•Context/background of the projectMigration inside Europe as well as into Europe has changed drastically, including various forms of migration, but the education systems are often with homogenous viewpoint. Education in all levels from primary to higher education faces today rather significant challenge to adapt to the diverse societies. Those similar challenges in different European border areas brought together those four universities. •ObjectivesThe main objective was to share and develop innovative processes and methods in teaching in multilingual universities and multilingual schools in European border areas. The main aims were:1) Exchange of best practice and support mutual learning about processes and methods in multilingual universities. 2) Develop new innovative tools for learning about multilingualism based on agreed common approaches. 3) Disseminate the knowledge and know-how to the other relevant target groups about the multilingual higher education that accommodates the diversity of European societies.•Number and profile of participating organisations 1) The University of Tartu in Estonia is a higher education institution (tertiary level) that offers 195 research-based graduate and postgraduate degree programs. Narva College, participating in the current project, is located near the Estonian-Russian border, focusing mainly on teacher education for multilingual classrooms, multicultural education, teacher training in CLIL. Languages of instruction are Estonian, English and Russian. 2) Pädagogische Hochschule Freiburg is a higher education institution (tertiary level) in the south-west corner of Germany, near the border with France. Due to its geographic location, PHFR has specific expertise in teaching second language and developing different methodologies of second language learning, e.g. tandem-learning, CLIL etc. 3) The Free University of Bozen/Bolzano (Unibz) is also a tertiary level multilingual in Italy, located at the German-Italian border and multilingualism and internationality are its main characteristics. The Faculty in Brixen is responsible for initial and in-service/ongoing teacher training for the whole region of Trentino-Alto Adige/Südtirol.4) University of Primorska (UP) is a Slovenian national higher education organization (tertiary level), working as a centre of knowledge implementing European educational strategies. UP is located near the Slovenian-Italian as well as Slovenian-Croatian border, and it trains educators, teachers and other workers in kindergartens, schools and in other educational institutions.•Description of undertaken main activities- Development of a freely accessible wholly web-based e-course (MOOC) about multilingual education for wide audience with an addition of a Study Book, based on the e-course, providing extra materials, reading suggestions and instructions as a methodological tool for academic staff and teachers, but also for an individual learners to study the topics more profoundly. - Five learning and teaching activities so that each partner institution hosted, and therefore took advantage of at least one. The LTT consisted of training of the academic staff, teaching of the students and study visits to the border regions. - Local and national results dissemination workshops were organized where the issues were discussed, partnership and intellectual outputs were presented and disseminated to stakeholders (3 multiplier events). In addition, the lead partner introduced the results to about 350 stakeholders in Narva at a large educational event. - Four partnership meetings took place additionally alongside the learning-teaching activites.•Results and impact attained- The exchange of best practices took place supporting the mutual understanding about the processes and methods in multilingual context as well as how to how to address pluralinguality in higher education and how to teach second/foreign/additional languages. As a result a set of innovative know-how and teaching materials were created for the multilingual universities in Europe, also for every person interested in the issues of multiple languages in a family, community, school etc. The MOOC: Multilingual Education was developed with additional Study Book for further and more advanced level of learning. - The quality of teaching, especially that concerning teaching languages, definitely improved in all participating universities, as the teaching-learning activities were always followed by an elaborating discussions, which the participants found highly useful for their everyday job. - As a long-term benefit, the network between the participating members was established with ideas for further strategic cooperation in teaching and research.- The project definitely drew attention to the topic of multilingualism emphasizing recognition of and tolerance towards linguistic diversity, raising interest in further developments in education.

A strong demand for sustainability in the textile and fashion industry and its global market imposes a continuous implementation of the guiding principle Education for Sustainable Development (ESD) in education and in the industry as well as the investment in education and the adaptation of new skills. This is the reason for the need of enhancing the quality and relevance of the learning offer in education towards the latest developments in textile research and innovation. The Fashion DIET project envisages the development of new tools for improving key competences of lecturers, trainers, teachers, students and young textile specialists who will be professionals in the textile and fashion industry.The project's objectives are to enhance the quality and relevance of the learning offer in training by developing an innovative further education module in the context of ESD and an information & e-learning portal supporting the dissemination of the project’s outcomes such as teaching and learning material, which will be elaborated, tested and evaluated. The project's resources are well balanced between the partners, include all costs of the project and will be monitored through a management plan, financial templates, and financial reports. The project partners have planned these main outputs and activities:1. Further Education Module2. Information & E-Learning Portal3. Teaching and Learning Material4. Learning, Teaching and Training Activities (lectures, seminars, workshops, discussions etc.)5. Multiplier Events6. Scientific Papers, Journal Articles, Scientific Events, etc.The didactic content and methodology will be made relevant for the target group through the expertise of the partners: 1 university of education, 1 university of applied sciences and 2 technical universities with textile technology departments from 3 countries - Germany (University of Education Freiburg, Reutlingen University), Bulgaria (Trakia University), and Romania (TUIASI). The university partners will develop, test and evaluate training material, based on state-of-the-art research knowledge in textiles, fashion and sustainability and a long-lasting tradition and experience in textile education.The further education module and the teaching and learning material will be supported and disseminated by the information & e-learning portal, which will be configured and adapted with the adequate tools for learning and implementing ESD as a guiding principle. The project impact on the target group will lead to:- better understanding of ESD in the context of textile and fashion,- better textile and fashion related knowledge in the context of production, market and sustainability,- better quality of education,- better skills for project management and digital competence,- better skills in performing European partnerships,- improved competences linked to professional work,- increased capacity to work at an international level,- increased competence in foreign languages,- greater understanding of cultural diversity,- increased opportunities for professional development.The partnership brings together eastern and western pedagogical experience and points of view and researches on ESD in the textile and fashion sector. The partners are showing large diversity in experiences that can be explored and also identify similarities, moving towards ESD practices and policies that can cross the borders and become ‘European’. With this project we will learn from each other how the managing of ESD education and the use of an information & e-learning portal will be accomplished. In addition, we will have the opportunity to study and know our partners’ universities and educational systems in the occupational field of textiles and clothing and share educational problems of each partner within an intercultural exchange. The collaborative work will create strong friendships, enhance motivation and produce quality work that can be set as examples of good practice in the European community, for others to follow. Inter- and transdisciplinary cooperation and networking are to be initiated with the aim of developing ESD competence, creating fundamental changes and continuing after the end of the project.

