<< Background >>Culture and the arts have been traditionally recognized, promoted and preserved in relation to their very intrinsic value, i.e., their status as a symbolic creation at the heart of humanity and resulting from the expression of its creativity. However, in the last decades a complementary and interrelated approach increasingly has recognized their instrumental value, in particular their contribution to social and economic development of territories. The role of culture in urban development has attracted the attention of scholars since the eighties, approaching it from the creative industries which highlights the role of firms as the generators of innovation and territorial development, or from the ‘creative class’ perspective, focusing on creative people responding to location factors in their urban environment. Consequently, culture has increasingly been used, especially in cities, to achieve particular social and economic goals. Entrepreneurs engagement, as well as access to training and digitalization, will remain a challenge for various groups (elderly, people with disabilities, young people, minorities, people from rural areas and geographical peripheries, people of limited financial means etc.). This, to some extent, will be determined by demographic changes, lack of political support and decreasing public funding. This may lead to excluding certain society groups from participation in entrepreneurial activities and receiving business support.The allure of craft and artisanship harks back to tradition and a very different past – but today’s world too places value in the high-level creativity and skills involved. Craft is a worthy connector to heritage but is also an essential part of the subsistence economy and capable, with encouragement, of becoming a valuable and thriving economic sector. The sector had been “hit dramatically” by COVID-19, raising not only the possibility of job loss but also a loss of identity. While crafts had “so much potential” to link into sectors like tourism, it was important “to connect the dots”.The interplay between technology and traditional crafts is critical, as two should not be pitted against one another. Technology is for the modern artisan a tool like any other, something that they can use to augment their skills. Similarly, in this digital world, institutions and programmes need to support artisans online by putting them on the map and building awareness.The project is planned to be developed on the background of the increasing digitalization in all areas of life and the lack of specifically connected with the artisans and craft workers training in the fields of digital entrepreneurship and business creativity thinking. The development known as Industry 4.0 in Europe requires new business and digital qualifications for skilled crafters, craft workers, artisans, trainers and apprentices as well as vocational schoolteachers. Currently, there are large differences within and between different sectors as well as between different countries and regions in terms of adapting to the requirements designated as digitalization and digital uptake of the business in the project. The project aims to analyze and better understand the expected needs and to develop exemplary learning modules for future and current professionals and their teachers and trainers in order to respond to the development at an early stage.<< Objectives >>The current project aims at developing innovative digital training solutions to enhance the effectiveness and competitiveness of crafters’ and artisants microenterprises, especially in the context of participation to national and EU markets. This will be achieved by developing relevant training solutions and material to strengthen the capacity of existing microenterprises and craft-type of enterprises to strive in the current economic environment. At the same time, the project is devoted to all those individuals who wish to establish their own creativity micro and craft-type enterprise as a response to the crisis or unemployment.The project main objectives are: •An analysis of which competence requirements are necessary for crafters in order to establish or support their businesses•Developing entrepreneurial and digital skills of people holding or wanting to create a microenterprise. •The development of exemplary learning modules for trainees, which give an initial access to the future digital business envorobnment and which can be implemented with relatively little resources and are suitable for all participating countries. •Building on this, the development of learning modules for teaching staff in order to sensitize them to the challenges of digitalization and enable them to teach in a project-oriented and forward-looking manner and to guide their students in their learning.•Support transnational policy co-operation leading to policy development in the crafts sector•Foster capacity building through innovative approaches through the development of skills and business models for craft professionals and representative organisations in Europe•Enabling people to gain new skills which will enrich their professional life and open new channels in the labour market•Creation of a digital platform for cooperation among micro businesses and entrepreneurs from rural areas•Favoring the start-up of new enterprises in post COVID-19 era•Delivery of digital tools for acceleration in business<< Implementation >>The project entitled “Promoting creativity microbusiness though web tools in rural area” was planned and created as an answer to the rate of creativity microbusinesses in rural areas in the EU and aims to enhance the effectiveness and competitiveness of microenterprises, especially in the context of participation to national and EU market. This will be achieved by the specific objectives that are:•Developing entrepreneurial and digital skills of people holding or wanting to create a microenterprise. •Formation of virtual training curriculum for enhancement of creativity micro businesses•Creation of a digital platform for cooperation