<< Background >>The environment and fight against climate change are an urgent focus on national, EU and global scenes recognizing key role of higher education institutions (HEIs) contributing to the changes needed to become climate neutral by 2050. Developing competencies and future-oriented curricula that meet the needs of individuals and the respective industries are highly required as the construction industry holds great responsibility and potential for supporting this agenda. Developing green sectorial skills and future-oriented curricula are essential aspects of preparing students, lecturers, and practitioners to become actual change factors.The construction industry is responsible for 40% of energy use, one-third of greenhouse gas emissions worldwide, and has one of the most significant waste streams generated within the EU. This underpins the urgency of addressing the environmental aspects, supported by the EU Green Deal strategy, Paris Agreement and the UN’s 2030 Agenda for SDGs.SUSTAINABUILD will support three HEIs in Denmark, Finland, and Belgium and a construction business association in Spain to develop activities to foster the acquisition of interdisciplinary green skills and awareness towards the environmental challenges of their students and lecturers based on solid input and needs from the construction industry, thus ensuring the triple helix approach throughout SUSTAINABUILD. Therefore, the overall aim of this project is to equip students at construction engineering programmes through increased sustainable knowledge, awareness, and interdisciplinary green sectorial skills in an international perspective using innovative digital didactic learning methods and digital mobility. Additionally, SUSTAINABUILD aims to provide valuable insights into the contribution of the built environment to practitioners and lecturers within the field and to ultimately push the sustainability agenda in Europe and accelerate the implementation by internationally exchanging ideas and good practices.<< Objectives >>The main objective of SUSTAINABUILD is to develop a 5 ECTS hybrid course (WP3) focusing in detail on how construction projects (new buildings and renovation projects) can support the achievement of the 2030 Agenda and implement the course in the educational programmes of the partners. The course will consist of a theoretical and a practical part. It will provide a platform for lecturers to digitally facilitate interdisciplinary and international learning activities, thereby strengthening the interdisciplinary capabilities and awareness of sustainable solutions among students within construction engineering programmes who can participate in group work transnationally on industrial cases using digital mobility.As a foundation for the course, a thorough analysis, with input from the national reference groups will be made (WP2), resulting in a strategy for enhancing SDG integration in construction projects, including details on what the curriculum should cover, along with practical cases of SDG implementation in construction projects. Based on the strategic design framework results, new educational material will be developed for the course and tested twice among 150 students at the HEIs, along with a digital handbook (WP4) aimed towards practitioners, lecturers, and students within the construction industry which will include cases from the industry and the education material. The handbook and the other educational material will be freely accessible and available through e.g. the Erasmus Project Result Platform to all parties interested, thus enhancing lifelong learning.<< Implementation >>WP2 focuses on the strategic design framework, developing a strategy for enhancing SDG integration in construction projects. This WP commence with establishing reference groups of industrial partners and conducting state-of-the-art analysis, based on mapping the explicit links between the SDGs and the built environment and input from the construction industry. These inputs form the foundation for developing the strategic design framework, consisting of (1) a strategy for enhancing SDG integration in construction projects, including an overview of the current state of implementation of the SDGs in the four partner countries along with the needs of the companies. (2) A list of sustainable construction dimensions related to the SDGs and targets that should be covered in the curriculum of the hybrid course (WP3), and (3) a collection of practical cases of SDG implementation to be included in the digital handbook (WP4) and in the educational material of WP3. WP3 focuses on the hybrid course that is designed, developed, tested, and evaluated. Initially, teaching material and online teaching didactic and methods are reviewed. Based on the learning goals, the overall training concept and a specification for a set of e-learning elements based on the learning outcomes will be developed. Educational material will be developed for the digital course and will be improved through a peer-to-peer review process among the lecturers involved in the project, transnationally. Two pilot tests will be run to test the hybrid course at the partner institutions. The students will use digital mobility to work in international and