"Development of Professional Courses in Sustainable Water Management - RESONATEA new approach to the way we plan, manage, and use water is urgently needed. The most important change we can make is in the way we think about, value, and manage our water. The body of knowledge necessary to effectively practice engineering at the professional level and tackle with the problems of sustainability goes beyond the scope of the traditional engineer. Educational programs for integrated and sustainable water resources management are missing in many European countries.The aim of the project “RESONATE” is to provide comprehensive engineering knowledge and develops professionals’ scientific, communication and problem solving skills through a combination of practical, hands-on courses, industry projects and theoretical foundations. The Professional courses will be developed in consultation with industry to equip engineering professionals with the advanced technical expertise, critical thinking and professional skills required to remain competitive in a global workforce and succeed in the future career.The project ‘Development of Professional Courses in Sustainable Water Management’ is structured into five consecutive modules: Analysis, Development, Implementation, Evaluation and Sustainability.The overall objective of the project ""RESONATE"" is the education of engineering professionals for sustainable water management in line with the national and EU policies, and in long-term contributing to the development and management of water resources on both a local and global scale.The specific objectives are:- To improve the level of competencies and skills of engineering professionals in the field of sustainable water management;- To develop and implement new and innovative professional courses for the water sector in line with EU Water Framework Directive; and- To close the gap between the needs for new knowledge, lack of educational programs and challenges of organisations (private, public and NGOs) in sustainable water management.During the project RESONATE several groups of participants will be involved in different project activities:- engineering professionals;- engineering managers; - representatives from nongovernmental agencies in the sector of water management;- representatives of Government agencies, ministries, public enterprises in charge of management and operation of resources (water and waste communal enterprises, industry and power plants operators, irrigation utilities).This project sets up a new framework of Professional courses for integrated sustainable water resources management focusing on developing new skills and ready to use knowledge in water engineering sector, as well as personal and professional skills (work in interdisciplinary teams, managing project, time management, innovation, etc.). Subject of courses will be upskilling in the fields of water resources usage in urban areas as well as in other related fields – industry, agriculture, power sector).Innovative and learner-centered pedagogical approaches will be used, appropriate assessments and certification methods, learning from international experts and case studies on transformative projects, using systems approach and working with future scenarios, changes and strategies.This project will ensure high quality learning opportunities to VET education learners and provide effective strategies for enhancing transferable skills of engineers. It is that expected these Professional development courses will be attractive for engineering professionals in other European countries as well, considering the content of the courses, innovative approach, structure and ICT-based training.Successful realisation of the project activities will provide integrated Professional courses to be developed, implemented and certified, where professional engineers will be able to develop practical skills and useful knowledge relevant to the latest technology trends and industry needs, policies and requirements in Europe regarding sustainability and water management. It is expected that around 6400 people will benefit for this project (as direct and indirect beneficiaries). The impact of the Professional courses will assure technical excellence of the engineering professionals, with the ability to lead, influence, and integrate—preparing them to weigh the diverse technical, environmental, and societal issues that shape the optimal approaches to planning, design, and construction of sustainable water management systems.Project results and lessons learned will be disseminated using several medias: web portal, internet, engineering networks, professional associations, social media, publications, events, open days, conferences, etc."

