The participating schools objective is the promotion of horizontal priorities and field-specific priorities that are relevant for the working environment. This is complemented by training and learning activities in the cooperating countries and is supposed to enable access for our students to highly qualified jobs within the EU and the international job market. As the Generation Z is our target group and regarding their future job search, the students shall be sensitised to leave responsible traces in social networks with the main focus on Facebook and LinkedIn. A media ethical support will be accessible for all participants during the project term. Best-Practice examples of partner schools will be shared to increase the competences of the 120 students by using new teaching methods. Those students come from internationally focussed vocational schools and secondary schools with the main focus on IT, gastronomy and tourism, science, agriculture, health and excellence promotion. Our main focus lies on blended learning in English as the lingua franca with the help of the CLIL Method: Content and language integrated learning on our Moodle-platform and at transnational activities, social networking with responsible traces on the internet and promoting equivalent methodical and personal competencies as well as social skills. We have built our strategic partnership on the innovative experiences of the participating schools in these specific fields of competencies. The participants will be mixed into internationally co-ed groups and each group will be coached by a teacher. At their own pace the students will achieve solutions to problem based tasks in the following modules: “Europe and Asia: The EU-project countries and Turkey: Geography, history, religion, literature, arts, innovation, school, university, working environment and personal branding. If they need support, the students can always turn to a member of the international team or one of the coaches. The deadlines for their tasks are milestones of the project implementation. The tasks are then screened by the coaches and if needed the tasks can be amended during regular classes. The whole learning process is transparent to the students; they receive feedback at the latest by the end of each module. By guaranteeing equal opportunities to each student, disadvantaged students as well as excellent ones will be individually supported and challenged. It is a novelty in our partnership that we will use mobile computing for teaching purposes. If there is a need to clarify the tasks during regular classes, the students are encouraged to bring their own devices to get access to relevant information. The students shall define which methodical, personal and social competencies are relevant for their future work. They will evaluate their own capabilities and develop their own individual goals they will reach by the end of the project. These will be strengthened with competence- and problem based tasks during three transnational learning activities. It is expected that participating students will become aware of their roles as future employees in the European and international job market, so that they will not only network socially but also professionally and that they will leave responsible traces on the internet. Furthermore all students will reach the B2 level of the CEFR (Common European Framework of Reference for Languages). Of great importance is the sustainability of the project. The Moodle-platform shall be integrated into everyday life at school and the Moodle-course itself will be revised and adapted so it can be reduplicated and made accessible for other colleagues and other schools on platforms. The Moodle course can also be shortened to become accessible for even more students during project weeks. Participating teachers can act as multipliers within their schools and can present the work with Moodle to their colleagues and could thereby promote blended learning and cooperative learning. They can present the learning increment of the students on information days or pedagogical days at their schools to motivate their colleagues to use the methods of cooperative learning more often.