multi-disciplinary teams and planned accordingly to existing semester plans; 150 students are expected to participate. WP 4 focuses on the design and development of the digital handbook, which will provide practical guidelines for practitioners, lecturers, and students within the construction industry on how construction projects can contribute to achieving the SDGs. Initially, the framework for the handbook will be developed, including the digital platform and the structure of the handbook. Then, the actual content for the handbook will be developed, including practical cases for the target groups, and finally, the content will be collected and set up, forming the digital handbook.WP 5 supports a broad impact by regular communication and dissemination of the project results. The final conference (ME1) and local events (ME2, ME3, ME4) will bring together project partners, national reference group members and other interested parties.<< Results >>The expected key results of SUSTAINABUILD are:A STRATEGIC DESIGN FRAMEWORK (WP2) of how the SDGs can be integrated into construction projects, along with a list of SDG construction dimensions and targets that the hybrid course (WP3) needs to cover. The strategic design framework will provide insights into the current state of implementation of the SDGs in construction in the partner countries and current local needs in the industry. The strategic design framework will provide valuable insights and serve as foundation for both developing WP3 and WP4 as well as future education material that can be developed after the project ends, thereby ensuring sustainability. THE HYBRID COURSE AND COURSE MATERIAL (WP3) focusing on how construction projects can contribute to the 2030 Agenda will provide students of construction engineering educational programmes with interdisciplinary and international knowledge and skills. The hybrid course utilizes the results from WP2 and will consist of a theoretical and a practical module based on a reflective learning approach. Furthermore, the course will strengthen digital mobility through international and multi-disciplinary group work between the students. THE DIGITAL HANDBOOK (WP4) will provide practical guidelines on how the SDGs can be implemented in construction projects, focusing on the entire construction process, from early design and programming to renovation or demolition. The digital handbook will serve as an advisory tool and will be targeted at practitioners within the construction industry, such as advisors, professional buildings owners, contractors, etc. as well as students and lecturers at HEIs as the handbook will be included in the hybrid course curriculum as educational material. The handbook will be freely accessible to all interested parties. The project results created in SUSTAINABUILD underline that the challenges within the construction industry cannot be solved by one country alone. We must work together and create shared knowledge and solutions to reach our joint aim – to contribute to the UN’s 2030 Agenda and the SDGs by improving our HEIs through cooperation transnationally and interculturally by including the triple helix approach to develop new innovative educational material which ensures that our students – and thereby the future workforce – have the optimal competences and skills to implement a sustainable construction industry.

Due to the globalisation of the maritime industry it is evident that training and education of students is less isolated to particular regions. As a result many students who begin study in one region often end up working in another region. This complicates matters when further studies are required. Students need to return to their original institution of study due to recognition and possible language restrictions. Therefore the NMU and SAMK after a number of meetings and visits decided to begin a partnership to develop the maritime qualifications and staff and student exchange. SAMK identified the Erasmus+ programme as an opportunity to incorporate other leading institutions in the maritime training sector from Europe and South Africa. All the EURO-ZA partners have a long history in maritime education with some European partners over 100 years. Therefore this is an opportunity to conduct a detailed analysis of the curriculums and facilities to truly evaluate any similarities, differences and opportunity for improvement for both the South African and European partners. It is noted that the NMU is only starting maritime education but has been involved in Engineering (Mechanical, Electrical, Industrial, Civil and Mechatronics) for decades. This programme will conduct an extensive evaluation of all six maritime curriculla. Comparison of these curriculla will lead to an understanding of similarities and differences. Out of this a comprehensive understanding can be established as to what the strengths and weaknesses are in each institution's curriculum. Included in the study a detailed evaluation will also be conducted on the different pedagogical processes as well as facilities.The result will enable a possible alignment of qualifications allowing knowledge sharing, student, staff and research exchange ultimately recognising a global standard and an improved product to industry.

