This project aims to bridge the current gender gap in STEM (Science, Technology, Engineering and Mathematics) fields by unlocking the potential of STEAM (STEM + Arts) education approach for future European innovators, especially women. Thus, this project will establish a coordination Alliance at European level and develop numerous networking and educational activities using a creative thinking and a scientific evidence-based approach. This will lead to broad, sustainable (environmental-responsible, social-inclusive & economically-balanced) and inclusive (gender, geodemographic and socioeconomic wide-ranging) STEAM education methodology that will positively influence in the transition towards a cultural and social cohesion of Europe. This EU interdisciplinary consortium will follow a multi-actor approach where cultural and creative industries (CCIs) are drivers of the cultural and creative-driven innovation ecosystems, combined with validation with 11-18 years old students, that will allow to better understand the gaps and limitations of STEM education regarding country, age, gender and other socio-cultural aspects and boost the change towards a sustainable, reproducible & inclusive European STE(A)M education. As a result, this CSA project will deliver a digital hub for participant networking (both students and stakeholders); missing information on STEAM level of implementation in Europe; numerous country-adapted training activities to boost integration of STEAM approaches in secondary and vocational training schools, with specific activities for young women and rural students; a pilot of the STEAM week at EU level and a roadmap for annual reproducibility; as well as follow-up training courses and guideline of minimum requirements for teachers and educational managers to ensure a STEAM education across Europe. Moreover, the project will extensively disseminate and communicate project’s events, results and findings, including the development of recommendations

FARCLIMATE will address the critical challenges of developing and expanding climate-resilient measures, making them available and understandable to everyone, while also paying special attention to the social, political and economic barriers that are commonly found. FARCLIMATE actions will be implemented in at least 20 regions and communities in Europe, i.e., case studies where we will address transformative solutions on the path to climate resilience. In order to achieve such a great challenge, FARCLIMATE has set the following work program: 1) Initial work on engaging with all relevant stakeholders in each region, setting governance management mechanism; 2) Establishment of living labs to perform co-creation, testing, experimenting and scaling-up innovative activities in real-life environments; 3) A deep research of the main value chains, of the socioeconomic and environmental characteristics and of the existing economic sectors, through indicators to be monitored, of all investigated regions and communities; 4) Establishment of the transversal actions to be performed in all case studies: tailor-made training activities for communities empowerment, targeting different types of stakeholders and based among climate change and related hazards and risks; 5) The implementation of technical but also socially feasible innovative solutions in the agriculture, forestry and fisheries economic sectors, with specific solutions to increase their capacity to adapt to climate change impacts on their fields. Nature-based solutions will be the guiding thread in FARCLIMATE innovative actions; 6) The creation of different tools to spread the obtained learnings, found barriers, and successful results, among others, during FARCLIMATE, such as policy recommendations, guidelines, management plans and the innovative Transformation Hub.

This project aimed to teach swimming to the physical disabled students who are between 16-25 years old.Every partner was to find 3 men+3 women disabled individuals with a classification between S5-S10.We wanted to help the disabled gain new skills,minimize their alienation,decrease the prejudgment against them and increase the communication within the society.All activities done were to help raise their confidence in themselves as well as become a role model for their similar peers.Yet one of the biggest gains of this project was to form a new vision to the disabled by letting them gain new skills and let them feel part of the society.Indeed;the participants themselves claimed that they have become more popular in between their peers,they’re much happier and have more confident in themselves.To teach swimming,to make it part of their life and make some of them become professional swimmers are the key elements of this project.TPM’s were planned to see the applications in partner countries and compare them with each other.Within these meetings;the pools,the programs they follow,how they practice,what instruments they use,motivation techniques,details of their annual training program were examined.5 TPM’s took place in every partner country,just as it was planned.It started with the K-o-M held in Isparta.An Opening Ceremony was hosted where Beytullah Eroğlu,the Turkish Paralympic swimmer also joined.The other TPM’s were hosted by RightChallenge,AHE and UCAM respectively.After the 4th TPM the Pandemic started and the World went into lockdown.During the pandemic we had 2 online meetings in January and July 2021.The Closing Ceremony was hosted by Asociatia Esperando.Because of the pandemic only the Turkish and Romanian partners were able to join the meeting face-to-face,the others joined it online.During the TPM’s all partners made a presentation on the progress of the Project,their swimmers,their trainings and the events they have hosted.The pools were visited,trainings were examined,the instruments used were shared,training programs were discussed,the obstacles they face were exchanged with the partners.Throughout these TPM’s we have observed that our training level and our trainers’ techniques are as good as theirs.The main differences were the physical conditions of the pools,the economic conditions of the disabled swimmers and the discipline they had.Another concrete output of the project was the lack of facilities where disabled and non-disabled individuals can do sports together.All the partners contributed to the dissemination of the project by hanging posters,publishing news on the local newspapers,local radios and web sites.We designed and printed dissemination materials (posters, t-shirts,swimming caps,etc.) and distributed them to the partners.In November 2019 we organized a National Disabled Swimming Competition in Isparta where approximately 150 disabled swimmers competed for the selection of the National Team.The competition was live on TRT Sport channel.A web site/Facebook/Instagram pages were also