European and international programs

GenAI-EduMap supports AI-ready education by helping schools move from isolated experimentation with Generative AI to ethical, inclusive and pedagogically grounded integration in teaching and learning. The project maps current GenAI practices, co-designs curriculum-aligned classroom use cases and develops practical tools, including an AI-supported educational platform, teacher training programmes, AI literacy resources, implementation guidelines and policy recommendations. Through pilots, research and collaboration with educators, learners and public education authorities, GenAI-EduMap aims to strengthen teachers’ capacity, promote responsible AI use and support future-ready education systems across Europe.

The AIDEA (AI-Driven Educators Academy) project is an Erasmus+ Teacher Academy initiative that aims to transform teacher education through the pedagogical and ethical integration of Artificial Intelligence (AI). The project develops an innovative modular training framework that empowers primary and secondary school teachers to effectively integrate AI tools into their teaching practices, fostering students’ critical thinking, creativity, inclusion, and digital literacy. Through international collaboration networks, teacher mobility activities, digital learning communities, and real-world school implementations, AIDEA seeks to build a sustainable European network of AI-competent educators while contributing to policy recommendations for the responsible adoption of AI in education across Europe.

The 5G-BRIDGE project is a visionary initiative aimed at bridging the connectivity and digital divide in Greece by deploying advanced 5G Standalone (SA) network infrastructures with a focus on underserved areas, including remote villages and islands. The project seeks to accelerate the take-up of 5G SA connectivity, providing innovative smart services that not only address local needs but also contribute to the wider deployment of next-generation networks. The 5G-BRIDGE project leverages 5G SA networks to enable diverse use cases across key sectors such as education, healthcare, public safety and energy.

NEMESIS fosters collaborative networks to design and test locally adapted soil health solutions across the Mediterranean. NEMESIS integrates 60 real-life pilot sites to advance soil monitoring and sustainable land management, drives regional soil resilience, enhances soil literacy, and boosts active stakeholder engagement. By establishing a connected network of Living Labs (LLs), the project actively combats desertification and soil degradation.

SPHERE offers an innovative interdisciplinary and inclusive approach to education, equipping students with state-of-the-art tools and engaging them in contemporary research opportunities. Students will explore curriculum content while embarking on an analog space mission. For a few weeks, they will mimic the challenges of astronauts in foreign worlds in their schools, supported by AI-assisted content, enhancing their learning experience. They will collaborate with schools and researchers across borders in a genuine research journey. SPHERE invites students to work alongside their counterparts in other countries and jointly embark on international research, designing their own missions and analysing real data from AMEDEE missions, thereby transforming them from passive learners into active contributors to international research

The European Academy for Teachers’ skills and competencies development for an effective AI Integration in education (ACT-AI) project aims to establish a pan-European academy for student teachers, in-service teachers, and school leaders to develop skills and competences for the effective and ethical use of artificial intelligence in education. It also seeks to raise awareness of the benefits and challenges of AI, promote its positive impact on learning outcomes and students’ holistic development, and support the formulation of policy recommendations for its responsible and equitable integration, contributing to the digital transformation of education.

BRIDGES Policy Experimentation Action aims to demonstrate how education systems can create new levels of awareness and work towards a sustainable future by developing innovative pathways for building sustainability competences. Specifically, it focuses on teaching for Sustainability Citizenship, a concept that integrates principles of sustainability into the roles, responsibilities, and rights of citizens. It is a form of citizenship that acknowledges the importance of balancing economic, social, and environmental aspects to ensure a sustainable future for all.

The European Academy for Teachers’ skills and competencies development for an effective AI Integration in education (ACT-AI) project aims to establish a pan-European academy for student teachers, in-service teachers, and school leaders to develop skills and competences for the effective and ethical use of artificial intelligence in education. It also seeks to raise awareness of the benefits and challenges of AI, promote its positive impact on learning outcomes and students’ holistic development, and support the formulation of policy recommendations for its responsible and equitable integration, contributing to the digital transformation of education.

BRIDGES Policy Experimentation Action aims to demonstrate how education systems can create new levels of awareness and work towards a sustainable future by developing innovative pathways for building sustainability competences. Specifically, it focuses on teaching for Sustainability Citizenship, a concept that integrates principles of sustainability into the roles, responsibilities, and rights of citizens. It is a form of citizenship that acknowledges the importance of balancing economic, social, and environmental aspects to ensure a sustainable future for all.

The STEMMOS project aims to create an educational program for trainers to teach Earth, Moon & Mars Observation (EMMO) science to students and enhance their STEAM and soft skills. We analyse best practices, enhance trainers knowledge and skills, explore innovative teaching methods, organise training sessions for trainers and pilot programs for student, develop specifications for an experiential space science festival, and ensure program uptake at the European level through targeted sharing of results.

The "Learning STEAM through Performing Arts" (L-STEAM) program is an Erasmus+ project that aims to create a basic framework for integrating STEAM education (Science, Technology, Engineering, Arts, and Mathematics) into European school curricula. This initiative stems from the need to develop and strengthen teachers’ skills so they can implement interdisciplinary methods and innovative pedagogical approaches, including student-centered, flipped, and inquiry-based learning through performing arts. These approaches are vital for fostering progressive, transferable skills in STEM fields, enriched with artistic and creative methodologies. The program draws inspiration from existing European programs and initiatives that have proven successful in a variety of educational contexts, such as science education, science communication, arts education, and entrepreneurship education.

The project A platform for Assessing and Bridging Generative AI and Human Skills in Secondary Education (GenAI4ED)develops a digital platform that evaluates AI-based educational tools and recommends the most suitable options for teachers and students based on defined criteria. It includes pilot testing in schools, where educators and students assess these tools in real classroom settings. Using insights from these experiments and an interdisciplinary team, the project will produce policy recommendations on how to effectively integrate generative AI in education while improving teaching conditions, supporting learning, and addressing workforce impacts in education.

The project A platform for Assessing and Bridging Generative AI and Human Skills in Secondary Education (GenAI4ED)develops a digital platform that evaluates AI-based educational tools and recommends the most suitable options for teachers and students based on defined criteria. It includes pilot testing in schools, where educators and students assess these tools in real classroom settings. Using insights from these experiments and an interdisciplinary team, the project will produce policy recommendations on how to effectively integrate generative AI in education while improving teaching conditions, supporting learning, and addressing workforce impacts in education.

The European ERASMUS+ project INSIGHT seeks to introduce historical scientific instruments into the classroom and learning process through a student-centered, hands-on approach that combines inquiry-based teaching and learning methods, simple materials for student-made instruments, and appropriate digital tools for design and 3D printing. The project has developed a broad and comprehensive educational framework and methodology, which includes training materials for teachers, model lesson plans and applications as well as the relevant scientific context, historical/social background, and instructions for constructing various historical scientific instruments in order to give learners the opportunity to appreciate the value of scientific heritage, while deepening their understanding of scientific concepts and practices and strengthening their basic skills.

The vision of FutureFoodS is to collectively achieve environmentally friendly, socially secure, fair and economically viable healthy and safe Food Systems (FS) for Europe. FutureFoodS gathers 87 partners from 22 EU Member States, 6 Associated Countries and 1 third country. FutureFoodS includes public and private actors, policy makers, foundations, locally, sub-nationally, nationally, EU-widely. All these FutureFoodS partners are fully aligned on the vision for the Partnership and the methodology for its implementation in line with SDG17 and EU Hi Green Deal components. The objectives implemented will exert impact directly or indirectly in most of the destinations of Horizon Europe’s Cluster 6 2023-2024 work programme and particularly for the topic destination ‘Fair, healthy and environment-friendly FS from primary production to consumption’ echoing to the main EU and World FS policies & strategies.

Cutting-edge research in astrophysics, gravitational waves, and particle physics has led to groundbreaking discoveries, yet a gap persists between these advancements and public understanding. This disconnect can foster misconceptions. With the support of the Marie Sklodowska-Curie Actions programme, the PICO project addresses this issue by enhancing public awareness of fundamental physics and its societal impacts with a strong emphasis on equity, diversity, accessibility, inclusion, and gender equality. PICO unites leading European research institutions and communication experts to bridge the gap between researchers and the public. Through initiatives like Researchers’ Night and school activities in Greece, Italy, France, and Spain, PICO aims to engage over 40 000 citizens and inspire more than 2 000 students to pursue scientific careers.

The FAITH project will develop and validate a human-centric and trustworthy ecosystem in which potential threats related to the application of artificial intelligence (AI) in important sectors of daily life such as education, public transport, media, public health, etc., will be identified and their risk will be assessed. Accordingly, specific methods will be proposed, and actions will be taken to address the threats arising from the use of AI in the aforementioned sectors.

SUNRISE co-creates and evaluates an innovative digitally-enhanced life-skills programme for primary prevention of cancer through sustainable health behaviour change in adolescents, tailored to socio-economic, cultural and environmental diversities. SUNRISE combines an established, evidence-based digital solution for smoking prevention, with novel intervention approaches such as peer social media campaigns, advertising literacy training, educational games, and social robot platforms. The digitally-enhanced programme and its components are developed through co-creation with schools-as-living-labs methods involving multiple societal actors such as educators, adolescents, parents, public health experts, and policy-makers.

SoundScapes proposes an innovative STEAM approach with an emphasis on Arts, where students design and use a sonification environment, which converts numeric data (related to school curricula) into sound. This approach aims to increase student engagement and motivation and to promote an inclusive environment where they learn through exploring the hearing sense, communicate and connect with each other through the universal language that is Music. SoundScapes develops a prototype to be replicated by the students and develop a manual guide for anyone interested to implement educational activities based on the project.

The vision of PRO-COAST is to stimulate and empower local communities and civil society in general, to support restoration and maintenance of biodiversity and ecosystem services across Europe, and thus to involve them more actively in environmental governance. To achieve this, PRO-COAST will gather and synthesise knowledge to contribute to informed citizen decisions and improve co-participation in community decision making, while integrating local knowledge into policy making. The project assumes a holistic approach that combines the inherent worth and importance of biodiversity and ecosystem services, emphasising noting their inherent rights and existence independent of human utility, and the tangible benefits people can derive, such as increased livelihood opportunities and improved quality of life.

The Open Teach C-Hub project promotes Open Educational Practices and Resources and empowers teachers to become instructional designers of learning content, through collaboration. A systematic creation of high-quality educational resources – OERs more specifically – is key for allowing for an adaptive and personalized approach to the standard curriculum. In the scope of the Open Teach C-Hub project, a collaboration and OER quality assurance framework will be developed and implemented in the Open Teach ecosystem. Training materials and events will support teachers to co-design, co-create and co-evaluate lesson plans and resources using learner-centred and inclusive learning approaches. Community building activities will expand the Community of Teachers sharing expertise and collaborating to create high quality OER.

The project develops a satellite-supported VR Space Storytelling Authoring Platform, which: (i) provides an advanced school experience to students without access to advanced educational services, (ii) introduces space, human spaceflight and satellites as a hands-on educational topic and (iii) utilizes earth observation and satellite navigation services to implement a novel educational approach with the goal to increase student awareness on environmental issues. The solution relies on an educational platform that supports hybrid educational schemes aiming to both facilitate a smooth transition to the post Covid-19 era that will prevent a learning crisis, but also to redesign the conventional learning and teaching processes with the scope of addressing issues that have been a subject of discussion for several years, like preventing dropouts or reducing the exclusion rates in education.

SCOTSS (Space-based innovation and digitalisation for the school of tomorrow) aims to develop a satellite-supported educational platform that combines Earth Observation technologies, satellite navigation, space education and advanced digital infrastructures to create innovative STEM learning experiences. At the same time, the project utilizes Extended Reality (XR) technologies, bringing interactive and immersive learning experiences to remote schools through advanced satellite infrastructures and high-speed 5G connectivity solutions. Through Mars exploration missions, space colony creation activities and nano-satellite assembly tasks, students engage in narrative-driven and collaborative learning environments that foster creativity and inquiry-based learning.

The project invites students to participate in activities that simulate Moon or Mars environments, providing a hands-on experience of international space missions. The EXPLORE kit, specifically developed for this project, will encourage students to embrace their inner explorer and embark on a simulated mission to Mars. The kit will be integrated into formal educational settings, empowering educators to deliver STEAM-related content through innovative methodologies. The project will provide comprehensive training and support for educators to integrate the kit into their curricula and involve their classrooms in preparing for these captivating missions.

The 36-month project brings the exciting subject of asteroids, comets, meteors and meteorites to the classroom using carefully prepared activities and experiments. The partners involved have joined their expertise in each one of these themes to design an integrated approach that will allow students to follow the journey of these cosmic visitors from the depths of space to our planet. StAnD will introduce a new trend of activities engaging students in their STEM (Science, Technology, Engineering, and Mathematics) curriculum. StAnD will produce a kit that will encourage students to work collaboratively and will engage them in the fields of science and technology, and enhance their interest in the STEM fields.

The GEO-Academy project is an Erasmus+ Teacher Academies initiative aiming at developing a blended competence-based network for teaching sustainable development using innovating digital tools and geospatial technologies. The project will make use of cutting edge geo-technologies (Geographic Information Systems (GIS), Global Positioning Systems (GPS), Remote Sensing (RS) and Earth Observation (EO), data acquisition and processing, image analysis, and related location-based technologies) as well as state-of-the-art pedagogical frameworks, educational approaches, methodologies and tools. In-service and pre-service teachers will be trained on how to teach the key societal, environmental and economic pillars of Sustainable Development in European classrooms, from upper primary and secondary to higher education level, while supported in developing their own educational material.

AI4EDU is an Erasmus+ Forward-Looking project which seeks to innovate school education by exploring, implementing and evaluating new research approaches, technologies and applications of AI in Education that will lead to flexible, personalised, engaging and effective ways of teaching and learning, in the context of the increasing challenges created by the digital transformation of education.

CLEVERFOOD will facilitate a society-wide mobilisation of European citizens, including children and youth, farmers, entrepreneurs, investors, researchers, educators, knowledge brokers and policy makers to transform the European food system in alignment with the EU Food 2030 Policy Framework, Farm to Fork Strategy and Fit for 55 Package. By providing targeted support for ongoing and emerging projects, partnerships and networks, implementing a pan-European Food 2030 multi-actor and public engagement mechanism and operationalizing an interlinked multi-level structure of connected Policy Labs and Living Labs, CLEVERFOOD will pave the way for a more regenerative, resilient and plant-based food system.