Why? Background of project - A global approach for the development of energy efficiency systems including an effective emission control is led by the IMO on account of the continued rapid growth of the world trade in the maritime transport. (IMO, 2012). According to GL (2012), IMO has mandated certain measures related to energy efficiency in international shipping namely, Energy Efficiency Design Index (EEDI) which mandates energy efficiency standards for new ships; Energy Efficiency Operational Index (EEOI) to provide a tool for measuring the ship’s fuel efficiency in operation and monitor the effect of any variations e.g. more frequent propeller cleaning or improved voyage planning or introduction of technical measures such as a new propeller or waste heat recovery systems; and Ship Energy Efficiency Management Plan (SEEMP), a management tool for ship owners. These three standards came into force on January 1, 2013 within a new chapter of MARPOL Annex VI. Complex technologies will be involved in building a ship efficiency and emission control system by the marine suppliers bearing in mind the life expectancy of vessels which is estimated to be around 30 years and also of the mandatory regulations to be met as set by IMO (Ziarati et al, 2017, 2018, Oceana 2013).What? Objectives - Currently there is no standard for the proposed role of the Emissions Management role as proposed by the International Maritime Organisation (IMO). This project proposes the development of an Emissions Management job specification and a training programme for it specifically for the shipping industry to be able to continually improve its energy and emissions management on board ships with the view to save energy, reduce pollution and to improve the overall quality of energy and emissions management. The intention is also to encourage shipping companies to seek international standards such as ISO 50000. The intention is to use the IMO TTT ship energy efficiency materials developed (www.mariems.com) by some of the partners in this proposal expected to make ships energy efficient. The proposal will review ship emissions monitoring and management with regards to ship types, ship propulsion systems, ship navigation equipment, energy production units, electrical and mechanical parts and circuitry, safety issues, national certification, accreditation and validation of learningmaterials, pedagogical aspects of learning and last but by no means least online application.Who? Number and profile of participants – the partnership is composed on an organisation (C4FF) with unique knowledge of energy production and engine emissions, the project team has considerable experience of training programme development and their validation and recognition internationally. C4FF are supported by two Maritime Education and Training (MET) providers (SAMK in Finland (North); and UPC in Spain (West) covering the periphery of the Europe to ensure multiplier activities reach as many as countries in Europe as possible. The partnership is complemented by IDEC and CET to make sure the training programme takes all practical aspects into consideration. SPIN in Slovenia has been invited into the partnership to support C4FF in the development of several novel online e-learning platforms similar to the one developed by SPIN and C4FF in previous EU funded projects such as EGMDSS and MarTEL see their European maritime platform www.marifuture.org for all their projects: many of the projects by the partnership has been selected as ‘Best in Europe’ by the EU. Through its double role, both as educational provider and as management consulting company, IDEC is able also to incorporate best practices from the business sector, helping the partnership to develop open, sustainable and accessible education outputs for all.

Coastal and maritime tourism (CMT), as the largest maritime activity in the European Union, is of major importance in European economy as the competitiveness of the sector is a driver for sustainable growth, jobs and social cohesion. However, limited awareness of the specific skill needs, existing skill gaps and mismatches hamper the sector’s competitiveness. Therefore, new sector specific curricula and innovative forms of professional teaching should be used to match the supply of skills with the demand of the labour market. The Skills4CMT project is based on the needs expressed in the following EU level policies, strategies and agendas: the EU Tourism Policy, the European Strategy for More Growth and Jobs in CMT, the EU Blue Growth Agenda, and the Maritime Spatial Planning Directive. The project contributes strongly to UN's Sustainable Development Goals, in particular on SDGs 4, 8, 12, 13, 14. In addition, based on the exploratory research by the consortium, the needs for the project are national, regional, and organisational.The Skills4CMT project makes a fundamental change to sector-specific skills development by improving the quality and digitalisation of thematic higher education in coastal and maritime tourism, since investing in people is a condition for its sustainable and competitive growth. The objective is threefold:1.1. To increase understanding of the needed sector-specific skills and qualifications in CMT to tackle skills gaps and mismatches1.2. To develop a learning-outcomes-oriented curriculum to strengthen the strategic and structured cooperation of higher education institutions in CMT education1.3. To increase the use of innovative digital technologies, methods and tools as well as open educational resources (OER) for skills development in CMTThe main target group consists of potential and existing labour force working in coastal and maritime tourism in European cold-water destinations: Baltic Sea, North Sea and Atlantic Ocean. Other beneficiaries include higher education and vocational institutions and their teachers, tourism entrepreneurs and destination level organisations. Partners are six higher education institutions coming from five European cold-water countries with sea borders, namely Finland, Estonia, Latvia, Ireland and the Netherlands. The participants to be reached are the following:*200 participants piloting the curriculum, eLearning opportunities, OER and getting certification *300 additional participants who will register in eLearning opportunities and OER to get the materials*64 industry stakeholders participating in the development of IOs*11 educators from five countries participating to Learning Activity for Joint Staff TrainingIt is envisaged that over 5.000 people will be reached directly or indirectly through project activities.The Skills4CMT project will produce three Intellectual Outputs, five Multiplier Events (one in each country) and a Learning Activity for Joint Staff Training (Dundalk, IE).Intellectual outputs will be structured as follows:IO1: Occupational profiles of three key occupations in CMT with descriptions of the knowledge, skills and competencies (connected to objective 1.1.)IO2: Curriculum of coastal and maritime tourism (20 ECTS credits: 4 x 5 ECTS courses) (connected to objective 1.2.)IO3: eLearning opportunities and Open Educational Resources (OER) for the curriculum (connected to objective 1.3.)The IOs are sustainable: they are integrated in the existing study offering of the partner institutions after the project implementation.Dissemination activities aim at communicating the project and the Intellectual Outputs to the widest possible audience include. All partners are regional universities and the key players in regional development of coastal and maritime tourism. They cooperate extensively with different tourism stakeholders and are engaged in regional, national and international tourism industry and education networks, which provide great means for project dissemination.The Skills4CMT project aligns higher education better to the needs and opportunities of the coastal and maritime tourism sector in Europe, its countries and regions supporting the EU smart specialisation. It closes skills gaps and mismatches contributing to Erasmus+ priorities and promotes the development of the skills required to support the growth and competitiveness of coastal and maritime tourism sector. The Skills4CMT project stimulates regional economy, job creation and maintaining in coastal communities. As tourism is an international business, the project supports European cold-water destinations to grow as a coherent tourism destination and a common market.

