{"id":1606,"date":"2019-07-30T09:43:42","date_gmt":"2019-07-30T09:43:42","guid":{"rendered":"http:\/\/source.wpopal.com\/spker\/?page_id=1606"},"modified":"2026-02-25T13:09:03","modified_gmt":"2026-02-25T11:09:03","slug":"%ce%ba%cf%85%cf%81%ce%b9%ce%b1%ce%ba%ce%ae-08-03","status":"publish","type":"page","link":"https:\/\/cet.avgouleaschool.gr\/en\/%ce%ba%cf%85%cf%81%ce%b9%ce%b1%ce%ba%ce%ae-08-03\/","title":{"rendered":"Sunday 08.03"},"content":{"rendered":"
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Artificial Intelligence in Sciences, Arts & Language<\/div>\n
08\/03\/2026<\/div>\n <\/div>\n <\/div>\n
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\n <\/i><\/span>\n \n 10:00 - 10:40 <\/span>\n <\/div>\n
\n <\/i><\/span>Section: Artificial Intelligence in Sciences, Arts & Language<\/span>\n <\/div>\n
\n <\/i><\/span>\n \n By <\/span> Dr. Vasilios Varvarigos<\/a> <\/span>\n <\/div>\n <\/div>\n\n
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Create your own Teaching Adventure with Copilot<\/h3>\n
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\n \"\"<\/a>
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Dr. Vasilios Varvarigos<\/div>\n
Biologist, Avgoulea-Linardatou Schools<\/div>\n <\/div>\n <\/div>\n <\/div>\n

How would you feel if you designed your own interactive and truly unique Educational Adventure (EdVenture: Education+Adventure) for your students? Interesting way to teach the next unit in your course, right? But are the time required and the difficulty of the project inhibiting factors??? This paper focuses on how Copilot, and the Teaching option, can be used to design interactive Educational Adventures for students. Through examples, it will be presented how, starting simply from an idea, a complete EdVenture-type lesson can be quickly and easily produced. An experiential experience, that is, where students must make the appropriate choices to learn in an \u201cadventurous\u201d way. The presentation will be partly workshop-like, with those of the participants who wish to do so, and provided they have Copilot installed, building their own EdVentures and sharing them live. <\/p>\n<\/div>\n

<\/i><\/div>\n <\/div>\n <\/div>\n <\/div>\n
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\n <\/i><\/span>\n \n 10:50 - 11:30 <\/span>\n <\/div>\n
\n <\/i><\/span>Section: Artificial Intelligence in Sciences, Arts & Language<\/span>\n <\/div>\n
\n <\/i><\/span>\n \n By <\/span> Konstantinos Nitaris<\/a> <\/span>\n <\/div>\n <\/div>\n\n
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Turning sources into knowledge with Google's NotebookLM AI tool<\/h3>\n
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\n \"\"<\/a>
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Konstantinos Nitaris<\/div>\n
Philologist, Avgoulea-Linardatou Schools<\/div>\n <\/div>\n <\/div>\n <\/div>\n

NotebookLM, Google's artificial intelligence tool, offers new ways to organize, understand and utilize educational material, allowing students and teachers to interact dynamically with their sources. The presentation will highlight practical examples of the use of the tool in different subjects. On the one hand, applications in the Humanities (History and Odyssey) will be presented. On the other hand, scenarios for the Sciences (Physics and Geography) will be presented.<\/p>\n<\/div>\n

<\/i><\/div>\n <\/div>\n <\/div>\n <\/div>\n
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\n <\/i><\/span>\n \n 11:40 - 12:20 <\/span>\n <\/div>\n
\n <\/i><\/span>Section: Artificial Intelligence in Sciences, Arts & Language<\/span>\n <\/div>\n
\n <\/i><\/span>\n \n By <\/span> Panagiotis Prentzas<\/a> <\/span>\n <\/div>\n <\/div>\n\n
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Creating Interactive Simulations Using Claude AI<\/h3>\n
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Panagiotis Prentzas<\/div>\n
Economist and Educator, Avgouleas-Linardatos Schools<\/div>\n <\/div>\n <\/div>\n <\/div>\n

What if we could turn a simple idea into a living, interactive experience in just a few steps? In this presentation, we will \u201cplay\u201d with Claude, Anthropic\u2019s AI assistant, and challenge him to help us create an interactive simulation from scratch for any lesson we want. We will not be satisfied with theory. We will give him a role, rules, goals and see how, through creative dialogue, our idea will begin to take shape. With the capabilities of versions like Claude Sonnet 4, which manage complex instructions and large sets of information, the process becomes faster, more flexible and, above all, more fun. Get ready to see how artificial intelligence can become a partner in creation, transforming learning and application development into a real exploratory experience.<\/p>\n<\/div>\n

<\/i><\/div>\n <\/div>\n <\/div>\n <\/div>\n
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\n <\/i><\/span>\n \n 12:30 - 13:10 <\/span>\n <\/div>\n
\n <\/i><\/span>Section: Artificial Intelligence in Sciences, Arts & Language<\/span>\n <\/div>\n
\n <\/i><\/span>\n \n By <\/span> Efi Tsili<\/a>Konstantinos Tsimbanis<\/a> <\/span>\n <\/div>\n <\/div>\n\n
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Artificial Intelligence as a Pedagogical Partner in Lesson Design<\/h3>\n
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Efi Tsili<\/div>\n
Director - E-Learning Specialist, Connexions<\/div>\n <\/div>\n <\/div>\n
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Konstantinos Tsimbanis<\/div>\n
Director of IT & Head of E-Learning Services at the National and Kapodistrian University of Athens<\/div>\n <\/div>\n <\/div>\n <\/div>\n

The rapid development of Artificial Intelligence is fundamentally changing the way learning experiences are designed and implemented. In this new context, tools such as MagicSchool.ai, EduAide.ai and corresponding educational platforms highlight AI not as a means of automation, but as a pedagogical partner in lesson planning. However, their effective use requires teachers with AI-assisted learning design skills, critical pedagogical thinking and awareness of ethical and institutional parameters. The presentation focuses on the transition from the simple use of tools to the strategic pedagogical use of AI and presents the innovative AI4Teach program, which proposes a comprehensive model of professional practice development, connecting theory, application and reflection, empowering the teacher as an active designer of learning in the era of Artificial Intelligence.<\/p>\n<\/div>\n

