To keep up with the global economy, Europe needs high-skilled employees whose profile is aligned to the evolving labour market (cf. New Skills Agenda and OECD Skills for jobs). Employers demand the right mix of domain-specific and transversal skills, but “increasingly report mismatches and difficulties in finding the right people” (Modernisation of Europe’s Higher Education Systems 2011; cf. the European Skills Panorama). Tertiary education in the humanities attracts particular attention: humanities graduates have relatively high unemployment rates upon graduation and the mismatch between their skills and the jobs they are employed in is significant (see OECD Skills for jobs 2018 and humanitiesindicators.org). Many of the so-called ‘future-oriented’ skills (e.g. reading and writing skills, critical thinking, creativity and media literacy; see OECD Skills for jobs and New Skills Agenda) are fostered by the humanities, but in-depth research into the skills associated with the humanities is lacking. ASSET-H will improve the transition of humanities students to the labour market. It involves humanities students, teaching staff, student career advisers and HR-professionals. In the dissemination phase, the project will extend its scope to networks of employers, policy makers and the general public. To achieve this goal, the following objectives will be pursued: (1) identifying the humanities skills profile; (2) helping faculty teaching staff translate humanities skills more explicitly into their course design; (3) giving students the means to assess their skills in relation to the humanities profile and map them onto labour market needs, and providing them with the language to describe their own skills profile; (4) raising awareness of the humanities skills profile among all relevant stakeholders; (5) allowing other institutions and non-humanities faculties to replicate (parts of) the method used in this project. Each of the project's objectives was mapped onto a work package (WP): WP1 focuses on the identification of humanities skills in relation to the labour market; WP2 designs and tests a training module for faculty teaching staff; WP3 designs and tests an online personal development planning tool for students; WP4 designs and implements training sessions and strategies aimed at disseminating the humanities profile and the tools and modules created in WP1, 2, 3 among the relevant stakeholders from participating and non-participating organisations; WP5 designs a methodological toolkit to ensure replicability of the project activities and spread project results in the broader academic community. WP6 includes all activities involved in the successful management of the project. The intellectual output of the project will consist of (1) a validated skills questionnaire for humanities students; (2) a report on the skills clusters emerging from the questionnaire, the humanities skills profile deriving from it and its relation to labour market needs; (3) a course design training module for faculty teaching staff; (4) the blueprint for a focus group to test the effect of this module; (5) a self-assessment tool; (6) a personal development planning module; (7) an experiment to test the effect of the module developed in (6); (8) communication plans for the dissemination; (9) blueprints for training sessions targeted at student career advisers and HR-professionals; (10) a methodological toolkit facilitating replication of the project by other faculties and an open-source platform with the project results.The project will result in a deeper understanding of the humanities skills profile; increased self-awareness and insight of humanities graduates into their individual skills and how they map onto labour market needs; a clearer understanding among teaching staff as to how these skills can be made visible through course and curriculum design; enhanced exchange of expertise between academia and the labour market; networks including academic institutions, policy makers, employers and HR-professionals. Led by KU Leuven, the project joins together three humanities faculties (of the Universities of Leiden, Helsinki and Leuven) and Randstad, a major labour market actor. All three academic partners have experience with the challenges of employability. Randstad brings in its skills-related labour market expertise. KU Leuven coordinates the project through the Critical Path Method, incl. a Gantt-chart (WP6). Responsibilities for work packages and activities were clearly assigned and equally divided. A detailed strategy for handling project risks is in place. The project is innovative in its contribution to humanities-related skills intelligence and in the partnership it establishes between academia and HR-professionals. Its long-term impact consists of improved employability rates of humanities students and a deeper understanding of their skills among labour market professionals, policy makers and the general public.

Building on the achievements of Una Europa’s flagship projects 1Europe and Una.Resin, this project follows a holistic approach and takes the next steps towards the alliance’s ambition of developing into a truly integrated European University of the Future.At the core of this project, the European Campus, we will integrate our education, research and innovation and outreach activities and take them to the next level. Together with our academic community, we will co-develop a long-term strategy for academic collaboration in Una Europa, with the creation of hubs for interdisciplinary challenge-based research and education at the centre. We will focus on six interdisciplinary research areas, Future Materials, OneHealth, Cultural Heritage, Sustainability, Europe and the World and Data Science & Artificial Intelligence. Crucially, we will pay particular attention to supporting our early career researchers and increasing public awareness of science.We will follow the Una Europa guiding pedagogical principles of high-quality international, multilingual, multidisciplinary and research-based education that is developed in meaningful collaboration with non-academic partners. This will ensure that our students will be truly European graduates, equipped with the knowledge, skills and competences needed to play an important role in society and tackle future global challenges. Developing broad mobility pathways for students is the utmost priority of Una Europa with a focus on accessible, inclusive and sustainable physical, blended and virtual mobility. We will further invest in empowering, recognising and rewarding our student and staff community and create more opportunities for bottom-up engagement.A successful European University must be open to the world and constantly reinvent itself, reflecting not only on current problems but also on future fundamental challenges. For this, we will continue to build our Future UniLab as a reflective, creative and inclusive space.