among micro businesses and entrepreneurs from rural areas•Favoring the start-up of new enterprises in post COVID-19 era•Delivery of digital tools for acceleration in businessThe project aims to equip them with the necessary innovative skills and competences to upgrade the efficiency of their work. This will be achieved by the implementation of the following specific activities:-Competence Matrix for Digital entrepreneurship and business creative thinking for crafters in rural area: Proceeding and identifying specific capacity gaps of microenterprises and craft-types of enterprises in post COVID-19 era in order to create an entrepreneurial learning of crafters, collaboration with stakeholders and research with 140 stakeholders,20 experts and 105 crafters. -The Transformative Business Model for creativity micro businesses: . Testing and validating main training modules and content with at least 140micro/craft enterprises though the established virtual training curriculum for enhancement of creativity micro businesses through 10 MOOC classes organization and local trainings with several days duration.-Design of innovative multilingual online tool: designing an innovative multilingual online tool in order to support the cooperation among micro businesses and entrepreneurs from rural areas and enhance their participation in training using digital classes. It will target 70 crafters as part of the matchmaking and 140 participants from the partners’ countries in the MOOC.-Individual online acceleration procedure for entrepreneurs: implementing individual online acceleration procedure for entrepreneurs using digital tools for communication, providing them services for supporting tailored business plan creation and mentoring and targeting on 35 entrepreneurs, providing them services for supporting tailor business plan creation and mentoring.•(C1) Training of entrepreneurs in Transformative Business Model for creativity micro businesses: Training of entrepreneurs in practical tools for boosting of their businesses in post COVID era with 5 days duration in Bulgaria. •(C2) Training of experts in ‘MicroHUB’ approach: Training of experts in individual acceleration and mentoring with 5 days duration in Sweden.<< Results >>During the implementation of the project will be developed the following project results that target the reduction of unemployment in the European Union:-(PR1) Competence Matrix for Digital entrepreneurship and business creative thinking for crafters in rural area: which will be based on process of identification of competencies and skills gaps in entrepreneurial learning of crafters, collaboration with stakeholders and research. It will target 140 stakeholders,20 experts and 105 crafters. -(PR2) The Transformative Business Model for creativity micro businesses aims to design and develop an innovative curriculum for digital vocational education in digital entrepreneurship and business creativity thinking for crafters from the partners countries.-(PR3) Design of innovative multilingual online tool: designing an innovative multilingual online tool in order to support the cooperation among micro businesses and entrepreneurs from rural areas and enhance their participation in training using digital classes. It will target 70 crafters as part of the matchmaking and 140 participants from the partners’ countries in the MOOC.-(PR4) Individual online acceleration procedure for entrepreneurs: implementing individual online acceleration procedure for entrepreneurs using digital tools for communication, providing them services for supporting tailored business plan creation and mentoring. We will target 5 entrepreneurs per country (35 in total) in 700 hours and will be coordinated by 2 trainers per country (14 in total). This way, entrepreneurs will have the opportunity to communicate their ideas and receive advice from experts, that will boost their business growth.-(C1) Training of entrepreneurs in Transformative Business Model for creativity micro businesses with 21 participants 5-days duration in Bulgaria -(C2) Training of experts in ‘MicroHUB’ approach with 14 participants, 5-days duration in SwedenThe project also includes a research element, which will be conducted across several countries in Europe. Detailed analysis and research into the economic value of the craft sector within Europe has not yet been undertaken. This leads to a knowledge, value and awareness gap both within the sector itself and at local, regional, national and European level. MICROHUB will undertake research into the economic value of the craft sector, in order to disseminate a clear and cohesive understanding of the impact and value of European craft.Various findings will also be generated by the project partners during the project execution to support:(1)Process of elaboration of the project results/ pilot testing in every project country; templates, guidelines and reports summarizing the activities and giving recommendations for the project results.(2)Promotion and dissemination activities/ promotion and dissemination plan, project website, leaflet and brochure, newsletter, and Facebook page; a final conference, promotion and dissemination reports of the project partners/after every 12 months(3)Exploitation of the project results/exploitation strategy at the partnership level at national level(4)Evaluation and quality control of the project activities and results/ quality and evaluation plan, quality reports/ after every 12th month/evaluation reports(5)Management and financial plan, progress reports, interim report and final report