<< Background >>PEPAICO has as its goal to provide, students, professionals and entrepreneurs with the necessary and sufficient knowledge and tools to allow them to take on the challenges posed by the emergence of artificial intelligence and exploit the wide range of opportunities offered by this technology, either as novel products or innovative means to upgrade processes.According to International Data Corporation, the global artificial intelligence market is expected to grow at a compound annual growth rate of 17% to reach 250 billion euros in 2027. The impact of artificial intelligence on employment has been extensively studied over the last ten years, leading to a paradoxical conclusion called ‘job polarisation’. Examining the US, Acemoglu and Autor (2011) came to the same conclusions than Darvas and Wolff (2016) who worked on the French, German, Italian, Swedish and British cases found similar results for the US, while report such developments for a selection of EU countries: in all these countries, the number of middle-education jobs (clerks, machine operators, assemblers) is declining while at the extremes, the number of high-education jobs such as managers, engineers and health professionals and the number of low-education service occupations (e.g. shop workers, deliverers, etc.) that are not worth to replace by automation, are growing. A key conclusion is that the quality of human capital plays a crucial role. The ability of individuals to use the technological advances for the benefit of their work requires developing particular digital skills through well designed policies. This underlines the importance of using appropriate instruments to ensure that workers are well prepared to harness the disruptive forces of digital technologies.Because it creates a wide range of new products and services, artificial intelligence is the very type of technology favouring not only entrepreneurship but also new generations of graduates, professionals, and entrepreneurs.Engineering, life sciences, business, arts, security, and even politics, all sectors use under one form or another. artificial intelligence technology is virtually limitless. J. Boynott provided seven examples spanning from finance, medicine to law to the showing how artificial intelligence can disrupt almost all industries. But artificial intelligence also changes radically the way businesses are run. K. Patel listed five ways AI can bring added value: efficiency, productivity, customer experience, creativity and error avoidance. At the same time, artificial intelligence is increasingly viewed as a threat rather than an opportunity, including youth who is presumably more acquainted with digital skills than their elders. In a study made by Young Enterprise on young people’s view of AI, 76% of respondents said that they think that AI will lead to fewer jobs. The artificial intelligence revolution is nevertheless irreversible. According to a survey performed by IBM and Oxford Economics, 82% of enterprises are now considering AI adoption. What really worries enterprises in implementing AI has nevertheless changed. Instead of the availability of technology, which was seen as the most important obstacle, now, it is the lack of skilled people enterprises consider as the most deterrent barrier.By contributing to the emergence of graduates, professionals, entrepreneurs well aware of the opportunities and threats artificial intelligence is and will be bringing in, the project is expected to: i) lead to business creations and jobs; ii) upgrade the employability of the learners since artificial intelligence is adopted by an increasingly number of companies.<< Objectives >>Spanning over three years, PEPAICO has as overall goal to alleviate this barrier by providing students, professionals and entrepreneurs with the knowledge allowing them to face the challenges posed by artificial intelligence and exploit the opportunities it creates in terms of careers or businesses. To that end, the project will achieve the following objectives:-O1:Characterise the advantages, drawbacks, opportunities and threats brought by each type of technologies on employability, career and business;-O2:Specify and develop a modular methodology blending in-person teaching and distance learning to train students, employed and unemployed professionals and aspiring and confirmed entrepreneurs on artificial intelligence along with tools to monitor and assess the trainees’ progress;-O3:Develop a face-to-face training course on artificial intelligence combining theoretical knowledge, practical skills, and gamification;-O4:Construct a distance learning platform on artificial made up of adapted as well as specifically developed online contents and a micro-learning application;-O5:Promote a generation of graduates, professionals and entrepreneurs well-aware of and well trained on artificial intelligence with the message than well tackled, artificial intelligence can lead to employability improvement, career boosting and business opportunities.<< Implementation >>Lasting 36 months, the project is made up of four intellectual output-producing activities (IOs). There are additionally an activity package (AP) dedicated to the dissemination and exploitation of the project results, and an activity package (AP) devoted to the project implementation and management.