The development of technology and digitalization has caused changes in the methods, models, and practices used in educational activities. While gastronomy education, which is carried out with theoretical and practical training activities, tries to adapt itself to digital education practices, the digital education competencies of academicians who provide gastronomy education should also be developed. It is seen that there are no standards and principles regarding DIGI-GASE throughout the EU. Creating a guide and digital education material that will help higher education institutions and academicians providing gastronomy education in digital education will ensure higher quality and effective gastronomy education. In this context, the DIGI-GASE project aims to improve the digital gastronomy education competencies of academicians who teach gastronomy at higher education institutions. The project also aims to prepare a guide to lead universities in the transition to digital gastronomy education.The goals of the DIGI-GASE project;•Development of DIGI-GASE guide for the use of universities across the EU,•Preparation of educational content and videos that will improve the knowledge and skills of academicians,•Dissemination of the DIGI-GASE guide locally, regionally, nationally, and across the EU•Developing the knowledge and skills of the project partners in the field of DIGI-GASE•Preparation of guidelines for technical and physical regulation of gastronomy education areas of higher education institutions providing DIGI-GASE education•Increasing the institutional capacities of the project partners by improving their project preparation, cooperation, and production skills•Increasing the capacity of project partners to organize digital gastronomy training activitiesThe project partnership is cooperation which was formed among Unıversıta Deglı Studı Dı Scıenze Gastronomıche (IT), European Digital Learning Network (IT), Instıtut Paul Bocuse - Applıcatıon (FR) and E.A.C.E. - European Academy of Certified Education gGmbH (DE), under the leadership of Akdeniz University (TR). In the project, determination of technical and human competencies that will enable universities to provide digital gastronomy education in digital transformation (IO1); Preparation of a guide to be used by universities in digital gastronomy education (IO2); Preparation of digital education materials (IO3) in order to develop the digital education competencies of academicians providing gastronomy education.Two training activities will be organized to improve the knowledge and skills of academicians and university officials about DIGI-GASE; To be held for C1 and C2 project partners' team members and academicians working in partner organizations. In addition, as the dissemination activities of DIGI-GASE, each partner will organize multiplier events at the national level. The project results will be published on the project website to be created by the coordinator partner, and a link will be provided from the partner organizations' own websites to the project website. In order for the project to be sustainable and reach more people, the training videos to be prepared as a result of IO3 will be made available free of charge on the project website and social networking platforms.In addition, dissemination activities will be organized at the national level within the scope of the promotional visits of the DIGI-GASE guide to universities providing gastronomy education.•DIGI-GASE guide will facilitate the work of universities providing gastronomy education in EU countries,•The digital education competencies and skills of those who participate in training and dissemination activities as well as access training materials will increase.•The academicians participating in the training will apply the project outputs in their own institutions and lessons so that these skills can be transferred to other colleagues,•The innovative digital gastronomy training method that will emerge will be applicable across Europe.•The results and outputs of the DIGI-GASE project will serve academicians who need digital gastronomy education for a long time.•The digital gastronomy education guide and its content can be updated and developed to change and develop conditions.•Project outputs will guide new academicians who will provide gastronomy education in the orientation process.•Through the project, students who receive gastronomy education will be able to participate in a more effective learning process.

<< Objectives >>ROMOTICS will offer innovate teaching and learning practices. We will achieve the upskilling and reskilling of Automation and robotics students. We are also going to achieve the improvement of the educational offer. We are going to offer Training for teachers in Challenge-Based Collaborative Learning approach emphasizing in the importance of the development of transversal skills of students so that they are able to adapt to the continuous changing working environments.<< Implementation >>We will create a the project website and an e-learning platform. All the outputs will be available in 5 different languages. We will create a Valorisation plan and Quality Assuarance plan. We will hold 3 Transnational meetings, 8 online meetings and 1 Training event for teachers. We will pilot the AMR Training course and Teachers toolkit in 4 different Higher education organizations. Afterwards we will provide 5 national workshops and 5 Conferences to assure the impact of the project.<< Results >>The two main outcomes we will provide are a high quality Training course in Autonomous Mobile Robots (AMR) with self assesment tests and a Teachers toolkit with 6 real challenges for Automation and robotics learners using a Challenge-Based Collaborative Learning approach. The outcomes will be available in the E-learning platform. The platform will also count with a repository so that Teachers and students can share other challenges that are being implemented at their HE and create sinergies.