<< Background >>The effects of climate change were felt in every corner of the world in 2020, from unprecedented wildfires across the United States to the extreme heat of Siberia. It is quite obvious that climate change impact has global dimensions. 2021 must be the year of climate action – “the make-or-break year,” according to United Nations Secretary General, António Guterres, who expressed the need for immediate change at the launch of the World Meteorological Organization's report on the State of the Global Climate 2020, which highlighted accelerating climate change indicators and worsening impacts (WMO, 2021). The reaction to the current global recession caused by pandemic COVID-19 may hold the potential to a dramatic change towards the implementation of policies needed to mitigate climate change. Namely, opportunities to put society on a greener path are highly sought for, across a range of scales and dimensions. One of these is education, which has largely moved to the digital world. This change has both negative and positive elements, the most important being that children are losing interaction and socialization with others. On the other hand, we can build on the circumstances and the renewed awareness that we can only raise by lifting others, in a systemic vision. The EcoPodcasts project is therefore proposing to harness digital opportunities for the adoption of a social-ecologically conscious and sustainable daily life for students as future citizens and agents of positive change.Additionally, the EcoPodcasts project come to in line with some of the sustainable development goals (SDGs). More specifically, the 2030 Agenda for Sustainable Development has as a core a set of sustainable development goals (SDGs). No one of them can be implemented alone, and for instance it is recognised that eradicating poverty and other deprivations must be accompanied by strategies to improve health and education, reduce inequality, and spur economic growth, while tackling climate change and preserving oceans and forests. Therefore, through the EcoPodcasts project, we aim to drive school education to adopt innovative and interactive learning methods, while at the same time students explore ways to adopt healthy and environmentally friendly habits, through technology and activity-based learning. In any case, education has a more that ever important role to play in creating a more sustainable society by shaping critically engaged citizens who act for environmental protection.However, according to our preliminary research we have identified the following needs and gaps: - Lack of effective strategies, practices and tools for delivering innovative, action driven CCE: In general teachers face various difficulties to apply innovative competence-based teaching in their settings as they are not trained in such practices (Council, 2018). Also, they do not feel confident to teach for climate change due to the absence of clarity about the most effective teaching strategies (Monroe, 2019) along with the existence of a vast number of different approaches, methods and resources for CCE that creates further confusion. Also, they lack knowledge and tools to monitor and assess the development of competences related to climate change education.- Lack of knowledge and skills in teaching through CCE and CS: Although there has been a growth in the popularity of CCE and CS programmes over the last decade, their educational potential remains largely unexploited and as result there is a lack of teacher training programmes and specific teaching and learning resources on NBS and CS that restrict teachers from understanding and incorporating them in their schools (Schoolnet, 2020).<< Objectives >>Considering all the above mentioned, the EcoPodcasts project aims to enable children to take an active role in transforming society in reacting to and offer proactive, resilient solutions to the most catastrophic impacts of climate change, and make them active ambassadors of such message, finally having a positive impact on the sustainable way of living. The EcoPodcasts will include podcasts developed by students not only for their classmates, but also for their families and other adults who want to adopt sustainable habits in a fun and truthful way, through the eyes of children. Several empirical studies of environmental education revealed successful child-to-parent learning results (Leeming et al., 1997; Maddox et al., 2011; Boudet et al., 2016; Williams et al., 2017), as the level of trust that exists between parents and their children is high, which is not always the case between two adults. At the same time, children's views are generally not influenced by any entrenched political ideology, which makes them real agents of positive change. Furthermore, through its activities, children will not only become more involved in advocating for their own sustainable future, but they will also become more effective advocates and future citizens. Moreover, the other important project’s target group is teachers who will gain valuable tools and guidance on how to put in place environmental education practices through podcasts, storytelling and activity-based learning with the aim to influence behavioral change both for students and their families. Thus, through innovative educational resources, teachers will be able to interact with students and local communities and shape a more sustainable future all together.In general, the target is to tighten the gap between the many warnings and recommendations available through the media, on what to do to counteract climate change (often sounding like hopeless, generating stress and anxiety, or a drastic change of lifestyle, which many people can see as scary or impossible), and the real-life, cost-effective (and fun) options are available at community scale. As a measure to counteract such gap, we propose to rediscover the relevance of creativity and personality of local communities, without losing the systemic vision. Information passively received (e.g. through reading on internet), might not grant engagement. Instead, a feeling of anxiety or inevitability could grow, if not paired with the realization of practical actions.