SchoolBreak's main objective was to exploit the educational advantages of escape rooms. Escape rooms are a relatively new entertainment form in which small groups of players work together over a set time to solve puzzles - and escape a real life locked room. Educational advantages relate to their motivational impact (e.g. challenge, group work, competition, story immersion) and their educational methodology, partly based on cross-curricular skills (e.g. experiantial, problem-solving, cognitive activation). On this basis educational escape rooms (eER) can also be designed to meet specific curriculum goals.From this two partial objectives of SchoolBreak are derived: - providing easy to play educational escape rooms for different topics (taking into account the topical specializations of the partner organisations)- providing a framework for the usage and design of eERs by teachers and students - mainly for secunday education. On the project website - combined with additional information and resources - SchoolBreak offers a set of 25 eERs, plus 17 translations into other partner languages, plus 1 in an additional online-version.Also on the website SchoolBreak presents five manuals in five languages (English, German, Spanish, Italian, French):#1 Using escape rooms in teaching#2 Designing educational escape rooms (i.e. by teachers)#3 Learning through escape room design (i.e. by school students)#4 Puzzles and other things to unlock#5 Plot-Puzzle for Educational Escape Rooms DesignAdditionally introductory videos in German and Italian.SchoolBreak was heavily affected adversely by the covid-crisis. The original plan to work with school students became very difficult for most partners. If there was face-to-face teaching at all, externals were often not allowed to enter schools and most of all teachers set other priorities than testing new training methods. Therefore SchoolBreak targeted more teachers and teacher trainees and disseminated more via digial media. The extension of the project until Aug. 2021 did not change the situation significantly. Overall the outreach into schools was not as systematical as intended. In a number of international, national and regional workshops and courses more than 54.000 teachers and teacher trainees could be reached.The exploitation of results by the partners is going on this way also after the project lifetime.

<< Objectives >>The objectives of MECyS are to provide based on curricular developments training courses, training tools and materials as well as teacher trainings for cybersecurity and data privacy for IT-lay persons in working contexts of smaller companies and organisations. Thus the overall objective is the upskilling of non-IT-staff confronted with increasing requirements of digitalisation.<< Implementation >>Main activities will be:- the systematic analysis of the opical, educational and technological success conditions of the project- the development of learning tools and materials for cybersecurity and data privacy in the working context of smaller businesses and organisations- prototypical conduct and systematic evaluation of the course concept aligned with the tools and materials in the partner languages- conduct of courses and other exploitation activities- varied disemination activities.<< Results >>Main results will be:- reports on the topical, educational and technological backgrounds of the project- course outlines aligned with training tools and materials in different languages- the provision of such courses to a high number of learners- a framework for dissemination and further exploitation of the mentioned results.

