAM education then offered another perspective: how can children learn about sustainability while developing creativity, curiosity and problem-solving skills? Rather than starting from theory, we experienced this through a simple challenge: moving water from one container to another while wasting as little as possible. With only a few everyday objects, participants had to question, imagine, create, test and improve. In just two minutes, a simple game became an authentic STEAM experience, showing how creativity, science, teamwork and experimentation can work together.  The following days were dedicated to putting these principles into practice. Through Outdoor Education, participants explored nature using their senses, discovering how direct experience can develop observation, creativity and personal and social competencies. The creation of a nature-inspired dreamcatcher then became another opportunity to experiment, create and express personal meanings. Seeing educators rediscover their own creativity and manual skills was a beautiful reminder that meaningful learning does not always require complex materials—it often begins with curiosity, imagination and the willingness to try.  We also explored how an inductive approach can replace simple memorisation. Through questions, drawings, flashcards, active games and even a simple cotton thread, participants gradually discovered the meaning and etymology of ecology, ecosystem and economy. The same philosophy was applied to the 17 Sustainable Development Goals, transformed into small missions that can be adapted to both primary school and kindergarten and gradually become part of a wider sustainability journey.  The Super Eco-Hero activity brought together creativity, recycling and circular economy, transforming participants from Eco-Detectives into creators of characters capable of engaging children with sustainability. Music also became a powerful educational tool through the exploration of What a Wonderful World, demonstrating how the Arts can connect language learning with environmental awareness, emotions, cultural understanding and citizenship.  The week concluded with an Assessment Action Plan, allowing participants to revisit the concepts and experiences explored and consider how they could transfer them into their own educational contexts.  Yet, beyond the methodologies and activities, the most valuable part of the experience was the opportunity to learn across cultures and borders. Working with teachers, school leaders and Erasmus coordinators from different European countries means discovering different educational systems, approaches and traditions, but also recognising how much we share.  Different languages did not prevent connection.  Different cultures did not prevent collaboration.  We started the week by talking about European values. We ended by experiencing them through cooperation, respect, creativity, responsibility and solidarity.  Because education becomes truly meaningful when values are not only explained, but lived—and when ideas become action.  Author: Roberta Muratore, JUMP Trainer

The post Eco-Schools and STEAM: From European Values to Educational Action  appeared first on Associazione Jump.

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How can European values, sustainability and innovative teaching approaches become part of everyday educational practice? 

This was the starting point of an inspiring training week with two educators from Latvia—a school principal and an Erasmus coordinator working in a primary school with special education—and three kindergarten teachers from Bulgaria, bringing together different experiences, educational contexts and perspectives around a shared goal: making sustainability meaningful through education. 

The week opened with a reflection on the role of the European Union in education today and the European Commission’s priorities for 2024–2029. Democracy, equality, respect for human rights, solidarity and responsibility were explored not simply as European values, but as principles that can be transformed into everyday actions within schools. We also discovered the EU Learning Corner, a valuable collection of educational resources supporting children and educators in exploring European citizenship, sustainability and active participation. 

From this European perspective, we moved into the Eco-Schools Programme, exploring its themes and seven-step methodology and looking at its connection with the Common Framework and the Early Years approach. The programme provided a concrete example of how sustainability can move beyond awareness and become a shared process involving the whole school community. 

The connection with STEM and STEAM education then offered another perspective: how can children learn about sustainability while developing creativity, curiosity and problem-solving skills? Rather than starting from theory, we experienced this through a simple challenge: moving water from one container to another while wasting as little as possible. With only a few everyday objects, participants had to question, imagine, create, test and improve. In just two minutes, a simple game became an authentic STEAM experience, showing how creativity, science, teamwork and experimentation can work together. 

The following days were dedicated to putting these principles into practice. Through Outdoor Education, participants explored nature using their senses, discovering how direct experience can develop observation, creativity and personal and social competencies. The creation of a nature-inspired dreamcatcher then became another opportunity to experiment, create and express personal meanings. Seeing educators rediscover their own creativity and manual skills was a beautiful reminder that meaningful learning does not always require complex materials—it often begins with curiosity, imagination and the willingness to try. 

We also explored how an inductive approach can replace simple memorisation. Through questions, drawings, flashcards, active games and even a simple cotton thread, participants gradually discovered the meaning and etymology of ecology, ecosystem and economy. The same philosophy was applied to the 17 Sustainable Development Goals, transformed into small missions that can be adapted to both primary school and kindergarten and gradually become part of a wider sustainability journey. 

The Super Eco-Hero activity brought together creativity, recycling and circular economy, transforming participants from Eco-Detectives into creators of characters capable of engaging

children with sustainability. Music also became a powerful educational tool through the exploration of What a Wonderful World, demonstrating how the Arts can connect language learning with environmental awareness, emotions, cultural understanding and citizenship. 

The week concluded with an Assessment Action Plan, allowing participants to revisit the concepts and experiences explored and consider how they could transfer them into their own educational contexts. 

Yet, beyond the methodologies and activities, the most valuable part of the experience was the opportunity to learn across cultures and borders. Working with teachers, school leaders and Erasmus coordinators from different European countries means discovering different educational systems, approaches and traditions, but also recognising how much we share. 

Different languages did not prevent connection. 

Different cultures did not prevent collaboration. 

We started the week by talking about European values. We ended by experiencing them through cooperation, respect, creativity, responsibility and solidarity. 

Because education becomes truly meaningful when values are not only explained, but lived—and when ideas become action. 

Author: Roberta Muratore, JUMP Trainer

The post Eco-Schools and STEAM: From European Values to Educational Action  appeared first on Associazione Jump.

