"<< Background >>The COVID-19 pandemic, by restricting movement and forcing the closure of cultural heritage sites/institutions, has strongly affected the entire cultural sector, which is now struggling to try to recover.The fruition of culture has come to a turning point: it requires the design and implementation of innovative practices, new forms of promotion, communication, access and transmission of knowledge. This change of perspective involves also the definition of a new vision, related the environmental issue: cultural institutions must increasingly act as a bridge connecting Nature, Culture and the Environment. With respect to these challenges, a new, correct and mature use of digital tools is essential.A precondition for this to concretely happen is to promote a multidisciplinary VET education, which includes the natural, human and digital sciences, necessary to train and forge renewed professional figures able to help address the challenges of the cultural sector. DIGICULT offers an innovative e-learning pathway, based on digital tools and focused on cultural heritage, with the aim of developing disciplinary, key and life skills, improving learners’ key competences as summarized in the recommendations of the European Commission and the European Council: communication in the mother tongue, communication in foreign languages, digital expertise, social, civic and environmental competences, initiative and entrepreneurship, cultural awareness.This e-learning pathway can motivate learners with reference also to young people at risk of leaving school since it transforms their knowledge and passion for digital tools (such as video games or social media) and their increasing environmental sensitivity into skills useful for their professional future. Trainers/teachers can experience a new mixed teaching approach that integrates digital, foreign languages and learning-through-practice.The DIGICULT project, in pursuing this educational pathway and being centred on a new cultural paradigm, is coherent with some SDGS - Sustainable Development Goals - set by the United Nations 2030 Agenda:Goal 4 - Ensure inclusive and equitable quality education and to promote lifelong learning opportunities for all;Goal 5 - Achieve gender equality and empower all women and girls;Goal 8 - Promote sustained, inclusive and sustainable economic growth, full and productive employment and decent work for all;Goal 12 - Ensure sustainable consumption and production patternsGoal 17 - Strengthen the means of implementation and revitalize the global partnership for sustainable development.DIGICULT will promote these goals through promoting:- a formative / cultural narration that takes into account the environmental context of cultural heritage;- an e-learning pathway aimed at deepening some SDGS - Sustainable Development Goals, the concepts of ecological and digital transition, the new dimension of cultural heritage;- a game aimed at providing both quality education / services and digitization / innovation in cultural institutions.- a conscious and environmentally friendly cultural consumption pattern (e.g. cultural events with low environmental impact).Furthermore, the DIGICULT project will take place in a context characterized by the ""New European Bauhaus"" strongly promoted by the European Commission to strengthen the links between the world of culture and creativity and the world of production, science and technology, to guide the ecological transition pursued by the Green New Deal and the New Generation of the EU. DIGICULT involves:• 6 European country with strong expertise in the cultural heritage, educational and digital fields.• VET learners - young people (14-30 years old) attending training courses.• VET learners - trainers involved in training courses.<< Objectives >>The project wants to achieve the development of new competences, thanks to an innovative educational pattern conceived as a replicable model, up to the challenges of the cultural sector: the design and implementation of innovative practices, new forms of promotion, communication, access and transmission of knowledge based on the assumptions of digital and green transition.DIGICULT, in coherence with Council Recommendation on vocational education and training for sustainable competitiveness, social fairness and resilience and the Digital Education Action Plan, focuses on synergies between cultural heritage and digital education in VET considering the following key factors:• COVID-19 crisis has brought greater awareness of the need to improve the use of technology both in VET and cultural heritage sectors;• living and learning cultural heritage has to continue to be a source of resilience, even if enjoyed at a distance, as young and adult people continue to draw inspiration, joy and solidarity;• changing labour market underlines the need to provide innovative learning methods and to empower guidance services in order to facilitate agile adaptation to new labour market requirements;• VET trainers and learners need to perform new roles in the digital era in order to be resilient and future-ready for their personal and professional life.