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eTwinning, a digital platform launched in 2005 and funded by the European Commission, promotes collaborative online projects between schools in Europe (and beyond). An eTwinning project typically begins with educators from different European countries forming a collaborative partnership. Together, they design a project that aligns with their curriculum and educational objectives. Once the project is approved, participating classes engage in various collaborative activities, such as joint lessons, virtual meetings, and the exchange of resources and materials. Communication often occurs through eTwinning, allowing students and teachers to share their progress, insights, and experiences. Throughout the project, participants work towards common objectives, fostering cross-cultural understanding, language learning, and the development of digital skills. The project concludes with a final outcome or presentation, showcasing the collaborative achievements of the participating schools. This study is interested in how knowledge is shared and transferred in the eTwinning platform, in other words, how certain norms and values are conveyed through the eTwinning project collaboration, which informs about the promotion of European integration and the understanding of shared values and identity in the context of multiculturalism. This study will first review the relevant literature on eTwinning, the forming and development of European integration and how it connects with Europeanisation and its dimension in education. Project- based learning and the characteristics of digital platforms are also discussed to highlight the crucial nature of eTwinning. To investigate this, I will present the methodology used to collect data from 4 semi-structured interviews and how thematic analysis is useful in analysing the data. I will also address some ethical considerations in conducting the study. The research has found that academic and professional values are integral components in eTwinning collaboration, aligning with the spirit of Europeanisation in digital education, which is in line with the existing literature. These values signify a commitment to knowledge pursuit, pedagogical excellence, and collaborative teaching practices, fostering a shared dedication to enhancing the quality of education. Multicultural values emerge as central aspects influencing interactions on eTwinning, facilitating cross-cultural collaborations that extend beyond geographical boundaries. The exchange of cultural nuances contributes to a richer learning experience, promoting a sense of shared citizenship and intercultural competence among participants. Additionally, social values, particularly teamwork, collaboration, and mutual respect, form a cohesive eTwinning community, fostering an inclusive environment where educators from different countries share and celebrate effective approaches to teaching and learning. Through continuous collaboration, this study suggests that soft governance in eTwinning is about fostering a collaborative and supportive community where shared values guide behaviour, promoting excellence and unity among participants without relying on rigid rules and regulations.