The cooperation explored the potentials of a novel approach based on an innovative learning platform, a mobile APP and several open educational resources for academic tutorship programmes and career guidance services with the aim of decreasing academic dropout and increasing academic attainment across European countries.The intellectual outputs combined a set of tools and a new tutoring system aimed at reducing the academic dropout rates: students and tutors have an innovative and social platform to use every day to solve problems, learn from each other, share key information, decisions, study plans, and future career goals. Additionally, tutors can attend an online training course and can get a full set of information and practical tips for designing tutoring services. The projects created an innovative European digital system for Universities and HEIs, adapted for different contexts, based on a mobile application, that provides tools and devices for e-tutoring support to students during their academic career.The tailored web environment designed according to the learning of Career Management Skills (CMS) was implemented in order to develop some fundamental skills in students to improve their performance. Critical thinking and time management are key skills for any academic student. The ability to balance their free time and their studies in class and at home is fundamental to prevent incorrect conduct and not satisfactory results at university. The project results demonstrated also the capability of the tools to increase academic engagement and learning motivation. The Mobile app and the learning platform increased the opportunities for the academic communities, students, teachers and tutors, to work closely and in groups exploiting better and more effectively all the students' services. IO1 “CMS assessment of academic students” was designed to support a better understanding of the CMS required to manage the academic career. Peer reviews and participatory action research demonstrated the high relevance of the work for inspiring and guiding the tutoring services of the partner universities.IO2 represented the link between improving academic tutoring initiatives for students’ success and the need to increase the understanding on CMS. The collection of tutoring practices and their revision in the light of the CMS framework was done in an environment of co-creation among experts from each partner country.IO3 consists of the development of a methodological framework that constitutes the basis for the technical implementation of ICT tools, too.After the first three intellectual outputs, the project team moved on to design practical tools for tutors and students based on the knowledge acquired in the previous part of the project which was, instead, more focused on theoretical and empirical research addressing career guidance and tutoring services. The solid research foundations were pivotal for the E-Tutoring APP (IO4) that promoted a better understanding and development of those skills that are required to manage the academic career and the E-learning platform for online tutors (IO5).The pilot actions were planned to be the stress test of the APP, the platform, and the main actions for the exploitation of the project. In particular, the results of the experimentations were the core contents for seminars and conferences organized by the partner institutions in the second half of the project.The short training activities were carried out online through the project platform. Multiplier events, one per country, were held in July 2021, close to the project deadline when the pandemic restrictions became slack.In conclusion, the project promoted the active engagement of the Higher Education Institutions to bridge the gap between education and careers management. Academic Tutoring was the strategic addendum to the tool as it provides services and resources for developing academic students’ identities and tools to help them better cope with the difficulties of the academic career. The project impacted the academic experience of more than 9,000 students, 170 dummy users, 642 academics and students who responded to the questionnaires, 198 people who took part in the focus groups and more the 80 experts who were involved in the working groups, all coming from six nations in Europe.

After the success of the H2020 ESSνSB Design Study proving the feasibility of the upgrade of the European Spallation Source to become, in addition to a neutron facility, also a very competitive neutrino facility, we propose here a study to reinforce and develop complementary features to this proposal in order to improve and widen the scientific and technological scope. The key objective of the H2020 ESSνSB Design Study was to demonstrate the feasibility of using the European Spallation Source (ESS) proton linac to produce the world's most intense neutrino beam concurrently with the 5 MW proton beam to be used for the production of spallation neutrons. After accomplishing all deliverables and the publication of the ESSνSB CDR, this is now fully demonstrated. With the present Design Study, it is proposed to take further steps towards its realization by introducing complementary studies and enlarging its scope by making studies on synergetic aspects of the project. The ESSνSB+ high-level objectives are to: • Study the civil engineering needed for the facility implementation at the ESS site as well as those needed for the ESSνSB far detector site. • Study the feasibility and implementation of a special target station for pion production and extraction for injection to a low energy nuSTORM decay ring and to a low energy Monitored Neutrino Beam decay tunnel, for neutrino cross-section measurements. • Study the low energy nuSTORM decay ring and the injection of the pions and muons from the special target station. • Study the low energy ENUBET-like Monitored Neutrino Beam decay tunnel and the injection of the pions and muons from the special target station. • Study the capabilities of the proposed setup for sterile neutrino searches and astroparticle physics. • Promote the ESSνSB project proposal to its stakeholders, including scientists, politicians, funders, industrialists and the general public in order to pave the way to include this facility in the ESFRI list.

