Context/background of projectThe project aims to fill the gap existing between the competencies required (to both the individuals and the organizations) to compete in a digitalized world and the High Educational teaching programme mainly addressed to transfer knowledge to start and manage traditional business. Accordingly, the international partnership aims to create and diffuse curriculum for teaching DE able to positively affect graduates' employability across the EU. In doing this, the partnership will produce innovative contents and teaching guidelines allowing for inclusion new technology to education programmes.Objectives of your projectPlanned outcomes (contents and teaching guidelines) relate to three key issues:1) how to teach digital entrepreneurship when technology advancement progresses;2) how to sustain updating content for teaching;3) what means are the best for this purpose?Number and profile of participantsThe project participants constitutes following groups:1.Up to 2-4 researchers and teachers from each partner university will take part in preparing Intellectual Outputs (IO).2. Up to three staff members from each partner university will participate in the training course. These teachers should be able to train up new academic staff on their own, which will have a significant positive impact on the number of project beneficiaries in the long run. Teachers will participate in the exchange of knowledge and experiences with both partner universities and business partners.3. Students from business studies taking part in an intensive teaching programme in which at least 4 students at each of the partner universities will be involved.4. Business partners selected individually by each project partner from the cooperating with given universities companies, practising digital entrepreneurship. We assume participation at least 20 representatives of external institutions/entrepreneurs who will join in our multiple events. The project assumes the following activities; I Phase. Building a new teaching methodology (based on guidelines, handbook, casebook and curriculum).II Phase. Teachers and students preparation, modular course testingIII Phase. DisseminationThe project is based on project management methodology with PRINCE guidelines.A short description of the results and impactWe expect to achieve following results during the project:a. Creating a new curriculum on topics related to “Digital Entrepreneurship” equipped with textbook, casebook and teachers ready to teach students how to embrace entrepreneurs’ uncertainty facing digitalization and how to use new technology for business purpose;b. Building, widening and developing new competencies for teachers in the field of digital entrepreneurship;c. Transferring new and innovative knowledge to students, enabling them to develop entrepreneurial and digital skills start and manage entrepreneurial digital initiative.After project’s completion we expect to:a. extend and sustain partnership activity, increase partnership members capacity to function at transnational level and exchange discussed new solutions and theoretical developments about digital entrepreneurship.b. sustain updating curriculum due to new technological developments appearing in the future what enriches existing courses offerts to full-time and part-time students.c. foster entrepreneurial mind-sets and skills in order to diminished perceived uncertainty towards digitalization and create entrepreneur’s narrative easing to interpret the boundaries associated with a digital entrepreneurial opportunity as an intermingling of human and material (digital) agencies.

"Our context is the teaching and learning of mathematics at university level in seven countries: the Czech Republic, Germany, Netherlands, Norway, Spain, the UK and Ukraine. Evidence shows that students’ learning is often of a procedural nature: students do not develop in-depth conceptual understandings through which they can relate mathematics to other disciplines and the world around them. Traditional forms of teaching reinforce this status quo. We seek to improve teaching through inquiry-based approaches that allow students to achieve a more conceptually-based understanding of mathematics, more appropriate for solving problems in engineering, science, and in the labour market. This should be achieved through• clear principles of inquiry-based teaching-learning and associated models of practice;• teaching innovation in which lecturers engage in inquiry into their teaching practice and learn from critical reflection and feedback;• observation and analysis of teaching events to provide evidence of outcomes for students;• design of mathematical units and inquiry-based tasks for use by lecturers and their students in face to face or blended learning settings;• induction workshops and other meetings to professionalize lecturers to apply and promote inquiry-based teaching and learning in face to face and blended learning settings;• synthesis of models of inquiry-based practice that can be used to promote students’ conceptual of mathematics in STEM education.In all partner universities, project participants teach mathematics or statistics and seek to innovate in their practice. The partners are members of national and international consortia, through which practices are shared and innovations discussed, analysed, challenged and critiqued. Some have experience of mathematical unit and task design and blended learning