In the recent years, technologies that enhance or recreate real world environments are increasingly influencing the world of the production industry and business. In particular Virtual Reaity is expected to drive productivity that experts believe will bring companies significant ROIs. Just about any process that can be carried out in the physical world can be simulated in VR. The quantity and quality of VR solutions are constantly being improved and equipment and content creation costs continue to fall, so the momentum to explore VR’s role in business and education is likely to continue to grow. This will also have a strong direct impact not only on SMEs but also on HE business management and related studies.The EU is trying to prepare intensively for the challenges of digital teaching and learning and it therefore included this issue in a series of educational policies published, such as “European Strategy 2020” (Com2010), “New Skills Agenda for Europe” (Com2015/196), “A Digital Single Market Strategy for Europe“ (Com2015/192), “Education Policies in Europe and Beyond” (EU 2017/29000) and the “European Framework for the Digital Competence of Educators” (EU, DigCompEdu 2017, 52). However, Europe’s HEI are not able to fulfil the postulated requirements and they are poorly prepared to tackle the challenges of digital teaching and learning. The need for comprehensive and effective digital teaching and learning has been exemplified even more starkly by the impact of Corona on higher education. The problem is not the lack of infrastructure or software, but that HE managers and teachers have insufficient knowledge about the potential of VR and its application within their own faculty. HE managers and teachers themselves need in-depth education and training concerning what VR is about, what kind of VR skills and competence industry requires from graduates and how their own pedagogical approaches can be boosted by using VR applications.Therefore, the VRinSight project has implemented the following main activities and delivered the following outputs:•Implementation of the “VRinSight 3 in 1 survey” with VR developers, HE managers and teachers as well as with SME managers to get a clear picture about the state of the art in the field of VR developments as well as about frameworks, demands, needs and attitudes within HEIs and SMEs with regards to applying VR solutions.•Development of the “VRinSight Curriculum” about relevant key data and background information, pedagogic considerations and recommendations about applying VR at the HE level, global developments in the field and a compilation of a virtual learning materials library for HE managers and teachers with a specific focus on business management and related studies; the so-called “VRinSight Showcase” is a collection of 25 VR apps most suited to HE business management studies and an education setting.•Development of the “VRinSight Training Programme” enabling HE managers and teachers to acquire knowledge, skills and competences to apply VR in their own classes; also enabling SME managers (and their R&D and HRD experts) so both sides can learn together about the potential of VR and its possibilities for HE and industry. The heart of programme is the “VRinSight Classroom and VR Lecture Theater apps”, purpose-built VR environments specially created for the project allowing for virtual learning experience and live multi-user interaction in VR. The training programme and VR applications were tested by over 80 target group representatives in DE, CY, BE, FI and also AT and ES.•To raise general awareness of the project’s objectives and promote university business cooperation as key factor for successful capacity building, a “VRinSight Green Paper” was published. Its focused on the project’s objectives in general, with article contributions from key stakeholders in education and technology, presenting 24 of Europe’s best practice examples in VR HE teaching and digital education.•The project intensively promoted capacity building, especially at the university business cooperation level. Therefore, it set-up an informal network with project partners, associated partners and almost 200 other stakeholders representing all direct and indirect target groups (HE managers and teachers, SME managers, IT experts and VR developers, education policy makers and stakeholders at all levels etc.) •The overall aim of the project in the long run was to boost the use of VR applications within HE business management and related studies and to contribute to reaching the digitalization goals set by the authorities of the EU.Partners from DE, CY, AT, ES, BE and FI represent 4 HEIs and 3 business representatives (1 business association, 1 EU network and 1 VR developer); they are all embedded in relevant national and transnational networks, which will actively contribute to the project to ensure effective dissemination and exploitation of its outcomes.