-“IO1 – Impacts of artificial intelligence on employability, career, and business” will set the ground for the educational methodology to be adopted by PEPAICO. Its purpose is to investigate the effect of artificial intelligence on each industrial sector and perpendicularly on each job position. IO1 will start by setting up a common terminology since artificial intelligence terminology and meaning are often vague, multi-semantic and intertwined. The results will be combined with existing studies to provide an in-depth insight of the impacts of artificial intelligence on employability, career and business.-“IO2 – Pedagogical methodology” has as its goal to specify the modular blended training programme on artificial intelligence in terms of content as well as format. To that purpose, the project will: i) determine job seekers, employees and entrepreneurs’ needs and expectations regarding training on artificial intelligence by means of quantitative surveys and qualitative semi-structured interviews; ii) use the results in combination with the outputs of IO1 to determine the artificial intelligence knowledge and skills to be acquired by each target groups regarding their backgrounds, professional profiles, and personalities; iii) Specify the formats to be used for the educational materials e.g. in-class theoretical teaching, simulations, coaching, gamification, peer-to-peer assessment, self-evaluation, etc.-“IO3 – Learning content development” will develop the core training content based on the survey, need analysis, and intended learning content specified by IO2. The developed content will be rolled out in face-to-face teaching and training pilot sessions. To that purpose, IO3 will: i) inventory partners’ educational material responding to the specification of IO2; ii) Adapt existing pedagogical material to make it tailored to trainees’ needs; iii) Develop complementary pedagogical material to fully respond to job seekers, employees and entrepreneurs’ expectations; iv) Carry out pilot sessions and refine the content taking into account the collected feedbacks.-“IO4 – Distance learning platform and micro-learning application” will design, develop and deploy the distance learning on artificial intelligence through four components:-The online teaching modules resulting from adaptation of the modules developed by IO3 and complemented with additional modules if necessary-The micro-learning application whose goal is to enhance the training process and create a collaborative network of trainees on artificial intelligence-The library of examples of use of artificial intelligence to enhance careers or businesses to illustrate-“AP5 – Dissemination and exploitation” is aimed at reaching the largest possible audience. For that purpose, it will combine multiplier events and online promotion of the project results, including the development of a website dedicated to the project in particular, and artificial intelligence in general, and participation in all relevant social networks. -“AP6 – Consortium coordination and project management” will put in place a management system be sufficiently flexible to allow the project face unexpected events while strong enough to ensure the project be implemented according to the work plan.<< Results >>PEPAICO will result in:•At the knowledge level,-R1:The project will produce a mapping of the impacts of each artificial intelligence technology on each industrial sector, job and position. This result will be reached by the achievement of the objective O1. It will help companies exploit the opportunities created by artificial intelligence while mitigating the risks it brings in, in terms of business development as well as process improvements. It will also help graduates and professionals identify the levers offered by artificial intelligence to upgrade their employability or promote their careers.-R2:The project will identify produce a pedagogical methodology for modular blended learning aimed at determining the artificial intelligence topic to be taught to students, professionals and entrepreneurs according to their background, industrial sector, situation, and aspiration as well as needs and expectations. R2 will be the result of the achievement.•At the educational level, the project will design, develop and implement a 360° learning approach grounded on the intended learning outcomes specified by the results R1 and R2 and combining face-to-face coaching, distance learning and daily micro learning:-R3:The set of modules to be taught in face-to-face sessions -R4:A distance learning platform aimed at allowing learners to access to a wide range of training contents including among others online courses, market forecasts, business cases, technological trends and best practices-R5:A micro learning application allowing learners to: i) self train on artificial intelligence knowledge and skills; ii) find information with the assistance of artificial intelligence; iii) network with other learners.Altogether, R3 will concretise the achievement of IO3 while R4 and R5 represent the achievement of the objective O4.•At the dissemination level, the project will:-R6: Create a website presenting artificial intelligence issues notably, but not exclusively in terms of business and jobs, the project objectives, content and partners as well as the Erasmus+ programme. The project website will naturally linked to the project distance learning platform as well as its micro learning application. This main communication tool will be supported by hardcopy material including flyers and brochures.-R7: Organise three multiplier events held in Finland, France and Spain to present the project outcomes, discuss their scientific and pedagogical relevance and promote their take-up at the academic as well as business level.Together with R3, R4 and R5, R6 and R7 will accomplish the objective O5.

