CRAFT-IT4SD CRAFT-IT4SD (Craft Revitalization Action for Future-proofing the Transition to Innovative Technologies for Sustainable Development) aims to activate the CCSI towards the green transition by building on the rich cultural heritage and strong creative traditions which underpin the European CCSI. It is the ambition of CRAFT-IT4SD to revitalize knowledge, practices and traditional techniques as shared cultural resources for sustainability as well as spillovers into a new, customer driven and sustainable creative economy, allowing for born-sustainable small and micro-sized enterprises to share climate impact data and flourish via an open source and open data platform. CRAFT-IT4SD explores cross-sectoral CCSI innovation through a new ecosystem approach and with four pilot clusters (DK, ES, FI, RO), where regional governance, public private partnerships, entrepreneurial living labs, learning communities, and consumer-engagement approaches support shared experimentation towards the green transition. CRAFT-IT4SD goes beyond the state of art by merging otherwise often siloed CCI sectors, to further articulate a holistic approach, bridging past, present and future design and production opportunities, in the sense that CRAFT-IT4SD - combines techniques, skills and materials associated with traditional crafts with emerging possibilities for integration with new digital technologies and data analytics processes and services; and - adopts a new ecosystem approach to facilitate co-creation between traditional craft stakeholders, the fashion industry, SMEs by designers, artisans, artists through immersive media technologies. CRAFT-IT4SD holds the ambition to replicate insights, learnings and tangible results leading to a CCSI driven green transition – informed by the EIT CLIMATE KIC and inspired by the New European Bauhaus – in other CCSI ecosystems and thus to contribute to the EIT Culture and Creativity KIC, across its Co-location Centers.

Heating and cooling in buildings and industry accounts for half of the EU’s energy consumption, making it the biggest energy end-use sector ahead of both, transport and electricity. Approximately 75% of heating and cooling is still generated from fossil fuels while only 22% is generated from renewable energy. District heating and cooling networks supplied by renewable energy sources can be a solution to all these issues, offering a clean, energy-efficient, and cost-effective alternative to individual fossil-fuel heating systems. Geothermal energy has the potential to play a vital role inside heating and cooling networks by offering zero emission stable base load supply and heat storage in the subsurface. Still, geothermal energy supplied heating and cooling networks (‘geoHC networks’) cover a small niche of around 1% inside the European heating and cooling sector, which is a result of primarily non-technological market barriers. SAPHEA addresses the uptake of multivalent heating and cooling networks supplied by geothermal energy by creating a durable digital market uptake hub. The hub contains toolboxes and guidelines to support stakeholders in early stage investment decisions and strategy planning activities and addresses market actors in districts or municipalities all across Europe. SAPHEA will therefore combine, adapt and expand existing tools (e.g., Hotmaps or EnerMaps) considering a set of market ready and emerging technological concepts linked to geoHC networks. The users of the hub, represented by local authorities, community services and energy suppliers will be empowered by targeted trainings to draft development scenarios and roadmaps taking into consideration the specific geological and socio-economic boundary conditions in their respective region. Dedicated communication activities will lead to the establishment to a lively network around the market uptake hub of public and private market actors as well as researchers beyond the lifetime of SAPHEA.

This project aims to develop scenarios for authentic learning with Virtual Reality Devices (VR), developing a Pedagogic Concept, VR Training Framework Software, an Educator's Handbook and a Suite of Content Modules for training different tasks in nursing education.The project addresses the complexity of care with its aspects of uncertainty in decision making, which will be experienced by the nursing students through individualized communication, dealing with emotion and different application of a standardized procedure to patients with diverse needs. Through VR, the students will be able to experience the action of a situation rather than reflecting on the action. Thus, a deep level of clinical competency can be trained combined with addressing the human component of individual reaction to the very same intervention. The different project partners will bring their expertise together to develop an underlying pedagogical concept, which guides a transnational agreement for scenario-based learning within virtual nursing environments. With the development of a pedagogic concept for VR-supported learning situations we will deliver added value for the learner and for the educator. The pedagogic concept leads to theoretical, well-grounded modules in nursing education which are open for the complexity of care. Here we want to widely share VR-supported scenarios and support an enhanced practical orientation in nursing education. Furthermore, the project intends to introduce educators to VR-technology: An easy introduction that will help educators practice and try out VR and have their first experiences with VR-supported learning scenarios that will be supported by well written and detailed documented handbooks. The project will also produce open framework for VR-learning scenarios: with the software we intend to make it easier to create VR scenarios, letting educational developers focus more on the content and not so much on the technology side. Thus, we intend to support greater use of VR in vocational education. This special approach on authentic, multi-perspective scenarios within complex work situations of person-centred professions is unique so far. It fosters the understanding and acceptance of the need for scenario-based nursing education.The project will be carried out by five institutions from 4 countries (Germany, Ireland, Denmark, Finland). The University of Applied Science in Münster (MSH) is going to be the leading organisation. The profile of MSH shows the strong focus on teacher education for vocational education and training of nurses and other health care professional.A phenomenological approach will be undertaken by developing the complex scenarios. The continuing formative and summative evaluation applies both a quantitative and qualitative approach.The project results in the development of a pedagogic concept, which allows the creation of any authentic, multi-perspective and complex scenario. These scenarios are representing realistic nursing practice and the training allows the students to experience the immediate consequences to the taken interaction. The scenarios are embedded in complex modules which focus each on specific clinical areas, such as heart failure, chronic illness, etc. Additionally, the educator’s handbook will explain the pedagogical approach behind the scenarios of the VR training and it will guide the teachers through the educational process of learning with complex scenarios. Educators are introduced to and well informed about teaching and learning with VR. The handbook offers material for reflecting/ debriefing the VR training to facilitate the addressed nursing specific competencies with deep impact. Furthermore, the project results in the development of a VR training framework software. This software can be transferred to any professional training within the VET field of person-centred profession. Thus, the project gains great impact on the development of situative learning approaches also within other professions.To sum up the potential longer-term benefit of this transnational project can be seen in the development of a common agreement on scenario-based nursing education. Here the pedagogical concept of situative, complex learning will be applied to simulation on VR. The framework software and the heuristic for creating complex scenarios show its impact on facilitating professional nursing competencies. However, the approach itself can be transferred and adopted to any other professional VET in the area of person-centered vocations. We believe, this project has the potential to foster a European exchange of workforce, supporting the Bologna process and EQR in developing standards and quality of higher education across Europe. Future collaboration for teacher and student exchanges will be fostered.