The pandemic emphasised the need to accelerate the deployment and market uptake of digital health technologies, many of which were developed to contribute to the fight against the spread of COVID-19. This recent transformational innovation in Europe offers the opportunity to revolutionise the Health sector, which needs to adapt to the latest technological developments and become more digital and more sustainable. Providing an opportunity to university students and graduates to enhance the entrepreneurial, digital and green skills needed by a transformed healthcare sector is essential towards innovation. Health2Innovation aims to inspire, mentor, train and empower students and graduates, through the development and execution of a dedicated, standalone and hybrid training course focusing on the skills needed by a digitally transformed health sector.Health2Innovation brings together higher education institutions, incubators, vocational education training organisations, SMEs and tech experts from Sweden, Germany, Portugal, Spain, France, Ireland, Greece, Cyprus, Lithuania, Poland and Romania to exchange knowledge and best practices, co-design and deliver a training course targeting students and/or graduates in Life Sciences, Medicine, Business, Engineering or ICT-related studies. The partnership will create a training course on the basis of each partner’s expertise knowledge and experience that will enhance learners’ understanding in key areas related to health, such as digital health, data literacy, artificial intelligence, cybersecurity, biotechnology and circular economy, as well as their entrepreneurial, digital and green skills. The partnership will also develop a digital learning hub and a mobile app and it will also bring to life a Health Innovation Bootcamp and an Apprenticeship programme in innovative health clusters, namely the Medicon Valley in Denmark and Sweden and the Lille Northern France Health Cluster.

<< Background >>Most of the students that finish their courses at HEIs get the technical skills. But, do they know the purpose of such skills? Are they prepared to apply them to their jobs? And, the technical skills do not represent the full story. Businesses live in a global digital connected world. Although actual students are digital natives do they get the necessary digital competencies, like do collaborative work using digital technologies?The aim of D-PBL project is to combine digital teaching-learning with project-based learning, applied in an international context. PBL focuses on problem solving and solutions seekers, providing students with a rich learning path, given that the job market increasingly demands transversal skills in teams to achieve a better collective intelligence effort. D-PBL promotes outcomes-oriented learning while integrating transdisciplinary approaches with innovative active pedagogic practices.Students, mainly, and lecturers, jointly, are the target groups to be addressed in the project. The former benefit from increasing their digital competencies, above all those that will be structural when they enter into their jobs, and also benefit from a recent, but effective, pedagogical learning process that focus, both on the technical competencies, and the transversal ones. The latter benefit from actualization of digital competencies and improving their pedagogical skills, likewise becoming more effective while lecturing, and, at the same time, establishing a mutual communication platform with their students. Together, all benefit from the inclusion in Europe, exchanging learning experiences and progressing with other European mates, but avoiding the awkward traveling costs, time consumption, and settling.Collaborating in the creation of methodologies and tools aimed at developing specific students’ competences will enable teachers/lecturers to act in correspondence with the HE institutions’ strategy and better respond to the actual societal needs. Developing core competencies in higher education graduates has become an actual and trend issue due to the greatest concerns of students, governments, and employers about the quality of higher education outcomes.<< Objectives >>The objectives of D-PBL project ground on three dimensions: give sense to the technical skills by providing a real context to the learning path, give effective business-useful digital competencies, and integrate students in real multi-national teams. Partial specific objectives include: assess lecturers digital skills (as lecturers digital skills should be solid in order to teach them to students); train the lecturers with the necessary blend of digital and pedagogic competences; conceive the space (room) where students and lecturers will work on their projects, enabling both the technical context and digital apparatus, i.e. create the D-PBL cell; organize multi-national teams working on business problems, finding solutions, while communicating over digital technologies.Students will gain new competencies in distant project work based on real problems, combining and using the benefits of new technologies. Disadvantaged students, as well as those already employed, will have an opportunity to engage and benefit from international mobility despite the barriers they may face preventing them to go on physical mobility. Teachers/Lecturers will get the opportunity to explore new methodologies. All the intervenient will get involved with digital technologies, getting used to participating in digitally mediated work sessions, acquiring skills in the use of specific hardware and software, internalizing the best practices in virtual environments in such a way that their levels of productivity in such environments will get increased and their motivation and readiness to participate in virtual mobility and exchange will lift. This project will contribute to streamlining innovative teaching-learning paradigms and technologies aimed to develop soft skills in different contexts. Multiplier effects will be facilitated since all partners will be able to demonstrate to newcomers the D/BPL pedagogies in practice at their digital cells.During the project implementation, the team will deliver a set of Outputs (Results) developed, mostly, to train and empower HE lecturers in the usage of EAD and PBL methodology for the benefit of the students, as well as to enhance the adoption of innovative technologies and pedagogies in Higher Education.