Additive Manufacturing (AM) or 3D printing has transformed innovation in the engineering and manufacturing industry, and the EU has identified AM as one of 6 Key Enabling Technologies (KETs). The European Industrial Policy for KETs aims to increase the exploitation of KETs and to reverse the decline in manufacturing as this will stimulate growth and jobs. The 3DPRINT-DnB (3D Printer Design and Build) project was designed to contribute to the achievement of the “Europe 2020” growth strategy goals. The consortium for the 3-year project that investigated the development of the undergraduate curriculum for this key enabling technology was composed of 6 partners: 4 HEs and 2 SMEs representing 3 partner countries (2 European countries and 1 Associated country). The project was designed to support STEM undergraduates in their career development and to help to create awareness and interest in the aero, auto and food manufacturing sector. To this end, the consortium has created an innovative introductory joint AM curriculum for UG group project work; the curriculum and other learning resources from the project have been made available to stakeholders and the wider 3D Printing Community on the project website (http://www.3dprintproject.org/).The 3DPRINT project achieved the aim of creating an innovative introductory joint AM curriculum for UG group project work. The piloting of the Group Project Module by the University Partners have helped to enhance the quality and relevance of student’s knowledge and skills in terms of their employability and entrepreneurship, helped to improve the opportunity for students to gain jobs in manufacturing sector; helped to enhance learning through the digital literacy of students in the local schools in the partners countries through the STEM Schools Outreach and the 3D Printing Competition. In addition, the project has also helped to increase the awareness and attractiveness of careers in STEM and Art and Design through the creation of high-quality joint AM curriculum (also improving gender balance in STEM). More importantly, the dissemination of the outputs from the project through a variety of media has helped to increase opportunities for the achievement of relevant and high-quality skills and competencies in STEM which are in high demand in the aero, auto and food manufacturing sectors. In terms of outputs, the 3DPRINT project generated several innovative outputs, including:(a). Specified and Built 3D Prototype Printer (fully commercialised version was then used University Partners in Turkey for piloting the 3D Printing Group Project curriculum developed by the consortium).(b). Piloted the 3D Printing Group Project curriculum developed by the consortium at the four University Partners (both SAMK and UoW used the PRUSA 3D Printer Kit for Parts and sub-assemblies).(c). Developed Online E-Learning Platform for 3D Printing which is available to Schools, Further and Higher Education Institutions and other 3D Printing Practitioners.(d). Organised 3D Printing Competition for local Schools in the Partner Countries (Finland and Turkey).And in terms of the results and impact attained, the project consortium was very successful in reaching all the target groups, and successfully disseminated the outputs through the project website (https://www.3dprintproject.org/) and social media platforms such as Instagram (https://www.Instagram.com/3dprint_dnb/), LinkedIn postings and live streaming of online Multiplier Events. In summary, 3DPRINT project delivered the following:(a). National Reports on 3D Printing Education and Skills Gaps (UK, Turkey and Finland).(b). Development of E-Learning Platform for a Final Year (& MSc) Level Group Project on the Design, Build and Assembling of 3D Printers.(c). Curriculum for MSc Degree Course in 3D Printing Technologies.(d). Training Seminars for Design and Technology Teachers on 3D Printing.(e). STEM Outreach for Local School (in Partner Countries Finland, Turkey).In terms of longer term benefits of the project there are a number of ongoing elements, for example:- the project E-Learning Platform on Instagram, which currently has over 500 followers including people working for technology and mechanical manufacturing companies producing 3D printers and students- the creation of the 3D Printing Education Network with members from institutions around the world, which highlights the potential sustained global impact of this exciting 3DPRINT-DnB Project- the project website and e-learning platform, which will continue to be updated by project partners.