<\/i><\/div>\n <\/div>\n <\/div>\n <\/div>\n <\/div>\n <\/div>\n <\/div>\n
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Digital Creativity & Multimodal Learning<\/div>\n
08\/03\/2026<\/div>\n <\/div>\n <\/div>\n
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\n <\/i><\/span>\n \n 10:00 - 10:40 <\/span>\n <\/div>\n
\n <\/i><\/span>Digital Creativity & Multimodal Learning<\/span>\n <\/div>\n
\n <\/i><\/span>\n \n By <\/span> Dimitris Tsimpouris<\/a> <\/span>\n <\/div>\n <\/div>\n\n
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Climate Change through Satellite Data and Color Analysis<\/h3>\n
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\n \"\"<\/a>
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Dimitris Tsimpouris<\/div>\n
Professor of Technology-STEM, Avgouleas-Linardatos Schools<\/div>\n <\/div>\n <\/div>\n <\/div>\n

Abstract This paper presents an interdisciplinary lesson aimed at studying Climate Change through satellite data and digital image analysis. Students collected temperature, precipitation and wind measurements from online Earth observation platforms and explored their relationship with ecosystems and seasonal changes. They then encoded and decoded colors in RGB\/HEX and analyzed photographs from the ISS and satellites, identifying changes in land and sea areas. Using basic machine learning activities, they classified images and identified environmental patterns. The activity concluded with the writing of a scientific report and the formulation of proposals for social, environmental and political action. The program enhances climate literacy, digital literacy and active citizenship.<\/p>\n<\/div>\n

<\/i><\/div>\n <\/div>\n <\/div>\n <\/div>\n
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\n <\/i><\/span>\n \n 10:50 - 11:30 <\/span>\n <\/div>\n
\n <\/i><\/span>Digital Creativity & Multimodal Learning<\/span>\n <\/div>\n
\n <\/i><\/span>\n \n By <\/span> Dionysios Karibidis<\/a> <\/span>\n <\/div>\n <\/div>\n\n
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Lego-Stories: Educational use of Stop Motion videography in Educational Robotics<\/h3>\n
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\n \"\"<\/a>
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Dionysios Karibidis<\/div>\n
Professor of Informatics and Educational Robotics, Avgouleas-Linardatos Schools<\/div>\n <\/div>\n <\/div>\n <\/div>\n

The Stop Motion technique can function as a creative and pedagogical tool in the context of educational robotics. Participants will follow the process of designing and implementing student projects with LEGO, where constructions and robotic devices "come to life" through frames and digital video editing. The stages of implementing the educational activity will be presented, from brainstorming, constructions, programming to directing, which connect robotics with the STEAM approach. At the same time, the learning benefits of the approach will be analyzed, such as the development of computational thinking, collaboration, creativity and narrative skills. The presentation offers a practical model for integrating audiovisual creation into the teaching of robotics & technology and is aimed at students, students of pedagogical and related schools, parents and members of the educational community.<\/p>\n<\/div>\n

<\/i><\/div>\n <\/div>\n <\/div>\n <\/div>\n
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\n <\/i><\/span>\n \n 11:40 - 12:20 <\/span>\n <\/div>\n
\n <\/i><\/span>Digital Creativity & Multimodal Learning<\/span>\n <\/div>\n
\n <\/i><\/span>\n \n By <\/span> Elias Stouraitis<\/a> <\/span>\n <\/div>\n <\/div>\n\n
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Creating Educational Digital Games in History<\/h3>\n
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Elias Stouraitis<\/div>\n
Teacher, 1st High School of Lavrio, Postdoctoral Researcher, Democritus University of Thrace<\/div>\n <\/div>\n <\/div>\n <\/div>\n

The online meeting aims to support primary and secondary education teachers in the design and use of digital games as a teaching tool. Participants will learn the basic principles of gamification and explore how games can enhance active learning, historical thinking and the cultivation of problem-solving skills. Modern tools, such as Genially, Scratch, Twine and quiz platforms, suitable for creating interactive historical activities, are presented. Through practical workshops, teachers will design and implement their own game scenarios, such as escape rooms, timelines, interactive stories and mission games. In addition, ways to integrate games into teaching practice and formative assessment of students will be discussed. The training concludes with an exchange of good practices for future use.<\/p>\n<\/div>\n

<\/i><\/div>\n <\/div>\n <\/div>\n <\/div>\n
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\n <\/i><\/span>\n \n 12:30 - 13:10 <\/span>\n <\/div>\n
\n <\/i><\/span>Digital Creativity & Multimodal Learning<\/span>\n <\/div>\n
\n <\/i><\/span>\n \n By <\/span> Konstantinos Nitaris<\/a>Konstantinos Koutsokostas<\/a> <\/span>\n <\/div>\n <\/div>\n\n
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Engaging Students in Literature Lessons with Wordwall: Gamification & Learning<\/h3>\n
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\n \"\"<\/a>
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Konstantinos Nitaris<\/div>\n
Philologist, Avgoulea-Linardatou Schools<\/div>\n <\/div>\n <\/div>\n
\n \"\"<\/a>
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Konstantinos Koutsokostas<\/div>\n
Philologist, Avgoulea-Linardatou Schools<\/div>\n <\/div>\n <\/div>\n <\/div>\n

How different can a Language or Literature, Ancient History or Greek language lesson be when a game is introduced into the classroom? Wordwall offers an easy and creative way to transform the material into interactive activities that spark students' interest. The presentation will present implemented examples for literature lessons, as well as ideas that every philologist can immediately utilize.<\/p>\n<\/div>\n

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STE(A)M & Computational Thinking<\/div>\n
08\/03\/2026<\/div>\n <\/div>\n <\/div>\n
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\n <\/i><\/span>\n \n 10:00 - 10:40 <\/span>\n <\/div>\n
\n <\/i><\/span>Section: STE(A)M & Computational Thinking<\/span>\n <\/div>\n
\n <\/i><\/span>\n \n By <\/span> Dimitris Blougouras<\/a> <\/span>\n <\/div>\n <\/div>\n\n
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Successful engagement with STEM requires the development and capture of Soft Skills - something that is not done today: How and Why we need to measure them objectively<\/h3>\n
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Dimitris Blougouras<\/div>\n
Founding Partner, Head of R&D CityLab - STEM Labs<\/div>\n <\/div>\n <\/div>\n <\/div>\n

In the era of Artificial Intelligence, Soft Skills (creativity, critical thinking, resilience) are the only competitive advantage. However, traditional assessment systems fail to capture them. Success should not be judged by whether the robot \u201cworked\u201d, but by the student\u2019s metacognitive experience: The moment they realize that \u201csimple is difficult\u201d, moving from the excitement of discovery to the substantive reflection on the mistake. Leveraging 12 years of experience in the field, we will analyze how a STEM project is transformed into a data production laboratory, which feeds tools that allow the objective certification of these skills. The presentation is aimed at educators and parents who are looking for solutions beyond the procedural execution of predefined activities, closing the skills gap and aiming to effectively prepare children for the real world.<\/p>\n<\/div>\n