]]> https://associazionejump.it/blog/eco-schools-and-steam-from-european-values-to-educational-action/feed/ 0 Can you still believe what you see? AI, deepfakes and the new era of fake news https://associazionejump.it/blog/can-you-still-believe-what-you-see-ai-deepfakes-and-the-new-era-of-fake-news/ https://associazionejump.it/blog/can-you-still-believe-what-you-see-ai-deepfakes-and-the-new-era-of-fake-news/#respond Mon, 07 Sep 2026 14:08:33 +0000 https://associazionejump.it/?p=21176 For many years, one of the simplest ways to check information was to look for proof. A photo was proof. A video was even better. If we could see a person saying something with our own eyes, there was usually little reason to doubt it. Today, this is changing. Artificial intelligence can create images of people who do not exist, reproduce a person’s voice and generate videos showing events that never happened. These technologies are also becoming much easier to use. You no longer need to be a professional designer or video editor. In many cases, you just need an AI tool and a few minutes. So what happens when seeing is no longer believing? A fake image does not need to be perfect When AI-generated images first became popular, people often looked for strange details: six fingers, unnatural eyes, incorrect shadows or text that made no sense. These signs were useful, but technology is improving very quickly. AI-generated images and videos are becoming much more realistic and many of the old signs are becoming less reliable. There is also another problem. A fake does not always need to convince everyone. Imagine that you are scrolling through social media and see a shocking video. You watch it for five seconds, read the caption and move on. Maybe you do not stop to look at the hands, the light or the background. Maybe you just remember what you saw. Sometimes that is enough. Deepfakes are not only about video The word “deepfake” is often connected with videos where one person’s face is replaced with another. But the problem is now much wider. AI can generate photos, imitate voices and create realistic video. It can also produce large amounts of text very quickly. Imagine receiving a voice message that sounds like someone you know or seeing a video of a public person apparently making a statement that was never made. Would you recognize that it was generated? Sometimes you might. Sometimes you might not. This is why media literacy cannot depend only on our ability to “spot the fake”. But AI is not the only problem There is an important point which is easy to forget: not every misleading image is created by artificial intelligence. Sometimes the photo or video is completely real. A photograph from one protest can be presented as another protest. A video recorded several years ago can suddenly appear online with the words “This is happening now”. A short part of a longer video can remove important context and completely change how we understand what happened. In these cases, looking for strange fingers or visual mistakes will not help. The image is real, but the story around it is not. This is why the first question should not always be “Is this image AI-generated?” A better question can be: “Where did this image come from?” Go back to the source When you see a surprising photo or video, try to find its origin. Who posted it first? When was it published? Where was it recorded? Is there a longer version? Are reliable news organizations or official sources reporting the same event? This approach can be more useful than trying to become a deepfake detective. A screenshot can hide where information came from. A short video can remove what happened before and after. A repost can separate an image from its original date and location. Going back to the original source helps us rebuild this missing context. Be careful with your emotions There is another reason fake and misleading content can work so well: we often see it when we are moving fast. Social media encourages immediate reactions. We like, comment, share or send something to another person in a few seconds. Content that makes us angry, frightened or surprised can make this reaction even faster. This creates a simple problem: the moment when we most want to share something may also be the moment when we most need to check it. A short pause can make a difference. Where did this come from? Who published it? Can I find the same information somewhere else? These are simple questions, but they become more important when technology makes false content more convincing. What does this mean for education? Young people are growing up in an environment where creating and changing digital content is becoming normal. Telling students simply “don’t believe everything you see online” is no longer enough. They need opportunities to work with information, compare sources, question images and discuss why something looks convincing. They also need to understand how a real image can be used in a false context. Teachers do not need to become AI experts to do this. A photo, a social media post or a short video can already become a classroom activity. Students can try to answer simple questions. Where did the content come from? What information is missing? Can another source confirm it? What would we need to know before sharing it? These questions develop a skill which remains useful even when technology changes: critical thinking. Seeing is only the beginning Artificial intelligence will continue to improve. The next fake image will probably be better than the previous one. New tools will appear and some of today’s methods for recognizing generated content will become less useful. Trying to memorize every sign of an AI-generated image is therefore not enough. We need a different habit. When something looks real, do not immediately ask yourself whether your eyes can detect the fake. Ask where it came from, who created it and what happened before and after. Look for another source before deciding what to believe. JUMP is working on these skills through Fake News Busters, an Erasmus+ project dedicated to media and digital literacy, critical thinking and helping students and teachers better recognize misinformation. In a digital world where images can be real, manipulated or completely generated, perhaps the most important lesson is very simple: seeing something is no longer the end of the verification. It is

The post Can you still believe what you see? AI, deepfakes and the new era of fake news appeared first on Associazione Jump.

]]>

For many years, one of the simplest ways to check information was to look for proof. A photo was proof. A video was even better. If we could see a person saying something with our own eyes, there was usually little reason to doubt it.

Today, this is changing. Artificial intelligence can create images of people who do not exist, reproduce a person’s voice and generate videos showing events that never happened. These technologies are also becoming much easier to use. You no longer need to be a professional designer or video editor. In many cases, you just need an AI tool and a few minutes.

So what happens when seeing is no longer believing?

A fake image does not need to be perfect

When AI-generated images first became popular, people often looked for strange details: six fingers, unnatural eyes, incorrect shadows or text that made no sense. These signs were useful, but technology is improving very quickly. AI-generated images and videos are becoming much more realistic and many of the old signs are becoming less reliable.

There is also another problem. A fake does not always need to convince everyone. Imagine that you are scrolling through social media and see a shocking video. You watch it for five seconds, read the caption and move on. Maybe you do not stop to look at the hands, the light or the background. Maybe you just remember what you saw. Sometimes that is enough.

Deepfakes are not only about video

The word “deepfake” is often connected with videos where one person’s face is replaced with another. But the problem is now much wider. AI can generate photos, imitate voices and create realistic video. It can also produce large amounts of text very quickly.

Imagine receiving a voice message that sounds like someone you know or seeing a video of a public person apparently making a statement that was never made. Would you recognize that it was generated? Sometimes you might. Sometimes you might not. This is why media literacy cannot depend only on our ability to “spot the fake”.

But AI is not the only problem

There is an important point which is easy to forget: not every misleading image is created by artificial intelligence. Sometimes the photo or video is completely real.

A photograph from one protest can be presented as another protest. A video recorded several years ago can suddenly appear online with the words “This is happening now”. A short part of a longer video can remove important context and completely change how we understand what happened. In these cases, looking for strange fingers or visual mistakes will not help. The image is real, but the story around it is not.

This is why the first question should not always be “Is this image AI-generated?” A better question can be: “Where did this image come from?”

Go back to the source

When you see a surprising photo or video, try to find its origin. Who posted it first? When was it published? Where was it recorded? Is there a longer version? Are reliable news organizations or official sources reporting the same event?

This approach can be more useful than trying to become a deepfake detective. A screenshot can hide where information came from. A short video can remove what happened before and after. A repost can separate an image from its original date and location. Going back to the original source helps us rebuild this missing context.

Be careful with your emotions

There is another reason fake and misleading content can work so well: we often see it when we are moving fast. Social media encourages immediate reactions. We like, comment, share or send something to another person in a few seconds.

Content that makes us angry, frightened or surprised can make this reaction even faster. This creates a simple problem: the moment when we most want to share something may also be the moment when we most need to check it. A short pause can make a difference. Where did this come from? Who published it? Can I find the same information somewhere else?

These are simple questions, but they become more important when technology makes false content more convincing.

