STORY PREVIEW

2026

SMART Change Makers

Gimnazija Stevan Jakovljevic

Srbija

MENTOR

Biljana Pipović

Step 1 FEEL

The project began within the subject language, media, and culture, and, during the second semester, became part of the activities of the English Club. Because the project was integrated into the curriculum, students explored issues related to media, digital culture, communication, and the influence of media on young people's lives. This curricular framework shaped the direction of their inquiry while allowing students to identify the challenges that mattered most to them. The project was also developed as an eTwinning partnership between students from Serbia and Portugal. Communication and collaboration took place through TwinSpace, and later through WhatsApp and Instagram when students started working in international teams. Before the official Feel phase, students got to know each other by sharing screenshots of their mobile phones and discussing the apps they used most often. This activity sparked lively conversations (in Forum, which is part of the virtual eTwinning space called TwinSpace) about similarities and differences in their digital habits and online experiences. During the Feel phase, students explored the media content they watch and follow, gave presentations, created videos as Culture Detectives, and exchanged opinions and experiences with their international partners. They examined how music videos, memes, influencers, and online trends shape digital culture and influence emotions. They also discussed social experiments, fake news, cyberbullying, online manipulation, privacy, digital identity, and ethical dilemmas in the virtual world. Through reflection, discussion, and international collaboration, students identified a number of challenges affecting young people in digital environments. These conversations helped them better understand the opportunities and risks of social media and prepared them to select one issue they considered particularly important to address.

The selection of the main problem took place during the first online international meeting, when students from Serbia and Portugal had their first opportunity to meet in real time, exchange ideas, and discuss the challenges they had previously explored in the Feel phase. During this live session, students openly shared their perspectives on different issues affecting young people in the digital world, including cyberbullying, fake news, online manipulation, privacy risks, and emotional impact of social media. The discussion was dynamic and collaborative, allowing students to compare experiences and reflect together on what they considered most relevant and urgent. Through this process of dialogue and joint reflection, the group reached a common agreement to focus on online blackmail on social media as the central problem to be addressed in the project. Students also immediately began to suggest possible directions for action and agreed to continue working in mixed international teams in order to develop solutions collaboratively. This decision was student-driven and emerged naturally from the exchange of ideas, demonstrating both shared concern and a strong sense of responsibility toward addressing real-life digital challenges.

The problem of online blackmail on social media primarily affects teenagers, as they are the most active users of digital platforms and often share personal content, emotions, and interactions online. Young people may become targets of manipulation, pressure, or threats in digital spaces, sometimes without fully understanding the risks or consequences. During the discussions, students described how victims of online blackmail may experience fear, stress, shame, and uncertainty about how to react or where to seek help. They emphasized that these situations can have a strong emotional impact and may affect a young person’s confidence, relationships, and sense of safety. An important part of the conversation also involved reflecting on responsibility in the digital environment. Students discussed whether individuals are aware of the consequences of what they share online and how online behaviour can sometimes increase vulnerability. This led to a broader understanding that while responsibility is shared, the complexity of online interactions requires awareness, education, and support rather than judgment. It also became evident that students themselves were highly aware of these issues and, during the discussion, they helped clarify the concept of online blackmail to their teachers, showing that this is a topic they understand well and experience as highly relevant in their everyday digital lives.

Step 2 IMAGINE

During the online international meeting, students from Serbia and Portugal engaged in a collaborative Imagine phase where they not only agreed on the main problem to work on — online blackmail on social media — but also began to suggest ways to address it and continue their collaboration in international teams. The ideas focused primarily on raising awareness among teenagers, as students recognized prevention and education as key strategies. A wide range of possible solutions was proposed, including the creation of interactive quizzes (such as Kahoot) to test knowledge about online safety, as well as posters and digital campaigns to communicate important messages visually. Students also suggested producing short videos, vlogs, and documentaries to present real-life situations and raise emotional awareness about online risks. Another proposal included the use of online surveys to better understand teenagers’ experiences, attitudes, and awareness of digital safety issues. In addition, students recommended organizing workshops and peer-education activities in schools, where young people could discuss online safety and learn how to respond to harmful online situations. Through this process, students demonstrated not only the ability to identify a relevant social issue, but also to actively think about practical and creative ways to address it collaboratively.

After the brainstorming phase, students decided to implement several of the proposed solutions, working in different international groups according to their interests and strengths. Instead of selecting only one common solution, the project allowed for multiple creative outcomes, all aimed at raising awareness about online blackmail among teenagers. As a result, different groups approached the problem in different ways. The final implemented products included four Kahoot quizzes, designed to engage students interactively and test their knowledge about online safety; two posters, created to visually communicate key messages; one awareness video; one documentary presenting the topic in depth; and one online survey collecting students’ opinions and experiences. Each group chose the format that best matched their idea and communication style. Interactive quizzes were selected to actively involve learners, posters to provide clear visual messages, a video and a documentary to raise emotional awareness, and surveys to gather real data from teenagers. All solutions shared the same goal: to make the issue of online blackmail more visible, understandable, and relevant to young people, and to encourage safer and more responsible online behaviour.

