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The greatest challenge for our Institute is to be born in a country rich in history, culture, traditions and beauty but which at the same time has been facing a very difficult period since 2016 due to a strong earthquake that deeply wounded it, causing depopulation and a consequent demographic decline. The earthquake was then joined by Covid which worsened the situation by bringing isolation, making relationships and sociality disappear, fundamental and necessary characteristics to cope with the most difficult moments of life, causing emotional disorders, states of anxiety and sometimes depression in young people. Suddenly students and teachers found themselves alone, they had to quickly invent a new type of school based on distance learning and the use of new technologies that we can no longer do without. Teachers and students need to still believe in the importance of education and in the value of school seen not as a simple factory of notions but as a place of life, rebirth, well-being, socialization, civil coexistence, inclusion and openness to the world. For us this project represents the strength, the fight for the rebirth and survival, starting from the rediscovery of the past, of local traditions, of ancient arts and crafts, with the aim of enhancing the present by preserving it from an environmental, historical and cultural point of view and looking at a better future. There is a need to start again and look to the future with a view to a school that fosters strong attachment to the territory, environmental sustainability, inclusion and diversity, participation in democratic life and digital education. To achieve this, our Institute needs to: - activate training and refresher courses for teachers in order to improve their teaching, linguistic, digital and technological skills and to share good practices; - promote student mobility in order to encourage the learning of foreign languages, knowledge of other cultures, socialization, inclusion, overcoming social and economic barriers, the sense of belonging to Europe; - carry out projects that promote inclusion and diversity, that develop a sense of citizenship, that raise awareness of respect for one's own and other cultural traditions and respect for the environment, that improve linguistic, digital and technological skills. The benefits for teachers are the acquisition of experience of different teaching methods also tested by other European realities; knowledge and understanding of the educational system of other countries (contents and assessment); deepening of knowledge of their own disciplinary sector; creation of strong links with teachers from partner countries; development of project management skills; development of digital skills using online platforms such as Erasmus+ Project Results, School Education Gateway and Etwinning; development of skills in English or other languages ​; develpment of social skills; motivation to work in a multidisciplinary team, to vocational training and to work; improvement of professional skills; broader understanding of practices, policies and systems in education; greateropenness to change. As a positive consequence of all this, the benefits for pupils will be: development of digital skills; increased motivation in all subjects and in the acquisition of foreign languages; development of social skills and strong links with partner schools; development of tolerance towards different cultures; sense of belonging to one's own territory; greater sense of initiative and entrepreneurship; acquisition of greater self-esteem and self-confidence.