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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.

Students create a personal profile introducing themselves, their interests, family, and a favorite cultural tradition or sport, then exchange these with partner classrooms worldwide through written messages, voice notes, or short videos. They read and listen to their penpal's responses, noting similarities and differences in daily life, hobbies, and family customs to build genuine friendships.

Students investigate what types of waste are common in their local area, compare findings with international partner classes, and analyze how different communities can turn similar waste into useful or beautiful crafts. They document their discoveries and exchange ideas about which materials work best for different purposes.

Students explore and document a special place in their own community, such as a park, market, or playground, then share photos and descriptions with a partner class in another country. Through a live video call, they compare their favorite local spots and discover similarities and differences in how children around the world play and gather.

[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 analyze how people in their community actually use math to solve problems, interviewing local shopkeepers, builders, or farmers, then compare findings with the partner class to identify patterns in which math skills matter most across different cultures and contexts.

Students research and document knitting and crochet techniques, patterns, and cultural significance from their own communities, then exchange photos, videos, and written descriptions with partner classrooms internationally to compare styles, materials, and meanings. They create a shared digital gallery showcasing how different cultures use these crafts.

Green or Greenwashed? Spotting the Truth Behind "Eco-Friendly" Ads and Product Labels In this project, high school students become "greenwashing detectives." Together with partner classes around the world, they investigate the products around them and ask: when a label says "green," is it telling the truth? Students hunt for real "eco-friendly" advertising claims in their own countries and analyze the hidden tricks behind them. Then they exchange findings with their partner class and compare across cultures: Do brands greenwash the same way in different countries? Which claims fool people most, and why? Through this dialogue, students learn about each other's cultures, consumer habits, and environments. Each class creates infographics and short films that reveal the truth, then shares and responds to one another's work. Finally, partners propose small, real actions they can take together as critical, responsible consumers. This project connects to the UN Sustainable Development Goals — SDG 12 (Responsible Consumption), SDG 13 (Climate Action), and SDG 4 (Quality Education) — while building English communication and media literacy across borders.

Students research real-world examples of how technology is being used to address Zero Hunger and Quality Education in different countries, then share their findings with a partner class online via video call to compare what they discovered and learn about solutions in other communities.

Students create a short personal profile (name, age, interests, favorite things) and share it with a partner class in another country through the Class2Class platform. They receive profiles from their international peers and compare similarities and differences in their daily lives, hobbies, and families.

Students explore how different communities celebrate International Day of Charity and share stories of kindness from their own neighborhoods. They exchange photos, videos, or written descriptions with partner classes to discover what charity means in different cultures and contexts.

Students design and produce their own short educational video using the strategies they discovered, then teach their partner class how to create one using a toolkit they've built together. Both classes collaborate in real-time during a video call to refine techniques, share their finished videos, and develop a practical guide that other teachers and students can use.