Cultural heritage has always been an effervescent subject among historians, sociologists, naturalists, scientists and researchers alike. The physical and intangible legacy of previous generations is passed via this channel to future members of the society. It is a deliberate act, as conserving the results of past work, culture and even biodiversity is in the very nature of the human beings. With the recent advancements in the field of virtual reality, intelligent systems and based on the emergence of the information society, we can now ascend to modern cultural heritage preservation techniques. eHERITAGE has as main objective the development of a center of excellence in virtual heritage. The coordinator of this project is not new to the research field which he wishes to expand. The Virtual Reality and Robotics Department (VRRD) of the UTBv has an affinity for designing and developing applications of virtual reality for cultural heritage, as it has had involvements in past national research projects on this theme. The partners of eHERITAGE are internationally leading entities in the focused research field. SSSA is a public university located in Pisa, Italy. Its mission is not only didactic, as SSSA excels in several research areas, including robotics, virtual reality and user interfaces. The historic background of SSSA’s location eased the development of the virtual reality applications in cultural heritage. Several international research projects and well as a wide publication profile come to sustain this statement. On the other hand, JSI is the most important research institute in Slovenia, ranked among the first 50 research centers in Europe. In particular, JSI has strong competences in building models for ambient intelligence applications, data farming and detailing human behavior in virtual reality systems, competences which will prove invaluable for eHERITAGE.

<< Background >>The COVID-19 pandemic put universities in an unprecedented situation, which led to the cancellation of face-to-face courses and their relocation to the online environment, generating major changes in teacher’s work. The rapid digitalization required teachers and students to use more complex technologies, generating stress related to a lesser-known working and learning environment involving unfamiliar teaching rules. Negative emotions, loneliness, uncertainty, and stress exacerbated the effects of the need to rapidly adjust to emergency remote teaching in the context of the lack of substantial prior experience of using technologies. The COVID-19 crisis heavily impacted education and accelerated the digital transformation of HEI sector.Our project answer the following needs of the target group: the need for support, overcoming digital fatigue, pressure to learn new things, uncertainty, low work engagement. Therefore, the rationale of this project is to help universities to find a balance between digital and nondigital tools in teaching:-The end of crisis will offer information about digital skills which could be integrated and further developed to sustain the teachers use of digital tools with direct impact on the quality of education-Lack of systematic training for the development of digital skills and the use of online teaching methods in neither of the partners’ countries-Unawareness of HEI’s about the consequences of the inefficient use of technology on their own wellbeing and on student well-being and engagementThe target group are university teachers who struggle with the need to adjust to digitalization which become more accentuated during the pandemic, leading to negative emotions, low institutional attachment, digital fatigue, technostress and low well-being. By supporting them to develop their competences to self-regulate their well-being, the project will enhance the quality of the university education and the preoccupation for continuous teacher training. The positive effects will be visible also on the students’ engagement.<< Objectives >>Teacher well-being is highlighted as a topic of concern in education. The use of digital technologies is considered and important aspect of the teaching profession but the link between the use of technologies and their influence on teacher well-being has received limited attention to date. The main target group of the project will be the university teachers working in a more and more complex and digitally challenging environment. The specific objectives of the project are the following: - Raise the awareness of HEIs about the need to implement strategies increasing the well-being of teachers with direct impact on student learning engagement and performances and sustaining an efficient adjustment to the digital era.- Provide teachers tools supporting both work and learning engagement, and digital well-being and resilience.- Develop teachers’ digital competences in the context of the emerging trends of integrating technologies in teaching and learning.The objectives contribute to the development of a healthy and sustainable learning and working environments. Promoting digital well-being eases the inclusion of digitalization in HEI’s more as a job resource than a negative effect. The lessons learned lead to positive effects such as the inclusion of digital skills in the teaching routines, increased collaboration teachers-students or between teachers, increased productivity, and satisfaction.<< Implementation >>Teacher well-being and the use of digital technologies to support teaching and learning) represent one of the main priorities of the European funding programs in education – digitalisation. Therefore, it is crucial to develop instruments and programs able to positively support teacher well-being. The activities in the project will focus on the need of HEI’s to enhance academics’ digital skills and competences for the digital transformation and also to help them cope with the increasing technostress. Teachers need the confidence and skills to use technology effectively to support student learning, to ensure access to learning resources (Digital Education Action Plan, 2021-2027). The specific activities implemented will be: - a quantitative research study on the factors affecting digital well-being of teachers in different European countries; - a transnational training activity for the mentors in each university; - the implementation of a mentoring program for university teachers and the development of a Virtual Centre for Academic Well-being. Mentoring programs will include workload support, coping with negative emotions, disengagement and burnout, dark side of digitalization affecting well-being. The project will focus on solutions to support teachers who experience digital fatigue and those waiting for a return to the “normal”. The results of the project focus on strategies to encourage to use digital tools even after the pandemic;- the development of useful tools to use in the mentoring program and in different teacher training programs ad support activities;- national dissemination activities.<< Results >>The main aim of this project is to enhance teachers digital skills both in the teaching activity and in coping with uncertainty, negative emotions, digital fatigue and stress given the prolonged online remote activity during the COVID 19 pandemic. To achieve this aim, the following results will be developed: -A research report - Quantitative study on the factors affecting digital well-being – An international perspective. -A mentoring program including relevant results such as a workbook for the mentors and a Booklet - Digital Wellbeing: A guide for teachers. These would be relevant outputs which will be used during and after the project, as an innovative approach for handling digital fatigue and challenges in the digital transition era. -Online tools and resources and an e-Learning course for teachers at university level (The Virtual Centre of Digital Well-Being) – as an important supporting tool for teachers.The project will be developed in close cooperation of 4 university partners from 4 countries. All the partners involved in this proposal because their key experts have identified the pressing need for support for university teachers on how to work effectively & efficiently in the digital transition era.

