GREENANO is a project of Master program devoted to Nanomaterials for the green and digital transitions. The objective is to contribute to training the next generation of scientist, engineers and managers who will handle these transitions. The Master program is constructed with 5 educational Pillars (Fundamental Science, Engineering, Sustainability, Practical Science, Project) and 3 Partner Universities (University of Lorraine, Tor Vegata University, Postgraduate School of Institute Jozef Stefan). This Master program is expected to train highly skilled students with a unique profile of physicists with a strong background in engineering and sustainability management. We will implicate the socio-economic world as well as the students to the creation of the master respectively through the creation of a Non-academic Advisory board and a widely spread survey. GREENANO is well aligned with several EU funded research projects as well as the European Institute of Technology (EIT) ‘Raw Materials’.

Le Master International en Sciences de l'Éducation Inclusive - MISEI, issu d’un consortium de pays Euro-Africains, vise à former des spécialistes en “éducation inclusive”. Il s’agit d’un consortium de pays et d’un domaine thématique actuellement sous-représentés dans les projets Erasmus Mundus. Le master MISEI vise : a) l’analyse des obstacles qui pénalisent les scolarités de différents groupes sociaux, b) la conception de dispositifs et des pratiques visant à faciliter l’inclusion et réduire les inégalités éducatives, de former de futurs enseignants et professionnels de l’éducation à même de mettre en place des collaborations intra et inter-professionnelles de sorte à accompagner au mieux les élèves à besoins éducatifs particuliers. Ces objectifs seront atteints en faisant levier sur : a) les capacités d’amélioration des systèmes éducatifs, b) l’utilisation de méthodes d’innovation pédagogique (adaptative learning) issues de l’expérience que les membres du consortium ont développé en la matière, pour permettre une plus grande inclusion de publics scolaires vulnérables à ce jour encore trop souvent considérés comme devant être intégrés tout en restant périphériques, c ) faciliter l’émergence d’une prise en charge socio-éducative et d’en comprendre les enjeux, notamment les défis posés par l’articulation entre les activités respectives des professionnels impliqués dans le développement d’une culture commune inter-métiers.Dans le cadre de ce projet préparatoire (Lot 2), les membres du consortium mobiliseront une méthode collaborative intégrée. Chaque étape de la conception du master MISEI bénéficiera : a) de l’expertise de chacun des participants, b) d’actions de renforcement des capacités par les pairs. Cela permettra de parvenir à la conception et à l’accréditation d’un master conjoint d’une durée de 2 ans (120 ECTS) conforme aux Standards for Quality Assurance of Joint Programmes - EHEA. A la fin des 15 mois, le consortium pourra déposer un dossier MCEM Lot 1.

<< Background >>Metals are at the core of our modern societies (cell phones, batteries, building, …) and, despite advances in material recycling technology, the demand for base (Cu, Fe, Zn, Pb, …) and critical (In, Ge, Ga, …) metals constantly increases. These metals are extremely important for the European economy and society with strong supply risks at the scale of the EU (Critical metals European Union, 2020). The direct consequence is that new metal deposits must be discovered and mined, but taking into account environmental and social issues. The choice of the target arises from the recent awareness at the EU and member states of its strong international dependence on base metals (Cu, Au, Pb, …) and more specifically on critical metals (In, Ge, Ga,…) (Critical metals European Union, 2020). Therefore, future field geologists require a solid background of modern exploration geology with a strong consideration of environmental issues. By being trained on specific targets where the objects and the ore deposition geology are known will bring experience to the students for their future work in non-explored areas.The massive demand on discovery of critical and base metal deposits in Europe requires the education of highly-qualified and well-trained exploration geologists. This new generation of students needs to know the ore deposit geology (recognize protoliths from altered rocks, map alteration areas, follow and map mineralized structures) and be competent with the new portable tools. Additionally, the students need to integrate environmental and SLE-SLO issues, e.g. evaluate the environmental impact of mining and processing the explored deposits.Several technical achievements make this project feasible now while it was not before. First, satellite photography became detailed and available in the last decade. In the meantime, the whole public sector in EU turned toward open science making more geological information easily available on the internet. Finally, spectroscopic tools and data processing have been made portable thanks to incredible progresses in computing power, batteries, detectors and lasers during the 2000s’ and 2010s’. The skills expected from newly graduated employees increased accordingly.