Implementation of “This Time I am Voting” (SOI-HR-487)

The learning scenario (LS) was successfully implemented in an English as a Foreign Language (EFL) classroom with students aged 17-18 at an intermediate level. There were 19 students in the classroom. 14 students are also very active in European Parliament Ambassador School Programme. Our school has been in EPAS Programme since 2018. The program’s existence highlighted a strong enthusiasm for European affairs among the participants. The LS centered around the theme of the European Union (EU) election 2024, contextualized by pressing real-world events such as Brexit and and its implications, immigration challenges, the war in Ukraine, climate change and sustainability, demographics shifts and aging population and the rise of extreme right-wing parties across Europe. These topics were particularly relevant given the students’ active involvement in EU-focused initiatives like EPAS. The educational setting was in a rural part of Croatia where many young people leave their villages to find better opportunities, reflecting broader economic challenges in Croatia. Despite this context, the classroom was well-equipped with modern facilities including interactive whiteboard and laptops. It’s noteworthy that critical thinking holds significant importance within the national curriculum of Croatia, aligning with the objectives of the implemented LS. This emphasis on critical thinking aimed to empower students to analyse complex issues, such as those surrounding the EU elections, and to develop informed perspectives as responsible citizens. The selected scenario fit well into the English as a Foreign Language curriculum. Moreover, it helped to highlight the major challenges facing the EU and the complexities involved in addressing them effectively. It also helped young people become aware of the importance of being active citizens and influencing EU policies through their choices and voices. I adapted the teaching scenario to the current situation in the European Union and the surrounding environment. I encouraged my students to search Eurodesk website and the European Youth Portal. Students explored these websites and gathered materials for homework as a form of flipped classroom activity.

Stages of implementation

This learning scenario was adapted and implemented in the classroom context. The time students needed for the tasks in school was 4 lessons (45 minutes each), with an additional task assigned as homework (flipped learning). 

Introducing the topic: Lesson 1

I started the class with the quiz.  After students answered all the questions, we discussed the results. We continued the conversation about EU values. During the discussion, we addressed issues such as demographics and aging population, climate change and sustainable development, migration, migrant crisis, economic growth and development, rise of populism, rule of law, and democracy. Students shared their views and supported them with arguments. For discussion I used Think-Pair-Share methode.

Discussion and analysis

After the introductory discussion, students are comparing the current situation in the EU with the situation in Croatia. This is a crucial election year for Croatia as we have parliamentary elections, elections for the EU Parliament, and presidential elections ahead of us. Students are sharing their views on why it’s important to participate in elections and providing suggestions on how to motivate young people to vote. For this activity, we used the AnswerGarden tool.

Figure 1. Students’ answers on Answergarden

Students participated in a “wiki survey” ( Students discussed the ideas that could be found in the survey.

Flipped Classroom (Homework)

Homework was given as in the original learning scenario. Students gathered evidences from Historiana and Europeana Collections on former Elections at European level and Suffragettes in the United Kingdom. The development of violence and the pacifying effect of WW1.

Lessons 2 and 3

Students worked in groups. They presented evidence they collected. They gave their reasons why to participate in EU elections in 2024. In small groups they created their motto. After creating the motto, students create digital posters using Canva tool. Posters were displayed in the classroom.

Figure 2. Students’ mottos collected on Google slide
Figure 3. Students displaying and commenting their posters

Student displaying and commenting their posters

Peer Review

By using Flipgrid students recorded their reasons for voting. They made comets to their peers` recordings

For assessment I used a Kahoot quiz from the original learning scenario.

 The following outcomes were achieved:

For Students

Students developed a deeper understanding of EU politics and current affairs. Through discussions comparing the EU’s situation with their home countries, students gained insights into global political dynamics and civic engagement. Engaging in activities designed to motivate young people to participate in the EU elections fostered a sense of civic responsibility among students. Brainstorming sessions and surveys encouraged critical thinking about voter engagement strategies, empowering students to take active roles in democratic processes. Students improved their research and information literacy skills by gathering evidence from platforms like Historiana and Europeana. They learned to evaluate historical sources critically and use digital repositories effectively. Moreover, collaborative learning and communication were promoted through group discussions, brainstorming, and peer reviews. Students developed the ability to articulate their opinions, listen to others’ perspectives, and work together towards common goals.

For the teacher

For me Europeana is an excellent source of materials and teaching scenarios. It enables creativity in teaching. Using this scenario encouraged teamwork, creativity, thinking skills, and communication among students. Digital tools suggested in the scenario were easy to use. I really enjoyed implementing this scenario.

Link to the learning scenario implemented: This time I am voting (EN-CUR-137) – Teaching With Europeana (

Do you want to discover more stories of implementation? Click here.

CC BY 2.5: the featured image used to illustrate this article has been found on Europeana and has been provided by the Malmö Museum.

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