What does this mean for education?

Young people are growing up in an environment where creating and changing digital content is becoming normal. Telling students simply “don’t believe everything you see online” is no longer enough.

They need opportunities to work with information, compare sources, question images and discuss why something looks convincing. They also need to understand how a real image can be used in a false context. Teachers do not need to become AI experts to do this. A photo, a social media post or a short video can already become a classroom activity.

Students can try to answer simple questions. Where did the content come from? What information is missing? Can another source confirm it? What would we need to know before sharing it? These questions develop a skill which remains useful even when technology changes: critical thinking.

Seeing is only the beginning

Artificial intelligence will continue to improve. The next fake image will probably be better than the previous one. New tools will appear and some of today’s methods for recognizing generated content will become less useful. Trying to memorize every sign of an AI-generated image is therefore not enough.

We need a different habit. When something looks real, do not immediately ask yourself whether your eyes can detect the fake. Ask where it came from, who created it and what happened before and after. Look for another source before deciding what to believe.

JUMP is working on these skills through Fake News Busters, an Erasmus+ project dedicated to media and digital literacy, critical thinking and helping students and teachers better recognize misinformation.

In a digital world where images can be real, manipulated or completely generated, perhaps the most important lesson is very simple: seeing something is no longer the end of the verification. It is the beginning.

Author: Yefimnko Yevhenii (JUMP staff)

The post Can you still believe what you see? AI, deepfakes and the new era of fake news appeared first on Associazione Jump.

]]> https://associazionejump.it/blog/can-you-still-believe-what-you-see-ai-deepfakes-and-the-new-era-of-fake-news/feed/ 0 Fostering European Connections: Three Euro College Kumanovo Students Complete Their Three-Month Traineeship This Summer in Soverato with JUMP https://associazionejump.it/blog/fostering-european-connections-three-euro-college-kumanovo-students-complete-their-three-month-traineeship-this-summer-in-soverato-with-jump/ https://associazionejump.it/blog/fostering-european-connections-three-euro-college-kumanovo-students-complete-their-three-month-traineeship-this-summer-in-soverato-with-jump/#respond Mon, 07 Sep 2026 09:32:32 +0000 https://associazionejump.it/?p=21136 The impact of international mobility programs organized by JUMP – Gioventù in risalto is clearly visible through the strength of its long-term partnerships. Since 2015, a fruitful and multi-year collaboration with Euro College from Kumanovo (North Macedonia) has brought numerous international students to Soverato. This ongoing cooperation confirms the importance of European mobility projects in fostering practical competencies and opening young minds to international horizons. From March to June 2026, JUMP had the pleasure of hosting three deserving students from Euro College for a comprehensive three-month traineeship: Mia Stanojkovikj, Kristijan Denchikj, and David Mladenovski. The program offered a high-quality, tailor-made professional experience, creating strong local synergies with regional businesses and partners to ensure a high educational value. During their stay, each intern faced distinct professional challenges, contributing to different sectors of the local network with high dedication:  Kristijan Denchikj focused his internship on European policies and non-formal education. He designed an innovative educational board game to help participants learn the 54 fundamental rights of the European Union in an interactive way. Mia Stanojkovikj completed her traineeship within the administrative department of a local partner company. She managed office organization, documents, and professional communication, developing essential managerial skills in a structured corporate environment. David Mladenovski, worked directly behind the scenes at JUMP Academy. He provided vital logistical support to weekly international groups and collaborated in the creation of the “54 steps” educational game, improving his communication skills and discovering local cultural traditions. This important result proves the effectiveness of JUMP’s educational work, which combines professional training with the intercultural development of young people. By welcoming students from Euro College, the Association confirms its role as a key reference point for Erasmus+ mobility in Calabria. The successful conclusion of this three-month period provides a heritage of human and professional skills that reinforces the connection between Italy and North Macedonia for future projects. Here it is the page dedicated to their experience with us!https://associazionejump.it/blog/traineeship/3-months-traineeship-work-based-experience-in-calabria-2-2026/ #jumpwithus

The post Fostering European Connections: Three Euro College Kumanovo Students Complete Their Three-Month Traineeship This Summer in Soverato with JUMP appeared first on Associazione Jump.

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The impact of international mobility programs organized by JUMP – Gioventù in risalto is clearly visible through the strength of its long-term partnerships. Since 2015, a fruitful and multi-year collaboration with Euro College from Kumanovo (North Macedonia) has brought numerous international students to Soverato. This ongoing cooperation confirms the importance of European mobility projects in fostering practical competencies and opening young minds to international horizons.

From March to June 2026, JUMP had the pleasure of hosting three deserving students from Euro College for a comprehensive three-month traineeship: Mia Stanojkovikj, Kristijan Denchikj, and David Mladenovski. The program offered a high-quality, tailor-made professional experience, creating strong local synergies with regional businesses and partners to ensure a high educational value.

During their stay, each intern faced distinct professional challenges, contributing to different sectors of the local network with high dedication: 

  • Kristijan Denchikj focused his internship on European policies and non-formal education. He designed an innovative educational board game to help participants learn the 54 fundamental rights of the European Union in an interactive way.
  • Mia Stanojkovikj completed her traineeship within the administrative department of a local partner company. She managed office organization, documents, and professional communication, developing essential managerial skills in a structured corporate environment.
  • David Mladenovski, worked directly behind the scenes at JUMP Academy. He provided vital logistical support to weekly international groups and collaborated in the creation of the “54 steps” educational game, improving his communication skills and discovering local cultural traditions.

This important result proves the effectiveness of JUMP’s educational work, which combines professional training with the intercultural development of young people. By welcoming students from Euro College, the Association confirms its role as a key reference point for Erasmus+ mobility in Calabria. The successful conclusion of this three-month period provides a heritage of human and professional skills that reinforces the connection between Italy and North Macedonia for future projects.

Here it is the page dedicated to their experience with us!
https://associazionejump.it/blog/traineeship/3-months-traineeship-work-based-experience-in-calabria-2-2026/

#jumpwithus

The post Fostering European Connections: Three Euro College Kumanovo Students Complete Their Three-Month Traineeship This Summer in Soverato with JUMP appeared first on Associazione Jump.

