<< Background >>One of the main missions of the modern Higher Education systems is to provide students with key skills to manage their life and career plans in a complex and challenging society. The levels of early leaving and failures of students still remain very high and the rate of youth disengagement is one of the social and economic risks in Europe. The pandemic crisis provided evidence of how high this risk is and showed the vulnerability of our communities and the need of re-shaping our priorities by also enhancing the set of crucial skills for future generations. Learning from real life is one of the challenges for Higher Education systems and enhancing the active role of each university in promoting civic engagement of all students and of the academic community locally and internationally becomes a priority. Student disengagement represents a human, social, cultural and economic cost for individuals and the whole society. Many countries are carrying out tutoring and peer learning programmes in order to prevent early leaving from Higher Education. Also career guidance is a more and more powerful strategy for preventing students' dropout rates, while widening career opportunities in different social groups, promoting lifelong learning and supporting students during transitions.According to the European lifelong guidance strategy (2008), the main aim of career guidance is, in fact, to equip the individual with transversal competences to better manage and develop his or her potential in education, work and life. “Career Management Skills” (CMS) represent the key concept of this strategy. They refer to a set of personal, reflective, social and digital skills needed for making and implementing career decisions and transitions. Consequently, the challenge for universities is to promote and enhance the quality of teaching, for which it is necessary to implement innovative student-centred teaching methodologies. These methodologies require the commitment of students to their studies, which is not always present. Misperceptions and misunderstandings of duties and commitments often play a role in the student's lifetime and adversely affect the study plan. This set of problems during academic life puts students at risk for problems such as exclusion, loss of confidence, dropout and unemployment. Furthermore, early academic leaving affects the academic system and undermines the performance of the HE system moving energies and potentials into the labor market. In this scenario the model of Community Service Learning (CSL) will become a great innovation in didactics because it promotes learning in real situations, involving students in civic initiatives and social programmes aimed to benefit local or international communities. A structured programme of CSL (integrated within the learning offer of the HEIs) helps students master important curriculum content by supporting them in making meaningful connections between topics they are studying and their many applications. Furthermore, it combines the needs for improving career guidance and tutoring services with the need to improve the quality of teaching.Service-learning offers a unique opportunity for students to get involved with their communities in a tangible way, by integrating service projects with didactic and learning. Studies indicate that “students evaluating their service-learning courses are more likely than students evaluating other courses to report that the courses promoted interpersonal, community and academic engagement, were academically challenging, and encouraged their continued study at the University.” (Gallini & Moely, 2003). Furthermore, a correlation seems to exist between Community Service Learning and increased personal awareness, increased social awareness, and improved student learning outcomes that are all rooted in learning conditions that ultimately engage and retain students in post-secondary institutions (Prentice & Robinson, 2010).<< Objectives >>From Student to Active Citizen is a key element of renewed and expanding HEIs commitment to both civic engagement education and more inclusive academic policies. After the Pandemic crisis, the education for civic engagement and a responsive academic governance is founding objectives of a renewed European spirit. These goals remain essential for the future as the European higher education system continue to seek productive ways to engage their community in the whole society. This need is combined with the priority to looking forward the academic learning system to be more student centred, be careful to improve students’ wellbeing and to increase their academic engagement to prevent drop out or poor performance. All the universities involved in the ENHANCE Project are looking to find smart solutions to increase the students’ performance and the academic social commitment in order to be more engaged in the society, to give answer to the emerging needs of the labour market and to address the research for social scopes.The ENHANCE project aims at design and develop an innovative Community Service Learning approach with related learning tools and digital resources. A modern CSL system will enhance students' self-knowledge, empathy, communication skills and cultural awareness. Its practices allow students to acquire social skills and attitudes that are implemented in everyday life. Meta-analyses also show the effect of Service Learning on the development of diverse competencies. Most papers present Service Learning as a valid pedagogical strategy for acquiring knowledge, attitudes and promoting civic engagement. For the ENHANCE partnership the Community Service Learning is also a fundament set of practices to implement career guidance and academic tutoring, because it helps students retain more information learned in class, achieve higher course grades, and have greater satisfaction with the course; these are aspects that irreversible impact on the future citizen, workers, and researchers. The ENHANCE consortium aims at finding smart solutions in design an innovative CSL system, also based on the partners experience to guaranteeing remote continuity of the teaching–learning process during the pandemic crisis.Equally, for this project, ICT is a crucial ally for a sound implementation of community service-learning into the academic services since it increases ease of access and relevance during the student's