The Discovery Space project creates an Exploratory Learning Environment (ELE) for STEM courses, having inquiry-based learning at its core. Artificial intelligence (AI) is integrated into the ELE as a tool for the dynamic assessment of students’ problem-solving competence. An AI agent guides the students and provides assistance when needed through simulations, videos, multiple choice questions, etc., which addresses their specific misconceptions. The teacher can monitor the progress of each student individually as well as to know the points in which he/she faces difficulties. Based on the above, the project, by using AI, introduces personalized learning for the courses of natural sciences and mathematics.

NEB-LAB project capitalizes on five eco-renovation educational buildings projects that are currently in progress. By building on the concept of Open Schooling the selected pilot sites develop concrete and replicable climate action plans to be transformed to innovation hubs in their communities, raising citizen awareness activities to facilitate social innovation, promote education and training for sustainability, conducive to competences and positive behavior for a resource efficient and environmentally respectful energy use. The process is guided and supported the NEB-LAB Chamber of Quality, an innovative partnership scheme that brings together unique expertise (including architects and landscape designers, technology and solutions providers, financial bodies and local stakeholders).

Our vision is to demonstrate effective embedding of citizen science in initiatives seeking societal transformation for sustainable marine and freshwater ecosystems. OTTERS wishes to not only generate data but through citizen science also contribute to changing hearts, increasing care for marine and freshwater ecosystems and fostering a sense of agency, leading to the contribution of healthy ecosystems to human wellbeing.

The STEAM Learning Ecologies (SLEs) project develops engaging open schooling-enabled science learning paths for all in learning continuums of formal and informal learning environments and enterprises, founded on the concept of local partnerships in the form of interconnected knowledge ecosystems: within them, all relevant actors (formal, non-formal and informal education providers, enterprises, the civil society) come together and take initiative and central roles to foster improved science education for learners of all ages.

The main objective of the AIware project is to develop innovative pedagogical solutions in the field of Artificial intelligence and recommend good practices and tools enabling schools and their teachers to implement AI topics into their regular curriculum. The project will create ready-to-use material for schools consisting of a competency framework , learning scenarios for different aspects of AI and a collection of open educational resources. Through this project, teachers’ needs will be identified and a holistic approach will be developed to enable schools to prepare staff and students for the future.

The project will develop a learning ecosystem where students encounter innovative learning experiences and be supported by scientists, in ways that could lead to future opportunities in academic, professional, and civic realms. It will a) produce interactive digital resources on sustainable Food and Nutrition Systems, b) provide an effective training programme for school communities and c) develop a validation framework testing students sustainability citizenship and dedication to healthy lives.

NBS EduWORLD project aims to nurture a Nature-Based Solutions literate society, supporting a just transition to a sustainable future. For this, NBS EduWORLD will create an NBS community that facilitates synergies between NBS professionals and education providers and ensures free and easy access to NBS knowledge and resources for all. One of the objectives of the project is to integrate Nature-Based Solutions in the educational process following a participatory and holistic approach that involves both the school and the local community by setting up schools as living labs thus introducing creative thinking and innovation in school education and developing students' green competences.

The Road-STEAMer project develops a STEAM roadmap for science education in Horizon Europe, i.e. a plan of action that will provide guidance to EU’s key funding programme for research and innovation on how to encourage more interest in STEM through the use of artistic approaches involving creative thinking and applied arts (the “A” in ‘STEAM’), and thus enable integrated science learning approaches and stronger connections between school education, higher education, informal and non-formal science education, and the world of business.

SAFE FUTURE project is Erasmus+ KA2 project undertaken by eight organizations from Greece, Spain, Italy, and Hungary, supported by the Road Safety Institute (R.S.I.) 'Panos Mylonas'. By fostering collaboration and knowledge exchange among these organizations, the project aims to create a network of strong partnerships dedicated to promoting road safety, traffic education, and sustainable mobility. Through the implementation of innovative practices and the sharing of resources, the project seeks to inspire positive mindset and behavior change among the younger generation, ultimately leading to safer and more sustainable mobility practices. Aligned with the EU road safety policy framework and EU values, the SAFE FUTURE project aspires to contribute to the advancement of road safety and the enhancement of education systems.

The CLIMAte change teachers’ acaDEMY – CLIMADEMY (climademy.eu/), aims to create a European network to offer a comprehensive program where teachers will learn, by using an efficient methodology, how to educate the next generation of European citizens on climate change issues. Main objective is to equip teachers with the skills they need to feel confident and prepared to teach the topic of Climate Change through interdisciplinary approaches and thus contribute to their professional development. The Academy is developed around 4 hubs in four countries and a common virtual place, the platform CLAUDI.

LeDS strives to deliver a holistic learning journey for students by blending students’ artistic abilities with crucial technological, social and emotional skills. Through tasks such as programming suits, mastering video mapping, and orchestrating special effects, students unintentionally delve into various concepts and disciplines, spanning from mathematics and physics to computational thinking and more. The LeDS toolkit was created to aid students and educators in crafting digitally enhanced performances through STEAM, focusing on electronics and programming by manipulating sound, light, and movement in performance suits.

Mediterranean diet (MD) has long been considered a landmark in healthy nutrition, but changing eating habits has meant that people have become less adherent to it. The younger population lost the connection with traditional foods while older people experience life changes that result in significant swaps in their diet. Despite this, both groups could benefit from a diet rich in antioxidants that has been shown to help prevent disease over the long term. PROMEDLIFE aims to reverse, through a multi-actor approach, the decline in adherence to the MD pattern, adopting four lines of intervention.

The pandemic has led to accelerating digital transformation in schools. It thus becomes imperative to move beyond the traditional, transactional understandings of the teacher–learner relationship, to design for motivation, engagement, positive emotions and well-being in digital learning experiences, to decrease mental illness (e.g. stress, depression and anxiety) and help students and teachers develop their full potential. The main goal of the project is to provide instruments for teachers to create positive views, emotions, and atmospheres when transforming school education and recovering from the crisis. The project addresses the main emotional challenges of the Covid-19 pandemic by applying a positive computing/psychology approach beyond technological/digital solutions.

Το Τμήμα Έρευνας και Ανάπτυξης της Ελληνογερμανικής Αγωγής σε συνεργασία με το Γεωδυναμικό Ινστιτούτο του Αστεροσκοπείου Αθηνών είναι επικεφαλής του έργου SEISMO – Lab, το οποίο χρηματοδοτείται από το πρόγραμμα Erasmus+. Στο πρόγραμμα SEISMO – Lab, συμμετέχει κοινοπραξία εκπαιδευτικών ιδρυμάτων από χώρες με σημαντική σεισμική δραστηριότητα, πιο συγκεκριμένα οι χώρες αυτές είναι: Ελλάδα, Ιταλία, Κύπρος, Ρουμανία και Τουρκία. Το έργο SEISMO – Lab στοχεύει στη δημιουργία ενός συνόλου συμμετοχικών, διεπιστημονικών εκπαιδευτικών σεναρίων που υποστηρίζουν τους μαθητές στη βελτίωση των δεξιοτήτων επίλυσης προβλημάτων, της δημιουργικότητάς τους και προωθούν μια στάση μάθησης με πράξη.

AMASE wants to support teachers to bridge the gap between advanced technologies in the real world and STEM education in the classroom for students from 12-18 years old. It wants to enable the students to transfer STEM knowledge from the classroom into the real world of scientific research & technology and vice versa and hence enhancing the motivation of students for choosing STEM related subjects. This way students get insight in the real world of advanced research and its applications including 21st century challenges like sustainability, eliminating pollution, combating diseases. Moreover, the project plans to build long lasting relationships between researchers and educators that can be easily expanded to other scientific fields.

The Learning from the Extremes project addressed inequalities of access to digital education by enhancing inclusion and by reducing the digital gap suffered by school communities from remote areas with low connectivity, limited or no access to devices and digital educational tools and content.

The project aims at improving the current situation in digital education in Europe. Based on the teachers’ needs recognized in the previous Up2U project and on existing solutions that address the needs, this project will directly help schools and teachers by providing up-to-date digital tools integrated at the Up2Digischool Learning platform corresponding to the evolving needs of schools, a professional teacher training program “Digital School Ready Educator” and a Self-Paced MOOC on “Approaches to Digital Learning” as an open learning opportunity promoting innovative teaching practices.

GreenScent - Smart Citizen Education for a Green Future – aims to educate and empower the people of Europe to change their behaviour towards the environment by fostering empathy for the planet. In this context, the project provides practical information and guidelines for the implementation of GreenSCENT Competence Framework in educational programmes and training schemes; Use cases: demonstration of how GreenSCENT Competence Framework has been implemented in various learning activities; GreenSCENT ToolBox: a series of physical, digital and hybrid demonstrators and training kits, allowing to conduct practical and collaborative experiments in the classroom and/or involving citizens.

The goal of the project is to engage students and the society in environmental and climate change activities to raise awareness and strengthen responsible citizenship. Incorporating the terms of climate change, urban sustainability and light pollution into the curriculum requires systemic thinking and interdisciplinary approaches, demanding in parallel for pedagogical innovations that provide interactive, experiential, transformative, and real-world learning. In light of these challenges, the CliC-PoLiT project aims to design, implement, and evaluate blended innovative educational approaches and digital tools that provide interactive, experiential, transformative, and real-world learning, towards a specific issue.

The Discovery Trail project brings together specialists from different disciplines (educational psychology, education, ecology, digital technologies) and countries (Estonia, Finland, Greece, Austria) that help to widen the scope of information and knowledge sharing towards Environmental Education. Thus, the project aims to facilitate knowledge on how individuals’ understanding of complex environmental topics develop (e.g. biodiversity, climate change) and how knowledge development can best be supported by using the digital outdoor learning tool Avastusrada (www.avastusrada.ee/en). The application Avastusrada allows quick testing of the design and applicability of different tasks and evaluating their effectiveness on learning performance under different biodiversity topics and overall, Environmental Education.

The Surrounded by Science (SbS) project develops and applies a systematic assessment methodology to analyze the impact of out-of-school science-related activities on a person’s science proficiency. Through a series of field studies and the use of innovative research instruments, the project contributes to a better understanding of how the outcomes of such activities may relate to, and complement, the outcomes of formal science education. In this way, science organizations and science educators are helped to design more effective, targeted, and meaningful learning activities, and foundations are laid for the effective integration and accreditation of informal and formal science education.

Τhe main emphasis of all education policy effort in the EU has been inclusion. Covid-19 has created an unprecedented threat to this ambition illuminating existing inequalities and creating new vulnerabilities as communities struggle to cope with sudden, unprecedented changes to economic and social life. UNESCO have identified wide-ranging, adverse educational, social, health and economic consequences for children, parents and teachers including ‘confusion and stress for teachers’, and the unpreparedness of parents for distance and home schooling.

The "LaSciL" project, identifying the difficulties encountered by teachers and recognizing the under-representation of astronomy in the curricula of European countries, tries to integrate astronomy and robotic telescopes in school education using online learning tools. Students from all over Greece and other European countries have the opportunity to use a network of robotic telescopes, which includes the Observatory of Ellinogermaniki Agogi, the Skinakas Observatory and 21 robotic telescopes that belong to the "Faulkes Telescope Project". Teachers and students are connected live to large robotic telescopes in distant countries, making their own astronomical observations, processing the images they receive and drawing conclusions about celestial objects.

Digi-Science aims to prepare teachers to deliver effective science education courses to their students, within online/distance and blended settings, mainly through online experimentation and the use of virtual and remote science labs integrated within a concrete educational framework that is designed to foster the development of students¶ skills while addressing equity, diversity and inclusion challenges. To achieve its objectives the project will produce i) the Digi-Science Teachers' Online Workroom - a digital infrastructure for teachers through which they will have access to a dedicated educational framework, resources and materials for the effective use of ICT tools and for setting up an inclusive teaching learning environment to implement online, blended and distance learning, ii) a set of 20 ICT-rich science activities for primary and secondary education that focus on online science experimentation, iii) a set of 20 short-videos including demonstrations, guidelines and examples to support the implementation of online experimentation and iv) a Self-Assessment Tool for teachers and students focusing on the development of their digital competences, particularly the collaborative dimension.

The 'Playing with Protons Goes Digital' project responded to the global disruptions caused by the COVID-19 pandemic in education. Focused on enhancing science learning experiences, the project explored the use of augmented reality (AR) technologies to create engaging and resilient hybrid STEAM learning environments. The initiative envisioned digitally-ready schools as open innovation hubs, integrating both formal and informal science education experiences. Involving an international consortium, the project aimed to empower primary and secondary school teachers with an integrated AR toolkit, fostering creativity-enhanced, inquiry-based science teaching. The approach emphasized teacher digital leadership and resilience, catering to the cultural and environmental contexts of diverse settings.

In Spring 2020, schools around Europe closed due to the Covid-19 pandemic. Research reports published during this time identified several issues experienced by teachers during the rapid move to online teaching. A survey of 720 Irish, second-level teachers conducted by the TCD team reported that students’ engagement with education decreased significantly during this time. The findings also highlight an associated decline in teaching and learning practices that focus on the development of key skills and competences such as collaboration and communication. Stemming from these research findings, the purpose of this project is to empower teachers to develop pedagogical competences for establishing effective and engaging learning experiences in a digital space, whether as part of a blended experience or wholly online.

The Design-CT project supported teachers of all grade levels and digital competences profiles become creators and designers of their own digital and blended learning lessons. The Design-CT ecosystem offers a smart authoring tool supported with integrated didactical kits including, pedagogical templates, learning scenarios, apps, tools and resources to help teachers easily create their digital lessons and activities. The ecosystem offers design support and recommends learning content, so that teachers focus their time and effort on what they do best… guide their students’ learning journey.

The project plans to encourage the use of digital means in the educational system of EU countries while suggesting a holistic approach to protecting personal data. The main goal is to create a roadmap for GDPR-compliant technological solutions in the field of digital education and train the users of these platforms to respect the EU privacy legislation and avoid data breaches. The project's main scope is not to identify the technological security gaps of the platforms, but to underline the importance of the human factor in the use of such applications. The partnership will design, develop and test an innovative training program facilitated by three tools, the e-Privacing Roadmap, the e-Privacing Guide and the Online Portal.

eROBSON proposes a new approach of delivering laboratory courses. The approach is of low implementation cost, easy to adopt and has a zero risk of transmitting COVID19 or other viruses. The approach suggests using Augmented Reality to simulate the necessary lab equipment and the hands-on interaction with it. Augmented Reality is a technology that enhances human perception with additional, computer-generated sensorial input to create a new user experience. The project develops a professional community in the intersection of Educational Robotics and Augmented reality.