<< Implementation >>The project consists of 3 phases, supervised through a continuous evaluation activity. Every phase is divided in activities, aiming to address specific tasks and achieve precise project results.Phase 1 TOWARDS AN INNOVATIVE CURRICULUM FOR THE CULTURAL HERITAGE DIGITAL EDUCATION•Project Result 1 DIGITAL CULTURAL HERITAGE: AN INNOVATIVE CURRICULUM- the definition of the training methodology for the pilot course (Act 1.1)- the developing of the strategy on how to welcome different learners (Act 1.2)Phase 2 IMPLEMENTATION AND VALIDATION OF THE E-LEARNING DIGICULT PATHWAY•Project Results DIGICULT E-LEARNING PATHWAY AND VALIDATION- the creation of the content of the training modules identify as relevant in new digital, methodological and relational competences (Act 2.1)- the development of digital educational resources (Act 2.2)- the piloting of e-learning Pathway and validation report (Act 2.3+ Act 2.4)Phase 3 CREATION OF THE DIGICULT EDUCATIONAL GAME•Project Result DIGICULT EDUCATIONAL GAME- the design and the realization of DIGICULT educational game (Act 3.1 + Act 3.2).The project methodology aims to maximize the involvement of the learners alternating meeting and practical activities, allowing participants to immediately put into practice the skills acquired through fruitful discussion with participants of other countries.The use of digital tools like e-learning platform, social networks, the creation of digital outputs (e.g. the design of a virtual game) will help increase their practical involvement and boost the expertise useful for their professional development.In order to ensure a long-term DIGICULT sustainability, the consortium ensures the all the educational resources, materials and tools developed will remain at disposal of partners and public on an open-source platform. This platform will be linked to partner's websites and its impact will be multiplied thanks to their diffusion (through promotion and dissemination) and use in different contexts and situations.<< Results >>DIGICULT wants to cope with the changing ways of culture fruition and at the same time to safeguard access to contents by all. This implies to improve the use of technology in VET, to adapt pedagogies and develop digital skills, to encourage greater interaction with technology and more efficient learning and teaching practices, the use of alternative learning channels, equally inclusive, but capable of being flexible and adaptable to the new context. Since the cultural place is an educational place, this must be experienced (and therefore narrated) in an engaging and memorable way.DIGICULT offers an innovative e-learning pathway with the aim of developing disciplinary, key and life skills, improving learners’ key competences as summarized in the recommendations of the European Commission and the European Council: communication in the mother tongue, communication in foreign languages, digital expertise, social and civic competences, initiative and entrepreneurship, cultural awareness.This e-learning pathway, based on digital tools and focused of cultural heritage, can motivate learners with reference also to young people at risk of leaving school - since it transforms their knowledge and passion for digital tools (such as video games or social media) into skills useful for their professional future. Trainers/teachers can experience a new mixed teaching approach that integrates digital, foreign languages and learning-through-practice. Furthermore, the collaboration with partner countries will allow recipients to acquire additional skills and to exchange views.The project is expected to have a more general impact at all levels (local, regional, national and European) mainly because:• it will strengthen digital and technological skills of ""digital natives"" learners with a specific focus on the cultural heritage, making them more aware about the impact of the digital technology in this area;• it will increase learners’ resilience by promoting and implementing competences for the digital transformation in the cultural heritage area and related processes;• it will enhance digital possibilities for learning and engaging with cultural heritage;• it will equip beneficiaries with new life, technical, pedagogical and creative skills;• it will encourage a broad and conscious use of the European cultural heritage in VET;• it will increase awareness on VET learners and trainers in the field of culture and cultural heritage.The results of the project will also represent a powerful and lasting outcome to ensure the continuity of DIGICULT after the end of the implementation phase. All project results will in fact remain at stakeholders’ disposal, in order to be useful and inspiring for future action.Indeed, the DIGICULT project wants to help achieve the SDGS - Sustainable Development Goals set by the United Nations 2030 Agenda (Goals 4-5-8-12-17)."