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\n <\/i><\/span>\n \n 10:50 - 11:30 <\/span>\n <\/div>\n
\n <\/i><\/span>Section: STE(A)M & Computational Thinking<\/span>\n <\/div>\n
\n <\/i><\/span>\n \n By <\/span> Dr. Julia Televantou<\/a> <\/span>\n <\/div>\n <\/div>\n\n
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Data Science and AI in STEAM Education: Ethical Use and Active Citizenship<\/h3>\n
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\n \"\"<\/a>
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Dr. Julia Televantou<\/div>\n
Lecturer & Dr. Georgia Solomonidou, Scientific and Research Associate, School of Educational Sciences, Humanities and Social Sciences, European University Cyprus<\/div>\n <\/div>\n <\/div>\n <\/div>\n

This workshop, aimed at primary school teachers and teacher educators, focuses on the potential for meaningful integration of Artificial Intelligence (AI) and machine learning in STEAM education. Particular emphasis is placed on critical analysis of data, ethical dimensions and responsible practices for the use of AI. Participants will explore how AI systems \u201clearn\u201d, develop skills in identifying bias in decisions based on them and assess their social impact. Through case studies, interactive activities and reflective discussion, participants will design strategies for the pedagogical integration of AI and data science in STEAM teaching, with an emphasis on equity, privacy protection and ethical decision-making. The workshop will also offer practical tools that will support educators in guiding their students in critically evaluating the results produced by AI systems and in cultivating responsible, ethical and evidence-based participation in a society shaped by AI.<\/p>\n<\/div>\n

<\/i><\/div>\n <\/div>\n <\/div>\n <\/div>\n
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\n <\/i><\/span>\n \n 11:40 - 12:20 <\/span>\n <\/div>\n
\n <\/i><\/span>Section: STE(A)M & Computational Thinking<\/span>\n <\/div>\n
\n <\/i><\/span>\n \n By <\/span> Theodoros Kitsos<\/a> <\/span>\n <\/div>\n <\/div>\n\n
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CERN in the Classroom: A STEM Approach with Arduino, Scratch and 3D Design<\/h3>\n
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Theodoros Kitsos<\/div>\n
Computer Science Teacher, Jeanne d'Arc Greek-French School<\/div>\n <\/div>\n <\/div>\n <\/div>\n

The presentation concerns an educational approach for introducing particle physics and CERN into the school environment, through three interdisciplinary STEM activities. The activities are mainly aimed at middle and high school students and include: (a) simulating the operation of a particle accelerator using Scratch, (b) building a particle detector based on Arduino and silicon sensors for measuring ionizing radiation, and (c) implementing a 3D educational model of an accelerator with electromagnets and sensors for Science students. The aim is to experientially understand concepts of modern physics, develop computational thinking and connect the classroom with real scientific practices. The presentation is aimed at Computer Science, Natural Sciences and STEM teachers.<\/p>\n<\/div>\n

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\n <\/i><\/span>\n \n 12:30 - 13:10 <\/span>\n <\/div>\n
\n <\/i><\/span>Section: STE(A)M & Computational Thinking<\/span>\n <\/div>\n
\n <\/i><\/span>\n \n By <\/span> Chrysoula Kopsida<\/a> <\/span>\n <\/div>\n <\/div>\n\n
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Automation in Kindergarten with Lego WeDo 2.0 (My first automations)<\/h3>\n
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\n \"\"<\/a>
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Chrysoula Kopsida<\/div>\n
Professor of Informatics - Robotics, Avgouleas-Linardatos Schools<\/div>\n <\/div>\n <\/div>\n <\/div>\n

The presentation is aimed at Preschool teachers who want to integrate Robotics with LeGo WeDo into their curriculum. The teaching method-approach, the necessary materials and software, the supporting documents, as well as the overall Robotics program in Kindergarten will be presented in detail.<\/p>\n<\/div>\n

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Personalized Learning & Learning Analytics<\/div>\n
08\/03\/2026<\/div>\n <\/div>\n <\/div>\n
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\n <\/i><\/span>\n \n 10:00 - 10:40 <\/span>\n <\/div>\n
\n <\/i><\/span>Section: Personalized Learning & Learning Analytics<\/span>\n <\/div>\n
\n <\/i><\/span>\n \n By <\/span> Elpida Bouka<\/a>Rally of Demoirakou<\/a> <\/span>\n <\/div>\n <\/div>\n\n
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Language in the Age of Technology: Digital Pathways for Vocabulary Cultivation<\/h3>\n
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\n \"\"<\/a>
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Elpida Bouka<\/div>\n
Philologist, Avgoulea-Linardatou Schools<\/div>\n <\/div>\n <\/div>\n
\n \"\"<\/a>
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Rally of Demoirakou<\/div>\n
Philologist, Avgoulea-Linardatou Schools<\/div>\n <\/div>\n <\/div>\n <\/div>\n

A teaching approach is presented for cultivating the vocabulary of 3rd grade students through the use of digital tools in the lessons of Modern Greek and Ancient Greek from the original. The starting point is a text from the school textbook, which is utilized in a digital environment (Canvas), allowing students to actively interact with its content. Specific words from the text are selected so that students, with a simple click, can see their meaning, as presented in the Dictionary of the Common and Ancient Greek. Subsequently, a digital vocabulary is created on the Quizlet platform with homographs, derivatives, synonyms and antonyms of the words that have been studied. Students practice through games and short tests, checking their knowledge in a pleasant and creative way, promoting their self-activity. The module concludes with a final test in the form of an escape room on Canvas, where students are invited to apply what they have learned in a more experiential and collaborative context.<\/p>\n<\/div>\n

<\/i><\/div>\n <\/div>\n <\/div>\n <\/div>\n
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\n <\/i><\/span>\n \n 10:50 - 11:30 <\/span>\n <\/div>\n
\n <\/i><\/span>Section: Personalized Learning & Learning Analytics<\/span>\n <\/div>\n
\n <\/i><\/span>\n \n By <\/span> Iulis Kounturgiotis<\/a>Konstantina Drakopoulou<\/a> <\/span>\n <\/div>\n <\/div>\n\n
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Insights & Reflect: Cultivating Well-Being and Self-Awareness in the Digital Classroom<\/h3>\n
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\n \"\"<\/a>
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Iulis Kounturgiotis<\/div>\n
Mathematician, Avgoulea-Linardatou Schools<\/div>\n <\/div>\n <\/div>\n
\n \"\"<\/a>
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Konstantina Drakopoulou<\/div>\n
Mathematician & High School Principal, Avgoulea-Linardatou Schools<\/div>\n <\/div>\n <\/div>\n <\/div>\n

