"With the critical cases that require providing the emergency airway patency in the pre-hospital area is frequently encountered and ventilation of these critical patients should be provided as soon as possible. rate of success in endotracheal intervention at the first time in patients with difficult airway management decreases with the reasons such as time constraints, stress and inexperience caused by the need for rapid intervention, especially in the pre-hospital area. However, to attempt the intubation with repeated trials delays patient ventilation and oxygenation and increases mortality rates (mortality) by causing many complications. Therefore, in patients whose endotracheal intubation is difficult to implement; to provide rapid and successful airway patency by using supraglottic and glottic methods as alternative to endotracheal intubation instead of repeated interventions will help reduce complications and mortality. This situation has been formed the starting point of our project idea. In this respect, a total of five meetings were held with domestic and international partners, one of which was the first meeting and four of which were transnational meetings. The field analyses and evaluations has been conducted in these meetings about the health system of Turkey, Romania and Hungary, structure of emergency health services, health education, paramedic training, airway methods often used in these countries. In addition, the works of the book calls ""Alternative and New Methods used in Airway Management"", which is one of our two most important intellectual output in these meetings, have been completed and our book has been presented to our target groups with open access in four languages. Also, the English version of our book has been printed in an international publishing house. This facilitates the accessibility of the book by health education students and health workers, academicians who provide education in the field of health all over the world. The content of the lesson called ''Airway Management'' which is our other intellectual output, has been arranged and the first and emergency aid program has been added to the training curriculum by the senate decision of Amasya University. Our project conclusion book and lesson curriculum has been presented to the Higher Education Institution as suggestions that it would be useful to use them in the first and emergency aid programs of other universities in Turkey. During the project, it has been carried out that learning, teaching and internship activities in Romania and Hungary at two different times. A total of 24 multiplier activities has been carried out during the project process, 32 adults and 16 students has been involved in mobility activities in all these activities. The applied trainings with our training materials about airway management and alternative airway methods in Amasya, Tokat, Samsun, Sinop and Ordu have been provided especially the pre-hospital health workers who are one of our target groups. A survey has been applied to health workers before and after these trainings, so that their level of knowledge about alternative airway management, their problems in airway management and the benefits provided of the training have been determined. The results of the survey studies are included in our project conclusion book. At the same time, the data obtained as a result of the trainings and our project book has been presented to the Ministry of Health in order to emphasize the necessity of providing training on alternative airway management in the in-service trainings of health workers. The students who are another target group have been given trainings on alternative airway management, and pre-and post-training surveys has been conducted for the first and emergency aid students who participated in the training. These survey results are included in our project conclusion book. The publication of our scientific project book as an international book and presenting it to the academic literature will have a long-term impact as it is a resource book for healthcare workers, academicians and health students.In addition, the Airway Management course, which is added to the curriculum, will provide continuity in the development of students' knowledge and skills on alternative airway methods during their vocational training.However, the use of our project book as a resource book of this course is one of the long-term expected benefits.The trainings which were provided by us to students and healthcare workers have increased awareness, knowledge and skill levels. This is another long-term impact of our project, as this will positively reflect the quality of service provided to the society by healthcare workers and students who are healthcare workers of the future. In addition, our project website and youtube channel will be online for 2 years from the end of the project."

<< Objectives >>Our project aim to offer an e-course addressing to COVID 19 simptoms, complications, treatment and recovery delivered by a tele-medicine platform. This will support medical university students in last years of study in acquisition of new skills as requested by the labor market in present pandemic context. In this way we bring our contribution to help the medical sector recover from the crisis in terms of innovative digital solutions in line with the EU’s strategic priorities<< Implementation >>E-MED intends to develop and implement an interactive model of learning and training in medical Higher Education, encompassing the benefits of e-learning with innovative work-based approaches. This will enhance theoretical and practical knowledge regarding COVID 19 disease for 200 medical students in participant HEIs. Activities: development of new curricula and COVID 19 on line course included into the e-MED e-learning platform; development and implementation of tele-medicine approaches.<< Results >>Tangible and intangible results can be summarized:- new curricula and COVID 19 on line course included into e-MED e-learning platform- virtual environment for on line consultation/telemedicine- development of digital skills and competences for medical students and teachers to use on-line medical approaches-strengthening partner organizations capacity to respond to actual challenges and to develop digital dimension of LL within organizations