approaches using IT and digital media. Some have experience of providing workshops and seminars to induct new lecturers into effective teaching practices. Some are familiar with inquiry-based practices, having used them in their own developmental activity with their students. All partners are passionately committed to innovation and creativity in enhancing teaching practices for the benefit of students who learn mathematics conceptually, relationally and applicably. We will draw on our experiences and commitment toa) Communicate sound inquiry-based principles of teaching and learning of mathematics;b) Develop our own teaching, and that of our colleagues, through communities of inquiry in local settings;c) Design inquiry-based tasks and mathematical units using digital media for blended learning in providing resources for mathematics teaching and learning;d) Design induction workshops and seminars introducing lecturers to inquiry-based practices in teaching and learning;e) Extend the model of inquiry-based learning to modelling activities which enable students to engage with real problems in industry and science.f) Design evaluator procedures and integrate evaluation into the activity itself, in order to gain a realistic view of what the project is achieving.The methodology will be developmental and inquiry-based. We employ a model of inquiry in three layers:1) Inquiry in mathematics between lecturers and students using specially designed inquiry-based tasks;2) Inquiry into innovative approaches to teaching mathematics with reflective (critical) analyses of teaching practice and its impact on students’ conceptual understanding.3) Inquiry as a developmental approach to improving practice in the other two layers, taking an objective approach to gathering and analysing data from the observed activity as well as feeding back what is learned to the ongoing practices.We expect to engage mathematics lecturers in our institutions and countries in inquiry-based teaching ;to create a digital body of inquiry-based mathematics teaching materials for use across Europe, optimised for both advantaged and disadvantaged learners; to recognise issues and problems which challenge teaching and learning and address them through collaborative inquiry-based exploration;as more lecturers and students are engaged in inquiry-based teaching-learning, we expect to see, locally, a change in lecturers' and students' recognition of alternative ways of teaching and learning mathematics this change of learning culture will become transnational when outcomes are disseminated, practices shared and principles communicated.Disseminating our results and good practice, we contribute to the modernisation of education at universities and to the improvement of professional competences of university lecturers and students across Europe thus addressing the initiative of The European Commission to “improve the interaction between research and teaching ensuring that teaching is based on state-of-the art knowledge and adequately recognised and that graduates have strong analytical and problem-solving skills."""

MoPED aims at modernizing curricular for Pedagogical Universities in Ukraine by incorporating novel courses with modern ICT-based tools, instruments and top-notch teaching methods. The project focused on the following:-creation of 3D map (pedagogy, technology, education institution) based on the profound study of pedagogical higher education in Ukraine and usage of EU HE best practices with further transformation to a guide on building digital competence teacher's profile that fully corresponds to the modern pedagogical trends and UA educational reform policy;-design of new accredited at the institutional level courses and STEAM (Science, Technology, Engineering, Art and Mathematics) learning materials for Bachelor’s and Master’s degree programs in participating UA HEI;-enhance professional level of UA HEI and primary/secondary school teaching staff by providing a series of trainings and master classes and applying the EU best practices in usage of sound technologies and pedagogical methodologies in a classroom;-settlement of “Innovative Classroom” (ICR) in each UA HEI as a 21st-Century learning space based on the best European practices that serves as a practical environment for training and implementation of knowledge and skills related to up-to-date teaching methods and tools application;-improving English proficiency of the pedagogical teaching staff by introducing intensive online professional English course for educators;-establishing of MoPED ecosystem that initiates the innovative professional environment for fostering, sharing and broadcasting the effective teachers’ practices and facilitates the effective cooperation between EU and Ukrainian Pedagogic HEIs, school teachers and their associations strengthening internationalization, knowledge transfer and academic capacity.MoPED project makes great contribution to the ambitious large-scale educational reforms in Ukraine and gives answers to burning challenges and requirements met by both higher and primary/secondary school education: digital and didactic competences necessary for a modern school teachers, innovative leaning space that corresponds to contemporary demands and possibilities. It ensures the appearance of highly skilled and relevant to contemporary labour market professionals ready to be flexible and adapt to constantly changing educational demands.