<< Implementation >>The D-PBL project is scheduled for 24 months. The first stage will be dedicated to diagnose digital skills weaknesses in the lecturers and train them. In parallel, the working environment (the D-PBL cell) will be conceived, assembled, evaluated, and replicated among the six participants. In the final activity, the cells and procedures will be tuned in real working multi-national PBL student groups and all the emerging knowledge will be recorded.The project's sequence of activities towards the main results starts with the assessment of the lecturers/teachers' digital literacy levels, and for that the project will deliver the EAD Digital Competencies Survey (R1). The project will then develop the EAD Training Toolkit/Course for Teachers (R2), which will include user manuals (in video and e-book format) in technical, pedagogical, and behavioral features. By the same time the project will be designing the Architecture of Digital D-PBL Cells (R3), considering that most of its building blocks already exist in the university partners. Next, happens the Piloting phase that will follow a 2-stage format: 1st) training the trainers, and 2nd) the application in real context with students carried out through experimental courses. Finally, a set of Guidelines for Digital Problem-based Teaching-Learning (R4) will be conceived.The D-PBL project encompasses four main groups of participants, being the main targets students and lecturers. Their involvement in the project activities is planned as follows: A) Students: students will come from the six HEI partners and will be integrated in the piloting phase; they will work on the real projects proposed by companies (PBL) under the advising of the lecturers. B) Lecturers: like students, lecturers will come from the six HEI partners; they will also participate in the piloting phase, as they will be advising the PBL student groups, and the more proficient lecturers on digital technologies will also participate in the preliminary training phase, teaching their colleagues according to the EAD Training Toolkit/Course for Teachers. C) IT support staff: each HEI partner will select the respective IT staff that will support students and lecturers and maintain the IT systems purposefully working for the D-PBL project. D) Companies: actually every HEI partner already has established relationships with companies, but they will call them to action, participating with real problems and challenges suggestions; the real problems and challenges are the core of the work of the PBL groups.<< Results >>The main project results, for which all partners will jointly contribute, will be: ●EAD Digital Competencies Survey (R1) where the actual digital competencies of the academic staff will be assessed;●EAD Training Toolkit/Course for Teachers (R2) where manuals (in video and e-book format) and a training course are produced/designed according to the weaknesses detected in R1;●Architecture of Digital D-PBL Cells (R3) where the working space (cells), respective furniture, decking, hardware, and software are conceived, designed, assembled, tested and replicated;●Guidelines for Digital Problem-based Teaching-Learning (R4) where the D-PBL cells and pedagogical techniques are taken into practice in multi-national student groups working in projects, while all the knowledge and savoir-faire that emerge in the project is recorded; this will work as referential for other HEIs.Developing and piloting the D-PBL proposed model will both allow to introduce pedagogical and methodological novelties in the partners’ study processes, as well as contribute to the development of the new educational models in the EHEA (European Higher Education Area) while contributing to sustainability targets. The most important long-term benefit envisaged by the D-PBL project is the effectiveness of the students’ competence while working in companies, mastering both the technical and the digital skills, after D-PBL had a role during their educational path at the HEI. Then, HEIs’ mission would have been accomplished. In addition, the method of D-PBL project is disseminated and extensively applied, turning HEIs more effective while educating well-equipped citizens, ready for the XXI century. The D-PBL partnership will contribute to further enrich the quality, inclusiveness, digital and green dimension of EU Member States education systems. D-PBL will help shaping the European Education Area based on freedom for students and teachers to learn and work internationally and for institutions to freely associate with one another in Europe and worldwide. The project outcomes contribute to build a high-performing digital education ecosystem with enhanced digital competences for the digital transformation, as foreseen by the “Digital Education Action Plan (2021 – 2027)”.