<< Objectives >>Two main objectives are behind the ARTeMIS project:(i) The short-term objective is to educate highly-qualified and well-trained exploration geologists with high employability potential thanks to strong competences on field geology, logistics, use of new technologies, cultural and linguistic sensitivity(ii) The long term objective deals with the modern development on geology. Indeed, geology is a very sensitive science with strong economic and environmental impacts. Therefore, the students need to know and practice basic geology, the original natural approach, such as mineralogy, petrography, paleontology, ... but more and more they need to know modern technologies such as GIS, spectroscopy, programming, data management, and so on. This inevitably leads to a large variety of jobs but will also lead to a diversity of the possible formation. These new job opportunities also open to people who were neglected by the classical geology and these new developments make geology possibity for career to physically disable people, such as in the logistics, in sample preparation and analyses. Our project aims to investigate this neglected diversity and the possible arrangements and adaptation will be able to be discussed thanks to involved people.<< Implementation >>The ARTeMIS project encompasses the following activities open to these specific groups of participants (teachers and students):(i) 2 + 5 days lectures + field workshop (Thessaloniki) one time at the start of the project, 14 attendees which are the teachers contact reference people of each partner.(ii) 5 days spectroscopic portable tools workshop (Nancy), 15 attendees in Spring each year of the project (open to the members and outsiders of the consortium).(iii) 5 days lecture on Exploration Geochemistry (Nancy), open to 40 Master students from the 4 Universities of the consortium in Autumn each year of the project.(iv) 1 day lecture, 2 days field preparation, 10 days field (Thessaloniki, Kavala, Alexandroupoli), open to 40 Master students and 8 Teachers among the members of the consortium in Autumn each year of the project.The lectures to students on Exploration geochemistry will be enriched by lectures dedicated to social environment of mining activities, from opening to closure.During the ARTeMIS project, students in Ergotherapy curriculum will follow and accompany undergraduate students of Earth sciences in their first geologcial excursions in order to discuss the possible adaptation that could be offered to disable people to integrate geology training works on the field.<< Results >>(i) Student report from ergotherapy institute on inclusion of disabled students in geology coursesGeology is an increasingly diverse field of studies and will most probably split in several courses with some focussing more on a naturalistic approach with intensive field training and others focussing on analytical work and data processing. Field work in the latter case will be restricted to methods and analytical application cases and not to learning a specific geological context. That makes room for a greater inclusion of disability. In order to prepare and remain proactive in this teaching evolution, the ARTeMIS project will include students project from the Erotherapy Institute of Lorraine. These students will join to field and practical workwith students in geology. They will evaluate which kind of disability could be welcome and under which requirements for the teaching organization. As field work is highly similar between faculties of geology, reports will provide useful suggestions to all of them.(ii) Portable spectroscopy best practicesField geologists used to have a limited number of tools to be applied on the field among which the common hmmer-magnifier-compass. In the last decades, there has been a large increase in the available tools to be applied by a single geologist or a team of few. Geophysical and geochemical tools are increasingly used. During the last 10 years, there was a boom in the number of handheld tools for geochemical characterisation. These tools are miniaturized equivalent of laboratory ones but are not operated by experts in analytical methods. There is a strong need for increasing the knowledge of geologists in this field to spread best practices. Most geological faculties hold one or two of these devices. The University of Lorraine holds 7 from 5 different techniques. Best practices will spread as students will evolve in their professionnal life. A guide and associated data for teaching these techniques will be produced and made available to interested faculties.