opened.As of December we have approximately 700 followers in these accounts.Every partner organized seminars/conferences in their hometowns.The coordinator & GSIM hosted 2 conferences in Isparta.One of them was in March 2019 where Adem Kuyumcu gave a conference on the accessibility and the communication of the disabled individuals in the social life.The other one which we called “The Tale of 2 Champions”,was one of the biggest events Isparta hosted.Beytullah Eroğlu & Sumeyye Boyacı gave a conference to more than 500 disabled and nondisabled individuals.The partners also hosted conferences/seminars for their swimmers,their parents,local people on motivation,nutrition,physical training. In March 2020,because of the pandemic all the pools were closed in the partner countries.Thus we had to give a break on the trainings.During this time the partners reached their swimmers and tried to continue their trainings at home.When the pools opened trainings started again.However;because of the pandemic the parents were afraid to send their children to the pool,thus not every swimmer could return to their normal training programme.The pandemic decreased their performance and motivation.Unfortunately,not all of the swimmers are continuing their training as it was planned in the beginning.We are still trying to reach the performance level before pandemic.In ensure sustainability the trainers of GSIM will continue training the disabled individuals as before now with more experience and knowledge.Also a Disabled Swimming Club will be formed under the Disabled Application and Research Center of SDU,right after the Center starts working fully.The results of the project will be shared through an e-book written in Turkish,English and the native languages of the partners.After the translation of it is done it will be loaded to the web site,mailed to relevant institutions and loaded to various databases and libraries.

Since 2014, Nicholson was the one who approached the evolution of Escape Rooms (ER) from an educational point of view, therefore attempting to identify the way in which the concept could practically fit in various educational scenarios and programs. Despite the fact that some elements of educational escape rooms can be found online, they are though appearing as disparate elements and unconnected multimedia files, without maintaining a comprehensive structure nor being constructed upon a well-analysed approach which is pedagogically validated, whilst they have never particularly focused on the provision of entrepreneurial know-how, and specifically on ‘social entrepreneurship’ (SE) education in the way the latter is being approached by the Youth Sector.Hence, ‘ER-SE’ project consortium, composed of two NGOs -CIP from Cyprus (applicant) and iED from Greece-, and two SMEs -LogoPsyCom from Belgium and C4G from Portugal-, intends to develop a comprehensive set of material along with a holistic approach in order to conjugate the newtrend of ER with the educational dimensions of SE, thus satisfying the needs of different social groups that fall in the Youth Sector. Such multifaceted target will be accomplished through the creation of digital tools (OERs)which will be provided mainly in the form of apps. Through the creation of this project and its intellectual outputs, the three main expected end results on the project's completion are: I) The modernization of the teaching/training material that youth organizations and youth centers (targeted by dissemination activities) tend to introduce in their daily routines and which are interwoven with the reinforcement of the field of SE.II) The creation and empowerment of a new generation of SEs, fully trained to tackle multiple modern challenges and able to come up with sustainable and structured solutions, thus creating social value. III) A full exploitation of all the possibilities provided through the gamified processes, and especially through the big trend of ER, with the aim the latter to be converted into effective educational tools, which take into consideration the validated results of the already existing research, by employing various synchronous digital tools, such as on-line courses and interactive platforms, digital gamified processes, digital media, VR Elements, apps, QR codes etc. In addition to those three main results, the project team expects to obtain three secondary pedagogical results:i) creation of educative escape rooms with a clear inclusive aspect to allow an equal participation for the learners with a specific learning disorder, and especially 'Dys' youngsters, who are facing Dyspraxia, Dysphasia, Dyslexia, etc and other marginalized groups, such as NEET, long-term unemployed and migrants and refugees.ii) increase of the awareness of the learners on the cultural European heritage related with the field of Social Entrepreneurship (SE) iii) development of soft skills by making the learners to act proactively and in an innovative way. These OERs include: -1 Booklet (guide) published in four languages provided in digital format (.e pub); 'The pedagogical applicability of gamification and ER for Social Entrepreneurship in the Youth Sector’, aiming at a thorough analysis of the concept and the benefits of this particular educational tool, by answering questions such as: ‘What are Escape Room (ER), Escape games and their variation entitled as ‘breakout box’; What are ER made of; Why using ER for youth education and Practical Examples of Usage; Focusing on SE: A methodological guide for the pedagogical use of Escape Rooms on SE, appealing to Youth Sector; -1 Guide in four languages provided in digital, printable format (.e pub); “Escape Rooms on Social Entrepreneurship; An analytical Production Guide’” gathering practical indications interwoven with the sector of SE that appeal to youth workers, thus enabling them to create their own versions and scenarios; - 12 “Escape rooms scenarios on Social Entrepreneurship” (4 languages), including all the materials, a thoroughly-analysed curriculum, blueprint, multimedia and a digital toolkit containing Virtual Reality Elements, QR codes etc; -1 Booklet of good practices (do's and don'ts), enriched with specially recorded e-videos, presenting the trials, errors and successes, thus facilitating youth trainers to grasp the process in the best possible way; - 1 “Escape E-Platform” where project materials will be uploaded as well as OERs from other sources and additional content from the partners or from outsiders. In addition, the following organisational results are expected: -4 national pilot testing of the 12 ER scenarios and the material, by gathering 100 people in total; -1 International training gathering 8 people (2 per organisation) and valid for 1 ECVET, with all its material and explanation for further reproduction; -4 transnational partner meetings and 4 National Conferences.