The importance of the agricultural sector is crucial for the economy and society of the EU. Its contribution in terms of employment globally accounts for 32% and can provide great potential in creating new jobs, fighting unemployment and strengthening cuntries` economies. The significance of involving young people in agriculture, improving their skills and entrepreneurial competencies in reversing the trend of ever aging population of farmers in the EU is plain to see. This importance is also clearly presented at EU level: Common Agriculture Policy (CAP) 2014-2020 and the EU 2020 strategy for innovation, growth and jobs but also the new EU Research and innovation strategy 2020-2024 that will play a key role in responding to the challenges brought about by the global COVID-19 pandemic. It will help deliver Europe's recovery plan, paving the way out of the current crisis based on economic growth that respects the planet. These strategies call to adopt recommendations in order to support different national high-quality education programmes that will focus on youth agriculture entrepreneurship by offering innovative educational training. Programmes such as Horizon 2020 and Erasmus+ nurture research and training in the field of agriculture and entrepreneurship and stress their growing importance. AGRIENT Project: “Enhancing Youth Entrepreneurship Skills, Career Guidance and Competences in Agriculture Through a Game Based Virtual Reality Platform“, aimed at designing a training curriculum in agriculture and entrepreneurship with innovative courses and creation of Open Educational Resources, complemented by up-to-date and technology-enhanced 3D virtual world training platform to meet the needs of training in these fields and indirectly to promote and support young people in formulating, starting, running and improving their own agribusinesses. The project implementation period had initially been scheduled for 24 months but due to the pandemic situation this period was extended by 5 months, with the end in June 2021.AGRIENT project adapted the curriculum and materials to specific regional and national needs, developed 5 distinctive courses or modules with exercises on complex issues, gathered examples of good practice from participating countries and provided interactive and innovative open educational resource. The learning materials of the courses, 3D learning scenarios following gamification ideas were all hosted in the 3D virtual world educational platform freely available online with the total of 21 interactive learning scenarios. The main target groups young people interested in agriculture and entrepreneurship, graduates of agriculture educational institutes, young NEETS, teachers/trainers/tutors from HE institutions, VET institutions, elementary and secondary schools, youth training centers, young people from isolated rural areas, adult education and training institutions and other related groups: career counselors and agencies, policy makers, youth educational networks, development agencies, youth agriculture and entrepreneurship networks.The main aims of the AGRIENT project were to :• Create an innovative curriculum based on agriculture and entrepreneurship, create an innovative 3D educational virtual world platform;• Promote entrepreneurship education for developing active citizenship, employability and creating new businesses, support future learning and career pathways for individuals,in accordance with their personal and professional development;• Update and improve instructors’ knowledge and support related professional groups, educational and youth institutions and training centres • Create a network of stakeholders at local and regional level to raise awareness of relevant institutions in the field;• Provide young people in isolated and remote rural areas with freely available and innovative learning environments to overcome geographic and economic obstaclesThe results of the project were materialized in the following Intellectual outputs:• O1: Design of Agro-Entrepreneurship Curriculum, Formulation of Innovative Courses and Creation of Open Educational Resources • O2: Game-based 3D Virtual Reality Educational Platform for Agro-Entrepreneurship EducationIn the final stage of outputs development, these were validated by selected participants during pilot testing, and the final results were improved according to their feedback andrecommendations. The project has developed user-driven and interactive training tools, which are unique in Europe; it had a major impact not only in terms of target beneficiaries, but also through relevance, usefulness and transferability of the project results.AGRIENT is a sustainable project and it developed innovative practices which are fully transferable to other areas. Both project outputs can be used as a model for educational processes, as a guideline how to proceed with the educational and methodological aspects of trainings not only in the subjects of agriculture and entrepreneurship, but they can also be adapted into other fields and sectors in education.