Tourism is at the same time one of the largest employer across EU countries, supporting approx. 25 million jobs, and also, one of the economy sectors where the relevant industry cannot excel and safeguard a leading position worldwide, without continuously improving the quality of the staff involved in order to be able to provide high quality, personalised services to tourists. Tourism is changing at the demand side, and competitiveness relies more and more on skills of its human capital, which have to correspond to new modes of customer behaviour and expectations. (DG Growth – Internal Market, Industry, Entrepreneurship and SMEs,). In particular, in the field of touristic services, new trends are lately gaining considerable momentum, which are articulated within the so-called “experience economy”. These trends are referring to a heightened demand for the provision of memorable experiences to customers, which was always at the core of tourism, but now is becoming even more specialised. Adventure tourism, cultural tourism, maritime tourism are forms of tourism where these trends flourish in the ongoing evolution from mass tourism to niche tourism. The nature of the provided services to match the expectations of the tourists for experience-rich memories should eventually be ‘orchestrated’ by tourism businesses and professionals, turning memories into products for the supply side of tourism. (Mapping and performance check of the supply side of tourism education and training, February 2016 - EUROPEAN COMMISSION). In order for professionals in the tourism sector to respond to these new trends, there is a set of soft skills and abilities that should be developed or further enhanced, relating rather to personal and social competences, ranging beyond, and complementing job-specific skills in each case. Within this frame, which portrays the changing nature of tourism, the proposed project is targeting a specific segment of maritime tourism, and in particular the leisure yachting industry in the EU and the yacht skippers and crew, as employed by it. In the aforementioned reports and studies by the respective EU bodies (i.e. DG Growth – Tourism, Support to tourism business, Professional skills and Mapping and performance check of the supply side of tourism education and training, February 2016 - EC) it has been well-documented, that beyond the diversity and variations observed in EU Member-States in the required hard, job-specific skills of professional yacht skippers (e.g. navigation, marine engineering and electronics, meteorology, maritime traffic rules etc.), there are significant gaps and shortages relating to soft skills, which eventually account for both improving the image of the touristic profession of a skipper, as well as for guaranteeing the provision of high quality, integrated and personalised services to the tourists along the new trends in tourism. Sailing and yachting are recognised as having a high potential, especially vis-à-vis the growing interest in high added value, alternative forms of tourism. The proposed project will develop a modular set of educational material available in an online learning space (in EN, ES, EL, HR, BL) fostering in particular the acquisition and/or development of soft skills for professional yacht skippers and crew across the following indicative subjects: - Understanding of how the new trends in tourism on the demand side are shaping the scope and purpose of the touristic services on the supply side in leisure yachting tourism - Acquisition or development of certain sets of transversal skills and attitudes at the personal, interpersonal/societal level of the professional skippers to correspond to those new trends The primary target group of the project are the professional skippers and crew in: • skippered yacht charters (rented boat and services of a skipper by tourists); • crewed yacht charter (rented boat, services of a skipper and crew e.g. cook, deckhands by tourists); • flotilla yachting (company of boats managed by a skipper in a skippered yacht). Secondary target groups are indicatively as follows: • Yacht charting and touristic agencies; • Skipper and yacht training centres etc. (post-secondary, non-tertiary); • VET schools and organisations providing vocational training in maritime and touristic professions; • Institutional and regulatory bodies in tourism and maritime leisure in particular. The project objectives are thus to strengthen key soft skills of professional skippers towards: • New skills for new tourism demands (e.g. personalised services) for competitiveness; • Providing tools and methodologies for the tackling of key skills gap, especially regarding transversal skills, and compensating for low levels of training for professionals in the leisure yachting industry; • Enhancement of poor image of tourism careers; Facilitating mobility of professional skippers on the basis of new trends in tourism, and the required skills associated with these tre

<< Background >>The VINCI multi-disciplinary partners applied for this project as they have an interested in contributing in the fight against climate change by focusing on the tourism sector. There are many human activities that are contributing to the generation of CO2 emissions and thus to the climate change problem. The European Commission has as a matter of fact launched the 'Green Deal' action plan with the intent of making the EU's economy more sustainable by turning climate and environmental challenges into opportunities and making the transition just and inclusive for all. As clearly outlined in this action plan, the main economic actors i.e. EU businesses, consumers and citizens, are expected to be the driving force behind this transition towards a low-carbon and climate resilient continent. One of the EU's economic sectors that contributes to CO2 emissions and that thus needs to take action to help reach the ambitious EU's 2030 Green Deal target of reducing gas emissions by at least 55% is the tourism sector. The behavior and decision making of tourism stakeholders