"<< Background >>Virtual or blended mobility, or virtual exchange cooperations, need to be promoted within universities, academic faculty members need to be trained, infrastructure like digital platforms need to be fit for the cooperation of two or more partners. The fact that we focus on virtual forms of cooperation is based on the intention to make our cooperation both more inclusive and greener in the sense that we want to offer our students international experiences that take into account the need to make our lifestyles more sustainable. Environmental impact, climate change and pollution of our environment make no halt at national borders. This is why collaborating with international partners in this field is of the utmost importance.We focus on Education for Sustainable Development. All lectures and seminars we wish to introduce in form of a curriculum that is being developed will address issues connected with ESD. The target audience will be students of teacher education (TE), as all the partner institutions are specialised in teacher training. We include TE for primary and secondary education in this project. It is our belief that the target group of future teachers is the perfect group of multipliers for the important task of spreading the idea of a more sustainable and environment-friendly way of life. As we see the task of universities in the 21st century in combining teaching and research not only with the transfer of knowledge, but also with the renewal of our society, we consider our students as change agents. With our project we hope to contribute towards achieving the SDGs. But not only the ESD content, also the application of sustainable intercultural collaboration will be transported by our students to their future school classes: their experience of Virtual Exchange will be the basis for their own implementation of VE in schools. At some of our partners, seminars on ESD are already part of the curriculum or at least part of the offer made to students. At PUK, however, ESD is not at all part of teacher education programmes. This is why we decided to collaborate and to open the existing classes at the other partners to students of PUK. In order to do so, we need to change the teaching format: Teaching will have to be done virtually, and the classes will have to be delivered in English. Despite the fact that our faculty is familiar with online teaching, the format of Virtual Exchange is still new to most. This is why we will develop a staff training framework, addressing both the general aspects of design and implementation of Virtual Exchange in our context of ESD, but also adding a new component of how to mentor students in a virtual environment, enabling them to open up for the intercultural experience and for behavioral change, developing the attitude of a teacher as change agent. Having in mind that intercultural exchange does not always lead to intercultural learning and growth – not even by going for a semester abroad –, we will develop a systematic material collection for pre-trained faculty on virtual intercultural mentoring with a focus on our ""green"" context. Opening classes for virtual mobility also brings up the question of recognition. The development towards virtual mobility is not well represented in previous recognition processes at HEIs. There is currently no possibility of enrolling or recognising virtual mobilities. This needs to be addressed in the project, and put into relation to the Erasmus without paper (EWP) process that is about to start this year and to which we all committed ourselves. Lastly, as we realise the need for certified professional development of in-service teachers, we decided to provide micro credentials as a way of certifying the participation of in-service teachers in our ESD curriculum, strengthening the role of our institutions in lifelong learning.<< Objectives >>The goal of the partner organisations is to strengthen their cooperation through this project by introducing virtual forms of collaboration, in order to make internationalisation both more inclusive and more eco-friendly. The structures for this closer, yet ""green"" cooperation are to be set up by NETT DEVISE.In order to do so, we commonly develop a curriculum around Education for Sustainable Development for our students of teacher education. We involve our teaching faculty in this, create new courses (Virtual Exchange cooperations) and train the faculty members to better be able to design and implement those. Having more virtual offers and more offers taught in English is one of the objectives that all partners have. Another important goal is to strengthen the digital skills of both teaching faculty and students of TE, as well as in-service teachers. The current situation made it way too clear that a lot has to be done in this field - especially in Germany, where the digitalisation of schools has so far not been a political priority. Our students will be assigned tasks of virtual cooperation, and working on these tasks will help them to develop digital literacy.As the project takes a structural approach to introduce sustainable internationalisation in teacher education, the international offices of all partner institutions are involved as central coordinators in the administration of the project. These units have been chosen because we all want to build structures that facilitate and upscale virtual cooperation in the future, and secure the quality of Virtual Exchange for students. As the project also includes numerous activities relating to administrative procedures, further administrative staff will be involved (e.g. the responsibles for Campus Management Systems, E-Learning etc.), thus spreading internationalisation measures within our institutions.<< Implementation >>The overreaching subject of our cooperation is Education for Sustainable Development (ESD). With this in mind, we are planning on implementing the following activities:- Virtual and blended mobility offers, including two Learning, Teaching and Training Activities (LTTAs), as well as Virtual Exchange experiences in order to make international experiences more inclusive and facilitate the access and participation of target groups with fewer opportunities. All teaching activity has a focus on ESD. - A Virtual Exchange training programme for academic faculty, developed on individual needs and according to the objectives of all partner universities (we will develop a framework).- The development of a mentoring programme for students participating in the Virtual Exchanges (we will develop a tool kit for faculty).- An evaluation of the new forms of cooperation with focus on the achievment of intercultural competence.We are planning to use different digital tools and online platforms, for example Moodle and eTwinning, to further develop digital skills and competences of both students and staff.<< Results >>We plan to realise six project results and two LTTAs within NETT DEVISE. PR1: This project result consists of the development of a curriculum on ESD for students of teacher education and for in-service teachers. All partner universities will offer courses taught both in English and virtually for participation of the students and associated teachers of the project partners. Responsible project leaders are PUK and VIAA. PR2: Means to accredit the ECTS, full recognition of participation in virtual mobility, virtual exchange cooperations and blended mobility. PR leaders: LUE and PHFR. There are strong links to PR 1, PR 3 and to PR 4.PR3: Green intercultural mentoring programme/tool kit to intensify the experience for students. Leading institutions: PHFR, HAN and LUE. There is a link to PR 4.PR 4: Training programme/framework for academic teachers for designing and implementing class-to-class Virtual Exchange (and introduction of Virtual Exchange cooperations amongst the partner institutions). PR leaders: PHFR and PUK. This PR is linked to PR 3.PR5: Evaluation of intercultural competencies earned in the different mobility programmes – physical, virtual mobility, blended mobility, virtual exchange cooperations. PR leaders: VIAA and HAN. Links exist to PRs 1 and 4 as well as to the Learning, Teaching and Training Activities. PR6: Creation of a micro-credential for the participation in the curriculum created by PR 1. Project leaders: PHFR and LUE."