The concept of The Fourth Industrial Revolution was presented in 2016 by Klaus Schwab, Founder and Executive Chairman of the World Economic Forum, at the Davos conference in Switzerland, to designate the current era, characterised by a range of new technologies that are fusing the physical, digital and biological worlds.The most raised issue is the impact of the Fourth Industrial Revolution on employment. The World Economic Forum estimates that with the improvements in automation, robotics and artificial intelligence, five million jobs will be eradicated in Europe by 2020 (World Economic Forum, 2016). No job, qualified or not, is immune to the impact of automation.The unprecedented sophistication of technology and the integration of artificial intelligence will have an impact on several professional areas soon. While on the one hand jobs are disappearing, on the other hand, new opportunities will be created, especially for computer and technology specialists. According to Schwab (2016), the next five years are a critical period of transition.In this scenario, there is an excellent opportunity to invest in the training of adults for new job opportunities that will require knowledge about programming and robotics, and that allow their adaptation to a complex and ever-changing world.Yet, in a world where the Internet is increasingly accessible and mobile, accessing, sharing and producing digital content have become routine activities. That is why citizens must have skills that enable them to use technologies that can bring new opportunities to their lives and, on the other hand, be prepared for increasingly complex living and working environments that focus on proficiency in learning and innovation skills that include critical thinking and problem solving, creativity and innovation, communication and collaboration (Schwab, 2016).Also, the need to continually explore new pedagogical practices in e-learning creates an opportunity to shape new content with new tools that stimulate creativity, enabling the adult learners to understand better the world in which they live in.The partnership will design and develop an e-Learning course collaboratively on Mobile Robotics for adult education, promoting the technical skills of trainers and learners and enabling them to develop new skills such as computational thinking and problem-solving. Then, the e-learning training course will be put into practice with adult education trainers. Simultaneously, these adult education trainers will analyse their pedagogical practices, reflect, and share with the partnership at the e-learning training sessions. During the training process, it is intended that the interventions in an educational context can be the object of collaborative reflections that respond to the objectives of the project.At the end of this project, the partnership will have created an e-learning course on a virtual learning platform, a teaching and learning toolkits on Mobile Robotics for adult learners, with pedagogical activities and practices with innovative educational scenarios for trainers to use with their trainees. Finally, the partnership will also have developed a book that expresses the experiences of the adult educators involved in the project regarding the pedagogical practices with mobile robotics. Schwab, Klaus (2016). The Fourth Industrial Revolution. Geneva: World Economic ForumP21's Framework for 21st Century Learning. (S/D). 21st Century Skills: How can you prepare students for the new Global Economy? Retrieved from http://www.p21.org/our-work/p21-framework

After the success of the H2020 ESSνSB Design Study proving the feasibility of the upgrade of the European Spallation Source to become, in addition to a neutron facility, also a very competitive neutrino facility, we propose here a study to reinforce and develop complementary features to this proposal in order to improve and widen the scientific and technological scope. The key objective of the H2020 ESSνSB Design Study was to demonstrate the feasibility of using the European Spallation Source (ESS) proton linac to produce the world's most intense neutrino beam concurrently with the 5 MW proton beam to be used for the production of spallation neutrons. After accomplishing all deliverables and the publication of the ESSνSB CDR, this is now fully demonstrated. With the present Design Study, it is proposed to take further steps towards its realization by introducing complementary studies and enlarging its scope by making studies on synergetic aspects of the project. The ESSνSB+ high-level objectives are to: • Study the civil engineering needed for the facility implementation at the ESS site as well as those needed for the ESSνSB far detector site. • Study the feasibility and implementation of a special target station for pion production and extraction for injection to a low energy nuSTORM decay ring and to a low energy Monitored Neutrino Beam decay tunnel, for neutrino cross-section measurements. • Study the low energy nuSTORM decay ring and the injection of the pions and muons from the special target station. • Study the low energy ENUBET-like Monitored Neutrino Beam decay tunnel and the injection of the pions and muons from the special target station. • Study the capabilities of the proposed setup for sterile neutrino searches and astroparticle physics. • Promote the ESSνSB project proposal to its stakeholders, including scientists, politicians, funders, industrialists and the general public in order to pave the way to include this facility in the ESFRI list.