such as passengers, travel agents, hotels, tour operators etc. involved in the three main phases of travel tourism i.e. (i) preparing to travel (ii) mobility/travelling phase and (iii) activities at the destination phase, need to be increasingly re-aligned with low carbon activities. The transition towards the 2030 goals also provide an opportunities to individuals that want to be entrepreneurial in this sector. Such an entrepreneurial drive needs to be amplified to help unlock the jobs potential vested within a low carbon tourism economy.There is thus an urgent need to address these issues by making these tourism stakeholders aware that they are implicitly contributing to climate change challenges and to thus train them with 'basic skills that help foster low carbon tourism’ activities as well as with best practices and other actions that can be executed to help control and offset CO2 emissions. Tourism stakeholders need to understand the link between Climate Change, Tourism & Transport, Low Carbon Footprint Energy Sources and concepts of how to designing Low Carbon Tourism Travel Paths and Options. At the same time, many of these tourism sector stakeholders are too busy to attend training courses to help them learn the fundamentals of 'low carbon tourism'. To compound the issue more, VET trainers/tourism mentors lack relevant training resources on ''basic skills of low carbon tourism (LCT)'' that can help them explicitly target and reach out to tourism learners and stakeholders. In addition, EU citizens travelling as tourists need guidance on decisions they can make to help them follow a 'green travel path'. There is thus a need to provide VET trainers/tourism mentors with a set of innovative training resources they can use with such tourism stakeholders/learners to help them learn at their own pace, time and location.<< Objectives >>The VINCI project thus aims to foster a shift towards low carbon tourism (LCT) and foster related entrepreneurship across a number of EU Member States. To do so, the VINCI project brings together a number of partners from across Europe, purposely chosen in such a way to ensure a good mix and balance between experts in Climate Change/Sustainability, Tourism, Entrepreneurship, work-based training, VET Curriculum development/pedagogy and digital technologies (AR/VR and m- / e-Learning). In addition, given tourism and related economic activities vary across Europe’s Geographic spread, the VINCI consortium brings together partners from Northern Europe down to the very South. Together, these VINCI partners have thus set the following objectives to help reach the overall project aim:OB1: development of an innovative curriculum to help fosters low carbon tourism activities and amplify related entrepreneurship;OB2: raising awareness through 'best practice' case-studies of how tourism stakeholders can generate less CO2 emissions in all three phases of travel tourism;OB3: develop a set of modular training resources on low carbon tourism activities and related entrepreneurship, some of which will be Augmented and/or Virtual Reality based to better engage learners;OB4: development of the VINCI Toolbox consisting of a repository of digital training resources on LCT, including an m-/e-Learning platform to help stakeholders acquire skills on LCT even at their place of work & home;OB5: development of a Trainer's Guide e-book intended to recommend to VET trainers, specific training units and/or training styles relevant to different tourism sector stakeholders;OB6: to disseminate in both the partner countries and other EU Member States, awareness on the concept of LCT as well as the VINCI project results that can exploited by the project's target groups that includes VET trainers/tourism mentors, VET learners as well as tourism sector stakeholders including entrepreneurs.<< Implementation >>As detailed in the VINCI proposal, to reach the set objectives, the project will, through a three-phase implementation methodology, execute a number of activities summarised below:(a) It will pool the multi-disciplinary expertise of the members of the partnership by organising regular virtual meetings (ZOOM/SKYPE) and also 4 transnational F2F project meetings. These meetings will collectively help decision making regarding the design, implementation and review of the set project results with respects to quality and knowledge transfer effectiveness;(b) It will take a number of actions such as consulting associate partners, VET training stakeholders etc. that will help shape the development of the individual project results;(c) Partners will collectively work through a division of tasks, to use their expertise to develop the project’s three (4) main results.(d) Organize an online training session to help project partner staff learn how to develop AR and VR educational content;(e) Organize internal peer reviews of project results to ensure the necessary quality is reached;(f) Seek external reviews of project results mainly through demos to associate partners and feedback obtained from participants in multiplier events;(g) Organize project management activities such as setting up internal reporting templates to report on status of project deliverables, financial spending etc to ensure timely corrective action can be taken where necessary. These will be enshrined in bilateral agreements to be endorsed between the partners and the coordinator.