]]> https://associazionejump.it/blog/fostering-european-connections-three-euro-college-kumanovo-students-complete-their-three-month-traineeship-this-summer-in-soverato-with-jump/feed/ 0 Empowering Learners for the Age of AI https://associazionejump.it/blog/empowering-learners-for-the-age-of-ai/ https://associazionejump.it/blog/empowering-learners-for-the-age-of-ai/#respond Mon, 07 Sep 2026 09:24:34 +0000 https://associazionejump.it/?p=21130 Artificial Intelligence is increasingly embedded in digital life, often invisibly shaping real-world outcomes. As AI grows across civic, professional, and social domains, education systems must equip young people to navigate and use it responsibly. AI literacy, as a set of knowledge, skills and attitudes, equips learners to understand how AI systems work, critically evaluate their outputs and use them ethically and creatively. It supports informed decision making about the opportunities and risks that AI presents to oneself and others. This publication establishes a common framework for AI literacy, outlining desired outcomes for primary and secondary learners and guiding stakeholders in supporting those outcomes both inside and outside the classroom.  Authors: OECD, European Commission SOURCE: https://www.oecd.org/en/publications/empowering-learners-for-the-age-of-ai_65cd27d4-en.html

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Artificial Intelligence is increasingly embedded in digital life, often invisibly shaping real-world outcomes. As AI grows across civic, professional, and social domains, education systems must equip young people to navigate and use it responsibly. AI literacy, as a set of knowledge, skills and attitudes, equips learners to understand how AI systems work, critically evaluate their outputs and use them ethically and creatively. It supports informed decision making about the opportunities and risks that AI presents to oneself and others.

This publication establishes a common framework for AI literacy, outlining desired outcomes for primary and secondary learners and guiding stakeholders in supporting those outcomes both inside and outside the classroom. 

Authors: OECD, European Commission

SOURCE: https://www.oecd.org/en/publications/empowering-learners-for-the-age-of-ai_65cd27d4-en.html

The post Empowering Learners for the Age of AI appeared first on Associazione Jump.

]]> https://associazionejump.it/blog/empowering-learners-for-the-age-of-ai/feed/ 0 Can you spot the fake? 7 simple checks before you share https://associazionejump.it/blog/can-you-spot-the-fake-7-simple-checks-before-you-share/ https://associazionejump.it/blog/can-you-spot-the-fake-7-simple-checks-before-you-share/#respond Mon, 31 Aug 2026 13:43:21 +0000 https://associazionejump.it/?p=21074 You are scrolling through social media and suddenly see a shocking post. Maybe it is about a famous person, a new law, a war, a health warning or an event happening in your city. The headline surprises you, the photo looks real and there are already thousands of likes and comments. Your first reaction might be to send it to a friend or share it in a group. But is it true? Today we receive information from many different places: news websites, Facebook, Instagram, TikTok, YouTube, WhatsApp groups and private messages. Sometimes we do not even know where the information originally came from. Fake news is not always easy to recognize. A false story can use a real photo, a real video can be shared with a false description and an old story can appear again and look like something that happened today. We cannot check everything we see online, but there are some simple things we can do before we believe or share something. Read more than the headline Headlines are made to attract attention. Sometimes they are written to make us curious, angry or afraid, but a headline does not always tell the whole story. Open the article and read it. Does the text really support what the headline says? Is there actual information inside or mainly opinions and emotional language? If a headline makes you immediately angry or shocked, this is actually a good moment to slow down. Strong emotions can make us react before we have checked what really happened. Check who published it Do you know the website or account? Look at the name carefully. Some websites imitate newspapers or well-known organizations and use similar names, logos or web addresses. If you do not know the source, spend a minute checking it. Look at the “About” page, search for the organization and see what else it publishes. The same applies to social media. An account with a professional photo and thousands of followers is not automatically a reliable source. Ask yourself a simple question: Who is behind this information? Find the original source A post may say that “scientists have discovered”, “experts warn” or “a new study shows” something. But which scientists? Which experts? Which study? Try to find where the information came from. If a post talks about a new law, look for an official source. If it mentions research, try to find the research or the institution behind it. If someone quotes a public person, look for the original interview, speech or post. Many false stories become much less convincing when we start looking for their origin. Check the date This is probably one of the easiest checks and also one of the easiest to forget. Old information is often shared again without its original context. Imagine seeing a video of a flood, protest or fire with the message “This is happening right now”. The video itself might be completely real, but it could be from another country or from five years ago. Check when the article, photo or video was first published and whether the event described really happened at that time. Sometimes the information is not fake. It is simply old information presented as new. Look at the image, but don’t trust it automatically We often believe images faster than words, but an image does not prove that the story around it is true. Photos can be edited, taken from another event or presented without their original context. Artificial intelligence also makes it possible to create realistic images and videos of events that never happened. If a picture seems suspicious, try to find where it appeared before. You may discover that the same image was published years earlier with a completely different story. At the same time, do not spend all your time looking for strange fingers, shadows or other supposed signs of AI. These signs are becoming less reliable as the technology improves. The important thing to remember is simple: even a real image can be used to tell a false story. See if other reliable sources are reporting it If something important really happened, there is a good chance that more than one reliable source is talking about it. Search for the main claim using different words. Can you find the same information from other independent sources? Do they give the same facts? Do official organizations confirm it? There is one thing to be careful about. Ten websites repeating exactly the same story do not necessarily mean that ten different sources confirmed it. They may all be copying information from the same original post. The question is not only “How many people are saying this?” It is also “Where did they get this information?” Check your own reaction The last check is not about the website, photo or author. It is about you. Fake and misleading information often works because it creates a strong emotional reaction. We see something that makes us angry, afraid or excited and we want to react immediately. It can also happen when information confirms something we already believe. In that situation, we may be less interested in checking whether it is actually true. Before sharing, ask yourself: Why do I believe this? Did I check the information or do I simply want it to be true? Taking thirty seconds before sharing can sometimes be more useful than any digital tool. Two minutes can make a difference Nobody has time to investigate every post they see online and we do not need to become professional fact-checkers. But a few simple habits can already change the way we work with information. Read beyond the headline, check who published it, find the original source, look at the date, verify the context of images and see whether other reliable sources confirm the story. Most importantly, do not let the pressure to react quickly make the decision for you. Media and Information Literacy is not only about recognizing fake news. It is also about learning to stop, ask

The post Can you spot the fake? 7 simple checks before you share appeared first on Associazione Jump.

]]>

You are scrolling through social media and suddenly see a shocking post. Maybe it is about a famous person, a new law, a war, a health warning or an event happening in your city. The headline surprises you, the photo looks real and there are already thousands of likes and comments. Your first reaction might be to send it to a friend or share it in a group.

But is it true?

Today we receive information from many different places: news websites, Facebook, Instagram, TikTok, YouTube, WhatsApp groups and private messages. Sometimes we do not even know where the information originally came from. Fake news is not always easy to recognize. A false story can use a real photo, a real video can be shared with a false description and an old story can appear again and look like something that happened today.