<< Implementation >>Taking into consideration the aforementioned, teachers are in need of more information, competences, confidence and “easy to use” resources in delivering CCE. What is more, the partnership involves 3 schools in order to maximise both the recognition of existing needs and the application of podcasting for climate change education, as well as the recognition of the effectiveness of the project's techniques. Reflecting on the students, more and more schools are incorporating podcasting into their classrooms because it encourages innovative thinking and collaboration. One of the main reasons is that podcasts allow students to access information whenever they want. At the same time, unlike traditional pedagogical strategies, podcasting enables new strategies such as guest lectures, interviews, etc. It encourages students to develop their own podcasts, improves their listening skills and enhances learning through a highly entertaining way. For a generation that is adept at handling technology, downloading podcasts requires only basic technical knowledge.In relation to the partnership, all partners are highly interested in the objectives of this project and expect to address their respective needs. Specifically, all schools participating in the consortium (Angliyska ezikova gimnaziya “Geo Milev”-Burgas, 1st primary school of Alexandria, and Agrupamento de Escolas Camilo Castelo Branco) expect to gain new knowledge and practices towards integrating environmental education, community science and the use of podcasting. Malta Girl Guides, which promotes environmental education, expects through this project to expand its knowledge on ways of tackling climate change and provide more specialized support to its target groups. UniSalento runs a Marine Protected Area which is an active core for hands-on activities of environmental education are regularly carried out, involving environmental journalism for the mainstreaming of messages related to CC and human impacts on the environment. UOM, which is a Greek university working on innovation and education, expects to address its need for acquiring specialized knowledge in climate change and be able to disseminate this knowledge in the Greek education community. REACH, aims to address its needs in relation to acquiring new knowledge and scientific data for improving its capacity related to environmental education and innovative training material, such as learning through podcasts and activity-based processes.<< Results >>The EcoPodcasts project will develop a holistic, innovative, and highly engaging educational programme for primary and secondary schools wishing to implement environmental education and cultivate active citizens. Our project will mainly focus on the production of the above-mentioned outcomes and results:- The Ecopodcasts curriculum (PR1) aims to support students to develop the necessary 21st century skills (e.g. digital literacy, problem solving, energy, health education and ecological awareness) that will turn them into active citizens. Over the lifetime of the project and based on experiential learning approaches such as design thinking and activity-based learning, the EcoPodcasts project aspires to motivate and engage more than 100 students from 5 European countries to use podcasting as a tool to discuss, reflect and take action for their local communities. Ultimately, students will produce more than 80 podcasts that will motivate more young people to take action and support their community.- The EcoPodcasts teachers training programme (PR2) that aims at supporting teachers to smoothly and effectively implement the project's curriculum. In particular, over the lifetime of the project, more than 200 teachers will be trained on the main elements of EcoPodcasts using various educational tools and materials: 8 educational podcasts, 7 online training modules and a repository of educational materials that will be available as open educational resources on the project platform.- The EcoPodcasts online platform (PR3) that aspires to create a pan-European online community consisting of more than 1000 teachers, students, schools, policy makers, parents and community stakeholders who support, contribute and participate in educational activities around sustainability by harnessing the power of podcasting.- The EcoPodcasts Resource Hub (PR4) which will be a practical and useful repository of more than 100 teaching and learning materials aimed at providing numerous, ready-to-use activities and digital resources that support the step-by-step implementation of each phase of the project's curriculum implementation.- A network that will be the synthesis link of the EcoPodcast (PR5) with the outside world, suggesting inspirational experiences and tools, inter-linking them in the online open access environment (like bloggers to follow, suggestions for reading on specific problems, identification of specific issues and solutions (e.g. floating orchards).The production of the above outputs will ultimately lead to the following long-term expected outcomes:- Support students in acquiring and developing 21st century skills and competencies such as critical thinking, problem solving, digital skills, media literacy and communication skills that will prepare them for their role as active citizens. They will increase their environmental awareness and will develop a sense of social responsibility. Furthermore, children will become more engaged in advocating for their own long-term sustainability, as well as more influential advocates and future citizens. - Enhancing teachers' professional development by supporting them to implement innovative teaching practices related to environmental education and providing them with tools, methodologies and ready-to-use materials. Teachers participating in the project will also be engaged to co-design the elements of the EcoPodcasts curriculum and then applying it with their students and communities that will contribute greatly to their professional development, by adding new skills in their teaching profiles and new methods.- Engaging students, teachers, schools, parents, community, and policy makers to create an ecosystem that exposes and encourages children to take initiative and become true agents of sustainable change at an early age, using the tools of podcasting.- Contribute to community development by building skills, opening mindsets and creating long-term partnerships.