Microsoft Insights & Reflect gives educators a powerful yet simple way to monitor their students\u2019 well-being, emotional state, and learning habits. Through tools like daily \u201cReflect\u201d questions, engagement metrics, and progress reports, educators gain a holistic view of their classroom\u2014beyond academic performance. In this presentation, we\u2019ll look at how Insights can enhance communication, support early intervention, and create an environment where every student feels heard and understood. A practical approach to how technology can contribute to a more human, supportive, and effective educational experience.<\/p>\n<\/div>\n

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\n <\/i><\/span>\n \n 11:40 - 12:20 <\/span>\n <\/div>\n
\n <\/i><\/span>Section: Personalized Learning & Learning Analytics<\/span>\n <\/div>\n
\n <\/i><\/span>\n \n By <\/span> Alexandros Koimtzoglou<\/a>Nikolaos P. Ventikos<\/a> <\/span>\n <\/div>\n <\/div>\n\n
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Next Blue Generation - Highlighting Digital Tools to Enhance School Career Guidance<\/h3>\n
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Alexandros Koimtzoglou<\/div>\n
PhD Candidate at the National Technical University of Athens<\/div>\n <\/div>\n <\/div>\n
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Nikolaos P. Ventikos<\/div>\n
Professor at the National Technical University of Athens<\/div>\n <\/div>\n <\/div>\n <\/div>\n

The presentation is related to the demonstration of the Gamified Assessment Tools developed in the European ERASMUS+ project \u201cNext Blue Generation\u201d. Initially, the method of using the soft skills identification tool (e.g. teamwork, resilience, problem solving, working under pressure, etc.) of high school students will be presented and, subsequently, the tool which, based on the skills that have been identified, can highlight possible professions from the Blue Economy that fit the profile of each student. The presentation will highlight the method of using the tools, so that participants will be aware of how they can use them when guiding students, with the aim of strengthening the career guidance process.<\/p>\n<\/div>\n

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\n <\/i><\/span>\n \n 12:30 - 13:10 <\/span>\n <\/div>\n
\n <\/i><\/span>Section: Personalized Learning & Learning Analytics<\/span>\n <\/div>\n
\n <\/i><\/span>\n \n By <\/span> Iulis Kounturgiotis<\/a> <\/span>\n <\/div>\n <\/div>\n\n
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Curipod: The Interactive Classroom of Tomorrow, Today<\/h3>\n
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\n \"\"<\/a>
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Iulis Kounturgiotis<\/div>\n
Mathematician, Avgoulea-Linardatou Schools<\/div>\n <\/div>\n <\/div>\n <\/div>\n

Curipod is an innovative tool that transforms traditional teaching into a vibrant, participatory experience. With just a few clicks, educators can create interactive lessons, incorporate activities that engage all students, and instantly collect data on their understanding and engagement. In this presentation, we\u2019ll explore how Curipod leverages artificial intelligence to simplify lesson preparation, enhance interaction, and give every student a voice\u2014even the most reluctant. A practical, inspiring look at how technology can make learning more creative, more inclusive, and more effective. <\/p>\n<\/div>\n

<\/i><\/div>\n <\/div>\n <\/div>\n <\/div>\n <\/div>\n <\/div>\n <\/div>\n
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AR\/VR & Hybrid Learning<\/div>\n
08\/03\/2026<\/div>\n <\/div>\n <\/div>\n
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\n <\/i><\/span>\n \n 10:00 - 10:40 <\/span>\n <\/div>\n
\n <\/i><\/span>Section: AR\/VR & Hybrid Learning<\/span>\n <\/div>\n
\n <\/i><\/span>\n \n By <\/span> Dionysios Karibidis<\/a> <\/span>\n <\/div>\n <\/div>\n\n
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From Theory to Virtual Reality (VR): Student 3D Moon Base Design<\/h3>\n
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\n \"\"<\/a>
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Dionysios Karibidis<\/div>\n
Professor of Informatics and Educational Robotics, Avgouleas-Linardatos Schools<\/div>\n <\/div>\n <\/div>\n <\/div>\n

The presentation highlights the learning process of designing a lunar base within the framework of the European Moon Camp Program of ESERO, which is the sector of the European Space Agency for education in space developments. The students utilized 3D modeling tools and Virtual Reality technologies to develop a functional and sustainable model of a settlement on the Moon, taking into account scientific, technological and environmental constraints. The audience will follow the design methodology, the implementation stages, as well as an immersive tour of the virtual environment of the base. At the same time, the pedagogical benefits of the STEM approach and the cultivation of problem-solving, collaboration and creative thinking skills will be presented. The action is aimed at students, students of pedagogical and related schools, parents and members of the educational community who are interested in innovative applications of technology in education.<\/p>\n<\/div>\n

<\/i><\/div>\n <\/div>\n <\/div>\n <\/div>\n
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\n <\/i><\/span>\n \n 10:50 - 11:30 <\/span>\n <\/div>\n
\n <\/i><\/span>Section: AR\/VR & Hybrid Learning<\/span>\n <\/div>\n
\n <\/i><\/span>\n \n By <\/span> Polymnia Tomasidou<\/a> <\/span>\n <\/div>\n <\/div>\n\n
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Up and Down the Museum: Using Virtual Reality in History Lessons<\/h3>\n
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Polymnia Tomasidou<\/div>\n
Primary Education Teacher, Tamasos Regional Primary School<\/div>\n <\/div>\n <\/div>\n <\/div>\n

Museums are usually - let's say - sterile spaces. Don't touch, don't run, don't talk loudly. But shouldn't the museum be something else? What if the museum were a huge playground, where you could play, laugh, imitate and ultimately learn? The present learning design utilizes the virtual tour of the Archaeological Museum of Idalion (https:\/\/www.thinglink.com\/scene\/1818972722235966117) created by the students of the 4th grade (2022 \u2013 2023), 6th grade (2023 \u2013 24) and the teachers of the Idalion Primary School B, in collaboration with the Museum Education team of Nicosia and the Cyprus Pedagogical Institute. Students have the opportunity to virtually tour the Idalion Museum, interact with the exhibits and discover knowledge through a treasure hunt.<\/p>\n<\/div>\n