We cannot check everything we see online, but there are some simple things we can do before we believe or share something.

  1. Read more than the headline

Headlines are made to attract attention. Sometimes they are written to make us curious, angry or afraid, but a headline does not always tell the whole story. Open the article and read it. Does the text really support what the headline says? Is there actual information inside or mainly opinions and emotional language?

If a headline makes you immediately angry or shocked, this is actually a good moment to slow down. Strong emotions can make us react before we have checked what really happened.

  1. Check who published it

Do you know the website or account? Look at the name carefully. Some websites imitate newspapers or well-known organizations and use similar names, logos or web addresses.

If you do not know the source, spend a minute checking it. Look at the “About” page, search for the organization and see what else it publishes. The same applies to social media. An account with a professional photo and thousands of followers is not automatically a reliable source.

Ask yourself a simple question: Who is behind this information?

  1. Find the original source

A post may say that “scientists have discovered”, “experts warn” or “a new study shows” something. But which scientists? Which experts? Which study?

Try to find where the information came from. If a post talks about a new law, look for an official source. If it mentions research, try to find the research or the institution behind it. If someone quotes a public person, look for the original interview, speech or post. Many false stories become much less convincing when we start looking for their origin.

  1. Check the date

This is probably one of the easiest checks and also one of the easiest to forget. Old information is often shared again without its original context.

Imagine seeing a video of a flood, protest or fire with the message “This is happening right now”. The video itself might be completely real, but it could be from another country or from five years ago. Check when the article, photo or video was first published and whether the event described really happened at that time.

Sometimes the information is not fake. It is simply old information presented as new.

  1. Look at the image, but don’t trust it automatically

We often believe images faster than words, but an image does not prove that the story around it is true. Photos can be edited, taken from another event or presented without their original context. Artificial intelligence also makes it possible to create realistic images and videos of events that never happened.

If a picture seems suspicious, try to find where it appeared before. You may discover that the same image was published years earlier with a completely different story. At the same time, do not spend all your time looking for strange fingers, shadows or other supposed signs of AI. These signs are becoming less reliable as the technology improves.

The important thing to remember is simple: even a real image can be used to tell a false story.

  1. See if other reliable sources are reporting it

If something important really happened, there is a good chance that more than one reliable source is talking about it. Search for the main claim using different words. Can you find the same information from other independent sources? Do they give the same facts? Do official organizations confirm it?

There is one thing to be careful about. Ten websites repeating exactly the same story do not necessarily mean that ten different sources confirmed it. They may all be copying information from the same original post.

The question is not only “How many people are saying this?” It is also “Where did they get this information?”

  1. Check your own reaction

The last check is not about the website, photo or author. It is about you.

Fake and misleading information often works because it creates a strong emotional reaction. We see something that makes us angry, afraid or excited and we want to react immediately. It can also happen when information confirms something we already believe. In that situation, we may be less interested in checking whether it is actually true.

Before sharing, ask yourself: Why do I believe this? Did I check the information or do I simply want it to be true?

Taking thirty seconds before sharing can sometimes be more useful than any digital tool.

Two minutes can make a difference

Nobody has time to investigate every post they see online and we do not need to become professional fact-checkers. But a few simple habits can already change the way we work with information. Read beyond the headline, check who published it, find the original source, look at the date, verify the context of images and see whether other reliable sources confirm the story.

Most importantly, do not let the pressure to react quickly make the decision for you. Media and Information Literacy is not only about recognizing fake news. It is also about learning to stop, ask questions and make better decisions about the information we receive.

This is one of the areas explored by JUMP through the Fake News Busters Erasmus+ project, which works with students and teachers to develop media literacy and critical thinking skills.

Next time you see a shocking story online, try something simple before pressing “share”: stop, check and then decide.

 

Author: Yefimnko Yevhenii (JUMP staff)

The post Can you spot the fake? 7 simple checks before you share appeared first on Associazione Jump.

]]> https://associazionejump.it/blog/can-you-spot-the-fake-7-simple-checks-before-you-share/feed/ 0 JUMP Guided Slovak Team to the Final Steps of Their Intercultural Journey in Soverato during Euro.Soul 2026 https://associazionejump.it/blog/jump-guided-slovak-team-to-the-final-steps-of-their-intercultural-journey-in-soverato-during-euro-soul-2026/ https://associazionejump.it/blog/jump-guided-slovak-team-to-the-final-steps-of-their-intercultural-journey-in-soverato-during-euro-soul-2026/#respond Wed, 26 Aug 2026 14:16:47 +0000 https://associazionejump.it/?p=20686 The extraordinary journey of the Euro.Soul Festival 2026 successfully reached its grand finale in Calabria. Throughout this unforgettable week, JUMP guided the Slovak participants through meaningful learning experiences, deep international friendships, and inspiring moments that left a lasting mark on everyone involved. This final diary entry represents the ultimate collective memories of the whole Slovak team, beautifully put into words and finalized by Matej Sojka. Day 10: A Relaxing Free Day and Gelato by the Sea That day, we finally had a free day in Soverato, which felt like a welcome break after several busy festival activities. In the morning, we stayed at the hotel, enjoying a slower start without any schedule or meetings. Some of us relaxed in our rooms, while others spent time talking, listening to music, or planning what to do later. Around midday, we decided to explore the town a bit, so we walked through the streets near the coast and stopped at a few small shops. The weather was warm and sunny, so we continued down to the beach, where we spent some time sitting by the water and enjoying the calm atmosphere. A few of us tried local gelato, which was surprisingly good and refreshing. In the afternoon, we returned to the hotel to rest again, since the upcoming festival days were going to be full of activities. Even though nothing big happened that day, the peaceful rhythm helped us recharge and enjoy Soverato in a more relaxed way. A Lasting Legacy of Unity As the Slovak team said goodbye to Calabria, the true success of Euro.Soul 2026 became clear. This experience transformed into a powerful journey of international friendship and active citizenship. Thanks to the guidance of JUMP and the enthusiasm of Spojená škola Kollárova 17 (Sečovce), these young students did not just learn about European values—they lived them. The memories shared in Soverato will continue to inspire them as future European leaders for a very long time.   #jumpwithus

The post JUMP Guided Slovak Team to the Final Steps of Their Intercultural Journey in Soverato during Euro.Soul 2026 appeared first on Associazione Jump.

]]>

The extraordinary journey of the Euro.Soul Festival 2026 successfully reached its grand finale in Calabria. Throughout this unforgettable week, JUMP guided the Slovak participants through meaningful learning experiences, deep international friendships, and inspiring moments that left a lasting mark on everyone involved.