The DexterLab aims to provide DIY experiments for sustaining science education in distant learning environments during the COVID-19 crisis. Due to the pandemic crisis, most countries have turned to distance learning as a means of continuing education services. For educators, this situation requires to perform a complex, adaptive and transformative challenge, one for which there is no preconfigured guidance to appropriately implement continuous activities. Hence, the teachers and education leaders must swiftly design responses as the pandemic runs its course. In this context, maintaining experimental learning while not creating new difficulties and inequalities in reaching and understanding STEAM contents is a priority.

The activities that enrich the teaching quiver of a creative and innovative school also determine its stigma in its educational perspective. A rich set of educational practices aims to empower the classroom of tomorrow that integrates the Arts into a coherent methodology focusing on entrepreneurial thinking and design in problem solving. A creative and innovative school participates in the vision of STEAM IDEAS' square, a common meeting place for schools where Theatre can converse with Science, Music with sound and digital storytelling. The project helped teachers take the next step by transforming the school into an outward-looking STEAM innovation hub.

The current greatest health crisis has radically changed the way we relate to each other. Face-to-face interaction has been reduced massively and it is increasingly common to communicate, learn and teach through a screen. In this rough sea, we aim to provide clear guidelines for “sailors” to deploy or retract their “sails” when necessary. The aim of this project is to provide students, teachers, schools leaders and families with tools to make appropriate decisions in learning, communication and socialising online. The SAILS project will develop a fictitious social network in to order to explore potentially dangerous scenarios. This network will be used as a social sandbox where different automated profiles (social bots) will behave inappropriately and interact with fictitious profiles created by the students. Through the interaction with these social bots, we aim to empower students to understand which behaviors are inappropriate or unsafe. For more information visit: https://sailsproject.eu/

The IPinSTEAM project aims at promoting Intellectual Property (IP) related concepts and practices in schools and more specifically in STEAM education in order to generate awareness about them across European educational institutions. The project develops an innovative ICT-enabled training package focused on the needs of primary and secondary school teachers to facilitate the incorporation and integration of IP concepts into STEAM curricula. Increasing IP awareness and incorporation in STEAM related subjects of school curriculum can foster and protect all forms of creativity from innovation to invention and discovery.

The RAYUELA project aims to empower and educate young people (children and teenagers primarily) in the benefits, risks and threats intrinsically linked to the use of the Internet by playing, thus preventing and mitigating cybercriminal behaviour. The internet has become an integral part of children and young peopleΆs lives. The increased time spent online is prompting questions about whether they are in control of their internet usage. RAYUELAΆs main goal is to understand the drivers and human factors affecting certain relevant ways of cyber criminality, as well as empower and educate young people on them. The project will develop and test a serious game as its main vehicle to educate young learners on cyber safety. RAYUELAΆs serious game will be a multiplatform and multi-language unity game with interactive storylines. It will offer an immersive experience to young players, educating them on the importance of keeping safe online and acting as an enabler and amplifier of the preliminary findings on potential victims and offenders, in order to extract quality data to feed RAYUELAΆs algorithms for detailed profiling and pattern identification. For more info, please visit https://www.rayuela-h2020.eu/.

The SchoolsGoGreen project is in alignment with the 2019 EU GREEN DEAL Recommendation of the European Commission which encourages member states to uptake the challenge for a green transformation and transition towards a greener and healthier planet. Nowadays, solving ecological problems requires increase of peoplesΆ awareness, attitudes, and knowledge about these issues. The project aims to promote a Green Oriented Framework to complement the 8 key competences, which will be related to the promotion of generic green skills. The project will also provide a complete Tool Kit with a Green Educational Pack promoting related knowledge, abilities, values, and attitudes needed to live in sustainable communities, new multi-media material, assessment procedures through the Open Badges and innovative activities for children, such as the Go Green Homes, Go Green Mummies, Be My Green Model etc. The goals behind the project were based on the need to increase the interest and knowledge in the school community for: i) helping and supporting primary children and primary school teachers in creating their own Whole School Green Policy, ii) promoting an environmentally friendly mind-set that could contribute towards the protection of the environment and prevent climate change, iii) equipping pupils from a very young age with knowledge and competences to address environmental issues and challenges that affect their communities and finally, iv) upgrading teachersΆ skills, as well as enhancing their teaching methodologies and tools so that they can contribute to the protection of the environment.

The project “Adventure in AI” uses a gamified approach to increase children’s AI literacy, raise awareness and equip educators with appropriate knowledge to address AI topics in the classroom and in other settings. The digital game will be a learning resource providing meaningful context in which children, with the aid of educators or in a self-directed mode, may learn about AI in a safe and playful environment. It promotes a basic understanding of what AI is, the language surrounding the technological and social aspects of AI, how AI works and how it is currently playing a role in our daily lives (and children’s lives in particular), the risks and opportunities AI bares and AI’s potential impact in jobs and other areas of society. During the project, gamified workshops will be developed for educators and children around the AI topic.

Why do we assess our students? What added value does this assessment bring to both students and teachers? Can we use assessment to stimulate cognitive, social and emotional development? Can assessment become a powerful tool for the development of students¶ skills and teachers¶ practice?<br />ASSESS is a project co-funded by the Erasmus+ Agency of the European Union that targets these and many more questions about assessment with the goal of creating a powerful assessment framework for teachers and students.<br />The project offers teachers a toolkit of digital and analogue tools to assess students in an innovative way and a digital app that aggregates these tools. Teachers will also find an online course that will teach them not only how to use the ASSESS tools, but also how to design and create their own innovative assessment tools.

DiSTARS aims to test a synchronised integration of Art and STEM in the primary curriculum, simulating the ways in which subjects naturally connect in the real world. Combining scientific inquiry with artistic expression (e.g. visual and performing arts), storytelling, and by using existing digital tools (such as the DiSTARS storytelling platform) along with AR and VR technology, the project aims to capture the imagination of young students and provide them with one of their early opportunities for digital creative expression.

The main goal is to enable schools, in particular teachers, parents and pupils, to participate in high quality citizen science projects in both curricular and extracurricular contexts. Citizen Science in education has the goal to involve citizens in different types of science projects, in particular to 1) improve engagement and 2) to increase research capacities, e.g. by shared data collection. Even though the European Association for Citizen Science has clear guidelines and support mechanisms, many CS projects are not taken seriously. This is the main starting point for the FabCitizen project: We aim at providing tools to increase the quality of CS projects, in particular in schools. For this purpose, we will integrate FabLabs as the main educational environment as they can provide both, technological as well as methodological expertise.

The FRONTIERS project combines state-of-the-art research in the field of Elementary Particle Physics, Astroparticle Physics, Gravitational Wave Astronomy, Cosmology, Astrophysics, Educational Research and Large-Scale Piloting in order to in order to demonstrate how Nobel Prize winning science can be systematically integrated in the school curriculum. The purpose of this process is to introduce secondary school students to concepts that are very important for our lives and for understanding the Universe in a systematic fashion and to form sturdy connections to the school curricula. At the same time, FRONTIERS supports the training of science educators across Europe in cutting-edge research by leading scientists and aims to contribute in their personal professional development and teacher identity development. The expected outcome of the project is the involvement of teachers in an international community of scientists and teachers to exchange good practices on the FRONTIERS project themes.

The GOSTEAM project aims to develop educational hands-on STEAM (Science, Technology, Engineering, Arts, Mathematics) activities in the fields of Geographic Information Science and Technology, Cartography and Environmental Science for shaping the next generation of geospatially and environmentally aware citizens. Geospatial thinking is a blending of knowledge and skills which supports people in identifying and interpreting location, distance, relationships, orientation, movement, change, patterns, and trends in geo-environmental space. In the era of &#8220;digital natives&#8221;, open linked data, digital earth, ubiquitous mapping, citizen science, location-based services and geospatial intelligence, a new civil society of Spatial Citizens is emerging, with the perception, consciousness, and ability to understand, map, communicate and design their world. GOSTEAM addresses teachers/educational staff, as well as secondary education students, cultivating studentsΆ cognitive abilities and skills, such as problem-solving and critical thinking, in the interdisciplinary context of environmental literacy and global awareness.

ImTech4Ed is an Erasmus+ project where researchers, educators, and game design students from Germany, Greece, and Cyprus contribute to design aspects of immersive solutions. ImTech4Ed aims to create interdisciplinary and international collaboration among students, educators, and researchers. It builds on the cooperation among different connected higher education institutions to create quick, student-driven, creative hackathons as initiators for immersive educational technologies to be prototyped.

The Open Teach project is advancing the research, evaluation, and implementation of quality open education resources and practices, and supporting educators to develop their digital competences profiles. The project offers a platform for teachers with focus on middle and secondary school STEAM subjects. The Open Teach platform offers online Courses with six modules on open education resources (OER) and open education practices (OEP) and enables the collection and assessment of at least 500 Resources (OER) by the Community of Practice (i.e. teachers taking the Courses).

The Schools as Living Labs (SALL) project proposes a flexible living lab methodology as a way to develop student-centred open schooling activities. The methodology has been co-created through systematic collaboration with the community of stakeholders, building on existing knowledge and best practices. It has been applied in real-life educational settings in more than 400 schools in 10 countries, and the resulting activities and their impact have been studied closely. The experiences and evidence gained have prepared the ground for sustainable living-lab-based open schooling activities in Europe’s schools, through strong community building, dissemination and communication activities, as well as impactful policy-oriented interventions.

The FoodSHIFT2030 project is leading an ambitious citizen-driven transition of the European food system towards a low carbon, circular future, including a shift to less meat and more plant-based diets. The FoodSHIFT2030 approach focuses on supporting innovation towards a fast transition of the European food system by 2030, which is necessary in order to address the pressing challenges for food and nutrition security, contribute to the EU commitment of reducing GHG emissions by at least 40% by 2030, and revitalize urban-rural linkages and partnerships to secure the achievement of the UN Sustainable Development Goals (SDGs) by 2030.

InNature aims to enhance competences and awareness on biomimicry in the School Community, including students, parents, teachers and directors and Informal Science Education Providers. The InNature Project develops and implements in the classroom, a set of activities related to this approach and events, such as a fair about this thematic in schools using the Biomimicry as an approach This approach defends that sustainable answers to many problems faced today were already developed by nature. This approach defines that many problems solutions can be found through the emulation of nature patterns. The goals behind the project were based on the need to increase the interest and knowledge in the school community in order to: i) reinforce the sustainability principle in schools for the whole school community, ii) develop new teaching resources to be used inside the classroom and outside, iii) reinforce STEAM competences in the school community, iv) learn more about sustainability, v) have access to new and innovative teaching methodologies to apply in schools and finally, vi) to scale up knowledge on nature-based solutions

The REINFORCE project (Research Infrastructures FOR Citizens in Europe) aims to engage and support citizens to cooperate with researchers and actively contribute in the development of new knowledge for the needs of science and society. It is a Research & Innovation Project, supported by the European UnionΆs Horizon 2020 SWAFS &#8220;Science with and for Society&#8221; work programme. The project creates a series of cutting-edge citizen science projects on frontier Physics research, with citizen scientists making a genuine and valued contribution to managing the data avalanche. More than 100,000 citizens will be engaged in the research done in Large Research Infrastructures through a participatory design methodology that will take into account the special characteristics of different target groups, their barriers and constraints, their perceptions and biases and their attitudes and knowledge regarding science. They will use real and simulated data for analysis, simple affordable detectors and instrumentation to measure properties of objects such as cosmic rays, providing among others their contributions in large infrastructure site specific parameters such as environmental impacts and noise. Furthermore, through the use of open data as with dedicated training activities on their use and analysis, citizens will be able to perform their own inquiries, guided and supported by the REINFORCE experts.

Promoting the use of self-reflection tools to support innovation and systemic change in schools. The project Reflecting for Change (R4C) aims at proposing an advanced support framework, as well as a set of core policy recommendations, to schools seeking to introduce a type of holistic change that will ensure a meaningful uptake of sustainable innovation, with an emphasis on achieving improved learning outcomes as set by the Europe 2020 strategy.

The rAn project aims at assisting children at primary education to cope with emergencies, by developing a serious game for raising their awareness about natural disasters and emergency preparedness. The main objective of the game will be for the player to survive a disaster and develop a resilient community because of periodic geological hazards. The serious game will be based on a dynamic storyboard supported by interactive elements such as quizzes, puzzles, and mini-games.

The InSTEAM project aims to create a series of learning resources that allow for more individualized, inclusive and personalized STEAM (Science, Technology, Engineering, Arts and Mathematics) learning. The goal is to establish pathways for inclusive, innovative and interdisciplinary environmental STEAM education that reduces disparities in access to and engagement with digital STEAM education.InSTEAM will be carried out with partners in Spain, Portugal, Cyprus and Greece, as the approaches and curricula are similarly suited to introduce innovative, digital and inclusive environmental STEAM education. The project will use the highly successful Go-Lab Ecosystem (www.golabz.eu) and its award-winning tools to create a series of inclusive and engaging STEAM lessons, as well as offer guidance to teachers on how to implement, adapt and even create lessons based on the principles of studentsΆ self-regulation, differentiation and other pedagogical principles.

BRIST responds to a central question: ‘how do we support teachers to become teacher researchers and evidence-informed practitioners?’ The project is therefore primarily aimed at teachers in the school sector. The project deliverables will enable teachers to access research, academic researchers and teacher researchers; learn how to carry out small scale research; collaborate on and publish research, support teachers as they take part in robust small-scale classroom research.

The goal of the Computational Thinking and Acting Erasmus+ project is to develop and validate new learning and teaching ICT solutions in Computational Thinking and problem-solving in primary schools. The project will delve into the concept of Physical Computing and provide open learning activities for programming including teacher materials and teacher training. Additionally, the project will develop learning scenarios to incorporate programming across various subjects, along with a competence framework for Physical Computing aligned with the national curricula of Finland, Estonia, Germany, and Greece.