RELEVANCE With the increased use of mobile technologies and permanent online access more children have become involved in cyberbullying as victims, perpetrators and/or bystanders. Research at national level shows that cyberbullying tends to be perceived as an alarming and growing phenomenon (Report from European Parliament: Cyberbullying among young people, 2016). The ACBC.COM project will tackle this issue and prevent young people from potential social exclusion. The project will introduce young people to the phenomenon of cyberbullying and raise awareness about the related impact and consequences. The project does this by developing a Serious Game that youth workers and teachers can use in youth initiatives, education and training to encourage young people to understand cyberbullying, recognise its impact and think about the effects and consequences of their own and others online presence, resulting in the development of (social) media literacy and critical thinking skills, which are essential in the digital age. ACBC.COM also clearly addresses the sectoral priority ‘Support youth workers in developing and sharing effective methods in reaching out to marginalised young people, in preventing racism and intolerance among youth, and in addressing the risks, opportunities, and implications of digitalisation.’ Cyberbullying is a media literacy issue that is rapidly evolving and needs action in the area. This project enables youth workers to address online awareness with young people in a modern, engaging and involving manner, through Serious Gaming. CONTEXT For young people today, going online to connect and interact with others is a natural and integral part of daily life. As they log on to email, blog, chat, or participate in online social networks, young people no longer see the Internet as simply a tool, but rather as an extension of their social lives and public identities. With new technologies being available and increased access to ICTs by young people, new risks emerge. One of these risks is cyberbullying taking new forms such as mockery, insults, threats, rumours, gossip, disagreeable comments, slander, etc. which threaten the health, well-being and attainment of victims. Cyberbullying is regarded as a serious threat with a potentially long-lasting impact in Europe. OBJECTIVE – ONLINE CONSCIOUSNESS The objective is to actively involve youth in a modern way to truly engage them on the topic of online behaviour in order to prevent cyberbullying. This will be done by offering youth organisations, schools and other youth initiatives and programmes the knowledge, tools and network to set up a network and programme on Online Media Awareness. TARGET GROUPS - YOUTH (13-18 YEARS) - The main target group of ACBC.COM is young people with an age between 13-18 years. European wide the 13-18 age category stands out as the most exposed to cyberbullying. This target group can be reached through schools (students), but also via youth organisations, sports clubs, youth programmes and initiatives, etc. - YOUTH ORGANISATIONS & SCHOOLS – It is through them the project outputs will be delivered to the final beneficiaries. With support of the ACBC.COM User Guide, youth workers, social workers, teachers and other people that work with youth on a daily basis will get an in depth understanding of cyberbullying and will be able to implement the ACBC.COM Serious Game with the target group, young people. - COMMUNITY – The set up and development of Regional Partnerships involves a broader community to enhance the discussion on online behaviour and to raise awareness on cyberbullying. These Partnerships will involve organisations from a broader view to ensure an integrated approach and wide impact. OUTPUTS The concrete OUTPUTS ACBC.COM will develop are: IO1 – Regional Partnerships - Blueprint IO2 – User Guide IO3 – Serious Game IO4 – Online Community and Open Education Resources IO5 – Impact measurement - Methodology & Guidelines METHODOLOGY ACBC.COM adopts an integrated approach to ensure achievement of the project results. All IOs (except for IO1) are structured into clear and sequential activity phases. These activity phases tend to follow the same build-up across the various IOs and typically include: 1. Preparation 2. Research 3. Development 4. Alpha test 5. Implementation & Pilot test 6. Review & Finalisation 7. Dissemination INVOLVEMENT OF PARTICIPANTS Participants will be involved through the following activities that are planned during the project: - Establishment and development of 6 Regional Partnership - Pilot testing - Multiplier Events IMPACT Participants, participating organisations, target groups and other relevant stakeholders will get an in depth understanding and recognition of one of today’s biggest media literacy issues and its far reaching consequences. This in turn will lead to the prevention of cyberbullying, online harassment and immoral online behaviour creating a Conscious Online Community.