<\/i><\/div>\n <\/div>\n <\/div>\n <\/div>\n
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\n <\/i><\/span>\n \n 11:40 - 12:20 <\/span>\n <\/div>\n
\n <\/i><\/span>Section: AR\/VR & Hybrid Learning<\/span>\n <\/div>\n
\n <\/i><\/span>\n \n By <\/span> Accurate Downhill<\/a> <\/span>\n <\/div>\n <\/div>\n\n
\n

\u0391RSINOE VR - Virtual Reality and Dialogue as Educational Tools for the Climate Crisis in Athens<\/h3>\n
\n
\n
\n
Accurate Downhill<\/div>\n
Informatics Researcher, Athena Research Center<\/div>\n <\/div>\n <\/div>\n <\/div>\n

The talk presents ARSINOE VR, an innovative educational approach that combines immersive virtual reality and guided dialogue to understand the climate crisis in Athens. Through a collaborative virtual reality environment, participants explore alternative future scenarios - a dystopian and a utopian - experiencing the impacts of the urban heat island, pollution and biodiversity loss, as well as the possibilities of nature-based solutions. The experience is complemented by a guided dialogue activity that enhances reflection. The design, learning benefits and ways to integrate the tool in school and extracurricular environments will be presented, as well as alternative forms of utilization (e.g. through educational videos). The talk is aimed at educators who wish to utilize modern technologies for experiential and participatory environmental education.<\/p>\n<\/div>\n

<\/i><\/div>\n <\/div>\n <\/div>\n <\/div>\n
\n
\n\n
\n
\n <\/i><\/span>\n \n 12:30 - 13:10 <\/span>\n <\/div>\n
\n <\/i><\/span>Section: AR\/VR & Hybrid Learning<\/span>\n <\/div>\n
\n <\/i><\/span>\n \n By <\/span> Dr. Angelos Lazoudis<\/a> <\/span>\n <\/div>\n <\/div>\n\n
\n

Exploring Space through Digital Storytelling using VR\/AR technology<\/h3>\n
\n
\n
\n
Dr. Angelos Lazoudis<\/div>\n
Physicist, Researcher in Science Teaching, Department of Research and Development, Hellenic-German Education<\/div>\n <\/div>\n <\/div>\n <\/div>\n

The presentation presents an innovative educational action that utilizes virtual and augmented reality and digital storytelling as means of enhancing students' deeper learning in the Natural Sciences. <\/p>\n<\/div>\n

<\/i><\/div>\n <\/div>\n <\/div>\n <\/div>\n <\/div>\n <\/div>\n <\/div>\n
\n
\n
\n
\n
Innovative Pedagogical Approaches & Project Based Learning<\/div>\n
08\/03\/2026<\/div>\n <\/div>\n <\/div>\n
\n
\n
\n\n
\n
\n <\/i><\/span>\n \n 10:00 - 10:40 <\/span>\n <\/div>\n
\n <\/i><\/span>Section: Innovative Pedagogical Approaches & Project Based Learning<\/span>\n <\/div>\n
\n <\/i><\/span>\n \n By <\/span> Maria Boileau<\/a> <\/span>\n <\/div>\n <\/div>\n\n
\n

Digital Storytelling for Historical Empathy<\/h3>\n
\n
\n
\n
Maria Boileau<\/div>\n
Researcher - Cultural Manager - Art Historian "Athena" Research Center & National and Kapodistrian University of Athens<\/div>\n <\/div>\n <\/div>\n <\/div>\n

The presentation explores the role of digital storytelling in cultivating historical empathy, that is, the ability to understand people of the past within their social, cultural and emotional context. Examples of interactive narratives implemented by the \u201cNarralive\u201d research group of the \u201cAthena\u201d Cultural Center and the National University of Athens will be presented, as well as methodologies and tools for writing these digital experiences. Particular emphasis will be given to designing experiences that enhance identification, multiple perspectives and critical reflection. The talk is aimed at educators, researchers and other designers of digital experiences interested in innovative, evidence-based approaches to connecting history, technology and learning.<\/p>\n<\/div>\n

<\/i><\/div>\n <\/div>\n <\/div>\n <\/div>\n
\n
\n\n
\n
\n <\/i><\/span>\n \n 10:50 - 11:30 <\/span>\n <\/div>\n
\n <\/i><\/span>Section: Innovative Pedagogical Approaches & Project Based Learning<\/span>\n <\/div>\n
\n <\/i><\/span>\n \n By <\/span> George Panagiotidis<\/a>Dimitris Tsimpouris<\/a> <\/span>\n <\/div>\n <\/div>\n\n
\n

Physics in Practice: Sonar, Arduino and Water Conservation<\/h3>\n
\n
\n \"\"<\/a>
\n
George Panagiotidis<\/div>\n
Physics Professor, Avgouleas-Linardatos Schools<\/div>\n <\/div>\n <\/div>\n
\n \"\"<\/a>
\n
Dimitris Tsimpouris<\/div>\n
Professor of Technology-STEM, Avgouleas-Linardatos Schools<\/div>\n <\/div>\n <\/div>\n <\/div>\n

Science or technology? What is more important in people's everyday lives? This paper answers that essential innovation arises from their connection. In the context of an interdisciplinary project of Physics and Technology, the concept of speed as a physical quantity was initially studied, as well as the calculation of time or distance through it. In the practical part, after combining the above study with the operation of distance measuring devices (lunar reflector, sonar, etc.), a "radar" type device with an Arduino microcontroller and an ultrasonic sensor (sonar) was designed and implemented. This technological solution was integrated into a smart greenhouse to monitor the level of an irrigation tank, converting the measured distance into an indication of fullness and functional information for irrigation management. The project clearly highlights the interdisciplinary nature: The principles of Physics are not presented in isolation, but are transformed into a real application of automation with environmental and social benefit, as they contribute to the rational use of water.<\/p>\n<\/div>\n

<\/i><\/div>\n <\/div>\n <\/div>\n <\/div>\n
\n
\n\n
\n
\n <\/i><\/span>\n \n 11:40 - 12:20 <\/span>\n <\/div>\n
\n <\/i><\/span>Section: Innovative Pedagogical Approaches & Project Based Learning<\/span>\n <\/div>\n
\n <\/i><\/span>\n \n By <\/span> Maria Karvouni<\/a> <\/span>\n <\/div>\n <\/div>\n\n
\n

From Repeated Addition to Multiplicative Structure: Design and Implementation of Digital Storytelling Scenarios for Toddlers<\/h3>\n
\n
\n
\n
Maria Karvouni<\/div>\n
Educator PE 60 & Nikolaos Manesis, MEd - E.D.I.P. Department of Educational Sciences and Social Work, University of Patras<\/div>\n <\/div>\n <\/div>\n <\/div>\n