Pursuing the efficient teaching of science, technology, engineering, and mathematics (STEM) requires a continuous process of skill acquisition. The transition to becoming an effective professional entails much more than knowledge of content. It requires awareness and an effort to develop key professional skills necessary for success in any chosen career path. Transversal skills are personal competences that improve human performance, facilitate effective interactions, complement the technical requirements necessary to acquire and maintain employment. Teachers should play an important role in teaching and cultivating those transversal competences within the teaching of core subjects. he DOTS project aims at improving transversal skills in STEM through the use of innovative teaching approaches and methodologies. The specific objectives of DOTS are: Development of methods, materials and tools for the supporting of learning and teaching transversal skills; training teachers to implement the developed methods, tools and materials in their teaching practice; Evaluation of the applicability and usefulness of developed methods, tools and materials. For more info, visit https://www.dots-project.eu/

GSO4SCHOOL created a network of school students and teachers who worked together and developed trans-disciplinary activities in science and arts, based on the already existing initiative the Global Science Opera. “The Global Science Opera for School: Leverage students’ participation and engagement in science through art practices” (GSO4SCHOOL) contributed to the engagement of school students and teachers in a range of cultural, educational and scientific disciplines. GSO4SCHOOL addressed diversity in school education, developing social, civic, inter-cultural competences and media literacy by providing an innovative integrated approach. School students were invited to collaborate, lead and cocreate their own performances from scratch, while investigating specific issues related to science subjects of their curricula.

The LET’S STEAM project aims to enable teachers to acquire knowledge on how to use programming opportunities to teach sciences in secondary schools students, in a way that code can provide inputs to an interdisciplinary approach of all sciences and art items thanks to creativity rather than focusing on hardware and technological projects. Teachers are still teaching coding with classic methods which are not relevant with the current world and its digital era, and is moreover most of the time adapted to very technical profiles, living some students behind, especially girls in the field of programming. Nowadays, we have to switch from learning how to code as an individual item, to teach what to use code for, to enhance creativity, innovation and promote active pedagogy between courses, between schools and towards the students.

POLAR STAR aims to bring together state-of-the-art learning pedagogies and combine them with exciting activities that focus on contemporary science, thus helping teachers to introduce STEAM successfully in their class. More specifically, the project team will combine innovative learning techniques like inquiry learning and the design thinking approach into one seamless &#8220;STEAM education&#8221; methodology. In addition, teachers be introduced the ΅Science as a wholeΆ interdisciplinary approach which facilitate the identification of connections between science disciplines and discover underlying connections between phenomena. Finally, the POLAR STAR overall methodology will be delivered through a set of 10 activities around Space and Arctic research. Both areas are enormously interdisciplinary and exciting for students and thus make ideal vehicles to teach other sciences, very often considered less appealing, showcasing how such fields of research that might seem irrelevant to peopleΆs needs have in fact a great impact on our lives.

Developing TeachersΆ Soft Skills to enhance their Professionalism and Educational Performance and support Organisational Wellbeing at School

The goal of 5G-TOURS is to get the European 5G Vision of “5G empowering vertical industries” closer to commercial deployment with highly innovative use cases involving cross-industry partnerships. 5G-TOURS aims to demonstrate the ability of 5G to support multiple vertical use cases concurrently on the same infrastructure. 5G-TOURS vision is to improve the life in the city for the students, the citizens and the tourists, making life in the city more attractive and safer for everybody.

Τhe project pioneers to develop pilot-test and evaluate a tool kit which will support schools to establish their own digital media literacy action plan in order: a. to empower young students to become responsible, critical, global citizens for the digitalised and connected world we live in, b. to utilise the non-working time of schools in order to set up on-line and in-house digital media literacy labs and observatories, c. to introduce the idea of an interactive assessment tool in the form of a game based on an avatar, d. to strengthen the profiles of teachers and in doing so to upgrade the quality of teaching/ earning services provided in formal schooling, e. to promote whole school approaches towards dealing with cross-sectoral issues.

RETROSTEM is a project funded by the Erasmus+ programme. Its main goal and approach is to promote the acquisition of skills of teachers and students in the digital era by developing innovative learning practices supported by a Raspberry Pi based console and DIY electronics kits. This aims to support teachers in delivering subjects extending their present knowledge and enhance their understanding on how to effectively engage students to the learning process of programming concepts and STEM (Science-Technology-Engineering-Mathematics) subjects through hands-on play in a retro design game console and kits

Aim of the project is to bring a change on how road safety programs and initiatives are implemented in schools in Europe, by strengthening the profiles of the teaching profession on road safety issues. Moreover, the project aims to design, develop and validate an innovative professional development program for teachers. KROS will introduce cutting edge technologies in order to accompany the retention of information regarding the subject of road safety. More in particular, the project will use virtual reality technologies so as to introduce attractiveness in the learning process and secondly to improve the quality of the delivery channels of the content.

SNAC aims to transform schools in South Eastern Mediterranean basin countries to local hubs of education, innovation and information about earthquakes and disaster prevention and to engage students in real-life projects that are proposing innovative solutions adopted to the local conditions by employing real-problem solving skills, handling and studying situations, and participating in meaningful and motivating science inquiry activities on earthquake disaster prevention and mitigation.

The EUREKA Erasmus+ project will up skill teachers in early identification of the most able students and develop them to create a curriculum fit for purpose. Schools and other education institutions should be ready to create an atmosphere of acceptance, recognition and inspiration for the most able children from any background in any country. This includes knowledge and skills in early identification of the most able child, supporting the child through an appropriate curriculum and involving parents/family in the process of his/her education. The partnership is led by TITAN Partnership Ltd in the UK who lead on Most Able initiatives in a large area of Birmingham. Birmingham City University, a Higher Education establishment in the UK, has significant expertise in teacher development and course design and will contribute this to the EUREKA project, a gap in work in this field to date. Ellinogermaniki Agogi, a school in Greece with a large research and development unit, brings great research and creative skills to the partnership and will use this to help develop significant resources whilst GRETB, through two of its highest achieving secondary schools, will contribute expertise from a highly innovative setting in Ireland. The Eureka Project will develop 2 training courses which will be certified by institutions in the UK and the Czech Republic and these will be delivered to participants. These courses will be transferable to other organisations across Europe through availability on websites and through personal contact. They will be developed through a range of professionals including Higher Education Institutions and Educational Psychological Services who are at the forefront of delivery in their respective countries. They will have a multi-disciplinary focus as a consequence and will be developed through audit and analysis of best practice. The training will include modules on identification and interventions to enable Most Able students to fully realise their potential. Two manuals in addition will be developed by partners on these topics through the exchange of practice at transnational meetings. These manuals will be easy to use and will include case studies in a variety of formats.

The Democracy through Drama Erasmus+ project aims to explore how we can use drama to create democratic spaces and classrooms that are sensitive to young peopleΆs voices and to discover how teachers across Europe might facilitate the conditions for this to occur. The project develops ideas and activities that can be implemented by teachers in their classrooms drawn from two relevant educational tools in the field: Drama in Education (DiE) and Mimesis in Education (MiE). We define Democratic Classrooms as spaces for creativity and imagination, where the childΆs experience is acknowledged, valued, nurtured, encouraged and developed. Democratic classrooms are free and safe spaces within the boundaries of a dramatic frame. Thus, drama is a holding environment to enable this and to facilitate collective decision-making by both young learners and teachers. Moving outside of the dramatic frame, then, allows both teacher and pupils to reflect upon the drama and examine the action. Drama in Education (DiE) is a pedagogical process that offers students the possibility of engaging actively with situations they study and examining them from different perspectives through roles and tasks. Importantly, Drama in Education relies on engaging participants in fiction &#8211; fiction that they are creating themselves &#8211; and this provides a form of protection, offering an educational, rather than a therapeutic perspective. Drama in Education in this sense creates a space for participants to understand the world in which they live. Mimesis in Education (MiE) builds upon a concept of theatrical training and uses it for pedagogical purposes. The concept of mimesis &#8211; transforming and recreating contents as poetry &#8211; is suitable for diverse educational contexts and practices. Mimesis and poetry are vectors for building a democratic coexistence, in which each member can truly express oneself and be understood in his/her expression by others.

FIT4FOOD2030 supports the urgently needed transformation of research and innovation (R&I) on Food and Nutrition Security (FNS) in Europe. This transformation is needed to future-proof the European food systems: to make them more sustainable and resilient, and to find solutions for the many food-related challenges Europe is facing, including hunger, malnutrition, obesity, climate change, scarce resources, and waste. To achieve that, FIT4FOOD2030 will create a sustainable, multi-stakeholder platform, mobilising a wide variety of stakeholders at the level of cities, regions, countries, and Europe. Recognising the evolving nature of the FOOD 2030 policy framework, the project activities will be flexible, responsive, inclusive, efficient, innovative, value-adding and supportive to the FOOD 2030 policy framework of the European Commission Directorate General for Research & Innovation (DG RTD). ΕΑ is the coordinator of the Athens City Lab. FIT4FOOD2030 is a ΅Coordination and Support ActionΆ funded by the European UnionΆs Horizon 2020 research and innovation programme.

Islands Diversity for Science aims to integrate science research in classrooms located in Islands across the world, through the Design Thinking methodology. By using a collaborative inquiry approach and an interdisciplinary pedagogical model that integrates art practices like personal geography, students will invest in research that is relevant to their local communities. The final outcome will be in the form of a science trail, open to the local community and visitors, where the major challenges and proposed solutions are presented in an interactive science tour.

The mission of Scie-Citizens Erasmus+ project is to advance citizen science through knowledge sharing, collaboration, capacity building, and advocacy. The project aims to encourage broad and meaningful participation in citizen science through promoting inclusive and collaborative partnerships and facilitating a community that shares practices, knowledge, and tools to bring recognition to the value and impact of citizen science. The project seeks to create an assessment tool for identifying smart practices using citizen science approaches and collect those practices in a method handbook. The handbook will be a tool-box for trainers, teacher and other facilitators to create innovative and tested instructions all over Europe and across all educational sectors. 70 good practice examples and 7 policy briefs will be published in a comprehensive project eBook. All methods will be documented, collected and published at the end of the project. In order to identify smart practices, the partnership will collect indicators and create an assessment tool. The tool and the method handbook will be open accessible and will be used by institutions from all education sectors in formal and non-formal learning. The project can be understood as a pre-assessment of the needs to create and test European curricula in citizenship building.

ARTIFEX is an ERASMUS+ project designed to establish a practical European framework for STEM education in innovative out-of-the-classroom learning environments such as Fablabs or Makerspaces. STEM stands for Science, Technology, Engineering and Mathematics, thus incorporating science, technology and mathematics. A Fablab or Makerspace is a small-scale workplace where one can manufacture products using modern technologies such as 3D printers and laser cutters. ARTIFEX developed a self-assessment tool for teachers and a series of hands-on workshops, training modules and educational activities for teachers and students.

CASE project focused on the creative elements in Inquiry Based Science Education as an integral part of such a system, based on a wealth of existing European knowledge. CASE developed training materials aimed at training of primary teachers but also at implementing a wide-spread training approach for teachers, facilitating intake of creative Inquiry Based Science Education practices in primary schools. It also validated and evaluated the project’s approach and disseminated its results to the primary education community. CASE project realized training activities, conferences and training materials that supported teachers to implement the CASE Pilots and become CASE agents in their countries.

Open School Doors project aims at reducing disparities in learning outcomes affecting learners from disadvantaged backgrounds focusing on the case of migrant/ refugee parents. The growing presence of migrants'/ refugees' children in the European countries' school systems is one of the most striking demographic and social changes in the past few decades. Due to the high rate of migration, migrant/refugee children constitute critical mass of pupils' population in European societies and have already shifted the demographic decrease into an increase in some European populations. During the lifetime of the project a Training Framework (available at http://openschooldoors.org) targeting migrant / refugee parents has been designed and implemented aiming at their stable and long term engagement in school life.

The Open Schools for Open Societies (www.openschools.eu) initiative aims to facilitate the transformation of schools into open, innovative and democratic ecosystems, acting as shared hubs of science learning and knowledge transfer and using as vehicles student-lead STEAM projects that address local and/or world challenges with an emphasis on social responsibility and change. OSOS is working with a network of 1000 schools, 2000 teachers and 10000 students across Europe and beyond. OSOS offers an array of community building and content co-creation and delivery tools to students and teachers, as well as a set of designated science best practices, the OSOS Accelerators, that can be used and adapted for the purposes of student-lead school science projects focusing on local needs.

iMuSciCA will support mastery of core academic content on STEM subjects (Physics, Geometry, Mathematics, and Technology) for secondary school students (aged 12-16) through engagement in music activities alongside with the development of their creativity and deeper learning skills. To reach this goal, iMuSciCA introduces new methodologies and innovative technologies supporting active, discovery-based, collaborative, personalised, and more engaging learning. iMuSciCA will deliver a suite of software tools and services on top of market-ready new enabling technologies integrated on a web-based platform. These include: a 3D design environment for personalized virtual musical instruments; advanced music generation and processing technologies to apply and interpret related physics and mathematics principles; gesture and pen-enabled multimodal interaction functionality for music co-creation and performance; and 3D printing for realizing the actual/tangible physical instrument. The platform will be complemented with a suite of interdisciplinary project/problem based educational scenarios for STEAM integrating innovative and stimulating methods in teaching and learning. The iMuSciCA framework will be pilot-tested and evaluated in real learning contexts by a substantial number of students and teachers in three European countries (Belgium, Greece, and France). The project will be implemented in close collaboration of academic and industrial partners, bringing together existing technologies and promoting ground-breaking research in STEAM pedagogy and the involved core enabling technology. As such, iMuSciCA will be a pioneering approach using music for fostering creativity and deeper learning, thereby setting new grounds in the European curricula of STEAM.

Next-Lab intends to change the educational landscape of science and technology education in Europe on a very large scale. The project offers a unique and extensive collection of interactive online (virtual and remote) laboratories that, through a process of mixing and re-use, can be straightforwardly and efficiently combined with dedicated support tools (learning apps) and multimedia material to truly form open, cloud-based, shareable educational resources with an embedded pedagogical structure. Next-Lab offers extensive opportunities for localisation and personalisation together with analytics facilities monitoring studentsΆ progress and achievements. Next-Lab is designed to rely on full co-creation with users in combination with rapid development and testing cycles. Next-Lab will cover secondary and primary education, to ensure an early positive attitude towards science and technology and the continuous availability of innovative learning material throughout students' school career. To guarantee long-term impact, Next-Lab also addresses the teachers of the future by its presence in pre-service teacher training programs throughout Europe.