The world population will increase from 7.5 to 9.7 billion by 2050, boosting agricultural demand and adding pressure on natural resources. Although agriculture remains the main activity in many countries, the decline in agriculture’s share of total production and employment is observed. Agricultural investments and technological innovations are needed to boost productivity. Romania, with an agricultural capacity of 14.7 million hectares from which 6.8 million hectares are not or under-exploited, could play a major role in the strategic autonomy and food security and sustainability of Europe. Romania’s agricultural capacity is heavily underexploited due to obsolete technology, soil fragmentation/erosion, desertification and difficulty in accessing funds. Artificial intelligence (AI)-based systems and applications have a significant potential for agriculture. The Copernicus EU Programme, offering free access to accurate Earth Observation (EO) data provided by the Sentinel satellites, opens incredible possibilities for future research and AI-based applications for the purpose of sustainable development of agriculture in Europe. The AI4AGRI project aims at creating a dedicated research center for AI in EO for the agricultural sector. The research excellence will be achieved through dense networking activities with two top research institutes in France and Italy in AI and EO. AI4AGRI research center will become a reference to train young scientists in the domain of AI for agriculture, providing maps of vegetation status for Romanian farmers based on EO data using AI. AI4AGRI will develop administrative and management skills for research and innovation. To achieve these goals, AI4AGRI twinning will enhance the networking activities between partners through a strategy comprising of joint research, short-term staff exchanges, expert visits and short-term training, joint summer schools and workshops, as well as conference attendance, dissemination and outreach activities.

This project aims to improve the quality of higher education in the field of Palliative Care nursing education by (a) producing a report of European common Core Competences Palliative Care, (b) developing innovative education ‘tools’ for Palliative Care education and (c) training educators in how to work with the European Matrix Palliative Care Core Competences (a toolkit for educators) to introduce these innovative tools into the curriculum. To reach this aim, Kajaani University of applied science (KAMK, Finland), HOWEST University of applied science (HOWEST, Belgium), the University Transylvania of Brasov (UTBV, Romania), Dr. Piret Paal (Paracelsus Medicinische Privatuniversität, PMU, Austria) and the European Association for Palliative Care (EAPC, Belgium) will join forces. Palliative care (PC) is an approach that improves the quality of life of patients and their families facing the problem associated with life-threatening illness, through the prevention and relief of suffering by means of early identification and impeccable assessment and treatment of pain and other problems, physical, psychosocial and spiritual.The rate at which populations are aging and living with chronic ill health means that the need for experienced nurses is constantly increasing, but the possibilities for practical internship in Palliative Care are limited. There are few options for gaining bed-side practical experience with regard to supporting patients during the dying phase. Also international research shows that nurses lack Core Competences to deal with Palliative Care situations adequately, as do the educators who train them. An innovative, attractive way of training, with educators who have the right knowledge, skills and attitudes to deal with something as complex as Palliative Care, is needed. It is widely recognised that Palliative care is not included appropriately into most if not all undergraduate nursing curriculum, a fact also noted in research done by the participating project partners. The NursEduPal@Euro project wants to tackle gaps in Palliative Care knowledge, skills and behaviours by: 1. developing a report that detail the European Palliative Care Core Competences to be reached in bachelor degree nursing education2. developing innovative tools to teach the Core Competences in Palliative Care 3. developing a training for educators to use the European Matrix and pilot elements in their curriculumBased on the European Palliative Care Core Competences report and lessons learned from novel teaching tools piloted in the NursEduPal@Euro project, a European matrix of palliative nursing education will be built as a toolkit for educators. This will include innovative tools to teach and assess the Core Competences in PC. The project rewards excellence in skills development using new ways (blended teaching, e-learning courses, simulation and others) to provide education and the integration of innovative technology by teachers. By training teachers we make sure they feel comfortable introducing new techniques and methodologies both inside and outside their traditional classroom setting, and supporting core competence development needed in practice. This introduction of new methodologies, as an alternative to traditional bedside training, will create new learning opportunities, adapted to the needs of future nurses. This will lead to more attractive and tailored courses that will strengthen skills acquisition of the students. Over time the European Palliative Care Core Competences report and the European Matrix for Palliative Care education should strengthen educator competency ultimately impacting on the nursing care provided by nurses to their patients.In short: The NursEduPal@Euro project will develop a competence based European matrix for educating bachelor degree nurses, containing innovative blended training tools for educators. This enhanced training resource will enable students to acquire Core Competencies in Palliative Care so they are better equipped to deal with Palliative Care issues in practice.