This final diary entry represents the ultimate collective memories of the whole Slovak team, beautifully put into words and finalized by Matej Sojka.

Day 10: A Relaxing Free Day and Gelato by the Sea

That day, we finally had a free day in Soverato, which felt like a welcome break after several busy festival activities. In the morning, we stayed at the hotel, enjoying a slower start without any schedule or meetings. Some of us relaxed in our rooms, while others spent time talking, listening to music, or planning what to do later.

Around midday, we decided to explore the town a bit, so we walked through the streets near the coast and stopped at a few small shops. The weather was warm and sunny, so we continued down to the beach, where we spent some time sitting by the water and enjoying the calm atmosphere. A few of us tried local gelato, which was surprisingly good and refreshing.

In the afternoon, we returned to the hotel to rest again, since the upcoming festival days were going to be full of activities. Even though nothing big happened that day, the peaceful rhythm helped us recharge and enjoy Soverato in a more relaxed way.

A Lasting Legacy of Unity

As the Slovak team said goodbye to Calabria, the true success of Euro.Soul 2026 became clear. This experience transformed into a powerful journey of international friendship and active citizenship.

Thanks to the guidance of JUMP and the enthusiasm of Spojená škola Kollárova 17 (Sečovce), these young students did not just learn about European values—they lived them. The memories shared in Soverato will continue to inspire them as future European leaders for a very long time.

 

#jumpwithus

The post JUMP Guided Slovak Team to the Final Steps of Their Intercultural Journey in Soverato during Euro.Soul 2026 appeared first on Associazione Jump.

]]> https://associazionejump.it/blog/jump-guided-slovak-team-to-the-final-steps-of-their-intercultural-journey-in-soverato-during-euro-soul-2026/feed/ 0 Artificial Intelligence Behind the Camera: How Technology Is Transforming Cinema Without Replacing Human Creativity https://associazionejump.it/blog/artificial-intelligence-behind-the-camera-how-technology-is-transforming-cinema-without-replacing-human-creativity/ https://associazionejump.it/blog/artificial-intelligence-behind-the-camera-how-technology-is-transforming-cinema-without-replacing-human-creativity/#respond Fri, 21 Aug 2026 08:50:05 +0000 https://associazionejump.it/?p=20678 When talking about artificial intelligence applied to cinema, the collective imagination often tends to focus on the most particular and spectacular aspects, such as digital characters, computer-generated worlds, or increasingly realistic visual effects. It therefore seems easy to imagine a future in which films could be entirely created by a machine. However, artificial intelligence does not aim to replace directors, screenwriters, actors, or visual effects artists; rather, its most concrete impact concerns those dynamics that viewers do not see: the organization, planning, and management of the processes that allow a film to reach the big screen. The work behind every film is, in fact, a very long process that begins before filming and continues even after the final shot. It is precisely in these phases, often invisible to the audience, that artificial intelligence is increasingly finding applications. One of the questions that can therefore be asked is not whether artificial intelligence can create films instead of human beings, but rather how this technology is changing the way people create films. A film, normally, does not appear suddenly, but is the result of a long process of planning and development, without which it would be impossible to begin production. The pre-production phase, in fact, includes several essential steps, such as screenplay analysis, location selection, storyboard creation, and the definition of camera shots. An analysis published by McKinsey on the future of artificial intelligence in the film and television industry highlights the potential of AI in the design phase. These tools can support the creation of previsualizations, be used for screenplay analysis, and facilitate production planning. Technology therefore allows filmmakers to explore more possibilities in a shorter amount of time, but this does not mean that the algorithm decides how a story should be told. All decisions remain in the hands of directors and the professionals involved. A director can therefore have the opportunity to visualize different versions of a scene, quickly modify certain aspects, and communicate more effectively with the crew. An especially interesting aspect of the relationship between cinema and artificial intelligence concerns the concept of creativity itself. It could mistakenly be assumed that using an algorithm means reducing the human role; however, many professionals in the industry consider artificial intelligence a supporting tool trough which greater experimentation becomes possible. Adobe, for example, reports some cases in which filmmakers have used artificial intelligence tools during the creative phase of a film project. This does not mean that AI has written the film, created the story, or made autonomous decisions: it has been used as a visual support tool. The central point highlighted by Adobe is that AI can function as a kind of creative laboratory: an environment where different solutions can be quickly tested before choosing the one that best fits the story that the creator wants to tell. It could therefore be said that technology creates new opportunities, but that the story, its meaning, and its development come from the experience, creativity, and sensitivity of the person who creates it. If the pre-production phase concerns the development of the visual idea, post-production represents the moment in which all the recorded material is transformed into the final film. The work, in fact, does not end with the completion of filming, but thousands of hours of footage must be selected, organized, and edited. These activities are accompanied by audio synchronization, editing, colour and lighting correction, the creation of visual effects, and the adaptation of dialogues for distribution in other countries. It is precisely in some of these technical and repetitive activities that artificial intelligence is finding concrete applications. According to McKinsey, artificial intelligence-based tools can be used to organize large amounts of audiovisual material, automatically recognize elements present in images, support some editing-related activities, assist international distribution processes, and facilitate the search for specific scenes. An example concerns content localization: television series and films are now distributed worldwide and require translations, subtitles, and linguistic adaptations. Artificial intelligence could speed up some stages of these processes, although human supervision remains essential to preserve the meaning, tone, and other important aspects of the original content. It can therefore be reaffirmed that AI represents a valuable support tool, but it cannot replace human beings, meaning the professionals working in the industry. Rather, it allows them to reduce the time spent on more mechanical tasks, which can be carried out by technological tools under human supervision, leaving more space for the more complex and creative aspects of their work. The same principle can also be observed in the field of visual effects, one of the areas that has contributed most to the transformation of contemporary cinema. When thinking about special effects, one might mistakenly imagine that artificial intelligence is capable of automatically creating images and digital environments. In reality, its main role is to support VFX artists, helping them make certain technical stages of the production process more efficient. Creating a scene with visual effects requires numerous steps, from removing unwanted elements from images to integrating digital environments, and even modifying computer-generated characters. In several of these operations, artificial intelligence tools can help analyse images, speed up certain tasks, and identify specific elements in a shorter amount of time compared to before these tools were introduced. Despite this, human contribution remains essential. The choice of how to create a scene, how to represent it, what atmosphere to build, or which details to emphasize depends on the ability, experience, and sensitivity of the professionals involved. In conclusion, it can be said that artificial intelligence tools can help a director visualize a scene, a film editor manage thousands of files, and a visual effects artist optimize their work, making some cinematic processes faster and more efficient. However, these tools cannot replace professionals in the industry. Their main role is to provide support throughout the different stages of film production, allowing human beings to focus more on aspects that require creativity, experience, and interpretative skills. Artificial intelligence, therefore, does not represent a replacement for human creativity, but

The post Artificial Intelligence Behind the Camera: How Technology Is Transforming Cinema Without Replacing Human Creativity appeared first on Associazione Jump.