Stories of Tomorrow was conceived as a project to a) present storytelling, that enjoys a very long tradition in human history, as a catalyst for the effective interaction between art and STEM disciplines which share similar values, similar themes and similar characteristics towards promoting students' Deeper Learning, b) present a new vision for teaching outlining strategies for how teachers' roles and conditions can support and enable deeper learning for students and c) to support and facilitate the aforementioned approaches with meaningful digital technologies, such as advanced interfaces, learning analytics, visualization dashboards and Augmented/Virtual reality applications. In the heart of this projects lies the vision for integrated curricula and deeper learning outcomes. The project will offer these innovations through a single environment, the STORIES Storytelling Platform which will be the place for students' artistic expression and scientific inquiry at the same time. The creations of the students (paintings, models, dioramas and constructions, 3D objects and landscapes, animations, science videos and science theatre plays) will be captured and integrated in the form of interactive ebooks. The STORIES technical team will design advanced interfaces in which students will be able to augment characters, buildings, greenhouses and different 3D geometrical structures on a tablet or their computer and inspect their work using a mobile device. The outcome of their work will be detected and tracked, and the video stream is augmented with an animated 3D version of the character or the artefact. The platform will be tested in real settings in Germany, Greece, Portugal, France, Finland and Japan, involving 60 teachers and 3000 students (5th and 6th grade). To achieve this, the proposed project is developing an innovative cooperation between creative industries and electronic publishing, educational research institutions in the field of STEM, schools and informal learning centres. The consortium includes 15 partners from Europe, USA, Japan and Australia.

Childhood and adolescent obesity is a major global and European public health problem. Currently, public actions are detached from local needs, mostly including indiscriminate blanket policies and single-element strategies, limiting their efficacy and effectiveness. The need for community-targeted actions has long been obvious, but the lack of monitoring and evaluation framework and the methodological inability to objectively quantify the local community characteristics, in a reasonable timeframe, has hindered that. Fortunately, technological achievements in mobile and wearable electronics and Big Data infrastructures allow the engagement of European citizens in the data collection process, allowing us to reshape policies at a regional, national and European level. In BigO, that will be facilitated through the development of a platform, allowing the quantification of behavioural community patterns through Big Data provided by wearables and eHealth- devices. During the project, BigO will reach out to more than 25.000 school and age-matched obese children and adolescents as sources for community data. Comprehensive models of the obesity prevalence dependence matrix will be created, allowing, for the first time the data-driven effectiveness predictions about specific policies on a community and the real-time monitoring of the population response, supported by powerful real-time data visualisations. In short, BigO will provide an innovative new suite, allowing the Public Health Authorities to evaluate their communities based on their obesity prevalence risk and to take local action, based on objective evidence.

The «Protecting Enhancing Participating Educating Informing» project aims to tackle bullying through innovative activities in education, awareness and training addressed to children, educators, teachers, parents and professionals of the private and public sector, in a consolidated effort to set up stronger antibullying activities. The project¶s activities include: a. Production of a video, with the objective to inform and educate on bullying and antibullying activities, b. Teachers' training of primary and secondary schools, at school, c. Production of a Manual on bullying and antibullying activities, d. Production of a video game, d. Webinar to train professionals from schools, social workers on a range of topics related to improving skills and knowledge on bullying and antibullying activities, e. Training for trainers based on manual and training methodology.

The ENVISAGE project aims to optimize learning and teaching with the use of online virtual labs, by utilizing mature game analytics knowhow in order to introduce enhanced learning analytics functionalities in the processes of using as well as designing educational online virtual labs.

The eCrisis project produces an innovative solution for the teaching and learning of crucial 21st century skills relating to conflict resolution, creative thinking and reflective debate, so that Europe¶s children and teenagers can develop into responsible citizens and creative solvers of the unprecedented everyday real-life problems arising in the context of multiple crises that Europe and its school communities are faced with.

Project ICAROS (Interdisciplinary and Collaborative themAtic leaRning of technOlogy and Science) aims to promote transnational teacher professional development by the sharing of methodology, best practice, collaborative approaches and results. The partnership is composed of five European secondary schools for students between 15 and 20 years old. The schools are from Greece, Germany, France, Spain and Sweden. The ICAROS project is mainly aimed at enhancing educational practices that will lead to better motivated students with improved study-goal achievements. The assumption is that this can be done through thematic learning with an entrepreneurial learning approach, and student-led knowledge development through experimentation and real-world problem solving. The project nominally centers on the design, development, testing and operation of x-quadrotor drones equipped with cameras and sensors. The project thus makes use of modern technology that captures the imagination of the students, as well as innovative methods spanning over several disciplines, to demonstrate the real-world applicability of Science, Technology, Engineering and Mathematics (STEM) and other related subjects. The project also aims to inspire the students to develop an entrepreneurial approach to science, research and technology and to encourage independent knowledge development.

PLATON aspires to provide teachers and school communities with a coherent teachersΆ training framework which will update their current teaching practices. More particularly, PLATON aims to offer an open and innovative training framework to teachers of primary and secondary education which will focus on promoting student-centred teaching approaches as well as a holistic interdisciplinary approach for teaching science in schools based on innovative teaching methods like the ΅Big Ideas of ScienceΆ while also fostering collaboration between teachers of different science disciplines.

The GAIA project aims to raise energy consumption awareness in the educational community and improve energy efficiency behavior in school buildings. Using equipment including various sensors and meters, the project collects data from the school building and its environment. Appropriate digital applications provide this data to teachers and students so that they can use it in the implementation of playful learning activities.

ODL (Open Discovery of STEM Laboratories) equips European school teachers to use micro-MOOC (Massive Open Online Content) &#8211; an innovative approach for deploying STEM (Science, Technology, Engineering and Mathematics) laboratories. By applying these to everyday teaching practices, ODL strengthens the profile of the teaching profession. The project will establish a MOOC platform comprising a collection of micro-MOOCs, learning scenarios, open education resources, and STEM laboratories, embed STEM micro-MOOCs in school curricula, and disseminate micro-MOOCs with STEM labs to a wide range of EU audiences.

The project aims to bring the excitement and curiosity emanating from the European Research Council¶s -funded research to the general public in a form of a set of attractive and intriguing activities and events. Over the course of the project, 6 selected scientific themes will be selected, the content of which will be conveyed to the public by means of live-science experience, debates, games, experiments, demonstrations and public events. the campaign will communicate the cutting-edge ERC-funded research projects and results to the public with the intention of capturing people¶s imagination and curiosity in the frontier research that is being conducted. Nonetheless, the general public is only one segment of a broad target audience the project targets. Students, researchers, business leaders and entrepreneurs, science journalists and EU & national policy makers all add to the vast audience of the ScienceSquared project. The project is lead by Science I Business.

The &#8220;Schools Study Earthquakes&#8221; (SSE) Erasmus+ project focuses on the study of a physical phenomenon with great societal impact and proposes pedagogical practices based on inquiry-based methods that are more effective in science education. The objective of this combination is on one hand to increase children&#182;s and students&#182; interest in science, on how science is made and how it affects everyday life, and on the other to stimulate teacher motivation on up-taking innovative teaching methods, subjects and practices to enrich and renew the science curriculum. One key objective of the project is to provide increased opportunities for cooperation and collaboration between schools across European countries and encourage relationships between stakeholders of both formal and informal education by establishing a network of schools that will study real data, do real analysis of real seismic activity in real time. The SSE project will enhance secondary science teachers&#182; capacity to teach science effectively based on the pedagogical principles of inquiry-based science education while being able to engage students in employing real-problem solving skills, handling and studying situations, and participating in meaningful and motivating science inquiry activities. SSE is carried out by a consortium of educational institutes from five countries across Europe, namely Greece, Italy, Cyprus, Turkey and Bulgaria, all with significant seismic activity. In recognition of the significance of the project objectives and activities in Greece and the neighbour countries, SSE received an honourable distinction by the state according to which the Schools Study Earthquakes activities are under the Auspices of H.E. the President of the Hellenic Republic.

Sparks is an ambitious engagement project on the topic of technology shifts in health and medicine. Its aim is to raise awareness and communicate the concept of Responsible Research and Innovation (RRI) to Europeans in 29 countries. Sparks will organise an interactive touring exhibition and 230 innovative participatory activities such as science caf&#233;s, pop-up science shops, incubation activities and scenario workshops. Creative disruptions &#8212;in the form of artistic inputs and questioning&#8212; will help it to engage more stakeholders. The project will also have a learning and policy component. Data will be gathered from visitors of the exhibition in order to further build the capacity of science actors and policy makers to promote RRI and better understand society¶s vision, interests and readiness concerning RRI in health. It is estimated that over 1 million individuals could directly benefit from the project by visiting the exhibition and or/taking part in its participatory activities.

EU Space Awareness (EUSPACE-AWE) will use the excitement of space to attract young people into science and technology and stimulate European and global citizenship. The project will show children and teenagers the opportunities offered by space science and engineering and inspire primary-school children when their curiosity is high and their value systems are being formed. Activities will include teacher training, the development and distribution of educational resources and high-impact events for teachers at the European Parliament. EUSPACE-AWE will exploit extensive European networks of schools and science museums to reach teachers, schools and the general public and will work closely with the European Space Agency. Particular attention will be paid to stimulating interest amongst girls and ethnic minorities and reaching children in underprivileged communities, where most talent is wasted.

The ProsocialLearn project aims at establishing a new market for digital games which can help children acquire prosocial skills necessary for positive relationships, team working, trustworthiness and emotional intelligence.

The objective of the project is to actively support diversity management within the school environment, in order to better prepare students to become active citizens and conscientious professionals. The project aims at identifying the most common types of diversity in the school environment and develop on one hand the appropriate tools for the teachers to better manage it within the classroom and the school in general, while on the other promote to pupils the issue of diversity and what it entails within society and help them embrace it. The project will facilitate communication between European countries, develop a variety of results to support school teachers and adult education trainers in managing diversity in the classroom and will end up with a diversity management course, a diversity management toolkit and an instructive manual for teachers, all of them also available in an eLearning platform.

The CEYS project will develop a teacher development course and accompanying teaching materials to be used in European teachers' professional development to promote the use of creative approaches in teaching science in preschool and early primary education, in the frame of inquiry-based educational environments. The CEYS approach will involve stakeholder communities and particularly teacher and teacher educators in the iterative process of design and evaluation of these materials ensuring that its outputs are appropriate and immediately usable in the relevant European professional contexts. The overall aim of the CEYS project is to adapt, test, implement and disseminate a new training framework (including an appropriate curriculum, training activities that include good in-school practices, as well as a variety of supporting material) that will support the training of teachers to use creativity and inquiry-based approaches in the teaching of science.

The project &#181;Schools: Future Labs' aims to implement a new educational approach where foreign languages (German and Spanish) and science learning are combined, by applying the methodology Content and Language Integrated Learning (CLIL) in the 5th and 6th grades of primary education. It will provide a clear picture of existing and potential practices, as well as their implications and related opportunities and challenges.This project is funded by the European programme Erasmus+, is coordinated by the Goethe-Institut Athen and involves schools in Greece, Romania, Bulgaria, and Poland. In order to achieve a successfully integrative approach to learning, the project will propose guidelines, a curriculum and exemplary materials for relevant teacher training in various European contexts. Through a detailed system of method implementation and evaluation, while working with educational experts and dedicated researchers, this project investigates the capacity of success-through bottom-up teaching methodology. The progress of &#181;Schools: Future Labs' is constantly evaluated via annual partner meetings, in which new targets are also set for the following school year.

Science inquiry activities will be the basis of the newly launched EU-funded project &#8220;Ark of Inquiry&#8221;, which is oriented towards raising science awareness, particularly that of youth aged 7 to 18, to Responsible Research and Innovation (RRI). A framework and platform to identify activities for the promotion of science and scientific reasoning will be elaborated. Here, science inquiry activities can be collected and made available to train 1,100 science teachers and have 23,000 European students participate in these inquiry activities during a 4-year period. Within a pedagogical approach, the EU project 'Ark of Inquiry' is focused on contributing to designing science for society, that is elaborating a culture of &#8220;doing&#8221; science through the use of a student-centered method of education anchored on asking questions.

RRI Tools aimso foster Responsible Research and Innovation (RRI) in Europe with a view to a harmonious and efficient relationship between science and European society.RRI is a process where all societal actors (researchers, citizens, policy makers, business) work together during the whole research and innovation (R&I) process in order to align its outcomes to the values, needs and expectations of European society. The RRI Tools project has a budget of 7 million Euros and counts with the collaboration of 26 institutions reaching 30 countries all over Europe. It will develop an innovative and creative set of tools comprising practical digital resources and actions aimed at raising awareness, training, disseminating and implementing RRI.

E-STEP will set out to enforce teachers' and school managers' awareness, motivation, knowledge and skills that will enable them to strengthen parents' roles. This will be implemented by utilizing state-of-the-art ICT networking tools that will provide online facilities for: (1) Networking among schools, teachers and parents; (2) Training for teachers in order to acquire i) the necessary skills for collaboration and engagement of parents, ii) ICT digital skills in order to use social networking tools efficiently so as to engage parents; (3) Access to digital resources that will help teachers and parents' effective collaboration. The final output will be a specialized, modular training methodology and supportive materials for teachers around Europe on: a) How to support, engage and motivate parents to collaborate with schools via social networking tools. b) Developing strategies and initiatives that teachers and school managers could use to collaborate effectively with parents and to engage them in support of their children's learning at home and at school. c) Specific approaches for school leaders on how to support their teachers on designing and effectively implementing parental engagements activities. The consortium consists of partners in Greece, Ireland, UK, Bulgaria and Austria.

The Quantum Spinoff project aims to bring science teachers and their pupils in direct contact with research and entrepreneurship in the high-tech nano sector, with the goal of educating a new generation of scientifically literate European citizens and inspiring young people to choose for science and technology careers. Teams of pupils, guided by their science teachers, will be challenged to create a responsible and socially relevant valorisation of a scientific paper in collaboration with actual researchers and entrepreneurs. They will visit high-tech research labs and will compete for the European Quantum Spin-Off Prize. Scientific and technological insights, creativity and responsible entrepreneurship will be all taken into account by the jury of experts. Science teachers will be trained in international and national workshops to support the inquiry learning process of their pupils.

Grounded on new research in neuroscience and the Design for All (D4All) principles, Universal Design for Learning (UDL) constitutes an educational approach that promotes access, participation and progress in the general curriculum for all learners. UDL recognizes the need to create opportunities for the inclusion of diverse learners through providing curricula and instructional activities that allow for multiple means of representation, expression, and engagement. In order to bridge the gap between policies and practice in applying UDL and to face the associated obstacles, the UDL Network (UDLnet) aspires to address the necessity of collecting and creating best practices under the framework of UDL from a wide range on the following four envisaged themes/focus groups: inclusive learning environments, accessible resources, teachers' and school leaders' competences, examination of barriers and identification of opportunities. In general, UDLnet aims to improve teachers&#182; practice in all areas of their work, combining ICT skills with UDL-based innovations in pedagogy, curriculum, and institution organization. It is also aimed at in-service and pre- service teachers&#182; use of ICT skills and resources to improve their teaching, to collaborate with colleagues, and perhaps ultimately to become innovation leaders in their institutions. In addition, it aims to train school leaders and other school staff about the ways they can adapt, personalize and select some of the existing, easy-to- use, and free-of-cost software tools that various organizations around Europe offer. The purpose of this is to set up tailor-made learning tools and lesson designs (at their institutional or regional level) and to interconnect these with existing infrastructures.