The project aims to innovate the nurses' curriculum, responding to the recent situation created by the COVID-19 pandemic. Supporting socio-health systems with targeted education and professional training policies while attenuating the impact of the crisis in this particularly stricken sector is a crucial challenge facing the EU. As Ursula von der Leyen pointed out, health and digital technologies will be the major points of the European plan by 2030.The implementation of the “From Cure to Care. Digital Education and Spiritual Assistance in Hospital Healthcare” project contributes to these European objectives, starting from nurses who, in this time of crisis, find themselves in the front line of health and social care in the most unprecedented circumstances. More specifically, the project intends to innovate nurses' curriculum developing their skills and competences in two areas in which they do not feel adequately prepared and which are becoming more prominent as a result of the COVID-19 crisis: 1. Digital technologies in order to streamline many administrative processes, assist with onboarding and training, enhance productivity and reduce care variability as well as to learn how to deal with telemedicine;2. Identification, assessment and management of patients’ religious and spiritual requests in the multicultural contemporary society.During the project the partner consortium will carry out four case-study analyses aimed at exploring nurses’ competencies and skills in the digital field and in religious-spiritual assistance in healthcare during the COVID pandemic. This will lead to a working paper on the improvement of nursing curricula with respect to the inclusion of diverse religious/spiritual needs in healthcare, and how to accommodate these and other needs through digital enhancements to the health system. This will be the starting point for the design of a blended Training Programme in “Digital Competences and Spiritual Assistance in Hospital Healthcare” consisting of: an E-Learning course, face-to-face laboratory work and blended mobility activities, as well as an evaluation of the strength and areas of improvement of the proposed implementation. The online course will be delivered as a pilot course to about 200 HE learners from the four countries represented by the consortium (Italy, Ireland, Spain and Poland). A selected group of 20 students will also have the chance to attend 40 hours of Blended Mobility activity, which will take place in Turin, IT. Participation in the online course will foster the acquisition of novel competencies and skills; in particular, it will guarantee digital literacy and it will provide the skills needed to take advantage of the digital evolution of the healthcare system.The training programme’s main target will be students of Nursing but it will also be open to students of Psychology and Social Sciences (such as aspiring psychologists, sociologists, anthropologists and social workers) because these professions too are in the front line in approaching patients’ religious and spiritual needs and, according to the most innovative models for spiritual care in hospitals, they are supposed to work in an interdisciplinary team with sanitary operators. Moreover, during the emergency, psychologists, psychological counsellors and social workers have also experienced increased work volume, intensity and stress levels while struggling to transmute their ordinary face-to-face work into smart working. Through the course design and delivery, the HEIs taking part in the consortium will have the chance to improve their digital educational resources and the digital competences of their education and training staff. In this sense the course will also act as a launching pad to evolve their online offer, considering multilingual and multicultural aspects. Such a programme, based on the E-Learning Course, Modules and face-to-face Laboratory work, may not only be replicated by other European universities integrating it into their curricula, but also adopted by hospitals and clinics for permanent staff training.After the project completion, the online section of the designed course in “Digital Competences and Spiritual Assistance in Hospital Healthcare” will be made available for open access (content will have a CC-BY-NC-SA license) for self-learners on an open-source educational platform.The publication of the course has the goal of disseminating the desirability of including of multicultural religious/spiritual needs in health care, as well as the importance of digital skills – which have become more prominent in the Covid-19 pandemic within this framework. Making the course freely available to the general public, with a self-learning approach, also tends in the direction of promoting easier access to life-long learning tools for a wider range of people, especially those who, due to social or personal conditions, cannot afford to invest in a full Higher Education programme.