The integration of ICT in the modern Preschool Curriculum is a pillar for the cultivation of digital and mathematical literacy. Through the pedagogy of multiliteracies, Digital Narration emerges as a dynamic medium that combines traditional storytelling with multimodal tools, enhancing the motivation and active engagement of toddlers. At the same time, the Thematic Unit of Mathematics promotes the acquisition of mathematical literacy through the design of environments that utilize experiential experiences to solve authentic problems. This teaching intervention explores the transition of students from the strategy of repeated addition to the development of multiplicative thinking. The effectiveness of the approach was evaluated through an initial and final control (pre-test & post-test). The results demonstrate that the systematic design of digital scenarios, based on children's experiences and interests, significantly facilitates the management of complex mathematical concepts in preschool age, making learning an authentic problem-solving process.<\/p>\n<\/div>\n

<\/i><\/div>\n <\/div>\n <\/div>\n <\/div>\n
\n
\n\n
\n
\n <\/i><\/span>\n \n 12:30 - 13:10 <\/span>\n <\/div>\n
\n <\/i><\/span>Section: Innovative Pedagogical Approaches & Project Based Learning<\/span>\n <\/div>\n
\n <\/i><\/span>\n \n By <\/span> Gregory Theodossakis<\/a> <\/span>\n <\/div>\n <\/div>\n\n
\n

Education in Three Dimensions: 3D Printing in the Educational Process<\/h3>\n
\n
\n
\n
Gregory Theodossakis<\/div>\n
Founder 3D-I2R (3D Printing - 3D Scanning<\/div>\n <\/div>\n <\/div>\n <\/div>\n

The presentation examines how 3D printing technology can function as a practical experiential learning tool at all levels of education. Through specific examples of application in subjects such as Mathematics, Physics, Biology and History, the way in which students move from theoretical understanding to the creation of tangible models is highlighted. Free digital design tools, such as Tinkercad, and open 3D file libraries, such as MakerWorld, are also presented, which allow the direct integration of the technology into school practice. The presentation focuses on realistic application proposals, teacher training and practical steps for the adoption of 3D printing as a means of enhancing active and interdisciplinary learning.<\/p>\n<\/div>\n

<\/i><\/div>\n <\/div>\n <\/div>\n <\/div>\n <\/div>\n <\/div>\n <\/div>\n
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\n
\n
\n
Special & Inclusive Education<\/div>\n
08\/03\/2026<\/div>\n <\/div>\n <\/div>\n
\n
\n
\n\n
\n
\n <\/i><\/span>\n \n 10:00 - 10:40 <\/span>\n <\/div>\n
\n <\/i><\/span>Section: Innovative Pedagogical Approaches & Project Based Learning<\/span>\n <\/div>\n
\n <\/i><\/span>\n \n By <\/span> Valeria Aloizou<\/a> <\/span>\n <\/div>\n <\/div>\n\n
\n

eSEL: How We Assess Social-Emotional Skills in Kindergarten with Digital Tools and Playful Practices<\/h3>\n
\n
\n
\n
Valeria Aloizou<\/div>\n
Training Manager, Tomansa Ltd<\/div>\n <\/div>\n <\/div>\n <\/div>\n

Social-Emotional Skills (SESS) are a fundamental basis for children\u2019s academic success, mental health and lifelong well-being. The presentation focuses on the new approach of the European Erasmus+ eSEL project (Enhancing Social-Emotional Learning Assessment in Kindergarten Education), which aims to enhance the education and assessment of SESS in preschool children (4\u20136 years old), based on the five key competencies of the CASEL model. Within the framework of the project, the eSEL Toolkit is being developed, a comprehensive digital toolkit that supports multi-method and formative assessment, combining the SDQ questionnaire, observation lists and digital playful micro-tasks (e.g. through movement platforms such as Kinems). The data are compiled into a Summary SESS Profile per child, enhancing the pedagogical use of assessment in Kindergarten.<\/p>\n<\/div>\n

<\/i><\/div>\n <\/div>\n <\/div>\n <\/div>\n
\n
\n\n
\n
\n <\/i><\/span>\n \n 10:50 - 11:30 <\/span>\n <\/div>\n
\n <\/i><\/span>Section: Innovative Pedagogical Approaches & Project Based Learning<\/span>\n <\/div>\n
\n <\/i><\/span>\n \n By <\/span> Christina F. Papailiou<\/a> <\/span>\n <\/div>\n <\/div>\n\n
\n

New Technologies at the Service of Early Detection of Language Problems<\/h3>\n
\n
\n
\n
Christina F. Papailiou<\/div>\n
Professor of Developmental Psychology and Psychopathology of Infants and Toddlers, Department of Early Childhood Education and Care, University of West Attica<\/div>\n <\/div>\n <\/div>\n <\/div>\n

Early language development is a multidimensional and dynamic process, which is influenced by various factors related to the child himself, the family and the wider social context. Problems in early language development are a predictive indicator of difficulties in learning and behavior later. The McArthur-Bates Communicative Development Inventory - Words and Sentences (MCDI-Words and Sentences - MCDI-Words and Sentences) is a valid and reliable tool for the development of productive vocabulary and grammar in children aged 18-36 months. The tool is available exclusively on an electronic platform and is completed by the children's caregivers. The completion time is less than 30 minutes and a full report with the child's performance is immediately issued, which can be used by specialists (e.g. educators, psychologists, pediatricians). The aim of the tool is the early identification of problems in language development, which will lead to their thorough investigation, timely intervention and ultimately the prevention of their secondary consequences.<\/p>\n<\/div>\n

<\/i><\/div>\n <\/div>\n <\/div>\n <\/div>\n
\n
\n\n
\n
\n <\/i><\/span>\n \n 11:40 - 12:20 <\/span>\n <\/div>\n
\n <\/i><\/span>Section: Innovative Pedagogical Approaches & Project Based Learning<\/span>\n <\/div>\n
\n <\/i><\/span>\n \n By <\/span> Argyroula Petrou<\/a> <\/span>\n <\/div>\n <\/div>\n\n
\n

Digital Inclusion in the Classroom: Tools That Support Students with Disabilities and\/or Special Educational Needs<\/h3>\n
\n
\n
\n
Argyroula Petrou<\/div>\n
Educational Informatics Specialist, Special Education and Inclusive Education Consultant at 2nd Athens<\/div>\n <\/div>\n <\/div>\n <\/div>\n