dynamic construction of a new career, training and educational pathway. New technology is an area of transformative social change (e- learning, virtual mobility, social media, etc.). ICT goes beyond conventional education and introduces a feedback loop that enables stakeholders and diverse target groups to contribute to the design of the system. Community service-learning will be provided at any stage of academic career, with the support of the tutoring and career services and within all learning environments. This innovative approach also implies an increasing need for a new set of digital tools and resources for empowering the tutoring and career services. The project achievements also include the implementation of a cooperative strategy for introducing and integrating Service-Learning in the tutoring and career service of the universities involved in the project. CSL will also improve the academic system of micro-credentials, related to several learning pathways. A micro-credential is a recognised proof of the learning outcomes that a learner has achieved following a short learning experience, according to transparent standards and requirements and upon assessment. Micro-credentials are owned by the learner, are shareable, portable and may be combined into larger credentials or qualifications. Through micro-credentials the new CSL system will be easily integrated in the formal learning offer of each HEIs.<< Implementation >>The main activities of the ENHANCE project includes: 1 - Participatory Action Research (PAR) - The consortium will collect best references, models and practices on Community Service Learning (CSL) through an international desk research and local and national focus groups with tutors, education staff and other associated stakeholders. PAR is a pedagogical approach based on the direct and active involvement of stakeholders and beneficiaries in the co-creation of the new CSL system, based on the related project outputs (IO1-IO2-IO3). The working groups will include tutors, career guidance practitioners, coordinators, trainers, students, experts and researchers. All participants play an active role as “researchers” and cooperate for building a new contextualised knowledge, developing innovative actions for solving common issues and for designing the new CSL model and to collect practices and models for implementing all tools and resources.The PAR will be the methodological base to design and to test all IOs (IO1 - IO3) through regional pilot actions with a wide and direct involvement of tutors and students in 5 Countries.2 - The European framework of Career Management Skills (CMS) will be the based to design the Virtual CSL platform, to build the learning offer and to define the micro-credential related to each pathways (in real situations or within virtual environments for e-learning). Each students involved in Community Service Learning will collect and upload learning evidences to gain micro-credential related to the CMS and other key skills. 3 - Pilot Actions: all regional teams in Spain, Italy, Romania, Greece and Turkey will set up the CSL system and test the model within the HEIs involved and through civic programmes and social initiatives in cooperation with the associated partners. The main achievements will be the validation of the products (IO1-IO2-IO3) and the implementation of the learning and tutoring resources.4 - International Training - In Spain a group of selected tutors from 5 countries will trained to use the CSL model and the related digital tools. Trained tutors will be appointed as ENHANCE Ambassador to lead dissemination and further exploitation activities and initiatives nationally and internationally. The training module for CSL Tutors (IO3) will be created and shared as MOOC by all HEIs involved in the project.The work plan shared and implemented by all partners will produce 3 relevant outputs (IO1 - IO3) designed and related as a coherent set of models and resources to providing tailored and effective CSL programmes for students' engagement and career education.<< Results >>Main project results will be:- Creation of a common international approach on Community Service Learning - CSL (IO1), as learning resource for enhancing the academic training offer and the tutorship services. It will be produced a comprehensive Handbook for tutors and educative staff, based on the best practices and learning resources. The main focus will be on the Career Management Skills framework, following the EU Resolutions, to support all students in the building of a lifelong career and learnig plan. This theoretical and methodological document will be used by all partners and associated partners to enhance and enlarge learning opportunites in real life and civic engagement for all students. It will be also a base model all HEIs in Europe for improving education policiesand build inclusive systems to validate informal learning through a micro-credential system. 2 - Development of an innovative web portal for supporting Virtual Commyunity Service Learning (IO2). This tool will have a potentially strong impact as it allows HEIs to provide community service learning on line and e-tutoring support to students and organisations involved. The platform will be multi-languages to foster an international use and widest exploitation.3 - E-learning platform and training module for CSL tutors and education staff of HEIs (IO3). This resource will be designed as MOOD to be used freely by all Universities and other HEIs for training and updating tutors, trainers and career practicioners.