Medical Schools in the Middle East are currently suffering from a critical shortage of scientists and academicians holding higher degrees in the various disciplines of basic medical sciences (BMS). For most of these Schools, the requirements for a Bachelor degree in Medicine include the successful completion of three years of intense coursework in BMS, prior to passing through three additional years of patient-oriented, bedside clinical coursework. Thus, iBMS-JO project responds to the needs to graduate students with deep background in BMS. This can be achieved by the establishment the first innovative intercalated BSc (iBSc) programs in BMS. Moreover, Telemedicine Labs (TL) will also be established to support the research activities of students and faculty, as well as providing services to the health care facilities. The establishment of an intercalated BSc (iBSc) programs in BMS is an opportunity for students to learn more about a particular topic, to develop transferable skills and/or participate in a more in-depth research project than previously available as part of a medical degree. This is can be offered after the 3rd or 4th year, which could also include an intercalated year into their standard medical programs, making them a 7-year degree, where an intercalation typically lasts one year. The expected outputs of this program include: n. 6 accredited iBSc programs in BMS, capacity building for the staff (at least 48): a) to design curricula in line with the Bologna process, b) to design and develop inter/multidisciplinary course curricula in clinical nutrition (at least 7 new modules, 120 students/year); and c) to apply innovative and flexible teaching and learning methods. Moreover, TL will provide research facilities for students and staff (n. >40 research project/year), which will support the iBSc programs and function as life-long learning resources and Centres of Excellence in medical education and research.

<< Background >>Technological devices have been replaced by traditional teaching methods in the 21st century. Mainly, as all partners, we discussed on Skype and conducted an online survey for educators. The result was 86% that we all need to improve and reshape our teaching practices related to the innovative implementation and competence of the Flipped classroom model and Web2.0 technology. Flipped classroom method is an alternative way implemented with technological tools. In particular, all our partners also need to acquire key competences to enhance their digital skills/digital readiness and reshape their teaching implementations due to they faced challenges to maintain education during Pandemic term. We need to go beyond traditional way of teaching and learning. In this approach, teachers and students work together in a collaborative way. Traditional teaching methods do not meet the needs of students. Students are more involved with innovative technological materials in this century and they are digital natives. Thus, teachers need to give students the opportunity to motivate them to learn effectively inside and outside the classroom. They need more time to spare for implementation and let students study with pre-recorded videos or lessons at home. Therefore, they are prepared to engage in activities and the teacher will have more time to solve problems and implement them. Students will have the opportunity to improve their abilities to analyze, evaluate, assess, and understand. That is, in order to learn effectively, they will discover their learning strategies and achieve academic success. This will therefore enhance the 4Cs abilities of both teachers and students such as creavity, communication, collaboration and critical thinking. We aim to allow the participants to track new and innovative implementations in the teaching and learning process. Through our LTTAs we strongly believe that all partner countries will compensate their needs by working collaboratively. Exchanging good samples will give all partners opportunity to reshape their teaching/learning process at international level. Besides, with acquired key competences, innovative approaches, thus teachers will raise more qualified students for future employment. Students will meet various implementations and get motivated to learn this will reflect to their academic success. In addition, we will acquire an European vision through cross-cultural integration and our organization will gain European value. Participants will improve their language and interact with a variety of languages and cultures.Involved participants are secondary level teachers, students age 14-17, university staff and trainers. Target group of the project is secondary level teachers, students age 14-17, university staff, students, NGOs, decison makers, Ministry of Education, parents and local community who deals with education. Coordinator is Poland, partners are Germany NGO, Latvia, Turkey/Mersin, Greece University, Turkey/Antalya.