As educational systems across Europe strive to address the challenges of the 21st century, schools are increasingly conceptualized as learning ecosystems - dynamic and adaptable environments that foster the holistic development of students. This research investigates the influence of European collaboration on cultivating future skills within school settings, with a particular focus on the Erasmus accreditation framework in school education. Employing a qualitative case study methodology, the study focuses on Colegiul Național Petru Rareș Beclean, Romania, a school that has implemented the Erasmus accreditation on school education for the previous three years, aiming to enhance critical skills such as digital literacy, environmental awareness, and interdisciplinary life skills. Data were collected through semi-structured interviews with beneficiaries (students and teachers), analysis of institutional development plans, and evaluation of project outcomes over several years. The findings indicate that Erasmus accreditation has served as a catalyst for educational innovation, long-term capacity development, and the integration of competence-based education into the school's strategic objectives. Furthermore, the study highlights the additional benefits of synergy with the eTwinning platform, which has augmented physical mobility with virtual collaboration, facilitated teacher networking, and improved the adoption of digital teaching methods. The paper argues that the integration of Erasmus+ and eTwinning initiatives can significantly enhance schools' capacity to operate as inclusive and progressive learning ecosystems. The case study offers a replicable model of practice for educational institutions seeking to leverage European cooperation to drive systemic and sustainable educational transformation.

Keywords: Erasmus, eTwinning, Accreditation, learning, future competences.