<< Background >>Being aware of global environmental challenges and the essential role of education, we decided to get together with like-minded professionals with various expertise and experience (based on local/national experience and approach to the topic of landscape and education) and address the challenges by impacting the youngest generation - children and their educators and parents. The applicants for the project are professionals in the field of main horizontal priority - Environment and Fight against Climate Change and the topic of Landscape (Cultural landscape, Landscape architecture, Environmental processes, Climate change adaptation in urban and rural landscapes/environments) as well as professionals in Education. Furthermore, applicants are engaged in several projects that focus directly on the project target groups (children/pupils and their educators and parents). By developing this project together, partner organisations would like to build on their professional expertise and to support their cooperation and address thus the need for the network on a professional level between themselves and the project target groups. Being a part of a European project also enables reaching more general and relevant conclusions and addressing the issues both locally, but globally which is a desirable output for a project on this topic.After doing initial needs analysis and research into national curricula and the existing trends in education, we came to the conclusion that there is a need to bring the topic of landscape upfront and focus in particular on its essential role in approaching the societal issues of today’s world - climate change, biodiversity loss, social inclusion, cultural heritage and identity. This topic is not addressed sufficiently in formal education and one of the project outputs thus will be to offer interdisciplinary ready to use educational materials with innovative methodology including learning by doing and learning outside. We aim at targeting young children because we believe we can influence their attitude and approach so that they relate to their environment and take an active stance. Children from 6 to 15 years of age usually have limited opportunities to participate in finding a solution and take ownership and the project strives to change that too. This is in line with developing key competencies of both children and teachers.International nature of the project enables us to reach a wider audience and also to realize that although we might be different nations with different curricula and even local problems, there is just one world and landscape. This brings into picture the so-called butterfly effect - although landscape across Europe is diverse we should perceive it as one - actions on landscape on one end can influence landscape on the other end.<< Objectives >>Project implementation will result in a number of target groups representatives (direct and indirect participants involved and reached through the project activities) using the project outputs in the educational process at their educational centers. Target groups (children and professionals working with children both in formal and informal education) will be provided with free ready-to-use Eduscape methodology on the topic of landscape and climate change adaptation and related free educational ready- to- use materials that will complement the existing school curriculum. Additional output of the project -open educational interactive digital platform is to be used by direct and indirect participants of the project activities and further serving as a tool for future implementation and dissemination of the project. Desired outcome of project results is their quality so the identified competencies targeting the users are fulfilled. By implementing the project, a number of educational centers and thus children and educators across Europe are using the project results as part of their curriculum. Through using the project results the target group (children and teachers) gets to understand the essential role of landscape in approaching the societal issues of today’s world, perceive the landscape comprehensively and build relation to it as well as foster a sense of belonging to it /being a part of it through active approach. Reached users will gain awareness on and understanding of the European cultural heritage in terms of landscape and the principles of unity and diversity. Their competences will improve and sense of initiative will increase.Teachers are an important target group for obtaining the project objectives as they pass on their understanding and knowledge of relevant issues to the children in education. It is desired by the project for teachers to understand that the topic of landscape has many layers and can be approached only by interdisciplinary cooperation. Therefore it can be used as a great background/framework to connect different subjects and guide children in searching for solutions on all different aspects/problems of today's society.Direct and indirect participants of the project activities (during project and while implementing and disseminating activities) will build new inter-regional and transnational cooperation of professionals and target groups and public authorities in the fields of education, to share good practices and inspire each other. In this way interconnections between practice, research and school curriculum/policy as well as formal and non-formal education will be reinforced.Also we hope that the implementation of the project together with the activities connected with the afterlife (Sustainability plan) will ensure that the number of reached users will continue to grow. So the long run goal/achievement is that the target groups across Europe are being informed and educated in the topic of landscape and climate change adaptation. In addition to this the aim of project results implementation is to promote long-term positive sustainable behavioral changes in individual preferences and lifestyles. This will be achieved through education and an active approach that the project results are based on and which will require to develop sustainability competences of educators and education leaders and support the planned approaches of the participating organisations regarding environmental sustainability.