The EduHack project (Hacking Education through eLearning and Open Education) was created to address the recommendation in the 2013 European Commission's Communication on Opening Up Education to “Support teachers' professional development through open online courses”, a recommendation followed by a number of policy initiatives and actions that have put a renewed emphasis on the creation and pedagogically-sound use of digital resources for education. The research accompanying the Opening Up Education Communication, in fact, found that 50%-80% of students in EU countries never use digital textbooks, software, broadcasts/podcasts, simulations or learning games, that most teachers do not consider themselves as “digitally confident” or able to teach digital skills effectively, and that 70% of teachers would like more training in using ICTs. What these numbers currently indicate is a large and systemic ICT-skills deficiency, also felt within education, which is suffering from an acute lack of teachers with the appropriate expertise to design and develop digital educational resources and run ICT-enabled educational courses.In this specific context, in which an increasingly pressing demand for digital competences related to the massive diffusion of technologies in education does not correspond to an effective possibility to acquire them quickly and easily (a demand that became more and more urgent in 2020 due of the Covid-19 pandemic and the consequent revolution that educational institutions at all levels were forced to face in order to ensure effective distance learning), the EduHack project aimed to tackle this gap by: - Improving the digital skills and competences of higher education teaching staff in developing and delivering content for distance courses, with attention to open education approaches, thanks to the creation of an open and innovative capacity-building program.- Promoting the creation of teachers’ groups from different backgrounds and of other professionals (media-production experts, quality-assurance professionals, web developers, etc.) to share and combine work and to strengthen trans-disciplinary collaboration in the field of digital education.- Creating a network of institutions interested to experiment with new teaching approaches and spread them in their own context, enlarging the potential benefits, and promoting a virtuous circle.- Creating a support network that enabled teachers and institutions to freely and collaboratively explore the co-creation of digital content, greatly enhancing their confidence in the ability to create.In order to reach these objectives, the five partners involved in the EduHack project (Politecnico di Torino, Universidad Internacional de La Rioja, Coventry University, ATiT, Knowledge Innovation Centre), worked together to create a blended and innovative capacity-building program intended for university teachers who wanted to become familiar with the use of digital tools and approaches and to increase their digital skills, competences, and confidence. The program has been piloted in the three partner universities, which involved their own communities of teachers (main target) to test its effectiveness, and it has been (and will continue to be) spread and promoted in a broader context, involving in the process other universities and institutions that have joined the EduHack “extended network”. In particular, the activities of the Edu-Hack project have been:- The creation of a Curriculum of contents and an online course (open, collaborative, active: https://eduhack.eu/course/), composed of four learning areas and nineteen teaching units.- The creation of an online infrastructure WordPress based, made up of a service space (Website: https://eduhack.eu/), collaboration and publishing spaces (Splots: https://wall-it.eduhack.eu/-https://wall-es.eduhack.eu/-https://wall-en.eduhack.eu/-https://polito.eduhack.eu/-https://unir.eduhack.eu/-https://coventry.eduhack.eu/), a smart content aggregator (EduHack Community Hub: https://hub.eduhack.eu/), all preparatory to the three piloting paths realized (and that will be potentially replicated in the future), and useful to make the learning experience more interactive and engaging. - The piloting of the online course in the three partner universities, with the involvement of over one hundred higher education teachers who followed with success the activities proposed. - The organization of three EduHackathons (offline and online: https://eduhack.eu/eduhackathons/) in the three partner universities, in which teachers, but also other professionals interested in participating, worked together on the development of ideas on digital tools and practices potentially useful for distance teaching and learning.- The creation of the EduHack Toolbox (https://eduhack.eu/outputs/o4/the-toolbox-contents-2/), an online book with the guidelines on how to use the materials and the technical infrastructure for all those who want to replicate the experience in their own context, universities or other institutions.- The building of the EduHack Network (https://eduhack.eu/network/), an informal network of practitioners in institutions interested in the project and its approach and contents, a real community that will try to replicate the experience made within the Edu-Hack project in other contexts and continue to collaborate on improving the project and enlarging the number of beneficiaries of the Edu-Hack project.Summarizing, the results of the Edu-Hack projects are:- 1 open online course, with an open digital badge system for the certification of the competences.- 1 multisite WordPress based with different learning and collaborative environments (1 website, 6 Splots).- 1 semantic connected platform (Community Hub), linked to the main multisite.- 3 training pilot online courses (Spain, Italy, UK: 158 participants).- 3 hackathons-pilot events, offline and online (Spain, Italy, UK: 75 participants).- 12 trans-disciplinary groups that worked on 12 ideas for the development of new digital tools and new teaching practices for education.- 1 online “toolbox” (or guidelines) for a collection of the project experience and the full instructions and tools for its replicability in other contexts.- 1 network of 25 members including universities, stakeholders and institutions that worked (and will work) with regard to the adoption of approach and contents developed, guaranteeing a long-term impact of the project.

