"Allover Europe, more and more institutions are suffering due to ""growing mismatch"" with labor market. Labor markets are rapidly changing, due to technological advancement, greening, and ageing workforce. Higher education institutions have the responsibility to reduce this gap and prepare the young generations and foster their employability and personal development.On the other hand, Europe is constantly putting efforts in adapting its policies, strategies and actions to build a safer future for EU citizens. The European Green Deal is a set of policy initiatives brought forward by the European Commission with the overarching aim of making Europe climate neutral in 2050, by introducing new legislation on the circular economy, building renovation, biodiversity, farming and innovation. In this context, a joint declaration of intent was signed on 24 February 2020 by 24 research organizations from 16 European countries aiming “Towards a Chemical Pesticide-free Agriculture”. This European Research Alliance aims to rethink the way research is carried out and develop new common research and experimentation strategies throughout whole Europe.Horticulture represents the main source of food and urban well-being, by cultivation, processing, and sale of vegetables, fruits, nuts, grapes and ornamental plants. It also provides many additional services, as plant conservation, landscape restoration, soil management, landscape and garden design, construction and maintenance, and arboriculture. Food security and nutrition cannot be conceived outside the field of horticulture and fruits and vegetable production are suffering the highest negative impact due to the use of pesticides. Therefore, the general objective of Hort4EUGreen is to train European higher education teaching and non-teaching staff and graduates by enhancing their practical skills in using modern technologies to become highly specialized in key areas related to Europe Green Deal, e.g. nutritional quality of food, pesticide analysis, sustainable production, biodiversity monitoring. The specific objectives of our project are common for all four members of the consortium. 1. Enhancing the skills and competences of teaching and non-teaching staff of the partner institutions to use new methods and protocols in the fields of analysis of food and agricultural products by participation in three training programs and four staff mobillities.2. Enhancing the skills and competences of the master students of the partner institutions to use new methods and protocols in the fields of analysis of food and agricultural products by participation in three training programs and two mobilities..3. Transform the master students and staff of higher education in true factors of change for the sustainability concept, by delivering three educational materials and one digital tool to be implemented in all participating institutions.4. Implementing a trans-disciplinary approach and innovative pedagogy in three Horticulture master courses by introducing a research-based learning module. This module that supports the acquisition of transferable, forward-looking skills, in the field of Horticulture will be realized through three innovative intellectual outputs to be used by staff of higher education acting in organic production and biodiversity fields.These objectives description of activities; methodology to be used in carrying out the project; a short description of the results and impact envisaged and finally the potential longer term benefits."

Transdisciplinary integration of STEAM fields in the learning process is an emerging concept. This growing phenomenon took its part in many educational policy reports, including new skills and key competencies that needed to have in the knowledge century. Although recent study highlights the need for integration, there is still a gap in the field of implementation. Relevant literature indicates that to transfer the theory into practice 1) knowledge, skills, and experience of teachers 2) infrastructure, platforms, and tools, 3) educational resources are some of the most important factors in the integration process. In this project, four intellectual outputs (IO) and five multiplier events (ME) are planned to serve these factors. The target group will be teachers, in some cases prospective teachers, teacher educators, researchers, and students. In the frame of the project, it is expected a minimum 500 participants will be first-degree beneficiary through IOs and MEs during the project. The first IO is a gamified e-learning platform which will be evolved out of GeoGebra. GeoGebra is a free open-source mathematical software which was designed to combine algebra, geometry, calculus, statistics and more recently support STEM subjects in a single, integrated system. It also has a platform to share open educational resources (OER). In IO1, game elements will be embedded to the GeoGebra platform to disseminate it within teachers from different fields and increase the usage of registered users through gamification. In this IO, the power of gamification for increasing the motivation, engagement, enjoyment, and participation will be used. The gamification design will be grounded on research which will be conducted during the project.With IO3, OER about STEAM will be developed via GeoGebra software and published in the GeoGebra platform which has over 100 million users. In addition to these interactive materials, hands-on materials will be created for the ones whose technology access is limited. In this way, GeoGebra will serve as a hub for transdisciplinary studies within teachers and a source for students.IO2 will be an open online course (OOC) about STEAM education. The powerful part of the course will be handling the subject from various aspects and providing the opportunity for teachers to develop their own STEAM project ideas and educational materials.The last IO will be an e-book on STEAM education. In collaboration with researchers, teachers and practitioners chapters will capture STEAM research results as well as good practices of integrating disciplines and related pedagogies in and out of schools. The target audience of the book will also be researchers, teachers, policymakers and any practitioners aiming to enhance STEAM education.As can be seen, IOs serve the factors mentioned in the integration literature. IO1 provides a platform for STEAM education. IO2 contributes to the professional development of teachers. IO3 provides OER for both teachers and students. IO4 is both a handbook for teachers and a qualified resource that combines theory and practice for researchers and teacher trainers.The MEs are actually learning-teaching-training (LTT) activities which will be held by each partner organization. First ME will be