Democracies in Europe have demonstrated resilience and modernisation in the face of various social and technological challenges. Democracy in the age of the Anthropocene will necessitate radical shifts in values, power relations and modes of governance, while also being built on the present, in all its diversity, paradox and insufficiency. Innovating to meet these challenges will require re-imagining how people living in democracies become equipped and supported to co-create resilient, democratic futures in Europe and beyond. Clear visions are needed to build strategies that allow for rethinking and redesigning spaces, institutions, instruments and ways to represent and include people in democratic governance. YouthDecide 2040 aims to support European Union democracy to rise to these challenges through evidence-based historical and contemporary knowledge, strategic foresight, and robust deliberation. Specifically, YouthDecide 2040 has the main objective to: co-create with European youth – and older generations, political and institutional actors, and organised civil society – coherent pathways to desired futures of democracy in the European Union in 2040. We translate our main objective into a series of research questions that need to be answered to support the work. Each question is connected to a key objective and corresponding work packages to support co-creation. The questions and objectives, presented below, are in order of workflow, not in order of importance. All activities are planned to be inclusive and open processes – transparently documented along the way – to enable repetition and implementation beyond the life of the project. The project’s ambition is to reinvigorate democracy in and across Europe with visions and pathways -- made with active and inclusive citizen participation -- for becoming more resilient to current and future challenges.

The goal of the SoGreen project is to enhance the capacities of the four leading social science infrastructures in Europe ESS ERIC, SHARE ERIC, GGP and GUIDE, and generate valuable insights aimed at facilitating the study and evaluation of the social aspects of the green transition for different generations and socioeconomic groups across Europe, using a life-course perspective. SoGreen will contribute to the work programme topic “Next generation of scientific instrumentation, tools and methods and advanced digital solutions” by developing new services, comprising innovative tools, solutions, and questionnaire modules related to the social aspects of the green transition. The unique longitudinal and multi-generational perspective of the infrastructures involved goes beyond the state of the art by integrating new data and novel analytical frameworks to foster interdisciplinary insights on the green transition at national and regional levels, including new services, including geospatial data linkable with survey datasets and new visualisation tools. Central to our approach is the collaborative development of a new tool, the Green Transition Questionnaire Module, to ensure coherence in addressing environmental themes which will then be fielded within the different surveys. Moreover, we will also prepare harmonised aggregates of collected data and their visualization through a joint dissemination platform, enhancing accessibility and promoting consistency in data interpretation across various studies. The Knowledge Mobilisation Lab will be another new and innovative tool to identify, build, and engage a multifaceted network of different audiences and stakeholders. This includes professionals from policy, research, non-profit, and private sectors, thus actively shaping the discourse and informing developments related to the green transition.

"Digital integration in teaching and learning is a necessary step for European schools, especially when it comes to the teaching of History. Actually, despite the majority of European students being native digitals, audiovisual multimedia and digital sources still represent an unexploited potential for the teaching of History in a European perspective. E-STORY objective was that of enriching teaching of History mainly at secondary school level through transmitting new didactical methodologies for teachers, teachers’ trainers, researchers and students of History and media that are based on the use of the web and ICTs.The project lasted 36 months and saw the participation of 8 partners representing 7 European countries:PARRI-ITUNIR-ESERI-SIIFIS PAN-PLKDKKA-HUEuroclio-NLUoL-UKERVET-ITPartners, that have previously worked together under sector research projects, exploited their high-level skills. All of them deal with training of secondary school teachers and on Media Literacy and Media studies, and offer continuous professional development or higher education courses for teachers of History. They also have complementary skills (pedagogical, sociological, cultural, historical, media, ICT, etc.) that contributed to complete modern teachers’ profiles. Main activities were:Reports (written books) and an online interactive map (in the portal www.e-story.eu) that shows the results of a periodical survey (an “Observatory”) on the representations of history in the partners countries in Television networks and on the “visions” of History diffused in the social media (monitoring the web, mainly blogs and Facebook) and showing how the representation of European history changes into TV and media during the project period (1915-1918) (IO1).An original digital learning environment for teachers of History (in the portal www.e-story.eu) where teachers can find an online Traning package on Media Literacy and an “e-workshop” (a digital platform where they can create their own applications and lessons) (IO2).An online training package on ""media literacy"" to promote knowledge and development of skills about how to use the web and audiovisual for an objective reading of history and acquire new history teaching tools in order to make it more innovative and attractive for students (IO3).We organized two Transnational training for teachers’ trainers so that they can get to know project toolsand local training for secondary schools teachers to familiarize with project tools and test them in classes with students.We set up an online support center to facilitate the use of project tools, with useful FAQ (IO4).We produced dedicated resources by teachers and students testing project tools at local level (IO5).The Multiplier events organized in all the partners countries allowed exchanges of experiences and follow-up of the dialogue on the teaching of History through the web.Main targets were teachers’ trainers that are staff of partner organizations as vehicle to diffuse the use of project tools among secondary school teachers’ communities. E-STORY produced the following results• continuous mapping and survey on historical channels, website and audiovisual resources to have data on the representation of history on the web and on the interests of European citizens • diffusion of the ""historical method"": starting from a variety of audiovisual and multimedia sources available, teachers will have to choose only few of them to build a lesson• new teaching strategies and methodologies • virtual mobility of teachers and students through project tools • at least 42 historical open educational resources, one produced by each class involved in averageThe project contributed to the long run achievement of the following impact at European level:- Enrichment in the quality and effectiveness of the school and education system in Europe- Education system more attractive, innovative and challenging through the provision of new teaching methods for teachers, trainers and students- Increase in the digital skills for professional training and education for students- Improvement in the professionalism of teaching - Increase in the interest of the younger generation towards the humanities, such as History, to better understand the present and to encourage their democratic participation in Europe- Rebuild of the relationship between history and memory through an analysis of how TV and web narrate the past- The setting-up of a network of teachers and their trainers interested in innovating the methods of teaching History that will foster multiculturalism, universalization of teaching values, integration between partner countries- Influence History teaching also in other European countries thanks to availability of materials"