(h) Partners will setup various dissemination channels in the form of a project webpage, digital newsletter, social media channels and even organise six multiplier events (one in each partner country) to spread awareness of both the VINCI project and more importantly, the openly available project results that include the VINCI Digital Toolbox with the set of resources by which knowledge on Low Carbon Tourism and related Entrepreneurship can be spread by VET Trainers/tourism mentors and acquired by VET Learners/tourism stakeholders;<< Results >>On completion, the VINCI project will deliver the following key results (R):R1: An Innovative Curriculum To Foster knowledge on Low Carbon Tourism concepts and amplify related Entrepreneurship;R2: A Set of Twelve AR/VR Enhanced Case-studies of how stakeholders can generate less CO2 emissions in all three travel phases involved in the tourism sector;R3: The VINCI 'Low Carbon Tourism and related Entrepreneurship' Digital VET Toolbox;R4: The VINCI Trainers Guide e-Book on Low Carbon Tourism and related Entrepreneurship;Thus by the end of the project, VET Trainers of tourism stakeholders will have a set of modular resources they can use to effectively train learners (staff members of tourism related organisations) according to their own learning style and needs. These will include augmented and/or virtual reality (AR/VR) enhanced training resources, that are intended to engage learners with a more visual and interactive way to learning on LCT. In addition, the VINCI Toolbox will provide travelling tourists with resources they can use to help them make 'green travel path' decisions during their travel phases. Needless to say, during the initial stages of the project, the VINCI partners will generate a Project Management Plan, a Quality Assurance Plan and also a Dissemination and Exploitation Plan to ensure both quality of results as well as project impact/knowledge sharing effectiveness.The project will also result in at least one multiplier event in each partner country targeting VET trainers and in particular tourism sector stakeholders including relevant associations and staff members, to make them aware of the VINCI project and its openly available training resources and m-Learning Toolbox. The project will also result in a number of dissemination outputs including a project webpage, social media presence, digital newsletters and articles in local media of partner organisations all aimed at raising knowledge on the concept of 'low carbon tourism' and of course the resources being made available by the VINCI project.

Europe is the world's no. 1 tourist destination, with tourism industry representing a key sector of the European economy. Private tourism accommodations are increasingly gaining ground in many countries and hold significant share of the total of holiday accommodations. At the same time, needs and challenges that private accommodation service providers are facing, have not been addressed in a satisfactory manner. In this respect, the European tourism industry needs to plan ahead in order to stay competitive and to support this area with great growth potential.The overall goal of the Rooms to VET project was to maintain and increase the competitiveness of the European tourism industry by supporting the upskilling and professionalization of tourism services provided by owners of private accommodations.Specific project objectives are to:•Make available to providers of private tourism accommodations the necessary knowledge to plan their business, identify and successfully address the main challenges and trends•Help private tourism accommodation providers to face-lift and professionalize their services in order to capture economic benefits•Identify and raise awareness about certification tools and systems available, including the tools and systems that the European Union has developed, and the ways to make use of them•Examine the different legal frameworks and standards pertaining to their kind of business•Raise awareness about the value and methodology of developing networks among tourism stakeholders.Project activities have been delivered by a transnational consortium, composed of 9 actors from 5 Erasmus+ countries, all having profound experience and expertise in the field of (entrepreneurial) education in tourism. The partnership consists of the Institute for Tourism from Croatia (project coordinator), University of Zadar from Croatia, Olympic Training & Consulting Ltd. and Militos Consulting S.A. from Greece, the Innovation Training Center, S.L. and the association of tourism establishments Asociacion Hotelera de Menorca from Spain, NGO Cyprus Center for European and International Affairs and the R&DO Limited from Cyprus and University of Primorska from Slovenia. In order to achieve these objectives, following activities have been undertaken: a study “Private tourism accommodations: state-of-the-art, challenges and prospects for development” has been drafted (O1); best practices in target countries are identified and compiled in an online publication (O2); a thorough needs analysis of private accommodation service providers has been made through expert interviews, online questionnaires and focus groups (O3); based on O1-O3 a theoretical framework and structure of the training course have been developed (O4); the learning and training material has been developed and translated in all partner languages (O5), uploaded in the online interactive learning and training platform and validated through pilot workshops (O6) while a regularly updated Online Repository and Database is hosting all the material, news and project outputs produced.As a result of conducted activities, a learning and training course has been designed accommodating the needs of direct target group (providers of private tourism accommodation services and wanna-be providers, owners, managers and staff at all posts; VET trainers; unemployed). The training platform, translated in all 5 project languages (English, Croatian, Greek, Slovenian, Spanish), is available online at: https://training.roomstovet.eu/en/. It provides end users with a practical, interactive, learning and training course structured around self-contained, short and focused 6 modules (Hospitality and service culture, Planning for success, Running your business day to day, Face-lifting your business, Creative and innovative products and services and Promoting and selling effectively), with background concepts, tools and techniques.This tested and integrated blended training programme can be used at European level, beyond the project’s scope by representatives of direct and indirect target groups, through mainstreaming and multiplication.

