<< Objectives >>Trageting youths in the age bracket 18/25, Biomed+ supports new career paths for youths in the biomedical industry, particularly focusing on microbiota segment. To do so, Biomed+ will enable the acquisition of information and data on the microbiota segment; design solutions to strengthen the set of skills and competences required by the industry ; facilitate the youths’ uptake of a career in the industry;; explore further means of cooperation<< Implementation >>Biomed+ is structured into 7 interlinked activities that actively involve all partners and their competences. The project starts with conducting desk research on regulatory and market aspects linked to microbiota. Building on the research findings, the project partners elaborate and administer a survey to both target group and stakeholders. Subsequently, partners develop and test a training module to introduce the microbiota to youths. FInally, opportunities offered by Erasmus+ will be deepened.<< Results >>The results of the project will be:-A comparative assessment of the legislation regulating FMT in different countries -The review of the state of the art of research -the design and conduction of surveys and interviews with key stakeholders -the design of training units - the test of the training developed -a study on how Erasmus+ can support further development of the actions.

"<< Objectives >>The project aims to promote an unbiased HE community characterized by a culture capable of counteracting invisible homophobia or transphobia and promoting a culture of differences; to produce a cultural change, not working only with the specific group, but acting on the structural reasons that caused the discomfort, overcoming the concept of “their inclusion” with “plurality”; to empower students (and in general the entire university community) in order not to become unbiased citizens.<< Implementation >>WP1 – Project Management; WP2 - Report on the invisible homophobia; WP3 - Framework of Transversal skills for an unbiased community; WP4 - Training Package on the acquisition of transversal skills for the unbiased students; WP5 - HEIs' Guidelines - Vademecum on how to build HEI communities based on the concept of ""plurality"", Sustainability Action Plans and Memorandum of Understanding for maintaining the “European pluralistic community among unbiased and sustainable HEIs”<< Results >>Results: report on the invisible homophobia (desk research, lexicon research, Glossary definition, Empirical qualitative research), framework on transversal skills elaboration of the test for the measurement of invisible homophobia, Training Package (infrastructure and training package development, national training, external evaluation of materials, training mobility), Guidelines, Action Plans and MoU. Within all WPs are included consortium meetings and conferences."

"<< Objectives >>With the implementation of STEP project we aim at:providing social workers/educators with tools through which to promote active citizenship, social rights an social inclusion with adults living in marginalised contextssupporting adults to be engaged as active citizens in their local community, being aware of their social rights and opportunitiesimproving the activities of the partnership in the rural areas and in the urban outskirts, where adults suffer from social exclusion<< Implementation >>STEP project aims at:translating and adapting the Dignityland role-play to adult education settings in disadvantaged areascreating pills to support adults to get basic competences on IT to have access to services and opportunitiesorganising an international Training Course for social workers and educators to provide them with tools to work with adults in the above mentioned areasorganising local workshops for social workers and educators and accompany them to test the STEP tools with adults<< Results >>We expect to:improve the work of the social workers and educators, working in partners'organisations and beyond, in rural areas and in urban outskirts with adults suffering from social exclusionprovide new tools to social workers and educators, to remotivate themimprove the active participation of adults, living in rural ares and in urban outskirtsimprove the capacity of partners'organisations to stimulate community developement and local partnership to ""leave no one behind"""

Working with human capital in the 21st century reflects changes in the labour market related not only to migration, but also to Industry 4.0 and the requirement to adapt quickly to new situations. Related to this there is the need for new approaches to training of future employees, development of their key competencies, critical thinking, ability to adapt to different situations, mutual cooperation, and intercultural communication skills. In order to be able to operate in a changing environment, social, political and economic in the global environment, the cultural contexts that globalization brings must be addressed. The issue of critical incidents is closely related to this development both in the professional and private life of today's society. Multinational businesses are facing and will face cultural differences in employee structures, which is a part of the diversity management – a set of measures that lead to the company accepting and respecting differences. Cultural diversity, among others, is an inseparable part of this concept. In connection with multinationalism, movement of labour and also migration waves, it is necessary to focus on the cultural specifics of individual nationalities and to learn how to work with them. What is more, after the outbreak of COVID-19, it is clear that this pandemic will have an impact on every business sector and the problem of intercultural communication, multinationalism and diversity management will play an integral role in the world to come. Other questions are opened in relation to communication, prejudice and fears of the unknown when communicating with foreigners of different origin. Nationalist tendencies and xenophobia is also likely to intensify. That is why the topic of critical incidents is up-to-date and necessary.The project, during the planned three-year period, will focus in particular on the critical incidents in multicultural environment. This environment is represented by both, educational institutions participating in the project and cooperating multicultural companies and institutions. The research will be done to collect critical incidents; based on their analysis there will be proposed ways how to work with critical incidents, how to eliminate their causes and how to use their positive potential for the development of personality and corporate culture. They will be looked at from different perspective employing each partner expertise in different fields. Didactical models will be developed and implemented into a range of subjects as a part of study programmes resulting in innovations in course syllabi and developing new updated educational and training material to be used across the partner institutions and companies. The second area the project aims at are research activities resulting in book and articles in professional journals. The participants, students of all levels of university studies and academia alike, will work in the international environment, cooperate with companies and businesses, apply and further develop their theoretical knowledge, together with language skills, soft skills and multicultural awareness. The project will be elaborated in an international consortium of universities. All participating institutions work in an international environment, work and communicate with international students, multinational companies and other institutions on a daily basis. All project partners face social issues of foreign workers, migration issues, cultural differences, adaptation processes and others brought about by globalization.The target groups will use the project outputs not only for their benefits but also to disseminate the results and assist its further use.Two short intensive programmes (summer school) are planned where students, academia and professionals will meet and work together on common projects, test and refine new educational sources, training material will be suggested, discussed and tested.The intellectual outcomes will be presented during the planned international conference in which all participants will demonstrate and share common results and benefits of the project work.