This project is the first comprehensive study of transcultural knowledge production in early modern Europe. Its underpinning idea is that the students who travelled from central-eastern Europe to attend renowned universities were active agents of this transcultural knowledge. During their stays abroad they created personal hand-written notebooks containing lecture notes and any other texts that attracted their interest. Conserved in the archives of the Czech Republic, Hungary, Lithuania, Poland and Ukraine, these notebooks provide us with unique and first-hand documentary evidence of the impact of multiple cultural stimuli on knowledge. Combining intellectual history, history of migration and physical analysis of documents, the project will consider the period from the rise of this practice among students, due to an unprecedented availability of paper (c. 1470), up to the Thirty Years’ War, which restricted their travels. Its objectives are to analyse: the relationship between academic and non-academic knowledge gathered in the students’ notebooks; the emergence of new forms of self-learning, examining the criteria of text selection; and the contact between humanist culture and the cultures of the countries the students came from. Early modern studies of knowledge production have traditionally focused on academic teaching. Although the cosmopolitan nature of universities is an established fact in these studies, the impact of different cultures (languages, artistic-literary interests, religious practices) on knowledge creation has been neglected, due to lack of evidence. Students’ experience makes it possible to observe links between knowledge and a plurality of languages and traditions which best reflects the European scenario at the time. The project will explore knowledge creation from an unprecedented angle, fostering a rethinking of the notion of centre and peripheries in Renaissance studies and breaking important new ground for research on intellectual history.

This research project investigates the collective effort behind the development of modern political science through a case study unique in Europe: the editorial activity of the Academy of Zamość. This academy was one of the most distinguished schools of the early modern era and its primary mission was to train the Polish nobility for political life. It also had its own print shop where teachers jointly collaborated in the preparation of texts for printing. My analysis will consider the period from the foundation of the Academy in 1594 up to the destruction of the printworks by fire in 1627, during which time policy was largely influenced by its founder, the political and military leader Jan Zamoyski (1542-1605). To avoid misinterpretations common to mono-disciplinary approaches, I will adopt an inter/multidisciplinary method, integrating the history of political thought, of ideas and of printing. I will also employ interpretative tools of the sociology of knowledge which have never before been applied to the cultural life of a Renaissance academy. I will use this innovative method to explore: 1. the Zamość publications and the academic curricula of their creators; 2. the political issues most frequently addressed in the publications, and their relation to the teaching activities; 3. the interactions between the various working groups and individuals in the print shop. My project is the first to produce a wide-ranging analysis of a fundamental topic in the history of early modern culture, since this Academy predated by several decades similar experiences elsewhere. This proposal also meets the Work Programme training objectives in the acquisition of new (transferable) skills and a considerable enhancement of professional maturity. Finally, my research will be widely disseminated, delivering a monograph, online research tools, articles, and presentations in Poland and abroad, contributing to raise awareness about the collective production of knowledge among scholars.