The project plan “Innovative Learning” is being submitted by a partnership of European secondary schools located in Italy, France, Spain, Turkey and the UK, together with other national bodies working in the field of Education and training, in order to satisfy the following current education needs: to rethink education patterns, methods and tools in order to bridge the generation gap between teachers and "digitized" students and the competence gap between the goals pursued at school and the society requirements, the higher education requirements and the world of work requirements; to improve the Foreign language skills in multicultural social and operating contexts; to experience mobility in an international environment. This leads, on the one hand, to the need to analyse the potential of new technologies in teaching and to experiment new techniques, and on the other hand, to facilitate the research of digital educational materials. The Internet offers countless opportunities which are not always usable since they are mainly available in English, from this comes the need to create multilingual educational materials and teaching units in order to facilitate their dissemination and their use in everyday teaching. Nevertheless, Rethinking Education is not just restricted to the strategic use of ICT, of OER, of flexible learning, of the flipped classroom or any other educational innovation. Today, the educational systems must contribute to increasing key competences, both basic and cross competences, in particular the entrepreneurship and the language competences. The partnership is composed of 8 institutions from 5 countries, thus representing several stakeholders: Five European partner high schools cooperate over the definition of the competences to develop and/or select the materials to create several formative paths, carry out the project preparation phase and manage all the organization details; Two/three European partners of proven reliability contribute to enrich the schools’ education process by helping the schools in carefully selecting materials, methods and tools; Two/three European intermediary partners like social partners and higher education institutions, support the project at national level and promote the continuous improvement of education and training systems. This is what the partnership has scheduled: implementation of innovative teaching/learning units (innovative in methods, techniques and the use of ICT); every school's results will be 4 teaching/learning units which will be tested with students and recommended as best practices; translation of modules available on OER platforms into the language of the partnership (Italian, French, Spanish, Turkish); social and economics fields of study will be preferred; the partner schools will translate the contents related to the learning pathways into their own language and these will be tested and used with students; planning of an online awareness marketing campaign related to the most relevant fields in which the school operates and contributes its efforts. Here are the priority objectives: The project intends to foster the provision and the assessment of key-competences, including basic skills and transversal skills particularly digital skills, languages and entrepreneurship. It promotes take-up of innovative practices in education, by supporting personalised learning approaches, cooperative learning and critical thinking, strategic use of Information and Communication Technologies (ICT), open educational resources (OER), open and flexible learning, virtual mobility and other innovative learning methods; it enhances the professional development of those working or active in the education fields by innovating and increasing the quality and range of initial and continuing training, including new pedagogies, ICT-based methodologies and use of OER, it gives the possibility to develop communication skills and to master a foreign language; it promotes structured inter-regional and cross-border cooperation and enhances the commitment of local, regional and international public authorities in the qualitative development of the education. As for the production of learning outcomes, modules, translation of OER materials and planning of a marketing campaign are the expected results. As far as mobilities are concerned, over the two years' project, we plan to set up: three transnational meetings of teachers, two transnational meetings of a delegation of a few students and teachers, a final meeting including a transnational conference for teachers, students and national stakeholders. For students' mobility, bilateral meetings of a consistent number of students (15) will also be planned over the first year with the aim of working together on the awareness marketing campaign.