"We see the role of teachers as vital in the learning process of students. However, in the true spirit of Lifelong Learning, teaching roles and required competencies need further development to sustain high-quality education, especially in the digital age. Recent research on the 'Open Education Europe' platform initiated by the European Commission shows that 70% of VET teachers understand the importance of digitally assisted teaching and learning, but 6 out of 10 people do not receive any training on how to use ICT in the classroom. As a result, only 1 out of 5 students is digitally taught by confident and supportive teachers. Digital skills are one of those skills that will play a big role in our lives, both personally and professionally. As the digital age continues to evolve extremely rapidly, these skills are in dire need of development. To enable students to acquire these skills during their education, it is necessary to be skillful so that they can advance their digital when they enter the business and start the field. This project will create a continuous digital literacy learning cycle for VET teachers and some.Our TCC VET project ""is focused on providing systematic approaches and opportunities for the initial and continuous professional development of VET teachers, trainers, and mentors in both school and work-based settings, and developing an effective open and innovative education method through the use of ICT technologies."" To achieve this, TCC VET has provided digital and interactive tools that will directly contribute to VET TEACHERS 'PROFESSIONAL DEVELOPMENT and improve their lessons using modern technology.In this project, 5 project partners worked together, achieving the targeted project outputs to achieve the goal of creating a continuous digital literacy learning cycle for VET.Our project outputs are:-IO1 - TCC VET TEACHER TOOLBOX (Collect and develop low barrier tools for VET teachers to use directly in the classroom)-IO2-TCC VET TEACHER HANDBOOK (Support teachers with a special to motivate and demonstrate the use of digital tools and teaching methods to VET teachers)-IO3-STRATEGIC ROADMAP (Determining for VET school management to best integrate interactive and digital education into their schools)-IO4- Facilitating the TCC VET TOGETHER teachers community. (To facilitate change and peer support. We also facilitate the international exchange of knowledge, skills, and experience and peer support among teachers. Enabling innovative approaches and inspiration to flow from one country to another.)Web page:http://tccvet.com Visit out community: https://thalys.gr/course/index.php?categoryid=43 ( Here you will be able to download the above-mentioned results.) eTwinning page: https://live.etwinning.net/projects/project/193077 Facebook page: https://www.facebook.com/tccvet2018 These 4 concrete Outputs were shared with VET schools, teacher training universities, VET networking organizations, and other relevant stakeholders and relevant external parties through Multiplier Activities and other forms of communication.The methodology used: Our project management methodology is based on ongoing internal and external evaluation with high frequency and open communication between partners, commitment to cooperation, well-defined and understood roles and responsibilities, clarity of tasks, deadlines, and requirements. Obtained results; • During the COVID 19 pandemic, the need for digital competencies has become more important for teachers and students. Our project continues to guide VET teachers and students during the ongoing pandemic process. • The awareness of teachers about using new teaching methods has been increased, • Teachers' use of digital, interactive tools and teaching methods in lessons has had a positive effect on their approach to involving students in the lesson.• Exchange and peer support was provided among motivated teachers regarding the application of digital tools and modern interactive teaching methods.• Continuity has been ensured in teachers' career development.• To school administrations; Guided them to align practice in the classroom with school policy regarding specific interactive, visual and digital teaching methods.Impact envisaged en long term benefits: VET teachers are the central target group of our project because they transfer their knowledge to the ultimate beneficiaries: the students. They need to understand digital education, explore and acknowledge the opportunities it brings and know how to use it in the teaching and learning process. The above-mentioned funding spent on technology investment will be ineffective if teachers cannot optimally use the facilities in their teaching.Therefore, TCC VET will take an integrated approach to serve the needs of teachers and their VET colleges, to optimally engage the final beneficiaries, the students. They need to become very familiar with digital skills and feel comfortable to continuously keep learning when new technologies or applications arise. This project, therefore, doesn’t foresee a specific single training for teachers and ultimately the students but it will create a continuous cycle for VET teachers to keep up to date with new technologies, applications, and programs so that there will be a continuous cycle of life long learning at the VET schools."

