The project's main objective is the international training of European Community IT teachers for the use of robotics as coding learning facilitator. The first approach to computer programming through robotics can facilitate the learning of this discipline's content, which is often considered the most difficult in the computer science area. The partners believe that this methodology has many advantages for students: a decrease in the abstraction level required by this subject, since students can check the results of procedures and code solutions in concrete and real situations; it reduces the number of instructions because operations are restricted to what the robots can do; the resulting motivation of viewing the results of their logical constructs in a real context. The programming it self not an easy task and not for all, but still most perspective profession and knowledge. In order to overcome these issues and challenges Baltic Orbis developed special techniques and tools to learn programming in ease way and almost for all. Thirst uniqueness is Hands-on learning, where virtual reality connects to the real life problems via robotics. Teachers or students construct robots and program them as real life object it will increase student motivation, liberates the creativity and makes learning process meaningful. During the Hands-on learning students construct their knowledge, as the builders of their own cognitive tools, as well as of their external realities. For them, knowledge and the world are both constructed and constantly reconstructed through personal experience. Each gains existence and form through the construction of the other. Knowledge is not merely a commodity to be transmitted, encoded, retained, and re-applied, but a personal experience to be constructed. Similarly, the world is not just sitting out there waiting to be to be uncovered, but gets progressively shaped and transformed through the student's, personal experience. The second uniqueness is learning technique approach 4C (Connect, Construct, Contemplate and Continue) and 5F (Fun, Facts, Facilitate, 4F, Flow). These uniqueness assure student motivation in learning, successful results and all students involve in the learning process. The Four Cs process lies at the heart of the approach to learning held by LEGO® Education. The Four Cs process exploits students’ natural ability to construct objects and explore cause and effect, and their aptitude for experimentation in problem solving as ideal processes for building up new knowledge about the world around them. This approach to learning is based on the theories of construction-ism and associated lines of thought concerning the creation of effective learning experiences. The Four Cs process has four phases: “Connect, Construct, Contemplate, Continue”. These four phases are steps in an iterative process that should be considered as a learning spiral. Initially, the project aims to train 40 computer science teachers (divided in two classes) from several European countries and test the results of applying this methodology in these teacher's classes. Priority will be given to teachers from secondary, vocational and professional educational levels, but the courses will be open to other computer science teachers, since coding is increasingly being integrated in lower educational levels. The teachers that attended the courses will then apply the learned methodologies at least in one of their own classes in the first year, which means that the project will directly reach 40 x 20 = 800 students. Target group are IT teachers or Programing(Codding ) teacher from VET and as second target group are any IT, Programing, Science teachers or STEM teachers from any school, Colleges. The proposed method is suitable for both teaching programming and computer science subjects, or natural sciences STEM subjects. From this point the next target group are any student from VET, schools , colleges which study IT, Computer science, Programing (Coding), STEM subjects. This project aims to validate the methodologies through experimental tests and thus be able to present evidence of its advantages for teaching and learning coding.