]]> When talking about artificial intelligence applied to cinema, the collective imagination often tends to focus on the most particular and spectacular aspects, such as digital characters, computer-generated worlds, or increasingly realistic visual effects. It therefore seems easy to imagine a future in which films could be entirely created by a machine.

However, artificial intelligence does not aim to replace directors, screenwriters, actors, or visual effects artists; rather, its most concrete impact concerns those dynamics that viewers do not see: the organization, planning, and management of the processes that allow a film to reach the big screen.

The work behind every film is, in fact, a very long process that begins before filming and continues even after the final shot. It is precisely in these phases, often invisible to the audience, that artificial intelligence is increasingly finding applications.

One of the questions that can therefore be asked is not whether artificial intelligence can create films instead of human beings, but rather how this technology is changing the way people create films.

A film, normally, does not appear suddenly, but is the result of a long process of planning and development, without which it would be impossible to begin production. The pre-production phase, in fact, includes several essential steps, such as screenplay analysis, location selection, storyboard creation, and the definition of camera shots.

An analysis published by McKinsey on the future of artificial intelligence in the film and television industry highlights the potential of AI in the design phase. These tools can support the creation of previsualizations, be used for screenplay analysis, and facilitate production planning.

Technology therefore allows filmmakers to explore more possibilities in a shorter amount of time, but this does not mean that the algorithm decides how a story should be told. All decisions remain in the hands of directors and the professionals involved.

A director can therefore have the opportunity to visualize different versions of a scene, quickly modify certain aspects, and communicate more effectively with the crew.

An especially interesting aspect of the relationship between cinema and artificial intelligence concerns the concept of creativity itself. It could mistakenly be assumed that using an algorithm means reducing the human role; however, many professionals in the industry consider artificial intelligence a supporting tool trough which greater experimentation becomes possible.

Adobe, for example, reports some cases in which filmmakers have used artificial intelligence tools during the creative phase of a film project. This does not mean that AI has written the film, created the story, or made autonomous decisions: it has been used as a visual support tool.

The central point highlighted by Adobe is that AI can function as a kind of creative laboratory: an environment where different solutions can be quickly tested before choosing the one that best fits the story that the creator wants to tell.

It could therefore be said that technology creates new opportunities, but that the story, its meaning, and its development come from the experience, creativity, and sensitivity of the person who creates it.

If the pre-production phase concerns the development of the visual idea, post-production represents the moment in which all the recorded material is transformed into the final film.

The work, in fact, does not end with the completion of filming, but thousands of hours of footage must be selected, organized, and edited. These activities are accompanied by audio synchronization, editing, colour and lighting correction, the creation of visual effects, and the adaptation of dialogues for distribution in other countries.

It is precisely in some of these technical and repetitive activities that artificial intelligence is finding concrete applications.

According to McKinsey, artificial intelligence-based tools can be used to organize large amounts of audiovisual material, automatically recognize elements present in images, support some editing-related activities, assist international distribution processes, and facilitate the search for specific scenes.

An example concerns content localization: television series and films are now distributed worldwide and require translations, subtitles, and linguistic adaptations. Artificial intelligence could speed up some stages of these processes, although human supervision remains essential to preserve the meaning, tone, and other important aspects of the original content.

It can therefore be reaffirmed that AI represents a valuable support tool, but it cannot replace human beings, meaning the professionals working in the industry. Rather, it allows them to reduce the time spent on more mechanical tasks, which can be carried out by technological tools under human supervision, leaving more space for the more complex and creative aspects of their work.

The same principle can also be observed in the field of visual effects, one of the areas that has contributed most to the transformation of contemporary cinema.

When thinking about special effects, one might mistakenly imagine that artificial intelligence is capable of automatically creating images and digital environments. In reality, its main role is to support VFX artists, helping them make certain technical stages of the production process more efficient.

Creating a scene with visual effects requires numerous steps, from removing unwanted elements from images to integrating digital environments, and even modifying computer-generated characters.

In several of these operations, artificial intelligence tools can help analyse images, speed up certain tasks, and identify specific elements in a shorter amount of time compared to before these tools were introduced.

Despite this, human contribution remains essential. The choice of how to create a scene, how to represent it, what atmosphere to build, or which details to emphasize depends on the ability, experience, and sensitivity of the professionals involved.

In conclusion, it can be said that artificial intelligence tools can help a director visualize a scene, a film editor manage thousands of files, and a visual effects artist optimize their work, making some cinematic processes faster and more efficient.

However, these tools cannot replace professionals in the industry. Their main role is to provide support throughout the different stages of film production, allowing human beings to focus more on aspects that require creativity, experience, and interpretative skills.

Artificial intelligence, therefore, does not represent a replacement for human creativity, but rather a technology that can support those working in the film industry, changing the way audiovisual works are designed, produced, and distributed.

The real transformation brought by AI does not concern the possibility of a machine creating a film completely autonomously, but rather the way professionals can use these tools to expand their creative possibilities and make certain work processes more efficient.

Cinema remains, in fact, a form of expression deeply connected to the human ability to tell stories, communicate emotions, and give meaning to images. Technology can contribute to the creation of a work, but the vision and sensitivity of the person who creates it continue to represent the central element of the filmmaking process.

Author: Ms Maria Lagani, psychology graduate- Master’s student. Research Team for JUMP staff (Italy)

Source:

Adobe (2026). Sundance Dispatch: Expanding Creative Expression in Filmmaking with Generative AI. Adobe Blog.

McKinsey & Company (2025). What AI could mean for film and TV production and the industry’s future. McKinsey & Company.

The post Artificial Intelligence Behind the Camera: How Technology Is Transforming Cinema Without Replacing Human Creativity appeared first on Associazione Jump.

