<< Background >>According to UNESCO (2017), in the framework of the Sustainable Development Goals (SDG), quality education (promoting the development of skills and knowledges to find solutions to economic, social, and environmental problems) is the cornerstone of all the other SDG. The COVID-19 pandemic has evicted and accelerated the need for our educational systems address the digital transformation promoting, among other aspects, the use of digital tools among students and teachers, creating more attractive and innovative learning and teaching approaches, and find a way of how to work transnationally without traveling to stay in tune with surrounding societal changes.Additionally, building entrepreneurial competence is a key EU policy. It is a feature of the Strategic Framework for Education and Training and an element of many recent policy documents. The Council Recommendation on Key Competences (EC, 2018), states the importance of “promoting entrepreneurial mindsets” and encourages Member States to think about “nurturing entrepreneurship competence, creativity and the sense of initiative especially among young people”. Despite these policy imperatives, the traditional model of university teaching is starting to be perceived as being less relevant for the future. Young people are questioning whether attending university delivers the benefits they anticipate. Employers doubt whether universities remain the best source of talent and ideas and some politicians doubt the value of increased funding for HE, given its impact on social and economic development. In this sense, Challenge-based learning (CBL), as an innovative learning methodology, based on experiential learning and focused on applying students’ knowledge (acquired during their regular courses at university) to solve real-world challenges, is an excellent approach not just to develop creativity and entrepreneurial competences, but also to answer current societal challenges (e.g. UN SDG) by combining self-direct learning, interdisciplinary and cross-national teamwork, and an intensive use of technology.<< Objectives >>Based on the developments of previous projects focused on on-site Entrepreneurship Education and considering the need to promote online or digital co-creation and entrepreneurial systems and dynamics due to the challenges evidenced by COVID-19 pandemic, the main aim of D-EMIND is to design, develop and test a digital challenge-based learning methodology, strategies, and tools for promoting entrepreneurial mindset in Higher Education. This focus on developing entrepreneurial mindsets is aligned with the Commission communication on the EU Agenda on Higher Education (2017), a Danish survey (Boyd et al, 2015) and two reports by the Global University Entrepreneurial Spirit Students’ Survey (GUESSS) on the Netherlands (2013-14) and Great Britain (2016). The specific goals are: (1) developing and promoting the use of a trans-European platform for CBL, innovation and peer to peer learning amongst students and teachers; (2) facilitating real world challenges where students as part of their formal education co-operate with external organisations to help them solve these challenges; (3) merging challenged-based learning and entrepreneurship teaching and hence taking both to the next level, (4) preparing students for a work life that physically and/or digitally transgress borders, thereby increasing their capacity to work at EU/international level, and (5) reinforcing the link among higher education institutions and external institutions and organisations (companies, public administration, NGOs, etc.) in order to co-create projects to foster entrepreneurship.These goals are contributing to two horizontal priorities of the Erasmus+ programme (i.e., “addressing digital transformation of Higher Education” and “Inclusion and diversity in all fields of education” ) and two sectorial priorities for Higher Education (i.e., “rewarding excellence in learning, teaching and skills development” and “Stimulating innovative learning and teaching practices”).<< Implementation >>HE can play an active part establishing educational settings for students to create and co-create solutions while still being students. Solving what you could call “real life problems” has a high potential in building “real life capacity” in students. This takes us to the core of D-EMIND and will allow us to meet the needs of our target groups (i.e., students, teachers, external organizations): developing an online methodology and providing a toolbox that facilitates real life projects in HE across curricula, borders, and disciplines. Internships and Students’ final projects in both, bachelors’ degree and masters’ degree are clear spaces where D-EMIND could become a key success factor.To achieve D-EMIND goals, five types of activities will be developed:Project Management: different types of activities will be developed before, during and after the completion of the project to ensure compliance with the commitments acquired. Thus, a budget control and task and time management system will be established to ensure coordination, effectiveness, orientation, transparency, and ethics. These principles, and the distribution of tasks, will be reflected in the Project Management Handbook. This handbook will be complemented with a Quality Plan and with a Dissemination and Communication Plan. An important part of project management will be based on external evaluation and control. For this a Project Advisory Group (PAG) will be established.Project Results related activities: they are the most visible activities of the project. As we will see, D-EMIND contemplates four closely related types of PR that will allow us to achieve the planned objectives. These PRs will be led or, in some cases, co-led by the partners and will always have PAG’s supervision to ensure its quality and suitability. The PR3 (Digital Toolbox and Platform), due to its technical complexity, implies the subcontracting of a company specialized in the design and development of technological platforms.Transnational Project Meetings (TPM): TPM are very important elements of team building, so for the project planning and during its implementation virtual (monthly) and face to face meetings have been and will be conducted. During the project lifetime, and based on distributed leadership, cooperation and knowledge management, five TPM will be developed, each one connected to key milestones and activities in the project. Each meeting will take place in one of the partner institutions.Dissemination activities: social media, the project’s website, academic conferences, and papers, as well as, multiplier events, will be used to present D-EMIND Project Results and communicate the progress. Additionally, these ME will seek to obtain stakeholders’ feedback and engagement through a direct interaction with partner institutions and PR. This will facilitate the transference and the project sustainable impact.Learning and teaching activities: The specific objective of training activity planned is to allow teachers from the participating institutions (five per HEI) to come together, to collectively review and appraise the D-EMIND Methodology (PR1) and Digital Toolbox (PR2), engaging in discourse on how each of these might influence change and improvement in existing teaching practice and providing feedback on areas for possible improvement. All participants will be provided with a certificate of participation from the host partner (UCN), confirming the course title, dates, duration and learning outcomes. Additionally, PR4 include a pilot test of the MOOC, which is in fact another learning and teaching activity where students, teachers and mentors will have the opportunity not only to gain a deeper understanding of the D-EMIND methodology, but also to co-create with other students, teachers and mentors for solving real-world challenges.