a conference on STEAM Education, which will contribute to the content of the ebook (IO4) with the chosen proceedings. Another ME will target students, teachers as well as academics who focus on the integration of arts into STEM education, while others include a series of STEAM workshops in various related subjects. In this context, it is possible to say that MEs serve as an output to the project. Events will be as qualified as the outputs and because of planning them as LTT activities there won’t be a limit for the participants, they all will be open.The project stands out with its openness and the choice of its partners. All IOs are open and sustainable under the guarantee of a strong brand with 20 years of history, such as GeoGebra. It is possible to say that the consortium was established with a real strategic partnership. Kaposvár University incorporates the education of STEM fields and is experienced in educational material development via GeoGebra. Hacettepe University Department of Computer Education and Instructional Technology specializes in gamification, online learning, educational resources, and ICT integration into education. Johannes Kepler University Department of STEM Education is the technical force behind GeoGebra and carries out research on both STEM education and GeoGebra. University of Jyväskylä works especially for the integration of arts into STEM and specializes to train students and teachers through experience. PEKSA, the association of teachers and researchers, is an expert in teacher training and has a wide teacher network for European level dissemination activities.

<< Background >>Nature-based Solutions contribute positively to the European Green Deal, by enhancing biodiversity and supporting the delivery of a range of ecosystem services, such as Green Care services, including horticultural therapy. Horticultural therapy is a valuable, effective and environmentally sustainable way for the primary or complementary treatment of several mental illnesses and psychiatric conditions, including addiction, depression, autism, dementia, Alzheimer’s disease, and proved to be valuable in physical rehabilitation as well. Mental health problems are affecting more and more people in Europe, creating a barrier for people to access work and study, and lead a fulfilling life. By addressing the problem of health issues, our project operates towards the inclusion of disadvantaged people. In addition to that, horticultural therapy can provide stress release and burnout prevention for healthcare and social professionals, that signifies an added valued especially in these years of the pandemic. The potential of horticultural therapy is more and more recognized in Europe, although in this respect there are substantial differences between countries. In Austria and Italy horticultural therapy is widely used and acknowledged, with vocational and higher education possibilities in this field. In Hungary the practice of horticultural therapy has already started in several healthcare and social institutions, but there aren’t any specific horticultural therapy trainings or Hungarian language handbooks available. In Romania even the concept of horticultural therapy is scarcely known, with a very few institutions in the phase of introducing this method in practice. A comprehensive needs assessment survey conducted in Hungary and Romania showed a wide interest among healthcare and social professionals and institutions to learn about and introduce horticultural therapy into their practice.The Hortus Medicus project wants to address this situation by creating a horticultural therapy curriculum and related educational materials for Hungary and Romania, while further enriching existing curricula with impact measurement methodology and e-learning content in Austria and in Italy.The project involves partners from the above mentioned four countries: Austria, Italy, Hungary and Romania.<< Objectives >>The Hortus Medicus project aims to spread the recognition and the use of horticultural therapy in Hungary and Romania, to introduce a horticultural therapy training and related education materials in these countries, while enriching existing horticultural therapy curricula with impact measurement methodology and e-learning content in Austria and in Italy. These trainings will enable healthcare and social professionals with the necessary knowledge to introduce and apply horticultural therapy in their daily practice, thereby helping the effectiveness of their work with clients. Horticultural therapy skills will also empower these professionals with a useful burnout prevention methodology. Agricultural professionals, farmers can introduce horticultural therapy as a new function to their multifunctional farm. On the long run our project aims to help addressing the barriers arising from physical and mental health issues, to foster the inclusion of disadvantaged people who are affected by mental and physical health problems.The aim of the Hortus Medicus project is to create a comprehensive 120-hour horticultural therapy training with related educational materials and e-learning content, by developing a horticultural therapy curriculum, a horticultural therapy handbook, adapting existing and creating new educational resources in the field of horticultural therapy, compiling impact measurement recommendations and e-learning content. Our goal is to create an innovative training that can be provided in the traditional way of contact teaching or in the form of a blended learning, with theoretical parts in e-learning format.The created curriculum and education tools can also be transferred to higher education curricula, in the field of medical, social and agricultural studies as well.<< Implementation >>During our project the partners are going to create a 120-hour Horticultural therapy training curriculum together with a related Methodological guide for trainers. The curriculum will cover the following topics: basics of horticultural therapy, botany & garden maintenance, design and ecology of horticultural therapy gardens, target group-specific therapeutic methodology, impact measurement options in horticultural therapy. We will compile a Horticultural therapy handbook based on current knowledge available on the subject. An Impact measurement methodology recommendation will also be assembled in order to provide practical tools for professionals for assessing the efficiency of horticultural therapy sessions and processes. Digital content will be developed for a 40-hour e-learning training, covering the theoretical parts of the Horticultural therapy training curriculum, in order to make it possible to realize the training also in the form of blended learning. The work will be implemented in working groups for the different modules of the curricula, the methodology guide and the e-learning, the different chapters of the handbook, for the Impact measurement methodology, on the basis of Action plans jointly assembled and agreed upon. Continuous cooperation based on digital tools will be carried out.In order to achieve our goals, we plan effective and flexible project management, together with quality management ensuring the excellent quality of project results, the timely and efficient implementation of the project. The quality and usability of project results will be tested in pilot trainings in Hungary and Romania. During our project 6 international project meetings will be organized, with online project management meetings in every second month. To promote and share project results with stakeholders, 16 multiplier events will be organized, and diverse dissemination activities will be carried out, reaching local, regional and national audiences.