Learning disability is a term used to describe the difficulty in such skills as writing, reading, arithmetic operation, speaking, and reasoning and this problem is widespread worldwide and observed usually in school years. The most commonly encountered learning disabilities in the literature could be stated as Dyslexia, dysgraphia, and dyscalculia. On the other hand, the number of projects on dyslexia, dysgraphia, dyscalculia, and learning disabilities is only 80 among about 15 thousands projects supported by the Erasmus+ program between 2014 and 2018. For this reason, it could be argued that the projects on learning disabilities are quite limited. The report by the World Health Organization reported that the number of educators is inadequate to meet the educational needs of the students with learning disabilities. Considering that reading and writing skills are developed in the first year of primary schools, it is particularly expected that primary school teachers are likely to encounter with students with learning disabilities compared with the teachers from other fields. Therefore, the most significant actors in recognizing these students are primary school teachers. Whereas, it is highly required to early diagnose learning disabilities and use coping strategies, accordingly, to properly support these students. It is a requisite to design and evaluate materials for them to have special education possibilities. Thus, pre-service teachers need pedagogical support for learning disabilities.Considering technological developments and its effects on education, the selection of appropriate supportive technologies would improve these students’ motivation and life quality. Therefore, pre-service teachers need technical and pedagogical support to provide their students with learning disabilities with effective learning environments.The main goal of this project is to support pre-service teachers about what learning disabilities are and what kind of learning environment they should provide the students with learning disabilities. Based on this main aim, it is firstly aimed to improve pre-service teachers’ knowledge and skills as well as awareness about learning disabilities. It is also aimed to inform pre-service teachers about the learning environments they could provide students with learning disabilities and to show how to use technology in these environments. Besides, it is aimed to support pre-service teachers’ experience with the technological tools that they need during the design and development of the learning environments. There are differences in the teacher training programs of the countries and educational possibilities offered to the students with learning disabilities. There is a need for this type of international project with the partners to transfer and disseminate exemplary practices.The pre-service teachers, who are the primary target group within the scope of the project, will be at the forefront both in the pilot study and in the dissemination process. In addition, teacher trainers, who are the target audience within the scope of LTTA, are also important for the project in the dissemination process.A handbook and an e-learning platform will be developed for the project to achieve its goals. During the development of these outputs, both qualitative and quantitative methodologies will be used to evaluate the outputs. And also, according to the results of these evaluations, academic publications will be prepared to contribute to the literature and to disseminate project results. It is aimed that teacher trainers integrate the outputs produced within the scope of the project into their own lessons and thus reach a wider application area. The main expected effect is to overcome the lack of knowledge of pre-service primary school teachers about learning disabilities. In addition, the development of pedagogical and technological knowledge about how to enrich the learning environment for individuals with learning disabilities is another expected impact. Besides, similar effects are expected in the long term in teachers and teacher trainers. Thus, this project will also contribute to the early diagnosis of individuals with learning disabilities.

<< Background >>Addressing inequalities in access to university is critical to addressing issues of social exclusion across Europe. Research widely indicates that educational choices and aspirations are relational and that young people from diverse and disadvantaged backgrounds do not have access to the cultural, social or academic capital needed to access HE. Multicultural, diverse and disadvantaged student ambassadors have the potential to work inclusively with young people from similar backgrounds, supporting them in developing valuable knowledge, skills and identities for HE access and progression. This project will develop and embed new approaches to working with student ambassadors to empower them to promote more inclusive universities.<< Objectives >>Main objectives of the project are: (1) identifying inclusion strategies in European universities and promoting social inclusion in HE for disadvantaged groups in relation to academic access, retention and success (2) develop models of cross sector working with student ambassadors to reach increased numbers of diverse and disadvantaged young people, promoting social inclusion; (3) develop a package of training modules for student ambassadors and cross sector organisations working with them to be shared locally, regionally, nationally and transnationally; (4) engage, connect and empower young people by developing regional, national and trans-national networks of student ambassadors.<< Implementation >>The project multiplier events will include an online international conference where research findings about current European university inclusion policies and practices, and models of effective inclusive student ambassador pedagogies and practice (R1) will be shared. Using the training curricula initially developed (R2), the Learning and teaching activity will provide opportunities for student ambassadors and staff to co-create and develop locally relevant training curricula and activities to address the needs of specific groups (such as Roma or refugee and migrant students). A report of policy recommendations (R4) will provide guidance on approaches to developing integrated ambassador schemes that effectively promote inclusion. Four local multiplier events and four final conferences will provide opportunities to disseminate project findings (R1, R2, R3, R4) and promote the concept of students ambassadors for inclusion.<< Results >>Project results will include: 1. A research report regarding the best practices in promoting social inclusion through strategies supporting HEI the access, retention and success of diverse and disadvantaged students 2. A curriculum for working with and training university students ambassadors/volunteers 3. Handbook of Best Practice and Resources for Student Ambassador Training 4. Policy recommendations for inclusion of disadvantaged groups through embedding student ambassador activity.The project will have a number of outcomes. These include increasing the intercultural and inclusive competence and understanding of best practice in working with diverse and disadvantaged students in partner universities, other local and national organisations and HEIs. Partner universities will introduce and/or extend student ambassador activity that supports inclusive practices and promotes the access, retention and success of diverse and disadvantaged students. The project will provide multicultural, diverse and disadvantaged student ambassadors with access to learning networks; increase their confidence, skills and knowledge, promote civic engagement. The project will promote co-operation and collaboration between partner universities. Through the publication of project results on the website, online platforms (e.g. EPALE), professional and academic open access journal articles, and through multiplier events , the project will promote inclusive ambassador training and activity that supports access and progression of diverse and disadvantaged students to universities across Europe.