<< Background >>In addition to the European Green Deal, the European Commission published five communications, which are likely to have an impact on skills development in Europe, namely: a) a New Industrial Strategy for Europe; b) an SME strategy for a sustainable and digital Europe; c) long-term action plan for better implementation and enforcement of single market rules; d) identifying and addressing barriers to the Single Market; e) a Circular Economy Action Plan and; (f) a European Skills Agenda.Construction enterprises (esp. SMEs) often require highly specialised candidates and request highly specialised VET programmes. Innovation in the construction sector is achievable by applying green and sustainable technologies and digitalisation towards a more sustainable resilient and inclusive Europe.The BEWARE project arises from the need to qualify engineers and other professionals in the construction industry for the job market in line with the requirements of the European Green Deal based on technology - sustainable - resilience, knowledge, and skills. Climate change proofing of building is influenced by geographical adaption and socioeconomic environment. The partners of this project have different background expertise and practice in dealing with climate conditions. For instance, the southern European partners are more used to deal with extreme heat and water scarcity, while central European partners are more prepared to deal with heavy rain, floods, and cold.Effective and efficient sustainable solutions are essential to improve climate change and extreme events resilience in buildings. A comprehensive VET programme is lacking that can teach key methodologies to choose the best solutions to respond to these challenges required to move to a low carbon, resource-efficient, and climate-resilient economy by 2050.The project BEWARE will present practical cases, where different solutions for building envelope will be studied and discuss, in line with EU legislation (e.g., Ecodesign, Energy Performance of Buildings, Waste, etc.), recommendations and strategies (e.g., nearly zero-energy buildings, environmental product declarations, circular economy, wellbeing, and sustainable growth strategy).<< Objectives >>The project BEWARE aims to teach professionals to turn the buildings envelope more resilient for weather extremes and prepared for climate change by using innovative and sustainable solutions. Moreover, low carbon footprints will be taught at the site scale. The project will enable the trainees to:(i) assess building's vulnerability;(ii) evaluate the characteristics of the building, at the design phase that should be addressed in the design of buildings' resilience to climate change;(iii) identify and learn to apply several sustainable solutions to improve the envelope buildings' resilience;(iv) increase the energy efficiency of the building, in compliance with the Energy Performance of Buildings Directive with an economic perspective;(v) learn how to use digital tools to benefit the building envelope's resilience and sustainability to extreme weather events.The specific objectives are: (a) To improve the level of competencies and skills of engineering professionals in the field of Building Resilience and Sustainability to climate change and extreme weather events;(b) To help in the integration of digitalisation and innovative technologies and practices in the construction;(c) To develop and implement new and innovative professional courses for the buildings’ resilience in line with the Green Deal framework;(d) To close the gap between the needs of new knowledge, lack of educational programs, and challenges of organizations (private, public, and NGOs);(e) To rethinking the buildings solutions for adaptation to weather extreme events, contributing to long-term planning solutions for buildings’ resilience and, considering different countries realities;(f) To increase the energy efficiency of housing stock and reducing carbon footprint, contributing to EU greenhouse gas emissions reduction ambition for 2030. By tackling the skills and knowledge of the participants, the project is enlarging their individual capacities.<< Implementation >>The project Development of Professional Courses in Building Resilience and Sustainability to Extreme Weather Events - BEWARE will be developed jointly following the competence-based approach: acknowledging needs, challenges, and trends of professionals working in the construction sector, architecture, civil engineering, etc. The program, training materials, digital platform, videos, guidelines, tools, practicum, and materials will be developed using already proven instruments and forms and the peer review system to assure the highest quality standard. The project “BEWARE” is structured into four consecutive modules: Development, Implementation, Evaluation, and Sustainability. The goal of the dissemination activities is to