The transition toward sustainability has increasingly become a crucial necessity in all sectors. The effort to foster a sustainability culture in educational training curriculum began as a step towards fulfilling the global sustainable development goals (SDGs). Because of its potential relevance, this project primarily focuses on fostering a culture of sustainability in the disciplines of sustainable design and production. Especially considering the rising need to develop a culture of sustainable production. Therefore, the project Consortium comprises the College of Applied Professions and Irbid National University, that provide vocational education and training programs and services in collaboration with European partners ARCES and LCE Foundation in order to transfer leading European expertise in the fields of sustainability. To accomplish this goal, the project includes six integrated packages that will be implemented in a twenty-four-month period under the administration and guidance of the European partner ARCES, with the intention of promoting areas of expertise and laboratories, as well as preparing VET staff and learners to ensure the project's success. Work will be done on sustaining the project's impact through the incorporation of sustainability into the educational curriculum, as a basic first step in strengthening this mindset in the rest of the disciplines in order to change from traditional VET to greener VET.

Disability support is the main aim of our project. We aim at establishing an “Inclusive Education Unit” that follows the international standards with the objective of equality in Education, Activities, and Services for students with disabilities. Edu4ALL is an innovative project to empower students with disabilities academically, socially, and psychologically through 4 goals: 1)reach; 2)development; 3)equity & quality;4)sustainability. Edu4ALL aims to reach students with disabilities and to build their capacity by including them in universities programs and increasing the successful participation of them; to build the capacity of staff (lecturers, administrative, and technician) and to ensure they are well trained for teaching and serving students with disabilities; to ensure that the educational experiences that students receive are high quality; and to ensure sustainability. The institution and classroom will operate on the premise that students with disabilities are as fundamentally competent as students without disabilities. Therefore, all students can be full participants in their classrooms and in the local institution community.

In the MENA region the unemployment rate among HE graduates is among the highest in the world as a direct result of the mismatch between education outcomes and expectations of the labor market. With the fast evolving pattern of the market-needs as a result of revolutionary technologies such as Industry 4.0, AI, robotics and machine learning, a new shift in human resource requirements map is at hand leaving HEIs with an inevitable time-pressing challenge to adjust the learning processes to yield particular competencies that expand way beyond the technical knowledge that has been the focus for many decades. It is thus the aim of this project is to develop a generation of globally-exposed HE graduates, equipped with essential character, social and cognitive skills blended with academic competencies, with a higher degree of readiness for the fast-evolving community and job market, and who are capable to integrate effectively in multi-cultural, diverse eco-system. Hence, Competence-tailored Student Journey Map that blends academic and academic-complimentary competencies during the student lifetime is introduced. A pilot set of competence-tailored 35 short- and 10 long-term extracurricular activities & “quests” are designed and programmed into the LMS & SIS of partner HEIs, along with 35 courses (120 ECTS) in Engineering and ICT restructured to align with SDGs in competency-based format, targeting the full envisioned picture of the future “Global Citizen” possessing competencies that were clearly identified via an exhaustive gap analysis developed at the beginning of the project. A target of at least 60 students at each of the 7 partner HEIs in Egypt, Jordan and Algeria is planned. Student-Stakeholders Engagement Portal, where employers and students share their profiles and where both have open arena to engage in internships, summer jobs, capacity building programs is essential in the proposed integrative (academic/extracurricular/industry engagement) approach.

The Main objective of Healing Project is to develop a multidisciplinary diploma in Art therapy in Health Education as well as to Establish Art Therapy Centre in each partner university.HEALING project will be designed and implemented across (8) Universities in Tunisia, Jordan and, coordinated by the University of Jordan. The main objective of the project is to represent and encourage the development of the Arts Therapies and Arts Therapies education in partner countries, in particular, to design professional educational program (e-learning package) that will enable all staff and students working with patients with long term conditions to offer their patients arts-based therapeutic activities. The consortium will collaborate to create materials for the eLearning package of vocational training for staff and students in how to use the arts as a therapeutic tool. This new learning package will enable staff from a variety of professional backgrounds to include the arts as part of their therapeutic work. (The Arts Therapies include art therapy, dance therapy, drama therapy and music therapy).rt Therapy Diploma with (24) new courses will be designed and implemented. according to Bologna process for undergraduate & graduate students, accredited and adapted into the involved departments, which equals to 120 ECTS)There is a lack of awareness of the real value of arts therapy. Considering the lack of institutes, therapists and use, this comes as no surprise. Again, pressure on health providers, lack of resources, low numbers of professionals, large numbers of patients, the range of needs and access to health centers sometimes drives health providers to cover basic medical services and disregard treatments that are underdeveloped in their countries as luxuries. From here comes the need for this Arts Therapy Center. Where it will raise awareness of the role of arts therapy, raise the number of professionals in this field and provide therapeutic services.

Beyond teaching history, science or languages, teachers guide our children… shaping the attitudes, skills, & values they will use in the world beyond the classroom (Her Majesty Queen Rania Al Abdullah)Early Childhood Education is considered an important base for life-long learning & whole person development & the most important & most vital of all stages in the proper development of a child whether is in the emotional, behavioral or cognitive domain. Early years of child life are crucial as it is of the utmost importance in the child's physical, emotional & intellectual development.In line with the current digital era, teachers are required to integrate ICT in their daily teaching &replace their traditional methods with modern tools &facilities. (ICT4EDU) proposal addresses the need in Jo-HEIs for newly graduated student teachers to be able to teach using ICT, & for improving teachers & students digital competence, especially when dealing with children with special educational needs or disabilities, ICT plays a key role to facilitate their education process. Carrying out (ICT4EDU) project trans-nationally is essential for under-setting practices, & impacting policies & curricula in school of educational sciences & the integration of ICT teacher education to meet the requirements for digitally competent youth & children. The Main objective of (ICT4EDU) project in to enhance the quality of ICT competencies of early childhood teacher’s educators in the (8) higher education institutions in Jordan, Palestine and Egypt in line with advance EU practices, thereby enhancing the quality of the education in pre-schools in Jordan, Palestine and Egypt.