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Students design and create a colorful picture book or digital guide showcasing the most special places in their community, with drawings, photos, and short descriptions. They collaborate with partner classes to combine their guides into a shared celebration of communities around the world, sharing what makes each place unique and worth caring for.

Students take photos or draw pictures of different rooms in their homes and write simple captions about what happens there and who lives with them. During a live video call with the partner class, they show and share their homes, asking questions about how the other classroom's homes are similar or different, and discovering fun facts about family life around the world.

Students investigate how psychological factors like stress and anxiety affect patients with chronic conditions (such as diabetes) in their regions, analyzing case studies and local health data, then evaluate different mindfulness-based interventions through discussion with international partners to identify what works best in different cultural contexts.

Students explore and document the plants and animals living in and around Mérida, Yucatán, creating simple drawings or photos with labels. They share their discoveries with a partner class through a video call to compare the biodiversity in their different regions and learn what makes their local environment special.

Students gather and share stories, photos, or drawings about their own communities, then prepare to exchange these with a partner class during a live video call. They practice listening to and asking questions about what makes each other's places special.

Students collaborate with their international partners to design and prototype an innovative, culturally-responsive solution that addresses the topic in both contexts. Working in multicultural teams, they develop a concrete action plan, create implementation materials, and prepare to pilot or present their solution to their communities.

Students learn 10 to 15 basic signs together (greetings, numbers, emotions) through videos and guided practice, then record themselves signing and share clips with a partner class to compare how each group signs the same words. They discover that sign language has its own grammar and beauty, celebrating World Deaf Day by practicing these new skills together.

Students from Cuetzalan del Progreso, San Miguel Tzinacapan, and Ciudad de Puebla create simple presentations (drawings, photos, or short videos) showing what makes their community special, then share and compare these with partner classes to discover similarities and differences in their daily lives and local traditions.

Students analyze the virtual tour by identifying and comparing specific details about how classes are organized, what subjects are taught, and how students learn in both schools. They write short letters to their partner class sharing observations, asking thoughtful questions about teaching methods and routines, and presenting their findings with simple charts or drawings showing the similarities and differences they discovered.

Young children observe and sort different types of household waste (paper, plastic, food scraps, etc.) with family support, then share pictures or drawings of what they found with their partner class. They compare what waste looks like in their homes and talk about where the trash goes.

Students explore and share the different problem-solving methods their classmates use for basic math operations, comparing how students in partner classes tackle the same problems. They create a visual gallery showing multiple ways to solve one math challenge, building confidence by seeing that many approaches work.

This project is part of the Global Academy program run by the Gyeonggi Provincial Office of Education in cooperation with the Ministry of Patriots and Veterans Affairs of the Republic of Korea. About 15 high school students from Korea will be paired with students from countries that supported South Korea during the Korean War. These countries may have sent soldiers, medical teams, supplies, money, or other forms of support. From September to December, students will communicate with their partners through Padlet. There will be no live online meetings. Students will share their school life, culture, and ideas about the Korean War. They will also talk about remembrance, human rights, peace, and living together peacefully. Students will exchange questions and messages online at their own pace. They will also send postcards, small cultural gifts, and local snacks to their partners by international mail. The project will use about six hours of club activity time from September to December. We want to keep the project simple and easy for both students and teachers. Most activities will be done asynchronously, so each school can take part at a convenient time. During the project, students will exchange postcards, small gifts, and local snacks with their partners and create a shared peace message.