<< Implementation >>To secure an efficient and successful realisation of the project, numerous activities will be carried out dealing with management, implementation and follow-up activities. The project activities could be sorted into three different activity types:1. Management activities are essential to ensure successful completion of the project as a whole. They will consist of administrative, strategic and communication actions and financial management including definition of strategic documents (Management and Working plan, Quality plan etc.) that will provide a sound framework for the project implementation. The core part of the management will lie in continuous quality evaluation of all undertaken activities. The necessary interface between the project and the European Commission and interface among the different partners (project partners, associated partners, external consultant) will be provided. During the whole project regular virtual meetings will be organised as well as 5 Transnational Meetings (TM), one for each partner involved (1st.TM–Prague, CTU; 2nd.TM–Camerino, UNICAM; 3rd.TM–Madrid, URJC; 4th.TM–Prague, MPD; 5th.TM–Vienna, TUWien).2. Production of specific outputs will pursue a formal road map for the project that will be clearly articulated in the Working plan. The aim will be to successfully achieve the objectives of the project. All project partners will participate in the development of outputs that will be outlined, structured and concluded based on mutual agreement. Each partner will be in charge of one intellectual output.Part of the activities related to production of project results will run throughout the lifetime of the project. This is f.e. - online communications, gathering materials by all partners for Review of literature, media and resources (IO5), Building Eduscape network, Consultation of the ongoing work with associated partners and other external professionals. Other activities will be implemented according to the specified schedule defined in the Working plan. This will include: development of intellectual outputs (Methodology of landscape and climate change adaptation in education (IO1), Educational materials for children (IO2) and Educational materials for teacher (IO3)) but also development of evaluation toolkit (surveys,interviews, questionnaires...) for their assessment. Simultaneously with the forming of IO1-3, the Eduscape digital platform (IO4) will be programmed and structured to offer an OER and free sharing of all outputs of the Eduscape project.Activities related inseparably to the delivery of final outputs IO1-4 will be their piloting and evaluation through workshops directly at the target group organisations and with different target groups (pupils, teachers, schools). Also, translation into the 4 national languages of project partners and their adaptation for uploading at the Eduscape digital platform (IO4) will be done.3. Follow-up activities will include dissemination and communication that will increase the value and the impact of the Eduscape project to reach as large an audience as possible. All partners will take a part in spreading the word about the Eduscape project, its objectives and outputs. Four of five Multiplier events will hold a form of conferences and/or training seminars and a webinar for invited professionals (educators, teachers, NGO´s, landscape and climate change specialists, official representatives in charge of education in the country ) as well as for a wide public. Awareness of the project will be spread through social networks, printed and online media, radio, TV, lectures at the other professional conferences on the topics of landscape, climate change and education. Last but not least concrete steps for successful afterlife of the project will be defined. They will be described in detail in the Sustainability plan.<< Results >>Tangible project results will be five intellectual outputs and connected project outputs. 01 Eduscape methodology on Landscape and Climate Change Adaptation in Education is a multilayer matrix interconnecting the topic of landscape with the societal issues of today and specific solutions on one side and existing school curriculum on the other complemented with selected innovative pedagogical methods and tools. To provide a complex solution for learning/teaching needs, methodology will be complemented by holistic ready-to-use 02 Educational materials for Children (adjusted to the needs of both younger school age 6 - 10 and older school age 11 - 15) as well as appropriate 03 Educational materials for the Teachers that will provide educational tools assigned to determined educational units. Moreover, 04 Eduscape digital Platform (OER) will be created - an interactive gateway and educational tool - that will provide downloadable educational materials but also space for interactive activities for all stakeholders. 06 Review Of Literature, Media And Resources will be available as an additional source on the topics. Project results will be available for free in four languages of partner countries and in english. Connected to production of these intellectual outputs additional project results will be developed. An evaluation toolkit - a set of testing and evaluating methods (survey, interviews, piloting workshops) that will serve to pilot the results, to gain feedback and to evaluate the project results. These tools will be implemented in cooperation with the target groups (through the associated educational centers) throughout the project duration. Piloting workshops with pupils and teachers will themselves be important activities helping the implementation and dissemination of the project results. Short quizzes will be developed and placed on an OER to enable the participants to test their gained knowledge.Furthermore, Training Seminars for teachers will be prepared and realized (as a part of multiplying events 04 and 05 with participation of pupils) and the video record will be placed on OER for future users interested in getting acquainted with the Eduscape results. A video record of: Multiplier event 1.- EDUSCAPE Webinar: The essential role of Landscape and Education in approaching the Societal threats of today's world will be also placed on the OER for future users to gain additional insight into the proposal topics. In order to ensure the same standard and high quality, as well as to burst the implementation of the project results we will host five multiplier events (one virtual) aimed at sharing and disseminating project results. A wide network (contacts database) will be formed between the professionals in the proposal topics and final users/target groups. To ensure successful completion of the project as a whole additional project outputs will be produced dealing with management, implementation and follow-up activities. Strategic documents that will provide a sound framework for the project implementation will be defined: Management and Working plan, Quality plan, Dissemination plan, Implementation and Sustainability plan. Additional value and outcome of the project will be support and cooperation of project partner organizations in their existing projects and research as well as establishing and reinforcing bonds of international cooperation. The interaction between practice, research and educational policy will be reinforced.