CREAT-IT project aims to develop and support teacher skills in science education by integrating creative, cultural disciplines and social media tools in science courses, engaging students to participate in collaborative, project and case three study based activities. CREAT-IT supports teachers in late primary and early secondary education by blending inquiry based learning methods with performance arts teaching practices focused in Science Theatre, Junior Science Cafes and Science Opera.

Inspiring Science Education project aims at providing digital resources and opportunities for teachers to help them make science education more attractive and relevant to students lives. Through the Inspiring Science Education website and the activities organised by the partners, teachers can help students make their own scientific discoveries, witness and understand natural and scientific phenomena and access the latest, interactive tools and digital resources from within their classrooms. Pilot activities will take place in 5000 primary and secondary schools in 14 European countries. During these pilots, teachers will be accessing interactive simulations, educational games and eScience applications and integrating them with extra-curricular activities, such as field trips to science centres and discovery parks, and virtual visits to research centres. Teachers will also have the possibility to access remote and online labs, and relevant scenarios for their use in the school classroom. Students will be inspired to use eTools and digital resources to learn Science, Technology, Engineering and Maths (STEMrelated subjects) in a practical, competitive and exciting way.

The PEEP Project is an ongoing programme which aims to provide a policy on how electronic portfolios can best be used by European educators. In the modern world demands on educators are shifting. In order to compete with the best in the world Europe's educators need to take part in life-long learning, constantly improving their knowledge and skills. Policies are needed to guide educators through these new and varied demands. The PEEP Project will create one such policy. A policy outlining a common EU e-portfolio system for educators will describe the most effective way for anyone teaching to use an e-portfolio as evidence of their lifelong learning whether that be through formal academic qualifications, informally through self-reflection, digitised evidence or practice they have developed in the class room. Intertwined with this life-long learning is the concept of continuous professional development or CPD. In many countries it is a legal requirement that teachers take part in some kind of CPD, therefore the PEEP project will also develop policy on how an electronic portfolio can best be used in this area as well. Through the synthesis of these two strands the PEEP project will create a policy that can guide educators and developers in future to make the best decision about the integration of technology, life-long learning and CPD.

GEOTHNK brings together many different organisations with high quality and unique expertise in their field who have decided to join forces in a European effort to propose a scientifically grounded, technologically sustainable, and organisationally disruptive framework to meet the challenge for the development of new learning pathways across traditional education sectors and informal learning situations making effective use of open educational practices and resources. The project develops a methodological approach that will support learners (students, university students and adult learners) to apply spatial thinking and purposefully address spatial concepts, across all curricular areas and at any developmental level. This approach will help them grasp the interdisciplinary character of fundamental spatial concepts. On the other hand, it will ground the coherence of the curriculum, reveal interrelations among disciplines and apply fundamental reasoning and thinking to everyday life developing problem-solving skills of the target groups. Up to now, disciplines in the curriculum seem as isolated islands bearing no relation to each other and are often taught as a catalogue of irrelevant terms. The project will change this view in teaching since it will enable linking of knowledge across disciplines.

The Hands-On ICT (HANDSON) project aims at facilitating the integration of ICT tools in teaching and learning by developing a learning-by-doing environment to be explored by themselves or with the guidance of a mentor. The environment offers teachers a set of learning activities complemented with: 1) the competences it addresses, 2) the lesson plan, 3) the open source ICT tool, 4) the open content, 5) a sandbox for the tool. In addition, teachers find a ready-to-use online space to bring students over to carry out the activities with the appropriate ICT. In sum, HANDSON is a holistic environment that provides teachers everything they need to learn in relation to the choice making and use of the most suitable ICT tools for a given pedagogical activity while also providing the cloud arena for putting into practice these activities with students. The initial activities will be based on creativity techniques. By addressing transversal competences in today&#182;s knowledge society we reach out to teachers across a wide variety of sectors and subject contents. The HANDSON environment allows for the practice required to really learn a creativity method. The HANDSON environment main targets are SE and VET teachers and HE faculty members. Teacher trainers are also main users of the project outputs. The end goal is to improve the quality of teaching and learning by increasing the digital skills of both teachers and as a consequence of students.

Bullying is not a recent phenomenon, but one that has existed for generations in a variety of forms. Various and important projects on bullying have been implemented at an EU level. However, most of them tend to focus only on one aspect of the problem and therefore do not result in a common response towards addressing the problem in its various forms. EAN project aims at filling in this gap and providing a unified European approach through the cooperation of 17 partners from 12 EU Member States with extensive experience in the field. Funded under the Daphne Programme III of the European Commission, EAN&#182;s goal is the creation of a toolkit of successful interventions and a common European policy against bullying. This endeavor will be achieved through building capacity of partners, the public awareness-raising on the problem and the participation of children. At the final stage of the project the establishment of a European Anti-bullying Network will bring together the various efforts in this field and transform them into a unified single voice in European level.

ENTREDU multilingual Portal includes the most outstanding educational materials connecting the curricula of the participating countries to professions related to entrepreneurship cross-curricular spectrum education. These equip teachers and school communities with teaching materials, guidelines for teachers and good practice examples (in different areas, levels and types of education). The platform offers the possibility to establish a constantly-expanding network of teachers and school communities informed on the necessity of entrepreneurship cross-curricular spectrum education and trained in the field, it empowers community building and provides access to a number of best practices entrepreneurship training resources. This network operates in an independent way, with teachers supplying the educational material and ultimately being responsible for the preservation and further enhancement of the Portal.

ΙGUANA focuses on modernising the school system, reducing school drop-out rates and ensuring that schools contribute effectively to making the EU µthe most competitive economy in the world¶. The key problem is resistance to change &#8211; or µstuckness¶ &#8211; defined as µa person, a family, or a wider social system enmeshed in a problem in persistent and repetitive ways, despite desire and effort to alter the situation¶. In order to address these issues, IGUANA focuses particularly on developing the Emotional Intelligence competences in schools, both at individual as well as at organizational level, that will help schools develop into positive holding environments, that are open to change and innovation. After developing an assessment framework for these competences, IGUANA will offer to stakeholders a training programme, which will be adaptable to various training needs.

The C2Learn project introduces an innovative digital gaming and social networking environment incorporating diverse tools, the use of which can foster co-creativity in learning processes in the context of both formal and informal educational settings. The project advances our current understanding of creativity and digital games in education and provides young learners and their teachers with innovative opportunities for creative learning.

The Go-Lab (Global Online Science Labs for Inquiry Learning at School) is a European project uniting 19 organisations in research and education from 12 countries. Go-Lab focuses on providing access to online, remote and virtual laboratories as well as scientific datasets in order to enrich the classroom experience in schools and also to facilitate the development of innovative science learning activities. The overall aim of the project is to offer students from 8 to 18 years old opportunities to use online virtual experimentations, remote laboratories and datasets, inspire them in conducting experiments by themselves and consequently deepen their understanding in sciences.

Around the world, awareness is growing that we live on a planet with limited resources. The apparent &#181;planetary emergency&#182; signals an educational crisis, among others, that demands new ways of thinking and calls for support to these key competences necessary for active citizenship and social cohesion, as well as a turn towards green professions. What is more, teachers may lack the necessary skills needed to enhance students&#182; key reflective problem-solvers, and at the same time, students do not comprehend the applicability of science studies to future career choices, thus being hesitant towards green science studies and careers. GreeNET aims to correspond to this increasing recognition, through the development of an appropriate scheme for collecting and exchanging exceptional good practices and their respective tools in the area of environmental education and green careers counseling that exist in various EU countries, in accordance with the &#8220;Education and Training 2010&#8221; framework. Moreover, a European network of teachers shall be formed and motivated through specific educational actions, contests, and summer schools, to develop the competencies necessary in order to properly educate their students according to cutting-edge approaches in environmental education.

The aim of the project is to have a positive impact on the development of studentsΆ key competencies through building teachers capacity on competence oriented education. To achieve this, a pilot teachers training methodology will be developed on the didactics and e-assessment of key transversal competences, which could be adopted by interested stakeholders promoting educational change. The methods of the project are founded on a holistic view of students learning, personal and social development, going beyond subject boundaries and finding application in a wide spectrum of curriculum subjects. The TRANSIt approach contributes to the development of creativity, adaptation to the rapidly changing circumstances, intercultural and multilingual competences, social development, &#8220;learning to learn&#8221; competences and an improved perception of oneΆs own capacity to solve problems. The proposed project aims to add its contribution towards the improvement of the quality of competence education by improving a) teachersΆ awareness of key competences and b) teachersΆ professional skills regarding the didactics and e-assessment of the key competences with the use of ePortfolios, supporting them to bring European and national policies into practice. The impact of the training material will be assessed by authentic (nontraditional) assessment methods analysing qualitative dimensions, such as the behavioural change of teachers towards the importance of competence acquisition by their students, qualitative and quantitative characteristics of user-generated content uploaded in the e-portfolios. An effective training approach will directly contribute to designing such teaching and learning activities that may increase studentsΆ motivation and thereby supporting and enhancing the acquisition of transversal key competencies by all students, closely reflecting the aim of the LLP programme in terms of improving studentsΆ motivation to learn, and learning to learn skills.

The increasing mobility of European citizens has led to a large number of pupils living and studying abroad. They have a need for continued 'homeland specific' studies in their native languages. The PUMO consortium considers that the person best placed to assist such pupils is likely to be a teacher from his 'home' school. The project aims to develop further solutions offering learning services for pupils abroad and produces a teacher-training program, which enables teachers to assist students living temporarily abroad. A minimum of 100 teachers will complete the course by the end of the project and minimum of the 300 teachers will be involved by the end of 2014/2015 academic year. The project will take action to ensure the creation of sustainable community of PUMO teachers and pupils in tight cooperation with schools, (local governments) and Community.

Open Discovery Space is a European initiative, spreading in 25 European countries during 2012-2015. The project addresses the challenge of modernizing school education by engaging teachers, students, parents and policymakers in a first of its kind effort to create a pan-European eLearning environment that promotes more flexible and creative ways of learning by improving the way educational content is produced, accessed and used. Open Discovery Space cultivates sharing and collaboration, making the teacher the core node of a creative community. It thus creates a multi-lingual, community-oriented social platform that will encourage teachers, students and parents to discover, discuss, share, shape and acquire Europe¶s rich array of teaching, learning and research materials. The project uses a bottom-up, collaborative method to drive the uptake of digital learning resources and inspire teachers to develop and use innovative, ICT-enabled teaching practices. The Open Discovery Space community has exceeded its goal to engage 2000 Primary and Secondary European schools and is now actively engaging more than 2400 schools, will actively engage 7000 teachers and more than 100000 students.

WikiSkills project aims to analyze and apply benefits of adopting a wiki-culture to promote lifelong learning opportunities. Within common learning scenarios, participants from different educational sectors, cultures and ages will learn how to use wikis for their socio-professional development. The project will develop, implement and evaluate an innovative training curriculum focusing on how to make the best use of wiki environments in educational settings, so to reach high learning objectives and foster a community of learners among Europe. The project promotes innovative pedagogical approaches that foster creativity, competitiveness, employability and entrepreneurial spirit, equity, social cohesion and active citizenship. In details, Wiki-Skills project aims to provide opportunities for meaningful collaborative learning activities; promote digital literacy, as well as social skills, writing skills and critical thinking; develop a sustainable virtual community of practice (VCoP) among the different project countries; Enable educational communities to contribute to the actual information society; Empower civic behaviours, social inclusion, employability and cultural understanding.

eLene2learn proposes a multi-stakeholder network, exploring and promoting the contribution of ICT and digital media in supporting the development of learning to learn competencies in lifelong learning transitions. eLene2learn involves schools, higher education institutions and other networks in the identification of current practice, in pilot implementation of a variety of approaches and in drawing out the lessons learnt.

The Creative Little Scientists project constitutes a timely contribution to a better understanding, at the European level, of the potential available on the common ground that science and mathematics education in pre-school and early primary school (up to the age of 8) can share with creativity. Τhe project proposes guidelines, curricula and exemplary materials for relevant teacher training in the various European contexts. To achieve these, the Creative Little Scientists project brings together a consortium comprising expertise of the highest level and quality in the areas of science and mathematics education in early childhood, creativity in education, cognitive psychology, comparative educational studies, and teacher training. This consortium carries out research in a sample of nine European countries (Belgium, Finland, France, Germany, Greece, Malta, Portugal, Romania, and the UK) which have been selected to represent a wide spectrum of educational, economic, social and cultural contexts.

Odysseus is a European project, co&#8208;founded by the European Commission under the 7th Framework Programme, in the Space theme for &#8221;Studies and events in support of European Space Policy&#8221;. The Odysseus project aimed exactly at engaging and inspiring the European youth in the &#8220;New Frontier&#8221;, by implementing a pan&#8208;European Scientific Contest for young people on Space exploration themes, combining creativity, intelligence and innovation. The project integrated ongoing educational activities on science in a pan&#8208;European perspective, providing the opportunity for young pupils to compete with their peers from different European countries. Overall 450 students and 120 teachers around Europe participated forming 118 teams which submitted an equal number of entries to the contest.

The project intends to contribute to the creation of a learning environment proactive for the development of a new approach to reinforce the social competence, specifically in students at risk of marginalization to support their permanence in the formal education and their participation in the higher education. The Model of learning and teaching is defined as &#8220;prosocial&#8221;, being based on an educative style that involves the areas of the relationships of the School conceived as a Community. Prosociality is a theoretical frame, referred to the paradigm that promote the development of system of interpersonal interactions, such as co-operation or selflessness, centred on sharing a common and extrinsic interest, around which interpersonal interaction take place in order to contribute to achieving common educative goals. In this way, the project intends to explore the impact of different educative experiences involving the students in and out the scholar environment and involve all the actors who are in wide sense educators, without in same cases having the needed awareness.