"""Today we put an end to unjustified discrimination when shopping online. This is excellent news for consumers. With the new rules, Europeans will be able to choose from which website they wish to buy, without being blocked or re-routed. This will be a reality by Christmas next year,"" said Andrus Ansip, EU-commission vice-president and responsible for the Digital Single Market (November 2017). On 20th November 2017, EU negotiators agreed to end unjustified geoblocking for consumers wishing to buy products or services online within the EU. The new rules will boost e-commerce for the benefit of consumers and businesses who take advantage of the growing European online market. Thus, these new developments in the EU digital space will bring benefits for young entrepreneurs that will leverage on e-commerce to expand their markets but also new challenges for those young entrepreneurs and youth unemployed lacking the knowledge of online business and e-commerce that therefore will see reducing their capacity of self-employment through entrepreneurship. Consequently, interfacing e-commerce with youth entrepreneurship presents a critical opportunity to foster growth and jobs and new ways should be sought to capitalise upon the digital readiness of today’s young people. In this scenario, youth workers have a role to play because for their proximity to young people they can provide them the training, confidence and support needed to exploit new technologies. It is therefore more important than ever that youth workers develop their own e-commerce and pedagogical skills for providing a new type of youth entrepreneurial learning based on the use of e-commerce tools. At the same time, it is widely acknowledged that youth workers face many challenges as they deal with increasingly complex and diverse learning situations and meet competence demands in a constantly changing work environment with the evolvement of new technologies. Having all this in mind, “E-entrepreneur” project will provide youth workers with more specialized knowledge on e-commerce tools and technologies.The direct target group of the project will be youth workers involved in entrepreneurial learning who will upgrade their digital skills and use of e-commerce technology, whereas the indirect target group are young entrepreneurs and youth unemployed, who will benefit from more prepared youth workers through the provision of high quality youth entrepreneurial learning.Project results will be achieved through a careful project planning and defined project methodology. In fact, the project will be managed in a collaborative way, based on collective intelligence and regular communication. The following methodology will be applied: Plan, Do, Check, Act (PDCA). This aims to constantly monitor the project advancement and to ensure permanent quality improvement. The project has been designed over 20 months to happen in 3 major consecutive phases. Feedbacks from participants will be use the continuous improvement of the project, using the PDCA method.The project will have the following main activities:-Two Intellectual Outputs (e-learning modules & Digital Guide of best practices).-Three International meetings.-One survey and one survey report.-One Training event.- Local workshops and dissemination activities.The project will have direct, positive effects on the different participants as they will acquire more specialized knowledge on e-commerce tools and technologies and how to connect them with youth entrepreneurship, understand the importance of having e-commerce skills for transferring them to youth with fewer opportunities, and through the peer-learning among youth workers there will be concrete opportunities of intercultural contact as well as upskilling professional competences and the perception of a professional growth.Target groups and other stakeholders include international bodies, youth centres, non-profit organization working with disadvantaged youths, willing to add non-formal activities to their formal curriculum; local and regional administrative bodies looking for support for fostering youth initiatives in their area, and at large organizations interested in ICT education for their workers. These will benefit from the positive outcome achieved, in terms of their replicability and dissemination, improving their visibility and their impact within their own community. The project is designed to result in long term and self-sustaining results, creating a positive impact in youth organisations daily job and on youth workers that will upgrade their e-commerce knowledge and skills for the benefit of young people with fewer opportunities."