Digital ethics deals with the impact of digital Information and Communication Technologies (ICT) on our societies and the environment at large. It encompasses a range of issues and concerns from privacy and agency around personal information, digital literacy, big data including governance and accountability, the dominance of a small number of large network platforms, pervasive technology, the Internet of Things and surveillance applications, Artificial Intelligence (AI) and algorithmic decision making including the fairness, accountability, and transparency of those automated decisions, and automating human intelligence for robotics or autonomous vehicles. Importantly, it is not only about hardware and software, but it also concerns systems and how people and organisations and society and technology interact . Many of these subjects are currently undergoing intense study in the media, for example the use of automated profiling using illegally harvested data in the last US election, social media interference in the Brexit referendum and automated decision-making software which display gender and racial biases when shortlisting applicants for jobs, while others such as the impact of surveillance technology have been studied for decades. It is particularly relevant to the Irish context as the EU Data Protection Office is based in Dublin as a shared European understanding of what constitutes ethical technology will greatly assist the development of Irish capacity in this context. The project has the following objectives: - To identify gaps in computer science lecturers’ knowledge of ethics - To develop a common understanding of pan-European values in ethics in technology - To develop a repository of open and accessible online curricula, teaching and assessment resources to support computer science ethics - To produce practical guidelines and instructor guides for the teaching of computer science ethics - To develop a sustainable European Community of Practice in computer science ethics - To develop an online training programme through the HubLinked Global Labs model for computer science lecturers in ethics.Ethics4EU will develop new curricula, best practices and learning resources for digital ethics for computer science students. It follows a ‘train the trainer’ model for up-skilling computer science lecturers across Europe. The following resources (results/outputs) will be developed: - Research report on European values in Ethical technology- Research report on State of the Art of Teaching Ethics in Computer Science programmes- Curriculum for teaching ethics in Computer Science- An open access online learning resources database of teaching and assessment strategies for teaching ethics in computer science; - An instructor guide to aid the delivery of material from the online resources database - An online community of practice to facilitate discussion and experiences in delivering computer science ethics which will complement the online resource database and instructor guide - A staff training and development programme for staff in computer science faculties with a number of deliveries (comprehensive online course, online CPD course and a blended learning version suitable for the classroom)Through project meetings and multiplier events a range of perspectives from computer science and ethics lecturers, tech industry representatives and citizens with an interest in digital ethics will be sought. The project will also include a pilot staff training and development programme to evaluate the resources developed during the project. A number of established methodologies will be used to carry out the project. We will conduct a literature review and focus groups to create a report of the ‘state of the art’ in digital ethics in Europe. We will perform qualitative interviews with computer science faculty to determine current methods of teaching computer science ethics. We will follow pedagogical methods for curriculum development to develop online and blended learning programmes. We will follow a software development methodology to create digital resources including the database of learning resources, the online community of practice and the online learning environment. All outputs will be evaluated using a mixed methods approach. All project results will persist beyond the duration of the project and the open access policy we will pursue will ensure that they can be widely used by different organisations interested in digital ethics. The enhanced educational materials and delivery will result in computer science graduates with key skills in developing ethically aligned software which is advantageous for industry and society at large. The project includes two organisations with wide networks into CS education (Informatics Europe) and the wider community in Europe (D-Learn).

The DICYSTECH - Digital Training for Cybersecurity Students in Industrial Fields project (2021-2023), unites five EU partners from Greece, Portugal, Italy and Spain in the development of open access training modules and linked cybersecurity remote laboratories for cybersecurity education that serve a double purpose: to meet Industry 4.0 needs and to provide innovative educational practice in the digital era supporting the uptake of innovative digital technologies (such as VLEs) for teaching and learning in HVET. It offers attractive easy to use, innovative training content as a digital OER which supports both teaching staff and learners, supported by access to remote digital learning labs for practical challenges and training.The DICYSTECH project will create 5 innovative digital DICYSTECH Modules in both technical and transversal competences for cybersecurity students in Industrial environments available via an open attractive e-learning platform. The Modules will cover Industrial Networks, Equipment and Network Protection (deploying and maintaining cybersecurity in advanced industrial contexts), the Forensic (security) Analysis of these networks and countermeasures to threats, and transversal competences necessary for cybersecurity technicians. Each Module will offer learning challenges and digital tests to support learning upon completion of the learning activities.The Project will also develop a DICYSTECH HUB offering users remote access to three fully developed partner cybersecurity laboratories in which learners can view and experiment with high end enabling IT technology and cybersecurity measures in simulated industrial contexts. Users will be invited to register and use the labs remotely for practice and the development of learning challenges provided in the training modules. The DICYSTECH Training Modules will be accompanied by practical User Guidelines for staff with supporting pedagogical tools and an understanding of Challenge Based Learning (CBL) and how to implement or further develop challenges for students/learners. The DICYSTECH training course also comes with integrated ECT and ECVET accreditation guidelines.The DICYSTECH Training Course and HUB of cybersecurity labs will be tested by 4 pilot groups (with 120+ learners) in Greece, Portugal and Spain in 2022. The outputs will be available since July 2022 for free use/downloading from the project website and e-learning platform. The final products will be reviewed and validated by relevant cybersecurity and Industrial 4.0 representatives from partner countries. The partnership aims to provide higher education providers with the most innovative, quality and ready to use digital training materials and technology for cybersecurity technicians in Industrial environments, which will see high skilled graduate technicians and workers in upskilling and reskilling training courses, fully competent and employable within the Industry 4.0 sector.By the end 2022 DICYSTECH aims to be implemented by at least 35 EU HE/HVET institutions and training bodies and have reached/reach learners all over Europe. All DICYSTECH outputs will be produced under the Creative Commons License. Project partners actively encourage higher educational organisations and other training entities throughout Europe to use and benefit from the Digital Training results. The project supports and aims to contribute to closing skills gaps, the collaborative renewal of innovative teaching practice and curriculum, attractive digital education, and open/distance learning opportunities for learners and institutions with fewer resources.