Step 3DO

Students worked in international Serbian–Portuguese teams to implement their chosen solutions on the topic of online blackmail awareness. Collaboration took place mainly through WhatsApp and Instagram, while students used different digital tools such as Canva, CapCut, Piktochart, Kahoot, and Google Forms to create their final products. One group chose to create a documentary, as students expressed a strong interest in this format. They were inspired by documentaries they regularly watch on topics such as ancient civilizations, history, science, and real-life cases. They felt that documentary storytelling was an effective way to combine film, narration, and music while also raising awareness about an important social issue. Other groups developed Kahoot quizzes, awareness posters, a video, and an online survey. The implementation process included sharing quizzes and survey results with students in both schools, collecting responses from wider networks, and discussing findings in class. The videos were published on YouTube and shared with peers, classmates, and contacts, extending the reach of the project beyond the classroom. Overall, the process combined international online collaboration, digital content creation, and dissemination activities, ensuring that the topic of online blackmail was explored, communicated, and shared in an engaging and meaningful way.

The project had a meaningful impact on both students and the wider school community by raising awareness about online blackmail and encouraging responsible digital behaviour. One of the main outcomes was the creation of four Kahoot quizzes on online safety, which were made public and played by over 200 students. As they remain accessible online, they continue to reach and engage even more young people, extending the impact beyond the classroom. Another important result was an online survey completed by 74 teenagers aged 15–18. The participants not only contributed their opinions but also reflected on the issue and proposed important recommendations for preventing online blackmail. These included introducing digital safety education in schools, learning how to recognize manipulation, encouraging victims to seek help, improving reporting systems on social media platforms, promoting open communication between parents, teachers, and students, and being more careful about sharing personal information online. The survey results and analysis were shared on TwinSpace and discussed with teachers at school, further integrating the findings into the educational environment. On a personal level, the project also had a strong developmental impact on students. A Portuguese teacher observed that participation in the documentary-making process was particularly transformative for the students involved, especially those who were initially shy and introverted. Working on the documentary directed by Isidora encouraged them to step out of their comfort zone, express their ideas more confidently, and actively engage in international collaboration. This experience contributed significantly to their creativity, self-confidence, and communication skills. Overall, the project not only increased awareness of online risks but also supported students in becoming more confident, active, and responsible digital creators. The overall impact of the project can also be seen in the number of participants engaged through quizzes, surveys, and online dissemination activities.

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"I’m really glad that people are talking more about the risks of overexposure on social media. When my friend Isidora introduced this project topic to me, it inspired me to take part as well. I understand how important this issue is, and I believe more people should talk about it and raise awareness about online safety." Irina Radosavljevic "The Internet and social media are a huge part of our everyday lives, shaping the way we communicate, learn, and form opinions. In my opinion, one of the most important ways to help young people navigate these challanges is through peer education. I believe it is important for young people not to be passive users of digital platform, but active participants who think critically about the content they consume and share. I think peer education plays a key role in this process. Young people often feel more comfortable discussing challenges and experiences with others their own age. When information comes from people of a similar age who understand the same experiences, it often feels more reletable and easier to understand. Because of this, peer education can have a strong impact on raising awareness about online safety, digital responsibillity, misinformation. Learning how to recognize reliable sources, respect others online, and protect our privacy are skills that have become just as important as many traditional forms of education. In my opinion, education about the risks of blackmail on the Internet and how to prevent it is very important. Victims of blackmail may experience negative consequences in their psychological well-being and social functioning. Victims may experience anxiety and fear, stress and panic, shame, depression, social withdrawal, sleep problems, difficulty concentrating, loss of trust in others. I believe that during the sensitive adolescent period, these negative influences can have a significant impact on identity formation and the development of self-confidence; therefore, the prevention of such risks is extremely important." Lana Golić, Sremska Mitrovica "The Internet and social media are a huge part of our everyday lives, shaping the way we communicate, learn, and form opinions. In my opinion, one of the most important ways to help young people navigate these challanges is through peer education. I believe it is important for young people not to be passive users of digital platform, but active participants who think critically about the content they consume and share. I think peer education plays a key role in this process. Young people often feel more comfortable discussing challenges and experiences with others their own age. When information comes from people of a similar age who understand the same experiences, it often feels more reletable and easier to understand. Because of this, peer education can have a strong impact on raising awareness about online safety, digital responsibillity, misinformation. Learning how to recognize reliable sources, respect others online, and protect our privacy are skills that have become just as important as many traditional forms of education. In my opinion, education about the risks of blackmail on the Internet and how to prevent it is very important. Victims of blackmail may experience negative consequences in their psychological well-being and social functioning. Victims may experience anxiety and fear, stress and panic, shame, depression, social withdrawal, sleep problems, difficulty concentrating, loss of trust in others. I believe that during the sensitive adolescent period, these negative influences can have a significant impact on identity formation and the development of self-confidence; therefore, the prevention of such risks is extremely important." Lana Golić, Sremska Mitrovica