<< Results >>We are planning to develop five project results: R1. Curriculum of Horticultural therapy training, a 120-hour curriculum R2. Horticultural therapy handbook, R3. Impact measurement methodology recommendation, R.4.Methodological guide for trainers, R.5. Digital content development for the Horticultural therapy assistant training, with 40 hours of e-learning. As a result of the project, healthcare and social professionals will have access to an ecologically sustainable and cost-effective tool that can be used with different vulnerable target groups. Farmers, who will provide on-site horticultural therapy location, will have the opportunity to stabilize their incomes by diversifying their activities.We also expect that as a result of our project, horticultural therapy will be more generally known, recognized and used. Institutions that did not apply horticultural therapy will become acquainted, recognize and introduce horticultural therapy into their practice. Institutions that already use gardening will gain a more professional insight and organize more efficient horticultural therapy sessions for their clients. Farmers who want to expand their multifunctional farming activities can introduce horticultural therapy into their activities. On the long run, many people experiencing health problems will have access a sustainable, nature-based way of treatment that can help their recovery and reintegration.

"<< Background >>E-Agriculture is no more the future, it is the present. Farmers have always been aware of the fact that their success depends on several factors like the quality of soil, the weather, the amount of water, but they didn’t have tools to influence, to measure and control these parameters to optimise the circumstances determining crop growth. In the age of digital transformation horticulture plays a crucial role as it provides fresh and nutritious food for the growing global population. Using smart technologies in greenhouses decreases the uncertainty and increases the productivity, and therefore, automated greenhouses are becoming increasingly popular. The need for automation and remote control of greenhouses is increasing in many countries worldwide, however, educated labour force is scarce. Vocational education can only respond to these challenges with several years of delay, while technological changes happen at an exponential rate.Teaching material on the automation and remote control of greenhouses does not exist for VET and not even for universities. Due to the fact that the subject is quite new, the related technology and services have not yet been standardised, and farmers are therefore faced with the difficult task of selecting which system to use.<< Objectives >>The objective of the project is to contribute to the digital and green transition of agriculture by delivering innovative, high quality learning materials for VET teachers on smart greenhouses, involving actors from the labour market. The project will- identify the digital skills needs for smart greenhouses in collaboration of companies in order to tackle future skills mismatches in horticulture - facilitate the development and scale-up of flexible, modular, and learner-centred micro-courses enabling VET schools of the agriculture sector to give quick and relevant response to the needs of the labour market- foster technical and digital skills and effective, innovative training methods of teachers in agriculture, help them to learn and teach in virtual environments and provide them up-to-date knowledge on smart greenhouses.The target group: VET teachers and trainers in the agricultural sectorBeneficiaries: -VET students learning for horticultural qualifications (IVET/CVET)-VET providers and horticultural enterprisesPartner countries: Hungary, Romania, Szerbia<< Implementation >>The Consortium will develop a learning outcome-oriented curriculum and further training program on ""Smart Greenhouses"" for European VET teachers in response to the growing needs of the agricultural sector’s labour market. The chosen professional field - precision technology in smart greenhouses - has a great potential for all sub-sectors of vegetable production and has been a key driver of digital transformation of agriculture across Europe in the recent years. We plan five products (in 4 European languages), all of which will be reusable not only in the partner countries but in the agricultural vocational education in all over Europe, and transferable to other educational sectors, particularly into HE institutes in the field of agriculture.<< Results >>For a start the Consortium in a collaboration with stakeholders will develop the digital competence map for operating smart greenhouses and will carry out a focused needs analysis by involving VET teachers (R1). Then a learning outcome-oriented curriculum (R2) will be elaborated aligned with the EU instruments of EQF, NQFs, EQAVET, DigComp and DigCompEdu. The Curriculum will cover the learning goals, the knowledge to deliver, the skills and competences we intend to develop through the planned e-learning course for teachers. Then the Consortium will elaborate the learning content in 3 modules (R3) and develop the e-learning platform (based on Moodle framework) and e-learning course with interactive multimedia components (R4). The last result of the project will be the “Smart Greenhouses” textbook (R5) with the experiences and case studies of horticultural VET teachers and trainers who participated in piloting the e-learning course and developed micro-courses on smart greenhouses. Reflections of students involved in the micro-courses will also be included.All results of the project will be shared in the form of open educational resource under the Free Culture License of Attribution 4.0 International (CC BY-SA) of Creative Commons."