<< Objectives >>Precision Agriculture (PA), a farming management concept based upon observing, measuring and responding to variability of conditions in crops, or to manage some aspects of animal rearing, is a new frontier based on use of innovative communication system technologies. The EASY4DIGIT project will offer advanced training solutions to the main categories concerned, farmers, students of vocational agricultural school and universities, advisory services, professionals, manufacturers and policy makers.<< Implementation >>An e-Learning course will be set up on use of digital technologies in agriculture for • optimizing the agronomic decisions • controlling the precision of the applications • recording the work performed • analysing the performances. Within this learning framework the Decision Support Systems will be particularly explained as drivers for Precision Agriculture connecting farming with digital education and technological competences for more sustainable, resilient and competitive rural areas.<< Results >>The project will be developed through 5 WPs: WP1 Management WP2 State-of-Art WP3 Training Course on Use of digital Technologies in Agriculture WP4 Web platform for e-Learning and WP5 Evaluation, Monitoring and Dissemination.The course will be made of 3 Modules: Module 1 Education and Training on Digital Technologies for Farm Decision Support; Module 2 Smart Solutions for Innovative, Sustainable and Safe Agri-food Supply Chains; Module 3 Digital Innovation and Good Practices for Rural Areas.

The cooperation explored the potentials of a novel approach based on an innovative learning platform, a mobile APP and several open educational resources for academic tutorship programmes and career guidance services with the aim of decreasing academic dropout and increasing academic attainment across European countries.The intellectual outputs combined a set of tools and a new tutoring system aimed at reducing the academic dropout rates: students and tutors have an innovative and social platform to use every day to solve problems, learn from each other, share key information, decisions, study plans, and future career goals. Additionally, tutors can attend an online training course and can get a full set of information and practical tips for designing tutoring services. The projects created an innovative European digital system for Universities and HEIs, adapted for different contexts, based on a mobile application, that provides tools and devices for e-tutoring support to students during their academic career.The tailored web environment designed according to the learning of Career Management Skills (CMS) was implemented in order to develop some fundamental skills in students to improve their performance. Critical thinking and time management are key skills for any academic student. The ability to balance their free time and their studies in class and at home is fundamental to prevent incorrect conduct and not satisfactory results at university. The project results demonstrated also the capability of the tools to increase academic engagement and learning motivation. The Mobile app and the learning platform increased the opportunities for the academic communities, students, teachers and tutors, to work closely and in groups exploiting better and more effectively all the students' services. IO1 “CMS assessment of academic students” was designed to support a better understanding of the CMS required to manage the academic career. Peer reviews and participatory action research demonstrated the high relevance of the work for inspiring and guiding the tutoring services of the partner universities.IO2 represented the link between improving academic tutoring initiatives for students’ success and the need to increase the understanding on CMS. The collection of tutoring practices and their revision in the light of the CMS framework was done in an environment of co-creation among experts from each partner country.IO3 consists of the development of a methodological framework that constitutes the basis for the technical implementation of ICT tools, too.After the first three intellectual outputs, the project team moved on to design practical tools for tutors and students based on the knowledge acquired in the previous part of the project which was, instead, more focused on theoretical and empirical research addressing career guidance and tutoring services. The solid research foundations were pivotal for the E-Tutoring APP (IO4) that promoted a better understanding and development of those skills that are required to manage the academic career and the E-learning platform for online tutors (IO5).The pilot actions were planned to be the stress test of the APP, the platform, and the main actions for the exploitation of the project. In particular, the results of the experimentations were the core contents for seminars and conferences organized by the partner institutions in the second half of the project.The short training activities were carried out online through the project platform. Multiplier events, one per country, were held in July 2021, close to the project deadline when the pandemic restrictions became slack.In conclusion, the project promoted the active engagement of the Higher Education Institutions to bridge the gap between education and careers management. Academic Tutoring was the strategic addendum to the tool as it provides services and resources for developing academic students’ identities and tools to help them better cope with the difficulties of the academic career. The project impacted the academic experience of more than 9,000 students, 170 dummy users, 642 academics and students who responded to the questionnaires, 198 people who took part in the focus groups and more the 80 experts who were involved in the working groups, all coming from six nations in Europe.