"<< Background >>With this project, which we will realize with our partners abroad, it is aimed to design educational materials in the fields of energy efficiency and renewable energy in the light of the EU's resource efficiency principles and to develop education-teaching methods. In order to achieve this goal, it is aimed to develop open educational resources in the field of 3D Virtual Learning Environments, Educational E-content and STEM, which are among the innovative technologies we have been hearing frequently recently, and to develop digital competencies for free open source educational software. According to the results of the SWOT analysis and needs assessment studies we carried out with our project partners through e-twinning and social sharing programs;1- 65% of project partners think that joint efforts to reduce the effects of climate change should be strengthened in the international arena. It is felt as a need to show a common voice by taking a common approach on EU energy policy.2-2- It is thought that innovative applications should be developed that will reveal good practice examples, education and training materials, education and training methods that will inspire technology transformation planning in the fields of energy efficiency and renewable energy at a rate of 61%. Each country's stakeholder aims to contribute to the development of the country by professionalizing in this needed issue.3- 46% of partner institutions think that innovative technologies that enable the use of energy efficiency and renewable energy should be developed in their countries and that personnel using these technologies should be trained. Thus, each project partner will train technical personnel that will contribute to the economy of their country.4-What are the strengths of our project partnersa.STEM (TR, Merzifon District National Education Directorate-MEM),b.Digital educational game (Bilim KG),c. By carrying out joint studies in the fields of Virtual Learning Environments (Turkey, Kutlubey); It is aimed to establish cooperation networks in areas of expertise, to increase international capacities and to share ideas, practices and methods.5- University College Dublin , which is qualified and conducting studies in the field of Digital Human-Environment Interaction, aims to support pedagogically the educational materials put forward by the Digital Human-Environment Interaction Laboratories and Tokat Amasya University Faculty of Education. Taking advantage of the academic performances of these two partner institutions, it is aimed to receive support from expert education personnel, to develop educational materials and to disseminate the results.When the international needs and researches are examined, it is seen that there are studies supporting the necessity of this study. Trinomics (2018), in his study, which evaluated 495 policy studies in European Union member countries, revealed that 50% is related to energy saving and climate change. In the study of Jeonga, Hmelo-Silverb and Joc (2019), which examined 316 studies in computer-aided studies in the education environment and in digital learning areas such as STEM, these trainings were related to science at a rate of 36.4%, and that they were related to computers at a rate of 24.3%, and revealed that it is about real life. Although there is energy saving and climate change in the policies of countries, it has been observed that digital transformation is rarely included in education.In summary, based on the necessity of addressing environmental problems according to the conditions of the current era, people's interests and abilities, by preparing digital e-content, virtual reality application and STEM education plans for environmental problems, raising awareness about environmental problems, raising awareness about environmental problems, Providing them to develop solutions constitutes the main goals of the project.<< Objectives >>In the light of these national and international goals, our institution, as a educational institute, carries out studies in order to include the environment and environmentally friendly technologies in production processes, to support the use of domestic technology and equipment, to support advanced technology applications and to bring innovative dimensions to life. For this purpose, it is aimed to create coordination and synergy in the fields of climate-friendly technologies, clean production technologies and energy efficiency, renewable energy and other energy technologies in our school. Our institution requires STEM, 3D Virtual Learning and Educational E-content applications, which are popular and effective educational approaches of our age, in terms of generating interdisciplinary solutions. It is thought that these practices will be a very effective method in raising awareness about environmental problems and approaching problems in a solution-oriented manner.When the Council and Commission Joint Report published in 2015 regarding the European Union Cooperation in Education and Training (ET 2020) objectives and the Erasmus + 2020 program are examined, it is seen that the following objectives coincide with the project we want to realize and the priorities determined above:1. Environment and Climate Objectives: Our project aims to develop education-training methods in order to prevent problems arising from the environment and climate change, to save resources, to reduce waste, and to transform carbon emissions into renewable energy sources.2. Digital and innovative applications: Our project aims to develop and use open educational resources in the field of STEM, Virtual Learning Environments and Educational E-content for a green world, and to develop digital competencies for free open source educational software. It is planned to encourage life-long innovative methods and tools in these areas.3. Supporting Educational Personnel: With the project, professional development of staff will be strengthened in our school.Apart from these;-Examining the steps taken to solve the problem in the educational environment in European countries on-site and transfer them to our country,-Conducting joint studies in our city similar to the models applied abroad,-Developing foreign languages, engaging in cultural and social activities, to see the cultural diversity of Europe are aimed.