Eureka! Institutional Repository

In achieving the ultimate goal and ambitions of the European Union for a Community of advanced knowledge and development equal opportunities with democratic and active citizens, education is called upon to play its own role. The educational policy of each Member State should help to ensure that tomorrow's citizens are integrated into the wider socio-economic environment of the European space, through awareness of the benefits of European integration, of a sense of European identity, of preparation for active economic and economic participation. social development of the Union. One measure to enhance the European dimension in education is the European eTwinning and Erasmus + school curricula. This paper deals with the views and attitudes of Primary Education teachers / executives in various educational regions of Greece on the development of the European dimension in school units through the implementation of eTwinning, Erasmus + school partnership programs. The research lasted about a month, from mid-October to mid-November of the 2019-2020 school year. The quantitative method was used and data collection was done via a web-based questionnaire. The questionnaire was filled in by 140 primary education teachers / executives. The descriptive and inferential statistical analysis of the data showed that teachers / Primary Education staff know and correctly identify the concept of the European dimension in education and the corresponding goals of the school unit for its development. Their attitude towards the implementation of eTwinning, Erasmus + programs is positive and they consider their contribution to the cultivation of the European dimension in a school unit to be significant. Teachers / executives stated that they are implementing eTwinning, Erasmus + programs or are willing to implement them in the future. Regarding the demographic characteristics of the sample, there was a correlation between the opinions of the research subjects more or less with knowledge of a foreign language, years of service and gender. As regards attitudes, they appear to be mostly influenced by their English language, years of service rather than gender, lack of knowledge of a foreign language, age, and responsibility has no effect.