"<< Background >>Nudge My Tour aims to contribute to a better management of tourism flows and to a more effective planning of tourism destinations/experiences, in a post-Covid tourism recovery and beyond, through innovative methods based on behavioural science and the Nudge theory.Before Covid-19, tourism was growing extensively, to the point that in many locations the pressure wielded by tourism was starting to harming the environment, the heritage and the quality of life of resident communities.With the Covid-19 outbreak and the resulting travel restrictions, international and domestic tourism has been stopped abruptly. The pandemic created an unprecedented crisis for the tourism sector, which saw huge economic and job losses.As the lockdowns and restrictions started to be lifted, most people’s priority was to get out of their homes and start travelling again, even if in their own region/country. Most of those who were able to travel again chose to visit natural spaces, in search of a reconnection with nature. Others took the opportunity to visit seaside areas located in their own countries.Now that tourism is beginning to resume around the world, some cultural and natural heritage sites are already experiencing the stresses of overcrowding once again.This situation has shown that the tourism recovery will need to be sustainable: new and innovative approaches will be needed to restart the tourism sector in a way that avoids reproducing the former model, that was creating permanent damage to the environment and local communities. The management of the flow and presence of visitors in a tourism site will become the new priority of the sector, in order to preserve the heritage while at the same time creating a safe environment for the visitors and residents.According to a recent study by IFOP, 61% of French citizens consider sustainability and the preservation of the environment as even more important priorities than before the Covid-19 outbreak. However, only 44% declare being ready to pay more for their trip, in order to make it more sustainable. This highlights the interest of building on the cognitive biases and the behaviour of people to support a more sustainable way of travelling.This is where the application of behavioural science and Nudging could play an important role to manage tourism flows, and the presence of visitors, in a site. Indeed, much of what causes a negative impact of tourism on a destination is related to the behaviour of the visitors. On the other hand, behaviour plays a key role when it comes to enforcing hygiene and safety measures such as the use of face masks or physical distancing.Behavioural science is already largely used to support the implementation of public policies, and has been extensively applied in the response to Covid-19 crisis. Several Governments have Nudge Units in their teams; the French Government, for example, has collaborated with experts in behavioural science to build the messages to be shared with citizens, to promote safe behaviours and to reduce the Covid-19 contaminations. Despite these factors, the application of behavioural science to the tourism sector is still relatively limited. This is where the Erasmus+ Nudge My Tour project comes to play: this project will contribute to raise awareness and generate knowledge about the application of behavioural science and Nudging to the management of tourism flows.<< Objectives >>The general objective of Nudge My Tour is to contribute to a better management of tourism flows and to a more effective planning of tourism destinations/experiences, in a post-Covid tourism recovery and beyond, through innovative methods based on behavioural science and the Nudge theory.Specific objectives:- Raise the awareness of professionals working on tourism planning and management about the potential of the Nudge theory to positively influence the behaviour of tourists in a destination, towards the prevention of some of the negative effects of Overtourism, and equip them with practical tools;- Build & test innovative pedagogic tools to illustrate how behavioural insights can be applied to tourism flows management - Share examples of Nudges applied to tourism.