invite professionals to take part in the Program and promote the VET Platform, its options, and features to relevant stakeholders. During this phase, the 6 Modules will be piloted, with joint contributions from all project partners. The BEWARE Program will train at least 100 participants through the BEWARE VET Platform from Portugal, Germany, N. Macedonia, Cyprus, and Spain. The innovative VET digital game-based training platform with gamification tools will enable learners to develop new skills and independently pursue new approaches and strategies in their everyday work.Interviews and benchmarking will be done in the scope of project result 3 BEWARE Practicum, to find the best examples and case studies from different European countries, representing different professions and industries. Part of the activities in project result 4 BEWARE Guidelines and Policy Recommendations will be reaching out to 10 organisations (5 per country) and provide them advice and support on how to approach the topic of building resilience and sustainability to extreme weather events.Throughout the project, via the implementation of the project dissemination strategy as well as the 6 multiplier events, stakeholders, including other employing organisations from both the public and private sector, VET/HE institutes, and business /enterprise support agencies, will be made aware of the project results. They will be exposed to a series of core messages via the project website, e-newsletters, blog posts, and articles. They will also be invited to take part in a consultation process as part of project results 3 and 4. Globally the project expects to involve directly in its activities along with the project development of about 100 professionals, 50 organisations and owner/managers/entrepreneurs, and 10 key actors (governmental organisations, decision-makers). Indirectly, considering the involvement of other users in the network, public events, and all the dissemination actions. The BEWARE project is expected to reach about 500 - 1,000 individuals in each participating country.<< Results >>BEWARE project will have 4 major results:1- VET training programme is founded on 6 modules, where trainees can choose(s) which module(s) is/are relevant for their professional activity: (A) Module 1 - Ecodesign and social needs: Ecodesign is thinking buildings considering the efficient use of materials and energy through recycling, remanufacturing, or refurbishment, considering the life cycle of the building and users’ needs.(B) Module 2 - Insulation materials: A good selection of thermal insulation materials can contribute significantly to reducing energy consumption, operating costs, and adverse effects on users.(C) Module 3 - Nature-based and waste-based solutions: these solutions can contribute to climate change mitigation since they can diminish energy consumption, reducing urban waste and heat island effect.(D) Module 4 - Energy efficiency and economic assessment: Improving the energy efficiency of buildings is a key tool to achieving less energy consumption of the building, resulting in cost reduction. (E) Module 5 - Digitalisation: The construction industry has been hesitant to embrace digital innovation, where IT spending does not exceed 1%. However, the increasing digitalisation of the construction sector can contribute significantly to sustainable development and the EU 2020 Strategy.(F) Module 6 - Risk assessment - For risk-based analysis, it is necessary to identify, evaluate, and mapping all relevant vulnerabilities (e.g., heat stress in conurbations, water use, heavy rain and flash floods, and river flooding) and impacts.2- BEWARE VET Digital training platform and the development of training materials and resources: will serve as information support and will provide a database of articles, resources, tools, and cases available for professionals to expand their knowledge. BEWARE Platform will also provide a rich, experiential experience enabling learners to understand the choices they have at their disposal and the implications of them. 3- BEWARE Practicum with case studies - will address the challenges learners face when starting with Building Resilience and Sustainability to Extreme Weather Events, and will serve as an inspiration to them when dealing with real-life scnerations, by presenting good real-life examples, best practice examples, and case studies of professionals and organisations who have experience in the field.4- BEWARE Guidelines and Policy Recommendations - will set out the economic and social benefits of extending the BEWARE project to a wider European audience. The report will set out a series of concrete recommendations and arguments and build the case for a national and European-wide strategy promoting and extending the use of BEWARE in many organisations that want to improve employee’s skills in Building Resilience and Sustainability to Extreme Weather Events.