<< Objectives >>We would like to achieve;* Gaining skills of the 21st century and 4C abilities such as cooperation, communication, creativity and critical thinking;* More positive learning/teaching atmosphere in and out of the classroom through digital tools;* Integrating technology and gaining innovative innovations into the lessons;*learning how to use Jing, Toondoo, Padlet, Google Classroom, Classroomscreen, Pixton, Wordle, Prezi, Popplet, Kahoot, Toontastic, Voki, Quizz, Quizlet, Mindmap, Cram, Padlet, Powtoon, Storybird, Animoto, GoAnimate, Mystery Science, Discovery Education (for science lessons), Sterra (for geography lesson), Moosiko (for music lesson), Nearpod (for reading activities in real-life context)-CK12-BrainPOP (for students discovering, creating deepen understanding related to the topic), Albert and MobyMax tools, Moby 's Interactive Lessons and Quick Question modules.* Learning how to create modules for each lesson,* Tactics for implementing new approaches in teaching/learning;* Active and desirable learners with creative teaching materials for learning;* Saving more time for implementation and problem solving activities with the Flipped classroom model;* Give students the opportunity to learn both inside and outside the classroom;* Reshaping and enriching teachers'/students' habits with digital literacy,* Support teaching/learning process with our production result mobile application and e curriculum, e-guidebook and pre-recorded lesson videos, digital tools, e-games, tests, educational materials;* to open new horizons for the teaching and learning process;* to acquire abilities for lifelong learning;*to hand over dissemination materials with EU logo (agenda, bags, tshirts, mugs), leaflets and broschures (100) from each country,* enhancing students creativity and problem solving skills,*creating various educational materials to integrate our curricula,*increasing academic success and students' motivation to learn;* meeting the European objectives for improving digital literacy for long-term learning;* rising participants' digital skills and readiness %60;* Gaining value and developing enriched curriculum institutions for our organizations;* Get through almost 2000 people to make awareness to our project and European founded projects;Therefore, we will add innovative educational methods to all partners' curriculum.<< Implementation >>-Kick off meeting (TPM) in Applicant Partner in Poland-Etwinning social clubs and project groups for school partners-The project website platform-The community for Science Education Platform (scientix eu)-C 1 Germany NGO will arrange LTT for staff training events and get support from their proffesional Staff, strenghten technological, scientific and management capabilities EU in the field of ''Flipped Classroom Model and Web 2.0 technology'' (All partner countries)-C 2 Greece (University) will arrange LTT for staff training in Greece-C 3 Poland will arrange LTT for students and teachers and do workshop in Poland-C 4 Turkey/Antalya will arrange LTT for students and teachers and do workshop in Antalya-C5 Latvia partner will arrange LTT for students and teachers in Latvia-The partners who are arranging learning teaching training activities will prepare pre-documents before the learning teaching training activities.-Creating production result mobile application and e curriculum with Flipped Classroom and Web 2.0 technology.-Applicant will arrange Multiplier Event-Applicant Partner will arrange a conference in Poland for training centers, universty staff, around schools teachers and decision makers about the project title at regional and national level.-Preparing work plan activities for eTwining project, Science education platform and the project groups in partner countries (for school partners).-Each partner country will arrange 5 seminars, 5 online webinars, 5 workshops, share and promote project activities at local and national level.-All the partners will arrange regional activities raising awareness and volunteering activities permanent to found awareness in digital literacy, Flipped Classroom Model and Web 2.0 technology.-All partners will organize Role Model Activities in each LTT activities. Role Model who has success about digital technologies will join every LTT activities like seminar, lesson, talks.- Turkey/Mersin will create a DVD which includes interviews, meeting activities, evaluations, monitoring activities after every meetings and LTT activities.-The project e-guidebook will be prepared by Germany, Turkey (2) and Latvia, it will include all project activities, outcomes, materials .-All the partners will do workshops to other school teachers, students, parents, trainers, decision makers, university staff and students, and local community to share their experiences and knowledge.-All the partners will prepare regional activities raising awareness campaigns and volunteering activities about the importance of digital content and literacy, Flipped Classroom and Web 2.0 Technology training.-All partners will share their activities, materials and outcomes with www.scientix.eu.web page.