(iii) Field guideField work for teaching purposesrequires exceptionnal geological features in a limited area with easy access and housing. Some well known sites are available for common geological items such as volcanolgical, sedimentary, igneous and metamorphic contexts. Some sites are known for economic geology, among which Iberia for lithium and base metals, Scandinavia for gold and rare earth, Romania for base metals, Poland for copper. Few fields give access to critical metals such as cadmium, tellurium and antimony. Thrace (N Greece) can become that site. Moreover, it is a european equivalent to world-size deposits of the Western American cordillieras and would be of higher interest for many faculties, learned societies and professionnal organizations. The produced field description booklet will be designed and made available to the larger community. That booklet will present geological objects of teaching interest in their context with detailed localization and bibliographical references for further studies by teachers or field trip organizers.(iv) Practical reminder for pre-field logisticsThat result is the heart of the project. To the project partners knowledge, such a document does not exist. Field work is competing with analytical work for the most costly item in applied geology. Field is also the most impacting activity to the environment for geological studies. Hence, the highest care must be taken on field trip preparation for ensuring that the field work is done at the appropriate location, with the required tools for guiding the work, selecting the samples and gathering geological and geochemical data. Pre-field logistics must also include appropriate training of field geologist to decise use, safety and regulation. As such, , it can become a job in itself, which detailed aims and duties are not described yet. Such a description would spread quickly and help the community in thinking its practices.

GREENANO programme is dedicated to fostering the development of Nanomaterials for Green and Digital Transitions which require new performant and sustainable devices. The programme is jointly designed and implemented by the Consortium of four European higher education and research institutions: the University of Lorraine in France, Tor Vergata University of Rome, the CNR Institute of Structure of Matter in Italy, and Jozef Stefan International Postgraduate School in Slovenia.The programme will train a new generation of engineers, researchers, and sustainability managers to address the major challenges posed by green and digital transitions. It also will enhance the integration and internationalization of the European Higher Education Area by developing industrial and international partnerships and through its Non-Academic Advisory Board. Additionally, the programme provides students with an international and interdisciplinary educational experience through a jointly designed curriculum and mobility in three European countries.The curriculum is based on five pillars: Fundamental Science, Engineering, Sustainability, Practical Science, and Project. Each consortium partner will contribute training in their respective areas of expertise, including Materials Science and Physics (UL), Nanomaterials (UniTov), Nanostructures (ISM-CNR), Nanotechnologies and Processes and Environmental questions related to the industry (Jozef Stefan IPS).Up to 25-27 highly-qualified students from around the world will be admitted each year through a transparent and gender-balanced selection process. The students will spend the first semester in France, the second and third semesters in Italy and Slovenia, respectively, and the final semester will be dedicated to internships in research laboratories or companies. Upon successful completion of the program, the students will receive three national Master's degrees from UL, UniTov and Jozef Stefan IPS, as well as a Joint Diploma Supplement.

<< Objectives >>The main objective of the project is to highlight the issue of critical raw material and its consequences on the green transition of EU’s economy through sensitisation and training of the target groups identified. In more concrete terms, we aim at create innovative pedagogic resources linked to environment in order to make the information available, accessible and understandable to a wide range of stakeholders from the academic community and the civil society.<< Implementation >>First, the development of an interactive platform and the connected algorithm, that will act as a simulation tool for scientists, students, industrial and policy-maker. It makes the simulation of climate change versus policy understandable and interactive. Secondly, a range of training schemes dedicated to the identified target groups will be developed and implemented, together with a MOOC on the raw material issue, ensuring large availability of the pedagogical content.<< Results >>The main result is to impact a large range of academic and stakeholders of the raw material management, in a trans-disciplinary approach to improve the general knowledge on the subject. The dedicated training sessions, the MOOC and the interactive platform will highlight the impact of raw material on the green transition and make these information available to the society. It will generate and disseminate new knowledge on the matter and support the transfer of new content in curriculum.