<< Results >>To meet the project aim, four related project results have been planned:PR1 – D-EMIND Methodology and Self-assessment tool: this project result will focus on further development of the digital sphere of the on-site Atom model that fosters an entrepreneurial mindset (creativity, critical thinking, problem-solving) among students on online environments. Additionally, based on the conceptual approach of the Atom model a self-assessment tool will be created to measure creativity and entrepreneurial culture among HE students.PR2 – D-EMIND Toolbox and Platform : building on an existing platform (URL), assuring its sustainability and durability, an open a free section with a description of the ATOM Model, a digital repository with open resources for promoting entrepreneurial mindsets and an intranet for easing interactions among students, teachers, mentors and external organisations will be created.PR3 – D-EMIND Training Pack: students, teacher and mentor training is an essential part for promoting the use of the online CBL and entrepreneurial methodology developed. This Project Result (PR3) will contribute to build the capacity of teachers, students, and mentors to autonomously implement D-EMIND methodology in HEIs. This PR will be the based for building up the training program C1, and PR4.PR4 – D-EMIND MOOCs: the consortium will develop three Massive Open Courses for students, teachers and mentors. The MOOCS for students and teachers will be structured in 6 main units, one for each component of the Atom Model. An additional MOOC focused on mentoring will be also developed for teachers, experienced entrepreneurs or any other key agent interested who want to give back their own entrepreneurial or experts experiences through productive dialogues between mentor and mentee.

The onset of the fourth industrial revolution known as Industry 4.0 or smart manufacturing (SM) is a key technological feature at the current stage of human development. I 4.0 involves a new approach to production based on the massive adoption of information technology in industry, large-scale automation of business processes and the spread of artificial intelligence. The benefits of this revolution are evident: increased productivity, greater worker safety, increased competitiveness, fundamentally new products and much more.In this context the companies are faced with an increasing number of challenges to be met especially in terms of adapting their skills to the progressing automation and digitalization to remain competitive. For this reason, one of the essential prerequisites for the implementation of SM technologies should be new VET and CPD programmes, ensuring the required qualification of professionals competent in effective use of huge opportunities of innovative solutions offered by the fourth industrial revolution. The present project, “INDEX- Industrial Expert”, was aimed at development of a MOOC-based short cycle qualification courseware on Industry 4.0 as one of such educational programmes delivered as an OER. The course, combining the newest academic know-how and entrepreneurial needs that are custom-fitted to produce systematic understanding and operational skills is designed for professionals in application-oriented areas. The specific objectives of the project were: - Identifying an INDEX- Industrial Expert profile, based on the determined qualification and skill gaps. - creating flexible online courseware for modularized learning providing fundamental technical, management and entrepreneurial knowledge on Industry 4.0, corresponding to Level 4-6 of the European Qualification Framework (EQF).- creating up-to-date OER platform based on Open edX software.The project results comprise:IO1. “INDEX- Industrial Expert” competence profile, based on a detailed study helped to identify more specific qualification needs in regard to I 4.0 use.IO2. Curricula Framework, Didactical concept and methodology for validation and assessment;The challenge of the INDEX curriculum was to take advantage of learning sciences and modern technologies to create an engaging, relevant, and personalized learning experience. In contrast to traditional education, this requires learners to be placed centrally and be able to take control of their own learning, providing flexibility in a variety of dimensions. IO3. INDEX Basic module – “Essentials of industry 4.0”: provides comprehensive theoretical knowledge for the successful implementation of Industry 4.0 solutions IO4. INDEX Entrepreneurship, Technology and Restructuring Management “E-TRIM” covers information about entrepreneurship and company organisation, commercialisation of innovative projects, innovation marketing, project and risk management and finally: policy, legal aspects and funding. It also gives insight into best practices of innovative companies’ operation.IO5. INDEX 4.0 – “Automation and Sensors”: covers information about various principles and technologies implemented on the most commonly used types of sensors and actuators/transducersIO6. INDEX 4.0 – “Additive Manufacturing - Creating the future in research and industry” explains how to select and perform the right AM process At the end of the course, the participant learns about the potential value of AM for companies and what opportunities AM offers. IO7 INDEX 4.0 – “Internet of Things - Connecting the Future”: covers information about internet protocol suites, different type of connections, application layer protocols, services and use of microcontroller units. Learners will acquire knowledge on the use, application and commercialisation of concepts pertaining to the broad context of loT.IO8. INDEX 4.0 – “Augmented Reality” enables the users of the „MOOC” to acquire intensive knowledge on the use, application and commercialisation of concepts pertaining to the broad context of AR. In this module, learners have at their disposal the definition and the main concepts of augmented reality, can discover its dynamics in time and the fundamental principles that underlie this technology.IO9. The MOOC e-Learning platform, expandable for future modulesThe OER platform is structured in a modular format and offers tailored content for individual target groups in the modern high-tech employment sectors.The project reflected the strategic objectives of the EU cooperation in education and training (ET 2020) responding to the technological challenges with the newest training programs, inspiring the entrepreneurship and helping individuals and companies to identify and perceive new business opportunities. The main goal of the project consortium was to create am OER platform in order to support enhancing modern interdisciplinary skills and competences urgently required by today’s industry.