With a high number of countries closing learning institutions to face the COVID-19 pandemic, over 80% of the world’s students are not attending school. As a response to this challenge, many educational institutions are increasing their efforts to utilize educational technologies of all sorts to provide remote learning opportunities for students, while schools are closed. To help parents, teachers, schools and school administrators facilitate student learning and provide social care and interaction during periods of school closure, UNESCO elaborated a list of educational applications, platforms and resources. Although these solutions offer an essential support to society in these unprecedented times, they are mostly oriented in enabling theoretical content transfer. One of the biggest drawbacks of the majority of these existing solutions, is that limited support is provided to hands-on laboratory work and practical experiences. Hands-on experiences are essential to significantly advance learning at all levels of science education and across all disciplines. However, this is even more relevant to science, technology, engineering, and mathematics (STEM) departments, which must continuously develop their laboratories and pedagogical tools to provide their students with effective study plans. The creation of contents accessible on-line and the possibility of providing immersive experience for lab activities is clearly useful in the short term to face the COVID-19 related issues, but may open to the adoption of novel tools for e-Learning also in the long term.The main objective of AugmentedWearEdu is to introduce a novel framework for e-Learning consisting of including haptic experiences to enable digital access to laboratories in higher education. This will be achieved by combining both virtual reality (VR) and augmented reality (AR) tools with a novel generation of wearable haptic devices. This will make it possible to engage students in a hapto-audio-visual hands-on laboratory environment. In this project, we will evaluate which of the available haptic technologies are suitable for e-Lerning and may foster the students’ ability to create complex simulations using existing or in-world modelling techniques and scripting tools, while offering the functionality to link to the real world and capture data which can be visualised in real-time. Haptics, VR and AR tools will be adopted either from our ongoing research activity or from various low-cost commercial off-the-shelf (COTS) tools. In this way, an innovative educational and research loop will also be established. This approach will contribute towards the achievement of fully-immersive, open and distance laboratory learning.Starting from current state-of-art knowledge, AugmentedWearEdu will further advance this knowledge by producing the following intellectual outputs:- assessment tool for educators’ competencies evaluation on using VR/AR including wearable haptic technologies. We propose a self-assessment tool for educators’ competencies evaluation in VR and AR including haptic wearable technologies. This tool will support academic staff taking responsibility for their own professional growth through the identification of the current status of their pedagogical and technological skills with respect to VR/AR and integrated haptic wearables. The proposed tool will make it possible to design tailor-made courses for educators. From a methodology perspective, this is expected to also impact other disciplines in higher education. This is aligned with the European Commission’s guidelines on supporting teacher competence development for better learning outcomes;- training program for educators on haptics, VR and AR competences development (methodology and tools). We propose the design of a training program for educators regarding competence development and the adoption of haptics, VR and AR as tools for realising a hands-on laboratory with practical experiences for students. The development of the proposed training course for the integration of haptics, VR and AR for teaching is a novel methodological contribution towards supporting teacher competence development;- open source library of VR, AR and wearable haptics to be used for re-designed study modules and engineering laboratories. We will deliver a website that will be called AugmentedWearEdu Portal. The portal will be an initiative to advance the design and use of VR/AR contents including haptic interaction for e-Learning. We will include in the portal all the information needed to build and set up the proposed wearable haptic interface starting from off-the-shelf components and our current research prototypes. The combination of VR/AR methodologies and haptics can be exploited beyond engineering courses. Medicine courses, arts and other courses where lab activities are envisaged may take advantage from the proposed novel methodologies.