The presentation highlights how the pedagogically documented use of digital tools with support for the Greek language can function as a means of removing learning and communication barriers and enhance the equal participation of students with disabilities and\/or Special Educational Needs in the context of general education. Based on the Universal Design for Learning (UDL) and differentiation, examples of text-to-speech applications for accessibility in reading, speech-to-text\/dictation to support written expression, subtitles\/live transcription for understanding spoken language, visual programs and organizers to enhance executive functions (organization, time management, self-regulation) and solutions to expand communication and inclusion capabilities are presented. The emphasis is on the intentional didactic integration of the tools (alignment with goals, processes and assessment) and on creating learning experiences that offer multiple ways of representation, action\/expression and engagement, so that students document their learning in ways compatible with their needs and strengths.<\/p>\n<\/div>\n

<\/i><\/div>\n <\/div>\n <\/div>\n <\/div>\n
\n
\n\n
\n
\n <\/i><\/span>\n \n 12:30 - 13:10 <\/span>\n <\/div>\n
\n <\/i><\/span>Section: Innovative Pedagogical Approaches & Project Based Learning<\/span>\n <\/div>\n
\n <\/i><\/span>\n \n By <\/span> Calliope Lappa<\/a>Athena Vafakou<\/a> <\/span>\n <\/div>\n <\/div>\n\n
\n

Use of Assistive Technologies for Augmentative and Alternative Communication<\/h3>\n
\n
\n
\n
Calliope Lappa<\/div>\n
Occupational Therapist, President of the Greek Occupational Health and Safety Association<\/div>\n <\/div>\n <\/div>\n
\n
\n
Athena Vafakou<\/div>\n
Speech therapist, Member of the Greek Association of Speech and Language Therapists<\/div>\n <\/div>\n <\/div>\n <\/div>\n

Augmentative and Alternative Communication (AAC) refers to any form of communication used to support or replace spoken language for people who have difficulty speaking or expressing themselves verbally. Its aim is to allow the person to express needs, desires, feelings and thoughts, enhancing their participation in social life and reducing the risk of isolation. AAC can be used either temporarily or permanently and is often combined with assistive technology, i.e. equipment or devices that improve the functionality of people with disabilities. AAC systems are distinguished into unassisted, such as gestures, facial expressions and body movements, and assisted, which include low-tech means (e.g. boards or communication books) and high-tech means, such as electronic devices and communication software (e.g. Grid3). The effectiveness of these systems depends on the appropriate choice of vocabulary, which must be personalized and allow functional communication in everyday life. Modeling, i.e. the use of the EEE system by parents, teachers and therapists, also plays an important role, so that the individual learns how to communicate through it. The implementation of EEE requires the cooperation of an interdisciplinary team, mainly speech therapists and occupational therapists, and it is recommended to start from a very young age, as it can significantly contribute to the development of communication skills and to the improvement of the individual's quality of life.<\/p>\n<\/div>\n

<\/i><\/div>\n <\/div>\n <\/div>\n <\/div>\n <\/div>\n <\/div>\n <\/div>\n
\n
\n
\n
\n
International Section (in English)<\/div>\n
08\/03\/2026<\/div>\n <\/div>\n <\/div>\n
\n
\n
\n\n
\n
\n <\/i><\/span>\n \n 12:30 - 13:10 <\/span>\n <\/div>\n
\n <\/i><\/span>Section: International Section (in English)<\/span>\n <\/div>\n
\n <\/i><\/span>\n \n By <\/span> Maria Comin<\/a> <\/span>\n <\/div>\n <\/div>\n\n
\n

Amplifying Educators: AI-Powered Tools for Inclusive Classrooms<\/h3>\n
\n
\n \"\"<\/a>
\n
Maria Comin<\/div>\n
Education Sales Director for Europe, Middle East and Africa, Microsoft<\/div>\n <\/div>\n <\/div>\n <\/div>\n

In this session, Maria Comin will explore how artificial intelligence is reshaping the future of teaching and learning. With inclusive education as the guiding principle, she will highlight how AI can personalize learning, support diverse student needs, and empower educators through innovative pedagogies and data-driven insights. Drawing from Microsoft's global vision and commitment to responsible AI, this session offers an inspiring perspective on how technology can amplify human creativity, foster equity, and ensure every learner has the opportunity to thrive.<\/p>\n<\/div>\n

<\/i><\/div>\n <\/div>\n <\/div>\n <\/div>\n
\n
\n\n
\n
\n <\/i><\/span>\n \n 10:50 - 11:30 <\/span>\n <\/div>\n
\n <\/i><\/span>Section: International Section (in English)<\/span>\n <\/div>\n
\n <\/i><\/span>\n \n By <\/span> Thalia Tsaknia<\/a> <\/span>\n <\/div>\n <\/div>\n\n
\n

The Role of Technology in Education for Climate Change and Sustainable Development: Fostering Competences for the Digital and Green Transition<\/h3>\n
\n
\n \"\"<\/a>
\n
Thalia Tsaknia<\/div>\n
Educational Research and Science Education, Ellinogermaniki Agogi<\/div>\n <\/div>\n <\/div>\n <\/div>\n

Our world is undergoing two transformational and concurrent transitions, the green and the digital. While both hold promise to help us realize a better, sustainable future and achieve national and international development goals, they are often seen as wholly distinct or even in conflict. Education is the key to bringing the two transitions, as it can forge a new kind of citizenship - one committed to harnessing the power of digital technology to activate and drive the green transition. During the session, we will explore a) the Sustainability Citizenship Competence Model, and its holistic context of implementation in schools, and b) a series of technological\/digital tools, and their role in the development of Sustainability Citizenship and in the systematic involvement of students at all levels of school education.<\/p>\n<\/div>\n

<\/i><\/div>\n <\/div>\n <\/div>\n <\/div>\n
\n
\n\n
\n
\n <\/i><\/span>\n \n 11:40 - 12:20 <\/span>\n <\/div>\n
\n <\/i><\/span>Section: International Section (in English)<\/span>\n <\/div>\n
\n <\/i><\/span>\n \n By <\/span> Constantina Liargova<\/a> <\/span>\n <\/div>\n <\/div>\n\n
\n

Enhancing MYP projects with AI technology<\/h3>\n
\n
\n \"\"<\/a>
\n
Constantina Liargova<\/div>\n
English Teacher, MYP Coordinator, Platon School<\/div>\n <\/div>\n <\/div>\n <\/div>\n

In this session, we share an integrity-first, student-driven approach to using AI in the International Baccalaureate Middle Years Programme. Our MYP coordinator will briefly demonstrate how teachers can use AI for lesson planning and designing engaging learning experiences using practical prompting strategies, followed by student showcases: AI-supported written reports (brainstorming and language refinement), an MYP2 Odyssey animation project, an MYP3 interdisciplinary entrepreneurship project using recyclable materials with AI-enhanced prototyping and a collaboration with the National Technical University of Athens on an upcycling website, and MYP5 Personal Projects where AI supports technical problem-solving in product design and app development.<\/p>\n<\/div>\n