]]> https://associazionejump.it/blog/artificial-intelligence-behind-the-camera-how-technology-is-transforming-cinema-without-replacing-human-creativity/feed/ 0 JUMP Celebrated Youth Creativity in Soverato: Slovak Team Supported Creative Workshops at Euro.Soul 2026 https://associazionejump.it/blog/jump-celebrated-youth-creativity-in-soverato-slovak-team-supported-creative-workshops-at-euro-soul-2026/ https://associazionejump.it/blog/jump-celebrated-youth-creativity-in-soverato-slovak-team-supported-creative-workshops-at-euro-soul-2026/#respond Thu, 13 Aug 2026 10:10:36 +0000 https://associazionejump.it/?p=20667 The inspiring adventure of the Euro.Soul Festival 2026 reached another successful milestone in Calabria. Day after day, JUMP empowered the Slovak participants through cultural activities, unforgettable shared moments, and valuable opportunities to cooperate with international teams. This new diary entry reflects the shared memories of the whole Slovak group, beautifully finalized and put into words by Ivan Hotra. Day 9: International Cultural Exchange, Book Trailer Awards, and Theater Event The first half of the day began with a beautiful moment of cultural exchange. All participating delegations gathered together with local Italian youth, creating a wonderful opportunity to talk, share information, and connect. Numerous photos and videos were taken to document this friendly dialogue and the city’s unique, welcoming atmosphere. The evening program took place at the local theater, where an event dedicated to European themes was held. The program featured book trailers created by students across four age categories. Following the presentations of each category, an official award ceremony took place, where participants were awarded small trophies as a reward for their creative work. The head of the Erasmus+ project, along with the key staff members who supported us throughout the festival, participated in the ceremony and delivered short speeches. The official part was enhanced by musical performances from a singer who helped maintain a positive mood throughout the breaks. Members of our delegation played an active role in the event by welcoming guests and distributing informative materials regarding European laws and values. It was a productive and intense day.   #jumpwithus

The post JUMP Celebrated Youth Creativity in Soverato: Slovak Team Supported Creative Workshops at Euro.Soul 2026 appeared first on Associazione Jump.

]]>

The inspiring adventure of the Euro.Soul Festival 2026 reached another successful milestone in Calabria. Day after day, JUMP empowered the Slovak participants through cultural activities, unforgettable shared moments, and valuable opportunities to cooperate with international teams.

This new diary entry reflects the shared memories of the whole Slovak group, beautifully finalized and put into words by Ivan Hotra.

Day 9: International Cultural Exchange, Book Trailer Awards, and Theater Event

The first half of the day began with a beautiful moment of cultural exchange. All participating delegations gathered together with local Italian youth, creating a wonderful opportunity to talk, share information, and connect. Numerous photos and videos were taken to document this friendly dialogue and the city’s unique, welcoming atmosphere.

The evening program took place at the local theater, where an event dedicated to European themes was held. The program featured book trailers created by students across four age categories. Following the presentations of each category, an official award ceremony took place, where participants were awarded small trophies as a reward for their creative work. The head of the Erasmus+ project, along with the key staff members who supported us throughout the festival, participated in the ceremony and delivered short speeches.

The official part was enhanced by musical performances from a singer who helped maintain a positive mood throughout the breaks. Members of our delegation played an active role in the event by welcoming guests and distributing informative materials regarding European laws and values. It was a productive and intense day.

 

#jumpwithus

The post JUMP Celebrated Youth Creativity in Soverato: Slovak Team Supported Creative Workshops at Euro.Soul 2026 appeared first on Associazione Jump.

]]> https://associazionejump.it/blog/jump-celebrated-youth-creativity-in-soverato-slovak-team-supported-creative-workshops-at-euro-soul-2026/feed/ 0 JUMP Connected International Youth in Soverato: Slovak Delegation Celebrated European Rights and Sports at Euro.Soul 2026 https://associazionejump.it/blog/jump-connected-international-youth-in-soverato-slovak-delegation-celebrated-european-rights-and-sports-at-euro-soul-2026/ https://associazionejump.it/blog/jump-connected-international-youth-in-soverato-slovak-delegation-celebrated-european-rights-and-sports-at-euro-soul-2026/#respond Tue, 11 Aug 2026 10:42:32 +0000 https://associazionejump.it/?p=20656 The meaningful journey of the Euro.Soul Festival 2026 continued its successful path in Calabria. Day by day, JUMP supported the Slovak group through educational initiatives, interactive workshops, and great opportunities for teamwork with international participants. This new chapter represents a collective effort by the whole Slovak group to record their journey, with Kristián Horňák taking care of the final writing for this eighth day. Day 8: Team Activities, European Rights, and the Schuman Cup That day marked the exciting fourth day of the Euro.Soul Festival! The first group visited the Guarasci Lyceum school in Soverato together with students from Lithuania, Spain, and Italy. At the beginning, we played an icebreaker game called “People Who Created Europe.” This was followed by a small performance of Book Trailers. After the school program, we continued with an outdoor activity where we played the “54 Steps” game together. The students learned about the Charter of Fundamental Rights of the European Union in a fun and very international way. After the lunch break, we moved to the venue where the Schuman Cup took place. The young talents were divided into two categories of three teams, and each team represented an EU founding state. Singers from the Ukrainian Choir enriched the tournament with their wonderful singing. Delegations were assigned specific states to cheer for and recorded points during the quiz. Meanwhile, the second group prepared the materials and decorated the space for the afternoon program. #JUMPWITHUS

The post JUMP Connected International Youth in Soverato: Slovak Delegation Celebrated European Rights and Sports at Euro.Soul 2026 appeared first on Associazione Jump.

]]>

The meaningful journey of the Euro.Soul Festival 2026 continued its successful path in Calabria. Day by day, JUMP supported the Slovak group through educational initiatives, interactive workshops, and great opportunities for teamwork with international participants.

This new chapter represents a collective effort by the whole Slovak group to record their journey, with Kristián Horňák taking care of the final writing for this eighth day.

Day 8: Team Activities, European Rights, and the Schuman Cup

That day marked the exciting fourth day of the Euro.Soul Festival! The first group visited the Guarasci Lyceum school in Soverato together with students from Lithuania, Spain, and Italy. At the beginning, we played an icebreaker game called “People Who Created Europe.” This was followed by a small performance of Book Trailers.

After the school program, we continued with an outdoor activity where we played the “54 Steps” game together. The students learned about the Charter of Fundamental Rights of the European Union in a fun and very international way.

After the lunch break, we moved to the venue where the Schuman Cup took place. The young talents were divided into two categories of three teams, and each team represented an EU founding state. Singers from the Ukrainian Choir enriched the tournament with their wonderful singing. Delegations were assigned specific states to cheer for and recorded points during the quiz. Meanwhile, the second group prepared the materials and decorated the space for the afternoon program.

#JUMPWITHUS

The post JUMP Connected International Youth in Soverato: Slovak Delegation Celebrated European Rights and Sports at Euro.Soul 2026 appeared first on Associazione Jump.

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