During the implementation of the project, we encountered two main challenges that tested continuity, communication, and student commitment. The first challenge occurred when the Serbian teacher was abroad for professional development for two months. During this period, students continued working independently on all project activities, both in national and international teams. Communication was maintained regularly through WhatsApp, and the teacher remained available as a mentor, providing guidance and support remotely. This situation demonstrated a high level of student responsibility and autonomy, as learners successfully managed their tasks without direct classroom supervision. The second challenge arose due to a change in the teacher’s school assignment. The teacher stopped teaching the elective subject Language, Media and Culture, as the subject was assigned to a new teacher, while she continued to act as the project mentor and English teacher. As a result, the project moved from a curricular setting into extracurricular activities. This shift required voluntary participation, and some students decided not to continue, as they did not wish to take on additional work outside regular lessons. Consequently, the remaining Serbian students became fewer in number compared to their Portuguese partners. Despite this imbalance, they remained highly motivated, committed, and actively engaged in all project tasks. They continued to collaborate effectively in international teams, maintained communication, and ensured that all planned activities were completed successfully. Overall, the challenges were overcome through student autonomy, teacher mentoring at a distance, and strong international cooperation, which enabled the project to continue smoothly until its final completion.

MORE THAN 30 DAYS

Good health and well being

The project aligns with Good Health and Well-Being because it focuses on the emotional and psychological impact of online blackmail and harmful digital behaviour on young people. In today’s digital world, social media plays a central role in teenagers’ lives, and much of their communication, interaction, and self-expression takes place online. Because of this, their well-being is closely connected to their digital experiences. Through exploring this issue, students developed awareness of how online pressure, manipulation, and threats can affect mental health, causing stress, anxiety, fear, and reduced self-confidence. By creating awareness-raising media content such as videos, posters, quizzes, and surveys, students encouraged safer and more responsible online behaviour among their peers. They also promoted the importance of recognizing risky situations and seeking help when needed, which directly supports emotional safety and well-being in digital environments. In this way, the project contributes to protecting young people’s mental health and fostering a safer and more supportive online space.

Step 4 SHARE

The SHARE phase was present throughout the entire project, as students continuously exchanged ideas and results with their international partners from Portugal and actively shared their work with the wider school and online community. Dissemination took place through multiple digital platforms. A dedicated Instagram profile, Design Thinkers for Tomorrow (@designthinkers), originally created in a previous Design for Change project, was used to document activities and present project outcomes. Additional sharing was done through the professional Instagram profile English Club Serbia, the YouTube channel Jezik, mediji i kultura, and the TikTok account Teacher Biljana. The final project video was also published across these platforms, significantly extending the visibility of student work. The response from the online community was very positive, with project materials receiving thousands of views, likes, and encouraging comments. This demonstrated that the topic of online safety and responsible digital behaviour resonated strongly beyond the participating schools and reached a wider youth audience. Dissemination also took place in an international academic context as part of the Technology Sessions course at Georgia State University (Atlanta, 2026), led by Professor Dr. Erica Bass Flimmons, which I participated in as a Fulbright Scholar. During this course, I presented the eTwinning project SMART Change Makers using the digital tool Gamma in front of the professor and 21 colleagues from 19 different countries. The presentation highlighted the project’s methodology and students’ international collaboration. The audience showed strong interest in the project, asking questions about the Design for Change approach and praising the students’ motivation, creativity, and engagement. One professor also connected the students’ work to the concept of digital multimodal composing and, after reviewing the documentary, further commended the awareness-raising approach and creative use of media. Overall, the project was shared at multiple levels — school, national, online, and international academic — demonstrating its wide reach and meaningful impact.

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The impact of the project will be sustained through the continued use of student-created digital materials, including Kahoot quizzes, videos, posters, and the documentary, which will remain publicly available online as open educational resources. These products will continue to be used in classroom activities and awareness-raising sessions with future students, ensuring that the learning outcomes extend beyond the duration of the project. The project activities will also be integrated into English and language, media, and culture lessons in the participating schools, allowing new cohorts of students to engage with the topic of online safety and digital responsibility. Sustainability will be further ensured through continued international collaboration between the partner schools, as both the Serbian and Portuguese teachers are jointly preparing and submitting applications for the Design for Change “I Can” School Challenge, working together to share and further develop the project outcomes. In addition, a joint application for the eTwinning Quality Label will help increase the visibility of the project among evaluators and educational professionals, contributing to wider dissemination and recognition. The project has also been shared within the Serbian eTwinning teacher network, which may inspire further dialogue, questions, and adaptation in other educational contexts. Overall, the project is designed to have a lasting impact through continued use in teaching practice, ongoing professional collaboration, and the development of new student-led initiatives in the future.

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