-Second meeting (TPM) will be arranged by Turkey/Mersin partner to evaluate project activities, whether the projects reach its goal and searching the success of the project.-Final project meeting (TPM) will be in Poland.-Collecting and summarizing the best practices carried out with all project partners.-Seminars for teachers, parents, students, university staff, trainers, decison makers, local authorities at local/national about project activities and the results of the project and also the to present concrete outputs of the project.-Final report will be prepared and present to the national agency.The budget control will own to each partner country and will be responsible for their budget to coordinator country and to solve unexpected probable risks and the activities they will done.Timing of the project is very important and all the partners will adhere to project timing and never request for changing for the dates of the activities.If something unexpected emerge it will redetermined.In the project process all the partners will be in contact everytime.All the partners budget will be ensured by their NA and each partner is responsible to their National Agency about the budget control.<< Results >>With our project we expect several results which will affect teachers, students, institutions, stakeholders of our project;Teachers;*acquire new pedagogic skills to be benefitted during their instructional practices both inside and outside the classes,* they will be capable of using Jing, Toondoo, Padlet, Google Classroom, Classroomscreen, Pixton, Wordle, Prezi, Popplet, Kahoot, Toontastic, Voki, Quizz, Quizlet, Mindmap, Cram, Padlet, Powtoon, Storybird, Animoto, GoAnimate technological tools etc.*participants will be able to use various technological tools for various school subjects such as Mystery Science, Discovery Education (for science lessons), Sterra (for geography lesson), Moosiko (for music lesson), Nearpod (for reading activities in real-life context)-CK12-BrainPOP (for students discovering, creating deepen understanding related to the topic), Albert and MobyMax tools in which students respond in real-time through Moby 's Interactive Lessons and Quick Question modules, and teachers can instantly see the results for the entire class as well as with their peers.*take over new roles in educational process where they will perform more as guides or facilitators than as the sole authority,*Improve the ability to use English with regards to developing constant relationship with partner institutions,*cope with obstacles the educators faced during Covid-19 for maintaining education through enhancing their digital skills,*learn about systems of education in frames of innovative approaches and methodologies,*learn about new technologies used in partner institutions, countries and companies on the labour market,*acquire information about practical skills needed on international setting and benefit them to become more international,*improve skills in using advanced tools in ICT in the development in multimedia materials and using effectively digital tools,*cooperate with colleagues from different cultures and establish contact with their collaegues from other countries for future projects,*learning the effect of team work as collaboratively,*improve skills of ICT in everyday life and 21st skills for lifelong learning,*have greater confidence in Flipped Classroom applications with a great digital literacy and benefitting from such innovative approaches at a maximum level, * fostering digital literacy%60*creating production result mobile application and e curriculum based on Flipped Classroom/Web 2.0,*show flexibility to go continuous assessment of professional skills, *creating e guidebook and innovative materials with Web2.0 tools such as educational materials, prerecorded lesson videos, e games, e test, shortvideos, quizez, tests, animations, digital stories, posters on workshops.Students;*enhancing their digital skills and also key competences such as creativity, critical thinking, communication and collaborative skills,*meeting diffrent classrooms and implementations at international level,*gaining 21st century skills and lifelong learning abilities,*cooperating with their peers and improving their foreign language, social and cultural aspects,*gaining EU vision and be tolerant to other cultures,*incresaing their academic sucess and motivation %50,*developing their self-confident, self-respect and self-efficacy.Institutions;*Increasing their visibility at European level and growth % 50,*Reshaping their management system and strategic education plan *Having qualified staff and students,*Partcipating national and international projects,Stakeholders; (teachers and students who do not involve in LTTAs, around school teachers, students, parents, decision makers, local community, training centers, Ministry of Education) *meeting various approaches and implementations by partcipating workshops, seminar, LTTAs and meetings,*getting aware of 21st century skills, the importance of digital literacy in education and 4Cs skills,*meeting EU funding projects and get inspired to plan for future project