The Discover the COSMOS coordination action aims to demonstrate innovative ways to involve teachers and students in eScience through the use of existing e-infrastructures in order to spark young people's interest in science and in following scientific careers. It aims to support policy development by: a) demonstrating effective community building between researchers, teachers and students and empowering the latter to use, share and exploit the collective power of unique scientific resources (research facilities, scientific instruments, advanced ICT tools, simulation and visualisation applications and scientific databases) in meaningful educational activities, that promote inquiry-based learning and appreciation of how science works b) demonstrating effective integration of science education with e-infrastructures through a monitored-for-impact use of eScience activities, which will provide feedback for the take-up of such interventions at large scale in Europe and c) documenting the whole process through the development of a roadmap that will include guidelines for the design and implementation of effective educational and outreach activities that could act as a reference to be adapted for stakeholders in both scientific research outreach and science education policy.

The aim of the proposed project is to have a positive impact on the development of studentsΆ problem-solving competencies by promoting the use of inquiry and problem-based approaches to teaching. To achieve this, a training framework will be developed for training teachers how to create science lesson plans by not just providing exemplar solutions to problems that arise from everyday practice, but also enabling them to perceive effective lesson planning in relation to educational principles that may enhance studentsΆ problem-solving skills. Following the recommendations of the Rocard report on science education in Europe, the use of problem-based and inquiry-based approaches is important because they provide the means to increase studentsΆ interest and motivation. LD-skills is a pilot project that is funded by the European CommisionΆs Comenius Multilateral project programme. It has started on January 2011 and is expected to run for 2 years.

The &#8220;PATHWAY&#8221; project aspires to contribute towards the improvement of the quality of science teaching by following the recommendations of the EU Rocard report "Science Education Now: A renewed Pedagogy for the Future of Europe" and setting the pathway towards a more widely uptake of inquiry-based science education. To achieve this aim the project brings together and mobilises experts in the field of science education research and technology enhanced science education, scientists and researchers involved in pioneering scientific experiments, teacher communities, policy makers and curriculum developers.

The main objective of ProSAVE is to prevent the phenomena of µsocial violence¶ amongst peers, creating and applying a set of innovative measures based on prosociality. The partnership considers prosociality a powerful tool to promote universal human values such as: socialization, sharing, cooperation, respect, acceptance of diversity as an added value, peace, psychological wellbeing, unity, quality communication, empathy. ProSAVE intends to develop a European cooperation to organize practical paths towards the realization of a new, proactive and strong &#8220;educating community&#8221;, promoting a greater contact among schools, families and territory to re-aunch the social dynamics of this community, to enhance the sharing of a common framework of values, and to raise awareness about the culture of legality, ethics and solidarity.

This study was carried out by an international research team assembled by Ellinogermaniki Agogi, to whom it was awarded by the European Commission following a call for tenders (EAC/17/2010). The study aimed to contribute to the overall objectives of impact studies related to the Comenius Programme, i.e. to assessing the impact of the Comenius Programme on school education in Europe, to identifying obstacles and opportunities to increase the effectiveness of the Comenius Programme, as well as to the final evaluation of the Lifelong Learning Programme (2007-2013). To this end, the study assessed the impact of the Comenius centralised actions on the institutional development of the participating/benefiting organisations at local, regional and/or national level, with special attention to the pedagogic development of schools and teacher training centres; on the professional development of the participating/benefiting individuals; and on school systems.

All teacher education programs require teacher candidates to have in-school practicum experiences. Placing student teachers in schools is not always easy, however, and it is getting harder. It thus becomes more difficult to find proper schools for the teacher candidates to practice teaching. SimAula will setup a virtual practicum in the form of a three-dimensional, online world adapted in the context of teaching-learning in a school. Both active teachers and teachers-to be will interact with avatars, develop lesson plans, and teach in the virtual classrooms. SimAula will take advantage of serious games technology to make the learning scenario engaging and interesting for the student. Via simulations, teachers will practice their teaching and classroom management skills within a fun and safe educational game environment. SimAula output will be a training platform that will empower universities and schools with a very innovative simulation system that will enable them to enhance the teaching abilities of their students though result-driven classroom practices. EA will validate the platform and provide feedback to the simulation designers.

The network &#8220;Entrepreneurship Education and the World of Work&#8221; (EE&WOW) combines the dimensions of entrepreneurial spirit, career management skills and transition to WOW with the value of networks, policies and governance for EE&WOW under educational, employment and social perspectives. The outcomes of the network will be clear focused recommendations for &#8220;Dos and DonΆts&#8221; concerning the issues of the network. These recommendations are addressed to practitioners in working areas like school, supporting institutions, social partners, as well as to stakeholders, policy makers local, regional, national authorities and on European level. Output, results and products of the network will support practitioners in school and entrepreneurship education to improve pedagogical performance, to help young people to develop competences concerning career management skills, key competences, and entrepreneurial spirit as a base for successful pathways from education to the world of work.

In an era where an impressive abundance of high quality digital content that is available in Natural History Museums (NHMs) around Europe remains largely unexploited due to a number of barriers, harvesting the potential of European digital libraries appears as a very attractive option. Natural Europe, a project co-funded by EC under the ICT-PSP programme, suggests a coordinated solution at European level in order to overcome such barriers, by connecting the digital collections of a number of European NHMs with Europeana, and studying the educational methods and deploy the necessary software tools that will allow museum educators to design innovative online pathways through the digital collections of NHMs. To this end, the federation of the Natural Europe digital libraries aims to facilitate: storage, search and retrieval of digital content that is related to Natural History; as well as search and retrieval of content objects related to educational objectives and curricula on Natural History, Environmental Education, and Biological Sciences.

UniSchooLabS promotes the collaboration between universities and schools by providing remote access to science laboratories for primary and secondary education through internet-based services and mobile learning devices. The UniSchooLabS platform allows the control of experimental equipment online with just a common web browser. Users can use telecommunications to remotely conduct real experiments, at the physical location of the operating technology, while they are on a different geographical location. During the lifetime of the project the UniSchooLabS toolkit was successfully tested in more than 10 schools in Germany, Greece and Italy.

<p>Έχοντας ως βάση την επιτυχή δοκιμή και τη θετική αξιολόγηση των φορετών υπολογιστικών συστημάτων που αναπτυχθηκαν στο έργο InLOT, το έργο Kicking Life into Classroom (KLiC) έρχεται με να συνδέσει τη δραστηριότητα στο σχολικό εργαστήριο με την άθληση και το παιχνίδι των μαθητών.<br /> Η διαφορά του νέου αυτού έργου σε σχέση με τα προηγούμενα έργα που ανέπτυξαν και εξέλιξαν τα φορετά υπολογιστικά σύστημα έγκειται στο ότι το KLiC εστιάζει στον εκπαιδευτικό συνδυασμό των δραστηριοτήτων και στην ανάπτυξη εκπαιδευτικού υλικού, όπως για παράδειγμα εργαστηριακές ασκήσεις φυσικής και φυσικής αγωγής, που:</p> <ul> <li>υποστηρίζει τις εφαρμογές του φορετού συστήματος, <br /> </li> <li>συνδέει το φορετό σύστημα με το αναλυτικό πρόγραμμα του σχολείου και </li> <li>προωθεί την ενεργή συμμετοχή των μαθητών στη διαδικασία της μάθησης </li> </ul> <p>Έτσι οι μαθητές με την καθοδήγηση των καθηγητών τους </p> <ul> <li>φορούν μια μπλούζα με ενσωματωμένους αισθητήρες που εππιτρέπει σε πραγματικό χρόνο την καταγραφή διαφόρων παραμέτρων (επιτάχυνση, θερμοκρασία σώματος, καρδιακοί παλμοί, ρυθμός αναπνοής) <br /> </li> <li>φορούν αισθητήρες επιτάχυνσης χεριού ή/και ποδιού <br /> </li> <li>μπορούν να έχουν μαζί τους μια μπάλα εντός της οποίας έχει τοποθετηθεί ειδικό επιταχυνσιόμετρο </li> </ul> <p>και καταγράφουν τις δραστηριότητες τους σε πραγματικό χρόνο. Εν συνεχεία, με την εφαρμογή του κατάλληλου λογισμικού μέσα στη σχολική τάξη μελετούν τα δεδομένα τους και τα συσχετίζουν με την αθλητική τους δραστηριότητα. Επιπλέον, μπορούν να προχωρήσουν σε περαιτέρω ανάλυση σχηματίζοντας γραφικές παραστάσεις και να συνδέσουν τα ευρήματα τους με τις γραφικές παραστάσεις των διδακτικών τους βιβλίων. <br /> Με την πιλοτική εφαρμογή του παραπάνω έργου στο σχολείο μας το καθημερινό παιχνίδι και οι εμπειρίες των μαθητών γίνονται η βάση δόμησης της γνώσης ενώ ενισχύεται το ενδιαφέρον των μαθητών για την φυσική</p>

<p>Το έργο Science Center To Go αποτελεί μια φιλόδοξη και καινοτόμο προσέγγιση για την διδασκαλία των φυσικών επιστημών στη σχολική τάξη. Συνήθως η χρήση των τεχνολογιών της  επαυξημένης πραγματικότητας στο χώρο της εκπαίδευσης περιορίζεται σε διαδραστικά εκθέματα κέντρων ή μουσείων επιστήμης, που επιτρέπουν την οπτικοποίηση αόρατων παραμέτρων (όπως ο μαγνητισμός, η τριβή, η ροή του αέρα κ.ο.κ) επάνω σε πραγματικές εικόνες βοηθώντας στην καλύτερη κατανόηση φυσικών φαινομένων.  Το έργο Science Center To Go ακολουθώντας αντίθετη πορεία φέρνει την τεχνολογία της επαυξημένης πραγματικότητας στη σχολική τάξη. </p> <p> Στο πλαίσιο του έργου έχουν κατασκευαστεί πέντε εκθέματα-μινιατιούρες που καλύπτουν διάφορα φαινόμενα και θεματικές περιοχές της φυσικής. Οι μαθητές κάνοντας χρήση της τεχνολογίας αυτής έχουν την δυνατότητα όχι μόνο να δουν διάφορες αόρατες φυσικές παραμέτρους (π.χ. συχνότητα ακουστικού κύματος) αλλά και να συνειδητοποιήσουν πως αυτές αλλάζουν μέσω της διαδραστικής αλληλεπίδρασης τους με τα εκθέματα. </p> <p>Το πρόγραμμα που εφαρμόζεται πιλοτικά στην Ελληνογερμανική Αγωγή και σε επιλεγμένα σχολεία της Αυστρίας και του Ην. Βασιλείου ανοίγει νέους δρόμους για τον τρόπο διδασκαλίας των φυσικών επιστημών ενώ παράλληλα «μυεί» τους μαθητές στις τεχνολογίες του μέλλοντος.</p>

The ΅RUeNTERΆ project aims to focus on and analyse the needs regarding public services support of users in four rural areas of EU member states with different degrees of e-services deployment and adoption. The main RUeNTER idea is to support the development of innovative ICT-based content, services, pedagogies and practices for lifelong learning for adult population in rural areas. It will study existing e-services for these rural areas and their level of awareness, and it will develop and evaluate a vocational training curriculum focusing on how to prepare rural population to use and exploit cases of e-services. In addition, a Portal of e- services for rural areas will also be deployed. It is a pilot project that is funded by the European CommisionΆs GRUNDTVIG Multilateral project programme. It has started on Novenber 2009 and is expected to run for 2 years.

The aim of the project is to enable computer science teachers in secondary education to exploit modern educational programming languages in the context of student-centred pedagogical settings in order to contribute to making courses effective, creative and attractive. It will develop appropriate curricula, collect and adapt the most appropriate education programming language environments, develop teachers' training material and students' training material and test it in the context of appropriate training scenarios.

The SoRuraLL! project aimed to investigate the potential for enhanced lifelong learning offered by social networking tools and platforms to those living in geographically and socio&#8208;economically disadvantaged rural areas. Experimental learning approaches were developed and implemented, examining the potential offered by these new trends and tools for the alleviation of the disadvantage suffered by such populations in Europe through the enhancement of opportunities for effective and meaningful lifelong learning. The project brought together and further developed content, services, pedagogies and practices for social lifelong learning in rural areas, formulating specific scenarios of use of social networking tools and platforms which were tested with real learners and teachers in disadvantaged rural areas, and evaluated in terms of their impact on learning and inclusion. Groups at risk of exclusion were benefited from such technologies by getting the means for connecting themselves to public services, learning and civic engagement.

The SciCaf&#233; project aims to facilitate and enrich networking, exchange of best practices, and cooperation between European Science Caf&#233;s in physical and virtual space (including a virtual Science Caf&#233; in the 3D world of Second Life), thus promoting the public understanding of science and public debate on scientific issues at the local level.

Rural Inclusion aims at adopting a state-of-art infrastructure (i.e. modelling approach and software environment) that will facilitate the offering of innovative services by public administration in rural areas. More specifically, the objective is to address a longstanding challenge by public administrations: reducing the administrative burden of enterprises in rural areas, by reducing the information elicitation process of businesses when they want to use a particular instance of some public service, or making more effective use of the resources. To achieve this, Rural Inclusion adopts, adapts, and deploys a Web infrastructure combining semantic services with a collaborative training and networking approach, in the rural setting of five European regions. It focuses on selected case studies of e-Government services that regional public authorities already offer, supports them by a rigorous and reusable service process analysis and modelling, and then deploys a semantic service that facilitates the disambiguation of the small businesses needs and requirements when trying to use the particular services. At the same time, the semantic service is complemented by a number of other Web-based services that support the creation of communities of learning and practice in rural settings, thus facilitating the communication between the rural businesses with the regional public authorities. The project is developed by a consortium of 14 companies and organizations. Ellinogermaniki Agogi is one of the main partners of the project, itΆs role focuses mainly in the development and monitoring of the training methodology for Public Organizations and SMES.

The OpenScienceResources (OSR) project aimed to make the digital learning content of European science museums and science centres better accessible and exploitable through innovative combinations of state-of-the-art educational metadata methods and social tagging approaches, thus offering enhanced science learning experiences in the intersection of formal and informal learning. During the lifetime of the project over 1500 educational items were added to the OSR repository and more 150 educational activities where build by teachers around the digital content of the 7 science museums that were part of the project. In 2011, the OSR project received the Silver Award of the &#8220;Learning Impact Awards&#8221; and the OPAL award for learning contexts from the &#8220;Open Educational Quality Initiative&#8221;.