EU-society faces four major challenges: the Anthropocene crisis, digitalisation, the pandemic and the Ukraine war and its consequences. All these challenges put at risk the model of liberal democracy, which, of course, has faced similarly internal threats (e.g. political polarisation, right wing extremism, mistrust in scientific research and conspirational beliefs) and external critique (questioning whether plural democracy is the best model to affront societal challenges). Education, and especially Education for Democracy (EfD), shall contribute to the defence and enhancement of democracy. This includes the values and principles encompassed within the UN’s 2030 Agenda and its Sustainable Development Goals. Goal 4.7, in particular, defines that education should promote sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship and appreciation of cultural diversity. To reinforce the resilience and sustainability of democracy, DEMOCRAT aims, through a participatory approach, to elaborate curricula for EfD based on a framework of responsible democratic competences (RDCs), to test them in open, local, innovative learning projects and to develop a toolbox to support the development of transformative EfD practices in the EU and beyond. DEMOCRAT’s ambitious research and innovation programme will provide insights into the points of comparison and contrast in EfD in the EU-member states, and will develop an innovative curriculum framework linking RDCs with digitalisation and sustainability. DEMOCRAT will test and analyse pedagogical practices and material considering its effectiveness for acquiring democratic competences and European identity. It will garner insights into the factors influencing the impact of EfD on public participation through the analysis of European data-sets, with a particular focus on the relation between socio-economic and educational inequalities and political and social participation.

DARE aims to significantly increase understanding of why and how young people become radicalised and our capacity to effectively counter radicalisation. It does this through integrating research, policy and practice objectives in a three stage process of: 1) critical review of existing knowledge, policy and interventions in radicalisation and counter-radicalisation; 2) generation of new empirical research on young people’s encounters with, and responses to, messages and agents of radicalisation; and 3) integration of research findings to develop, pilot and evaluate two educational toolkits and a de-radicalisation programme evaluation tool to enhance the effectiveness of counter-radicalisation interventions. Through its focus on Islamist and anti-Islam(ist) radicalisation DARE addresses both ‘religious fundamentalism’ and ‘violence and hate crime’ dimensions of the topic call and explores how radicalisation processes interact to produce cumulative effects. It takes as its focus young people as a group that is targeted by recruiters and conventionally understood to be receptive to radicalism. It also places emphasis on gender dimensions of radicalisation. DARE recognises that improving knowledge on radicalisation has urgent implications for societal security but contributes to the wider objectives of the ‘Reversing inequalities and promoting fairness’ call through recognising that social inequality and discrimination give rise to perceived injustice which may motivate engagement with radical ideologies and actions. DARE’s primary concern is to address the long term social roots and effects of radicalisation and to engage young people themselves in countering radicalisation through its, innovative, attention to non-radicalisation alongside radicalisation trajectories. The DARE Consortium brings together academic and civil society organisations to ensure integration of its academic, policy and practice elements and includes members from 9 EU and 4 non-EU countries.

<< Objectives >>The project’s general objective is to raise awareness of energy transition and the SDGs in general and to encourage young people to take action to build a more sustainable future. We want to develop a gamified approach to enhance motivation to learn about a complex topic and make science more attractive and understandable to primary school pupils. Therefore, the final result will be the development of a serious game that can be used in the classroom to support teachers and educators or at home.<< Implementation >>Besides the project management that includes all tasks regarding a structured and expedient project progression, the purpose of the core project activity is to guide the development and implementation of a new SDG path, namely SGD 7 “Affordable and clean energy”, and the further improvement of unfinished parts of the prototype serious game “The Migratory Birds”. Finally, the game will be tested and evaluated in school workshops and thus improved and disseminated, e.g. by training teachers.<< Results >>The concrete result will be the release of a complete version of the Migratory Birds game in English, German, French and Greek. Eventually, the game will be accompanied by a user manual to support the teachers and educators as facilitators to use the game and maximize the pedagogical results through debriefing, debate and action-taking. For further dissemination of the game, training sessions for teachers, school workshops and a dedicated virtual space are also planned beyond the project.