<< Implementation >>PHASE 1: Co-developmentIn the first period, the Nudge My Tour partners will co-develop pedagogic and awareness-raising tools about the application of Nudging and behavioural science to the management of tourism flows. These will take the form of three Project Results:1. Training Methodology “Behavioural economics and the Nudge theory applied to a better planning and management of a destination, itinerary or tourism experience"" – coordinated by University of Padova2. Informative Toolkit “Nudge My Tour: using the Nudge theory to better manage a tourism destination, experience or itinerary” – coordinated by the Center for Advanced Studies in Tourism (CAST), University of Bologna3. Compilation of Nudges applied to tourism – coordinated by iNudgeyouAll partners will bring together their complementary expertise in psychology and policy design (University of Padova, Italy), behavioural economics (University of Bologna, Italy), tourism development and innovation (University of Girona, Spain and Institute for Tourism, Croatia), applied behavioural insights and Nudge theory (iNudgeyou, Denmark), capitalisation and transfer of good practices (AVITEM, France) and pedagogic engineering (CNFPT, France).PHASE 2: TestingThe five project partners that carry out training, higher education and lifelong learning (University of Padova, University of Bologna, Institute for Tourism – Zagreb, University of Girona and CNFPT) will test the Training Methodology and the Informative Toolkit within a selected training activity among those that they carry out throughout the year. The participants to this testing will include professionals in the fields of tourism planning, destination management and territorial development, such as staff from Tourism Boards, municipalities, regional authorities and DMOs, but also university students in the field of tourism management and planning.The testing will be carried out in parallel in Padova, Rimini, Nice, Zagreb and Girona. It will consist in: 1) A first training session where the learners will get to know the topics covered by the methodology; 2) A project work phase, where the learners will develop an initial idea of a Nudge applied to tourism and will do a small scale testing. 3) A final session of group presentation and feedback, coupled with a local multiplier event, to gather the first feedback of local stakeholders about the approach developed by Nudge My Tour.PHASE 3 – RefinementBased on the feedback from the testing phase and the input received by local events’ participants, the Nudge My Tour partners will refine and finalise the three Project Results mentioned above.PHASE 4 – Transferring/disseminationAn international Training of Trainers will be held in Nice, where a selected group of staff from the participating organisations will attend a 3 days’ session to learn how to use the three Project Results in their respective pedagogic activities, and beyond. A final transnational dissemination event, open to all stakeholders from the sector, will be organised to disseminate the project’s achievements and discuss further developments.CROSS-CUTTING ACTIVITIES: Project Management; Monitoring and Evaluation of project’s activities, results and impacts; Sharing and Promotion.<< Results >>Nudge My Tour will allow to produce the following three Project Results, which will directly result from the project’s activities and from the Erasmus+ funding:1.A Training Methodology about the application of behavioural insights to the management of tourism flows, addressed to tourism planning and management professionals;2.An Informative Toolkit providing basic knowledge about the challenges related to tourism, including in times of crisis, the key aspects of behavioural science and the Nudge theory, and insights on their potential application on the management of tourism flows;3.A Compilation of Nudges applied to tourism, which will include existing & tested Nudges, but also the Nudge ideas that will result from the testing of the methodology in the training courses within the project.Beyond the perimeter of the Nudge My Tour activities, this project will also contribute to the achievement of other short/mid-term and longer-term outcomes.SHORT / MID-TERM OUTCOMES: professionals and students in the destination management sector will be sensitised and equipped with pedagogic tools and tips about innovative methods for a better planning and management of the flow and presence of visitors in tourism destinations; the “Nudge approach” will be more widespread within the tourism sector; concrete Nudge examples and ideas applied to tourism will be promoted and shared among practitioners and policy makers; the pedagogic tools developed within Nudge My Tour and mentioned above will be integrated in existing pedagogic activities of the partners.LONG TERM OUTCOMES: other universities and training centres, in the participating countries and beyond, will take up the three Project Results to integrate them in their own pedagogic activities; real Nudge-based measures will be designed to face the current and future challenges related to tourism flows management; behavioural science and Nudging will be better known by practitioners as potential solutions to support tourism sustainability in post-Covid recovery context, and beyond; “Nudge Units” will be created within organisations of the sector, involving key staff members sensitised and trained about the application of behavioural insights to the management of tourism flows."