HRM – KITCHEN TEAM: ENAC Puglia’s experience in Poland

A week of international training, cultural exchange, and culinary discovery: this is the experience that the students of ENAC Puglia enjoyed in Poland as part of the HRM – KITCHEN TEAM project, an Erasmus+ initiative dedicated to training in the catering and hospitality sector.

The adventure began with their arrival in Gorzów Wielkopolski, a Polish town in the Lubusz region. After settling into their hotel, the students took their first walk through the city center, beginning to immerse themselves in a new culture and a context completely different from their own. It was a first taste of what would be an intense week, full of discoveries and international relationships.

The heart of the experience focused on practical cooking workshops, where the young people from Puglia had the opportunity to cook side by side with their Polish and Ukrainian peers.

At the Lubusz Chamber of Crafts, they prepared and decorated catering snacks, discovering different techniques, new aromas, and traditional local recipes. It was a moment of authentic cultural exchange, where the universal language of food broke down linguistic and cultural barriers, creating genuine bonds between the participants. In the following days, the training continued at the ZSG (Zespół Szkół Gastronomicznych) school, where the students took part in a more structured international cooking workshop. Cooking together means sharing knowledge, comparing different approaches, and enriching each other: not only technical training, therefore, but also personal growth and transferable skills that are fundamental for their professional future.

A particularly significant moment was the workshop at the bakery in Gorzów, where students learned how to make bread and rolls according to Polish tradition. Kneading, shaping, and baking bread is an ancient art that requires patience, precision, and passion: values that the students were able to experience firsthand, guided by local artisans.
The trip also included a stop in Szczecin, an important Polish port city, where the group visited a local artisan pastry shop, discovering the region’s confectionery specialties and observing traditional processing techniques up close.

The experience was not limited to Poland. As planned, the students traveled to Germany, to the Schwedt/Oder and Angermünde region, to visit two farms at the forefront of sustainability and short supply chains.

After the farm visits, the day in Germany ended with a convivial moment at the UBV in Schwedt, where Italian, Polish, Ukrainian, and German students cooked and ate together. It was an opportunity to put into practice what they had learned during the visits, but above all to strengthen the bonds created during the week and celebrate cultural diversity through food.

This Erasmus+ mobility program was not only an opportunity for technical training in the catering sector, but also a real journey of personal and intercultural growth.

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Social Club TPM Meeting a Helsinki

Social Club TPM Meeting:
Three days of work in Helsinki, Finland

From 16th to 18th December 2025, the second TPM meeting of the European Social Club project took place in Helsinki. The project aims to reduce cultural distance and discrimination among students through teacher training and the active involvement of young people.
Social Club was created with the aim of creating more inclusive school environments, where cultural differences become opportunities for mutual enrichment rather than barriers.

The project involves several European partners: Rauhankasvatus – The Peace Education Institute (Finlandia), Erasmus Valencia IC, Istrategies, EoC Cyprus e Kautech, who are working together to develop innovative tools and methodologies for the world of education. The first day of work focused on defining the Action Plan, a strategic document for teachers that brings together good practices to be implemented in the classroom to promote
intercultural dialogue and combat all forms of discrimination.

Together with our partners, we then discussed the organisation of the next bootcamp for students, a key training event that will see young people playing an active role in the inclusion process. The day ended with a reading on the theme of anti-racism by our Finnish partner Rauhankasvatus – The Peace Education Institute, which provided valuable food for thought for the entire working group.
On the second day, the focus shifted to the interactive platform that will be made available tostudents. This digital tool will be a fundamental reference point for actively involving youngpeople in the educational process, offering them spaces for participation, sharing and dialogue.
Space was also dedicated to dissemination strategies: how to raise awareness of the project, reach as many schools and educational communities as possible, and disseminate the results and good practices developed. The aim is to create a multiplier effect that will enable Social Club to have a real and lasting impact on the European education system. The meeting in Helsinki proved to be a rich and stimulating opportunity for discussion, allowing us to align our objectives and consolidate our collaboration.

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Immersive Learning in VET: from “wow” to “why”

On 3^rd February 2026, ENAC and Learning digital hosted the activity “How to integrate Immersive Learning in teaching”, bringing together trainers and coordinators from different VET centers. The goal was clear from the start: not to celebrate technology for its own sake, but to explore its pedagogical value—where immersive tools can truly strengthen vocational education and training.

The facilitators introduced the “XR” and helped participants distinguish Augmented Reality, Mixed Reality and Virtual Reality. This shared language matters: different technologies enable different learning outcomes. The focus then moved to immersive learning as a method—learning by doing in safe, repeatable, data-rich environments.

A concrete use case made the discussion tangible. First, Mimbus Logistics (developed in Toulouse) showcased how a full warehouse can be simulated in a small physical space, training learners on routes, safety zones, PPE routines and operational procedures. A key insight: VR can simulate not only tasks, but also constraints such as distance, time and spatial awareness—often underestimated in classroom settings. The demo also highlighted multiplayer potential, opening interesting perspectives…

The activity also addressed “real-world” limits: contraindications, cybersickness and the fact that no simulation perfectly replaces reality. That is why the session closed on the most strategic message: successful adoption requires pedagogical engineering—clear objectives, trained staff, structured sessions and meaningful debriefing based on learning analytics.

Finally, an honest Q&A reminded everyone of VET’s everyday constraints: costs, software availability, and the need to choose scenarios where immersive learning adds real value. The next step is building a shared culture, experimenting thoughtfully and testing—together—what really works in VET contexts.

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