<< Objectives >>Precision Agriculture (PA), a farming management concept based upon observing, measuring and responding to variability of conditions in crops, or to manage some aspects of animal rearing, is a new frontier based on use of innovative communication system technologies. The EASY4DIGIT project will offer advanced training solutions to the main categories concerned, farmers, students of vocational agricultural school and universities, advisory services, professionals, manufacturers and policy makers.<< Implementation >>An e-Learning course will be set up on use of digital technologies in agriculture for • optimizing the agronomic decisions • controlling the precision of the applications • recording the work performed • analysing the performances. Within this learning framework the Decision Support Systems will be particularly explained as drivers for Precision Agriculture connecting farming with digital education and technological competences for more sustainable, resilient and competitive rural areas.<< Results >>The project will be developed through 5 WPs: WP1 Management WP2 State-of-Art WP3 Training Course on Use of digital Technologies in Agriculture WP4 Web platform for e-Learning and WP5 Evaluation, Monitoring and Dissemination.The course will be made of 3 Modules: Module 1 Education and Training on Digital Technologies for Farm Decision Support; Module 2 Smart Solutions for Innovative, Sustainable and Safe Agri-food Supply Chains; Module 3 Digital Innovation and Good Practices for Rural Areas.

The project builded on the aim to highlighting the need for quality pedagogical training on a new technologically digital Era where education had less to do with reproducing information passively and had more to do with the development of creativity, critical thinking, problem-solving and decision-making. Regarding adult education these considerations were even more evident. Many times, adult education was seen as a less important training for unmotivated learners and with high dropout rates. Most of the times trainees of disadvantaged cultural, economic, and family backgrounds tended to reveal more academic difficulties, and those were accentuated over the years.The main goal of this project was to improve adult training with new pedagogical scenarios combined with technology, to enrich the training process and simultaneously to ensure greater learning commitment and high retention rates.In order to meet this need, the project aimd to designing and developing a blended (face-to-face and online) training model based on Games and Gamification for trainers working with adult learners. The training model we proposed was, in itself, a gamified game. It would have a sequence of sessions where one created a global context and a narrative to generate an immersive learning experience. In the training sessions while working on the contents through games users would have (Seaborn and Fels, 2014): (i) Points (numerical units indicating progress), (ii) Badges (visual icons signifying achievements), (iii) Leaderboard (display of ranks for comparison), (iv) Progression (milestones indicating progress), (v) Status (textual monikers indicating progress), (vi) Levels (increasing difficulty tasks), (vii) Rewards (tangible, desirable items), and Roles (role-playing elements of character). All these game elements throughout individual challenges and group tasks (for peer collaboration, because collaboration was one of the basics of gamification).We wanted develop an innovative pedagogical scenario allowing our trainers to experience new training strategies while building their knowledge, producing a self-reflection that was fundamental for the process of teaching. We believed that the innovative pedagogical scenario that underlied the Game-based learning and Gamification was what it took to face the challenges of training in this new Era and also involved adult learners in order to answer their needs. We also wanted to familiarize other trainers (not directly involved in the project from the beginning) with the new pedagogical skills, being the first to test the training materials, participated and used the virtual platform. These trainers were invited to contribute to the course improvement and also to reflect on how this course could be integrated into the general training offer of their organizations.