"Traditional teaching methodologies mostly the lecture style teaching, with power point presentation are being used widely; but have been found ineffective and boring both for the students and teachers. Besides, students are in the state of passive learning, their critical thinking, problem solving and entrepreneurship skills do not improve with this traditional teaching/learning activity. Those adverse outcomes may cause serious consequences especially in health sciences and dental education when teaching goals could not be reached just by providing theoretical knowledge to the students. Research and dental literature grow tremendously day by day, introducing new technologies, methods, materials that require proper hand skills to be applied. However, by traditional teaching teachers could only have the chance to show those techniques, methods and their applications to students by power point presentation that is not acceptable anymore. Students have to possess problem solving and critical thinking skills to select the most appropriate information for the sake of their patients. However, we encounter problems with our students, when they start clinics to treat patients. We observe that most of the students do not rely upon their skills and knowledge, unconfident, could not recognize and select appropriate equipment to be used. Those outcomes inevitably are not related solely with the students but also with teachers/trainers as well. Time has come, even passed to change our teaching methods and adapt innovative teaching methods integrated with information communication technology (ICT) . When searched in the literature and read the policy documents both on higher education and dental education we came up with the idea of preparing this proposal aiming to bring innovation in teaching/training by inclusion of the ICT use, to implement a new pedagogical models enabling students to take the responsibility of their active learning. In this project we developed “Flipped Classroom Model” (FCM) teaching/training course for teachers/trainers in dental education by exchange of knowledge, experience and good practices. The reason of choosing Flipped Classroom Method is because flipping the class reverses the traditional class setup: students acquire basic content outside of class mostly through videos produced and posted by teachers and then work together on application oriented activities, to improve their hand skills, discuss on the topic for a better and deep understanding. The objectives of this project are to introduce this innovative teaching/training model to dental teachers/trainers, empower the target group to integrate ICT tools into teaching and training and empower students’ (indirect target group) active learning, critical thinking skills, problem solving skills, communication skills by implementing FCM in teaching/training.To reach this objective, 5 universities from Turkey, Belgium, Italy, France and Denmark with key persons all experienced in dental education produced ""course syllabus and learning outcomes"", ""a teacher's guide to flipping the classroom"" and ""videos on flipping the classroom"". Results were disseminated throughout the project life time, partners prepared their courses by FCM and implemented to their own courses. The results will be promoted even after ending of the project."

The Project Title: “Change in Classroom: Promoting Innovative Teaching & Learning to Enhance Student Learning Experience in Eastern Partnership Countries” (PRINTeL)The main goal of the project is to enhance student learning experience in Armenia, Georgia and Belarus by promoting development and innovation in teaching and learning (T&L), supporting integration of instruction with technology, and dissemination of good practices. This goal is achieved through the accomplishment of the following objectives:1. Strengthening Teaching Staff Development Centres (TSDC) in PC universities through enhancing capacities of staff and trainers, modernizing infrastructure and introducing innovative teacher training programmes. 2. Building up capacities of partner country higher education institutions (PC HEIs) teaching staff by developing their innovative and technology-enhanced T&L skills and competences.3. Establishing Virtual Academy of Teaching & Learning (VATL) as an international community of teachers interested in applying innovative T&L methods and tools and using open educational resources (OER).4. Promoting awareness on the types and methods of innovative and technology-enhanced T&L and disseminating best practices.The following outcomes and outputs are achieved as a result of the project implementation: • 30 staff and 100 trainers of the PC HEIs’ TSDCs have been trained on organization and operation of present-day TSDCs and on innovative technology-enhanced T&L and online instructional methods. • 4 new TSDCs have been established in the PC HEIs and the 5 existing TSDCs have been modernised and strengthened with new technology, trainers and teacher training and counseling programmes. • 18 technologically-enhanced Active Learning Classrooms (ALC) for teacher trainings and 9 multimedia Lecture Capture Studios (LCS) for video-content building have been established, 5 new teacher training courses on innovative and technology-enhanced T&L are introduced in the PC HEIs TSDCs. • Over 4,500 university teachers have been trained in innovative and technology-enhanced T&L methods, online instructional tools and technics, and OER development. • Virtual Academy of Teaching & Learning (VATL) has been established (https://vatl.ysu.am/ ) as an online interactive experience sharing and mutual learning platform to promote innovative T&L practices, creating digital educational content, and serving as an OER depository. • 5 Virtual Ccommunities of teaching practice, Annual virtual forum on innovative T&L and 9 Institutional annual award programmes for the excellence in T&L and promoting development and awareness on innovative pedagogy are created. • 800 copies of the good practice Teacher’s Handbook on Innovative and Technology-enhanced T&L are published and an e-version is made available in the project website: http://printel.am/uploads/page/pdfs/Teacher's%20Handbook__.pdf