"CONTEXTEurope is the 1st destination in the world with more than 500 million international tourists. According to the European Environment Agency, the tourism sector has an important environmental impact. In view of this situation, the EU has developed a political framework with important priorities aimed at achieving competitive and sustainable tourism. OBJECTIVESTaking into account the priorities of the EU towards sustainable tourism and the objectives of Strategic Partnerships in the field of VET of the ERASMUS programme, the general objective of is established: Develop a strategic alliance to promote innovative practices based on Service-Learning to improve the professional training of tourism through new knowledge and skills on sustainability.The specific objectives will be: - Strengthen the skills of VET teachers in the field of sustainable tourism.- Improve the curriculum of professional training in Tourism by implementing new concepts related to sustainable tourism, in order to improve the skills of students. - Reinforce the employability of VET students through an approach to the world of work in relation to sustainable tourism through participation in international events. - Improve the linguistic competences in the Vocational Training of Tourism, both in students and teachers.- Promote the work in international networks of the different organizations allowing an improvement of skills and competences of the participants in management matters and strategies of internationalization of professional training.PARTICIPANTS AND TARGET GROUPSThe partnership of the project is created by:* La Vall d´Uixó (Spain). A municipality with an important tourism activity. Also there are VET Centers that will be involved directly in the project. * EKU (Hungary). University with wide experience in sciences and in tourism studies. * MMSZ Károly (Hungary). VET Center* EPALTE (Portugal). VET Center specialist in environmental and rural Tourism. * CRESOL Association (Spain). NGO experts in educational methodologies. The direct participants of the project are students and teachers from 4 VET centers located 1 in Hungary, 1 in Portugal and 2 in Spain:- 56 VET students, who will participate in the activities of the project. - 44 teachers who will participate in activities directly. Other participants in the project will be the researchers and expert from the non-VET centers partners.Indirectly, the project will benefit other groups, mainly:- 80 professors from other VET centers with an interest in the theme of the project, through the active dissemination.- 80 professionals / companies (potential employers) working in the field of sustainable tourism.- 100 students through active dissemination.ACTIVITIESThe main activities during the project and their contribution to achieve the objectives, will be:OUTPUTS-IO1: Learning Material for VET teachers to improve the knowledge and skills about sustainability and employability in tourism.-IO2: E-learning course for VET teachers: Improving knowledge and skills on sustainability.-IO3: Toolkit for the implementation of sustainable criteria in tourist activities by students.-IO4: Service-Learning guide for VET students in the sustainable tourism field.-IO5: Videos "" Service-Learning in Sustainable Tourism""LEARNING, TRAINING AND TEACHING ACTIVITIES -C1: VET-Teachers Event. Sustainable tourism face-to-face course.-C2: Students Event. Sustainable Tourism Training through Service-Learning Methodology.Other activities in the project will be: Multiplier Events, Management and Transnational Meetings and Dissemination Activities. IMPACTThe main impact of the project is directly related with the objectives. And the main focused group is the participants (Teachers and Students).Moreover, this project will have a high level local and regional impact as the project is directly linked to tourism which is one of the main economic activities of the region and where the project develops. Therefore, the acquisition of new skills and knowledge based on sustainable tourism by the project participants and the methodology based on Service Learning will have an impact on the socio-economic level in the region . Expected specific impacts at local and regional level are: - Creation of interest on the project by external organizations of different typologies linked to the tourist activity. - Creation of new relationships of the participating VET centers with external organizations linked to the labor market.- Creation of new job opportunities in local and regional organizations, especially for the VET sutudents. - The acquisition of new knowledge and learning methodologies for VET centers. - Greater flexibility for sector of the population with fewer opportunities."