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Students take or find a special photograph connected to their home and write a short caption explaining what makes it meaningful to them. They share their photo and story on the Class2Class platform to see how classmates around the world define and celebrate home.

Students conduct interviews with peers from partner classes worldwide about games, sports, and football they play, enjoy, and have access to in their schools and communities, while exploring barriers like disability, gender stereotypes, cultural differences, economic challenges, and facility access. After comparing interviews across countries, students collaborate to identify shared experiences and unique perspectives, then collectively develop practical ideas and solutions to make sports and games more accessible and inclusive for everyone. Los estudiantes realizan entrevistas con compañeros y compañeras de escuelas de distintos países para conocer qué juegos, deportes y actividades relacionadas con el fútbol practican, disfrutan y tienen disponibles en sus escuelas y comunidades. También exploran las barreras que pueden dificultar la participación, como la discapacidad, los estereotipos de género, las diferencias culturales, las dificultades económicas o la falta de espacios e instalaciones accesibles. Luego, comparan las respuestas obtenidas entre los distintos países para identificar experiencias compartidas y perspectivas diferentes. Finalmente, trabajan de manera colaborativa para proponer ideas y soluciones que ayuden a que los juegos y los deportes sean más accesibles, inclusivos y participativos para todas las personas.

Students conduct research on relaxation and stress-relief strategies in their own communities and compare findings with international classrooms through surveys and interviews. They analyze different approaches to mental and physical health recovery after the school year, create comparative reports, and participate in reflection forums to understand how various cultures and age groups approach reloading and rejuvenation.

Student delegates engage in a full UNEP simulation with live video sessions where they negotiate, debate, and collaborate across all participating classes to co-author a Draft Resolution that proposes concrete solutions to the water crisis. Teams refine their arguments based on feedback, build coalitions with other nations, and present their final resolution reflecting compromises and innovative approaches developed through the entire diplomatic process.

Students read picture books from their own country and share their thoughts and feelings about the stories with international partner classrooms. They exchange drawings, illustrations, and posters related to the books, then explore picture books with similar themes from different countries to naturally discover how stories reveal both unique and universal experiences across nations.

Students explore how AI tools are currently being used in education across different countries and specialties, then share their findings with partner classes internationally to compare local approaches and discover common applications. They compile examples, discuss what they find surprising, and identify patterns in how different educational contexts adopt AI.

Students design and create an original resource that teaches their partner class essential phrases, cultural communication tips, and creative language activities in both English and their home language. They test their guide during a live exchange, gather feedback, refine it based on what they learn, and create another lessons afterwards.

Students research and document climate change impacts and water access challenges in their own communities, then share findings with partner classes globally to compare local environmental issues. They explore how these challenges differ across regions and discuss what they discover together.

This is about how the students can express their english skills by telling the story with using a mapp as a tools to make the students easier to tell their story ,as a media that can help students describe their stories in sequence, and help students imagine as well as expand their vocabulary.

[Topic] Students explore the major concerns they experience in school life (academic stress, career anxieties, and peer relationship issues) as well as potential solutions. 1. Investigating Current Conditions & Drafting Questions * Students draft interview questions to engage with their partner class and discuss their shared concerns. (e.g., "What is the biggest source of stress for school students in your country during exam period or when making career choices?", "How do you usually handle friendship or interpersonal issues at school?") 2. Comparing & Analyzing Findings * Students compare and analyze the main concerns and survey results of students from each country. (Through this, they discover commonalities and differences that teenagers experience across different cultural and educational environments.) 3. Proposing Small Changes to Try Together * Based on their research findings, students propose small peer-to-peer communication initiatives to send empathy and comfort to one another. (e.g., "Creating a joint Padlet to share stress-relief tips," "Co-producing a short-form video challenge featuring messages of encouragement for peer concerns," "Exchanging mutual healing packages," etc.) This project can be conducted as a single-session activity or extended over a 3-week period.

Students design and moderate a live debate tournament where mixed international teams (local and remote students) argue assigned positions on a global issue, requiring them to think critically under pressure, negotiate differing viewpoints in real time, and defend or challenge opinions with evidence. They reflect on how imagination, confidence, and cultural perspective shaped their arguments and listening.

Students create a personal introduction video or digital profile sharing their name, passions, and daily routines, then exchange these with a partner class to discover similarities and differences across cultures. They compare what they learned and discuss what surprised them about students their age in another part of the world.