<< Implementation >>Transnational Project MeetingsTransnational project meetings will be held at the beginning, in the middle and end of the project in order to ensure good project management. The first meeting and the last meeting will be held face to face, and the evaluation meeting to be held in the middle of the project will be held online.The first meeting-opening meeting- and will be held under the presidency of Kutlubey Primary School in Turkey, the country where the project coordinator is located. Project coordinators of foreign partners will attend this meeting. (2022-01)The third and final meeting will be held under the coordination of Amasya University, which is located in the same country with the project coordinator.(2023-11)Learning, Teaching, Training Activities During the project, five Learning, Teaching, Training Activities will be carried out, two in Turkey and three in Ireland, Germany and Austria. Before these mobility, a ""Project Preparation Meeting"" will be held online under the chairmanship of the coordinator institution.1st LTT Ireland(2022-03): It is aimed to raise awareness of project staff and participating teachers about global environmental problems and their solutions, to develop innovative ideas about what digital solutions can be produced to global environmental problems by understanding the human-environment relationship and to comprehend the basic theoretical knowledge that can design original products and to determine in which areas they will produce. In addition, each project team will focus on a different environmental problem in this meeting, and a rich material will be produced for different problems. 2nd LTT-Kutlubey(2022-07): Project staff and participant teachers will be provided with training on digital educational content development with 3D virtual reality application, and this technology will enable them to gain basic competencies related to global environment and climate issues. 3rd LTT-District MEM(2022-10): Project staff and participant teachers are expected to;-develop efficiency with this approach;-recognize the applications of STEM education in different countries, historical development, 5 E model, goals and importance of STEM approach-understand how to prepare plans by establishing a relationship with STEM activities and environment-climate issues;-acquire the professional skills to create their own unique activity plans for global environmental and climate problems by providing them with training on STEM.4th LTT Austria(2023-01): Project staff and participant teachers will be trained on Educational E-content and learn the program used in e-content design; comprehend the principles, elements and stages of educational e-content design; gain the basic competence to design a game at a basic level by understanding how to establish the relationship between the global environmental problem and educational e-content. This will improve the project participants' ability to learn and use innovative teaching approaches.5th LTT Germany(2023-06 ), feedback will be taken to be applied to students in a real education environment. In this way, the educational evaluation of the applications will be made and their final form will be given. Multiplier event- 2023-10The results we will have prepared at the end of the process will be shared at the training fair and seminar, with the participation of at least 85 people from Turkey and abroad, in a 5-day period called ""Digital Support to the Nature."" It is aimed to create an opportunity and environment to share with papers and workshops, as well as to inform participants of new educational approaches and technological innovations and to experience various applications in these areas. With this dissemination work, it is among the project goals to increase the productivity of domestic and foreign participants and to inspire them to develop their creativity.<< Results >>Within our project we planned two transnational project meetings, 5 Learning/Teaching and Training activities and 1 multiplier event. In addition to these, 3 project result are planned to be produced. All off these activities and results have their own outcomes. When we combine all these and sum up we can state the following outcomes on the completion of the project;- Contribution to innovative educational technologies covering the European Green Deal, Technology and Education field,- Implementing a versatile design with a focus on environmental problems in 3D virtual learning design, STEM and educational e-content- The customizable feature of virtual learning environment designs developed by expert personnel with different areas of expertise,- Designing virtual environments supported in different languages according to the interests and needs of the students.- Informing public about the EU energy policy and education policy,- Informing public about EU environmental technologies action plan (Green Deal), aims to use environmental technologies, and innovative educational technologies - Cooperation and coordination among various institutions and management levels in combating climate change,- Suggesting solutions to global environmental problems internationally,- Transferring good practice examples, educational materials, education-teaching methods objectives that will inspire technology transformation planning in the fields of energy efficiency and renewable energy -Ensuring that cooperation networks are established, international capacities are increased and outputs, practices and methods are shared as a result of joint works on STEM, 3D Virtual Learning and Educational E-content development -Increasing the cooperation skills between teachers, students and administrators in the target group thanks to the technology-based collaborative work area-Preparing interdisciplinary training plans and material samples prepared for teachers through STEM, 3D Virtual Learning and EducationalE-content development examples,-Creating pedagogical contents that will support the emotion of the students towards the target group,-Ensuring professional development of personnel who will develop digital games in different languages in the field of energy efficiency and renewable energy,-Staff’s gaining experience internationally in project management -Staff’s gaining skills on foreign language"