The &#8220;Learning with ATLAS @ CERN&#8221; project aims to demonstrate an innovative pedagogical approach that involves students, teachers and the wider public in extended episodes of playful science learning. The projectΆs basic philosophy is that the learning of science is a process of creating knowledge by learners. Based on the effective use of ICT tools (virtual environments, visualisation technologies, 2D and 3D animations of aesthetic quality, simulation interactive games) the project aims to offer a &#8220;feel and interact&#8221; user experience, allowing for exploratory learning &#8220;anytime, anywhere&#8221;. In order to achieve this goal the consortium will develop advanced pedagogical scenarios that are shaped around a mission guided by a general scientific question and also a web based environment, the &#8220;Learning with ATLAS @ CERN&#8221; Education and Outreach portal, which will facilitate the implementation of the proposed scenarios.

It is a collaborative European project funded by the Comenius programme and focused on improving the in-service training of school teachers and school ICT staff on topics related to the organisation, sharing, use and re-use of digital learning resources that can be accessed online through learning repositories across Europe. In general, the project aims to improve teachersΆ practice in all areas of their work, combining ICT skills with innovations in pedagogy, curriculum, and school organization. It is also aims at teachersΆ use of ICT skills and resources to improve their teaching, to collaborate with colleagues, and perhaps ultimately to become innovation leaders in their institutions.

This European Commission study, which was awarded to an international research team assembled by Ellinogermaniki Agogi, investigated the impact of ICT and new media on language learning, with a strong focus on informal learning. It produced a comprehensive Final Report integrating and presenting the results of the study components, namely: a) a comparative study in eight European countries; b) a quantitative survey of attitudes and behaviours; c) a qualitative survey of current trends and possible developments in Europe and beyond; d) a set of case studies that serve as examples of good practice; and e) a set of recommendations to policy makers and stakeholders. The ownership and copyright of this work belongs to the European Commission.

Το έργο “CarCouIT - Career Counselors Interactive Training” απευθύνεται σε Συμβούλους Σταδιοδρομίας και εκπαιδευτικούς, που παρέχουν υπηρεσίες αγωγής σταδιοδρομίας στο χώρο του σχολείου και ενδιαφέρονται για τη συνεχή προσωπική τους ανάπτυξη και βελτίωση των δεξιοτήτων τους. Το έργο δίνει ιδιαίτερη έμφαση στη βιωματική εκπαίδευση συμβούλων σε θέματα προσωπικής και κοινωνικής ανάπτυξης, στη βελτίωση τεχνικών και στην ανάπτυξη συνδέσμων των συμβούλων με την αγορά εργασίας, ώστε να είναι ενήμεροι των αναγκών της αγοράς εργασίας. Οι δραστηριότητες και τα εκπαιδευτικά σεμινάρια που αναπτύσσονται στα πλαίσια του έργου, χαρακτηρίζονται από ευελιξία, ώστε να είναι δυνατή η προσαρμογή τους σε όλους τους χώρες της Ευρωπαϊκής Ένωσης.

The EXPLOAR project aims to demonstrate to all visitors, and especially the young people, the rich opportunities offered when visiting a science centre or museum and support them in accommodating as much content and information they can. This is realized by using the augmented reality technology (AR) to provide the visitors with relevant information as they interact with the exhibit. The real exhibits are mixed in the visitorsΆ optical view with the 3-D visual objects and representations that the AR system embeds through their glasses, thus producing an augmented world. By this way many &#8220;invisible&#8221; parameters in physical phenomena (e.g. forces, fields) are visualized and presented in the eyes of the visitors augmented on the real experiments. The presentation of such augmentations in the visitorsΆ optical view, explaining the physical laws and phenomena under investigation enables them to observe and thus better understand the world in which they live, work, play, and perform.

COSMOS is an e-Contentplus Targeted Project, with a duration of 24 months, aiming to create a virtual experimental laboratory for students and teachers and to improve science instruction at schools and universities. The COSMOS project will integrate two major existing repositories, the D-Space portal and the Educational Repository of the Schools Observatory Project, offering a set of tools for content and metadata management (the COSMOS tool-box). The COSMOS portal will be extensively validated in schools and universities of 7 European countries and the conclusions will be documented in a &#8220;Roadmap for the implementation of a Pan-European Educational Service&#8221;.

Organic.Edunet is an e-Contentplus Targeted Project, with a duration of 36 months, aiming to facilitate access, usage and exploitation of digital educational content related to Organic Agriculture and Agroecology. It will deploy a pan-European portal with access to several high quality repositories, create a domain-specific ontology to facilitate search and retrieval of information and extensively validate the ensuing service leveraging the user groups represented within the consortium. The outcome of the project will be a recommendation for a European Quality Certification in Organic Agriculture and Agroecology digital content.

The central aim of the network &#8220;School and the world of work&#8221; was to contribute to the improvement of policies, strategies, structures and processes in Europe, to give all young people a chance for a successful pathway from school education to the world of work and employment. The main approach of the Comenius network &#8220;School and the World of Work&#8221; was, that the best way to fight against youth unemployment was to improve proactive processes at all interfaces between school and the &#8220;World of work&#8221;.

The project &#8220;In the Lab of Tomorrow&#8221; (InLot) aims at investigating the feasibility of a successful and innovative service for science teaching and learning as a business case. The proposed project aims at investigating the feasibility of the business case of the use of wearable computers and wireless technologies and sensors for educational purposes. The project aims at the feasibility of a world wide service, which has been partially introduced in European level in the framework of a very successfully implemented project, namely the FP5 Lab of Tomorrow project.

The aim of the project is to present the vision for the future operation of museums, science and thematic parks and to give to the wider puplic the opportunity to experience the new technological achievements during their visits in those places.

The PRELUDE project is funded by the European Commission under the Socrates Programme (Comenius 2.1.). Ιt develops a training programme for the use of ICT in music education and is addressed to in-service music teachers. The programme, that started on October 2006 and has three year duration, will be implemented in five European countries and all training material will be accessible from an e-learning platform.

Organisation of a cluster of public events aiming to make widely understood the crucial role that lifelong learning plays for development in rural Europe.

UNITE aims to combine different state-of-the-art technologies in eLearning, in order to provide innovative services in an area at the heart of Europe&#8217;s knowledge society: the education of the young Europeans. UNITE eLearning platform aims to bridge the gap between formal and informal learning settings, implement innovative eLearning scenarios, enhance learning experience and create a virtual Network of Schools; 14 schools from 10 European schools share their learning experiences and the platform becomes the medium through which schools work and interact with each other.

The COLLAGE project brings to secondary school students and their teachers a mobile learning platform for context-dependent games. Fun, interdisciplinarity, collaboration, and challenge beyond the four walls of the classroom create new learning opportunities.The COLLAGE platform supports the authoring and playing of a board-like game on a site of educational interest. The game is played with the aid of mobile learning technology (mainly mobile phones and PDA's, and GPS technology) with direct communication with players situated on site or in the classroom.

Demonstrating the use of satellite DVB_RCS-based connectivity for the purposes of e-learning in rural areas in Europe and beyond, through a user-centred and scenario-oriented approach

Bridging the digital divide by promoting digital culture among rural citizens through local telecentres equipped with satellite and wireless broadband

The Hands-On & Brains-On project integrates the processes of teaching cognitive facts at school and learning how to make observations in science centres and museums. It thus reinforces the use of museums and science centres as innovative resources for teaching and learning that can offer specialist support and experience in science.

The CareerGuide Network project is funded by the European Commission under the Socrates Programme (Comenius 3.1.). Career Guide network collect and create exercises and activities that career counsellors, from partners&#8217; countries, implement and evaluate the best practices. The research and training material are accessible from the portal. The network started on October 2005 and will last three years (by September 2008).

On the edge project develops in-service teacher training material aiming at promoting European awareness, intercultural awareness and citizenship within the framework of school education; intercultural education practices, partners` policies in minority issues, dissemination of &#8220;best practices&#8221; and teaching approaches with the view to promoting European identity, respect towards difference and mutual understanding constitute the basic axis of the project. Additional asset of the project is the fact that its consortium is located at the geographic edge of Europe.

Sail delivers a survival guide (bilingual dialogues, useful phrases, audio-visual material etc) in order to meet the needs of tourists and contestants visiting Valencia during the celebration of America΄s Cup. During this great event all visitors, contestants and tourists will have at their disposal language material in Spanish, translated in English, Italian and French tailored to the needs of its users with the view to disseminating both the delivered material and America&#8217;s Cup as widely as possible.

VEMUS stands for "Virtual European Music School" and is a project funded by the European Commission under the Information Society Technologies (IST) Programme of the Sixth Framework Programme (FP6). The VEMUS project started on October 2005 aiming to design, develop and evaluate a highly interactive music tuition framework for popular wind instruments and a set of innovative e-learning components addressing different learning settings.

Associated Schools Project for Promoting International Education

E-COMODE aims at providing with a digital and collaborative learning environment, in order to simplify the procedure of learning and modeling of concepts in secondary education environments. An additional aim of the project is to explore the potential markets that would be interested in both using and purchasing such a collaborative modeling environment.

This project has to do with road safety and reaction time in order to prevent road accidents.

An education and awareness raising TV Programme for consciousness and adequate behavior towards a sustainable management of water resources

The SKY WATCH project aims to introduce the European youth in the truly wondrous world of science and technology by engaging school and university students and young science amateurs in escalating, challenging and innovative multidisciplinary &#8216;Science Games&#8217; combining creativity, intelligence and scientific quest. SKYWATCH introduces a pan-European Science Communication and Celebration Initiative, which will reach its peak during the European Science Week 2005, comprising two main interrelated events:(a) A two-phase European Science Contest (concluding to a central European Exhibition and a Best Projects Award Ceremony), and (b) series of popular science distance learning courses (16 &#8216;Science Days&#8217; overall).

Netd@ys Europe 1999

An innovative approach to the usage of the Internet in an interdisciplinary framework

ComCult

Open and distance learning in secondary education

Milos Intercultural Language Actions

Internet in Education - An Integrative Approach

Thesaurus

Aλληλεπιδράσεις μεταξύ αυξανόμενης οδικής συγκοινωνίας, οικονομικών απαιτήσεων και οικολογικών συνεπειών.

A Methodological Innovation Program which aims to enable Young Disabled Persons to enter the Athletic Labour Market

Implementation of ODL in elementary school

Youth in Europe 2000

A European network of educationalists and researchers who share an interest in multigrade education

PENCIL (Permanent European Resource Centre for Informal Learning) combines field programmes and academic research with the aim of identifying the keys of success that transform informal science activities into innovative quality tools for science teaching. 14 science centres/museums are creating mini-networks involving schools, pupils, teachers associations, research laboratories, educational authorities, education and science communication specialists to run &#8220;pilot projects&#8221; on new ways to conduct science teaching.

The project aspires to promote Bulgarian and Greek languages among speakers of European languages using Latin-based alphabets; dialogues that cover a wide range of everyday topics aim to familiarize end- users of the project with Greek and Bulgarian languages, raise awareness about Cyrillic and Greek alphabets, promote linguistic diversity and disseminate the languages throughout all Europe.

The project proposes an innovative strategy that aims not only at disseminating the outcomes of past projects but moreover at improving the dissemination efforts undertaken by future projects under all actions of the SOCRATES Programme.

VALUE SCOUT project (Value Schools and Citizenship Observatory for Culture and Sport) identifies and analyses recognised good practices, initiatives of excellence and innovative examples about the role of sports and cultural practices in formal contexts (schools) and in non-formal and informal settings (sport clubs, associations, etc.)

Connect proposes to create a learning environment that combines effective informal learning strategies with exemplary formal curricular activities in an attractive learning environment that utilizes cutting edge information and communication technologies in science education, like Augmented Reality Technologies. Three sectors are of outmost importance: science, education and technology. CONNECT aims to combine science teaching in schools with science learning in science centers or museums with the aid of emerging technologies. The project creates a network of museums, science centres and schools across Europe, to develop, apply and evaluate learning schemes that builds on the strengths of formal and informal strategies.

The School Foresight Project aims to realize different visions for the intelligent school of tomorrow and to present the results and the scientific / technological achievements performed in the European Research Area which affect the learning process, methods, tools and the school as a physical entity.The School Foresight Project focuses on communicating and informing particularly school students about these scientific and technological achievements.

European Network for German as a Foreign Language

Introducing Language Enchancement Techniques

The Discovery Space (D-Space) project contributes to the access to and sharing of advanced tools, services and learning resources not only between schools but also among science parks and research centers. The project aims at the deployment of a virtual science thematic park that will bring to students, teachers, researchers and individuals (amateur astronomers, visitors of science parks) all around the world the opportunity to use a network of remotely controlled robotic telescopes in real time giving in order to observe our solar system, stars, galaxies, comets and many more objects and phenomena.

The main aim of the project is the design and development of an innovative multi-disciplinary learning and motivation method for language training of immigrants.

On-line English Course for Professionals

The aim of the Teaching Science with a Robotic Telescope (EUDOXOS) project is to utilize the 'Andreas Michalitsianos' (AM) telescope, a 60cm Cassegrain type remotely controlled robotic telescope with large-format CCD camera, in order to develop a framework to teach science to High School students through a multidisciplinary approach. The robotic telescope is installed in the Eudoxos National Observatory of Education on the Ainos mountain of Kefallinia Island, Greece.

Mobile Technologies for Ad-hoc Learning

Developing an in-service training programme for multigrade school teachers

WebTV for Schools

An intercultural communication trainer for European Travellers - on site

GEH-MIT, German Hands-on Modern Information Technologies Teacher Training Scheme

ICT communication platform which unites the whole educational community (pupils, teachers, parents)

Lab of Tomorrow develops the pedagogical framework for successful application of emerging technology on teaching science through every day activities. The aim of the partnership is to develop a wearable technology for genuinely useful educational use. The proposed technology will allow high school students to use their every day life as the field where they will conduct sophisticated experiments and thus will deepen their understanding of the science concepts involved in the activities.

German for East European countries

A modern method for learning Greek

The EUROSPIN project aims at the development of a model of cooperation between the media and the schools throughout Europe. Within the aims of the project is also to develop a model of active civic education that allows students to participate in research efforts. As part of the program a thorough research will be made from students into the attitudes, political beliefs and ideological dispositions of European youth, under the supervision of specialized experts. In contrast to most comparative studies, which are conducted by experts, EUROSPIN develops a model of active cooperation between students, teachers, experts and the press, enhancing thus the pedagogical value of the activities. The results of this research will be published in the form of a book, in the form of articles in the newspapers, and as interactive Web pages on the Internet.

A modern method for learning Greek