<\/i><\/div>\n <\/div>\n <\/div>\n <\/div>\n
\n
\n\n
\n
\n <\/i><\/span>\n \n 10:00 - 10:40 <\/span>\n <\/div>\n
\n <\/i><\/span>Section: International Section (in English)<\/span>\n <\/div>\n
\n <\/i><\/span>\n \n By <\/span> Maria Chrysostomou<\/a> <\/span>\n <\/div>\n <\/div>\n\n
\n

From Lesson Plan to Classroom Practice: Immersive Civic Learning through the Metaverse<\/h3>\n
\n
\n \"\"<\/a>
\n
Maria Chrysostomou<\/div>\n
Educator & Researcher, CYENS Center of Excellence<\/div>\n <\/div>\n <\/div>\n <\/div>\n

This presentation aims to present the work implemented based on the MetaCividEdu project through tangible examples of application, as well as to highlight the results from the pilot implementations that have already been completed. The project introduces immersive three-dimensional (3D) environments as an additional tool for exploring concepts related to the field of Civic Education \/ Life Education. The participants will become familiar with the Spatial.io platform and will discuss how Virtual Reality (VR) and the Metaverse can substantially and effectively enhance learning within their own educational environments<\/p>\n<\/div>\n

<\/i><\/div>\n <\/div>\n <\/div>\n <\/div>\n <\/div>\n <\/div>\n <\/div>\n <\/div>\n <\/div>\n \t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t\t\t<\/div>","protected":false},"excerpt":{"rendered":"

\u03a4\u03b5\u03c7\u03bd\u03b7\u03c4\u03ae \u039d\u03bf\u03b7\u03bc\u03bf\u03c3\u03cd\u03bd\u03b7 \u03c3\u03b5 \u0395\u03c0\u03b9\u03c3\u03c4\u03ae\u03bc\u03b5\u03c2, \u03a4\u03ad\u03c7\u03bd\u03b5\u03c2 & \u0393\u03bb\u03ce\u03c3\u03c3\u03b1 08\/03\/2026 10:00 – 10:40 \u0395\u03bd\u03cc\u03c4\u03b7\u03c4\u03b1: \u03a4\u03b5\u03c7\u03bd\u03b7\u03c4\u03ae \u039d\u03bf\u03b7\u03bc\u03bf\u03c3\u03cd\u03bd\u03b7 \u03c3\u03b5 \u0395\u03c0\u03b9\u03c3\u03c4\u03ae\u03bc\u03b5\u03c2, \u03a4\u03ad\u03c7\u03bd\u03b5\u03c2 & \u0393\u03bb\u03ce\u03c3\u03c3\u03b1 By \u0394\u03c1, \u0392\u03b1\u03c3\u03af\u03bb\u03b5\u03b9\u03bf\u03c2 \u0392\u03b1\u03c1\u03b2\u03b1\u03c1\u03ae\u03b3\u03bf\u03c2 \u03a6\u03c4\u03b9\u03ac\u03be\u03c4\u03b5 \u03c4\u03b7 \u03b4\u03b9\u03ba\u03ae \u03c3\u03b1\u03c2 \u0394\u03b9\u03b4\u03b1\u03ba\u03c4\u03b9\u03ba\u03ae \u03a0\u03b5\u03c1\u03b9\u03c0\u03ad\u03c4\u03b5\u03b9\u03b1 \u03bc\u03b5 \u03c4\u03bf Copilot \u0394\u03c1, \u0392\u03b1\u03c3\u03af\u03bb\u03b5\u03b9\u03bf\u03c2 \u0392\u03b1\u03c1\u03b2\u03b1\u03c1\u03ae\u03b3\u03bf\u03c2 \u0392\u03b9\u03bf\u03bb\u03cc\u03b3\u03bf\u03c2, \u0395\u03ba\u03c0\u03b1\u03b9\u03b4\u03b5\u03c5\u03c4\u03ae\u03c1\u03b9\u03b1 \u0391\u03c5\u03b3\u03bf\u03c5\u03bb\u03ad\u03b1-\u039b\u03b9\u03bd\u03b1\u03c1\u03b4\u03ac\u03c4\u03bf\u03c5 10:50 – 11:30 \u0395\u03bd\u03cc\u03c4\u03b7\u03c4\u03b1: \u03a4\u03b5\u03c7\u03bd\u03b7\u03c4\u03ae \u039d\u03bf\u03b7\u03bc\u03bf\u03c3\u03cd\u03bd\u03b7 \u03c3\u03b5 \u0395\u03c0\u03b9\u03c3\u03c4\u03ae\u03bc\u03b5\u03c2, \u03a4\u03ad\u03c7\u03bd\u03b5\u03c2 & \u0393\u03bb\u03ce\u03c3\u03c3\u03b1 By \u039a\u03c9\u03bd\u03c3\u03c4\u03b1\u03bd\u03c4\u03af\u03bd\u03bf\u03c2 \u039d\u03af\u03c4\u03b1\u03c1\u03b7\u03c2 \u039c\u03b5\u03c4\u03b1\u03c4\u03c1\u03ad\u03c0\u03bf\u03bd\u03c4\u03b1\u03c2 \u03c4\u03b9\u03c2 \u03c0\u03b7\u03b3\u03ad\u03c2 … Read More “\u03a3\u0391\u0392\u0392\u0391\u03a4\u039f”<\/span><\/a><\/span><\/p>","protected":false},"author":1,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"page-elementor.php","meta":{"inline_featured_image":false,"footnotes":""},"class_list":["post-1606","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/cet.avgouleaschool.gr\/en\/wp-json\/wp\/v2\/pages\/1606","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/cet.avgouleaschool.gr\/en\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/cet.avgouleaschool.gr\/en\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/cet.avgouleaschool.gr\/en\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/cet.avgouleaschool.gr\/en\/wp-json\/wp\/v2\/comments?post=1606"}],"version-history":[{"count":80,"href":"https:\/\/cet.avgouleaschool.gr\/en\/wp-json\/wp\/v2\/pages\/1606\/revisions"}],"predecessor-version":[{"id":4353,"href":"https:\/\/cet.avgouleaschool.gr\/en\/wp-json\/wp\/v2\/pages\/1606\/revisions\/4353"}],"wp:attachment":[{"href":"https:\/\/cet.avgouleaschool.gr\/en\/wp-json\/wp\/v2\/media?parent=1606"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}