The aim of VILLAGE is to re-examine the post-pandemic teaching processes and needs of engineering instructors and students for laboratory practice in a multidimensional, multicultural and multidisciplinary context, and to determine roadmaps for new instructional design models in line with the opinions of the stakeholders, to create effective and sustainable instructional models, while developing a pilot virtual lab and its learning materials to test the proposed model. VILLAGE is a joint research and innovation (R&I) project in the context of generating a sustainable learning model for laboratory engineering education considering the new normal and the needs of the instructors with the exchange of staff within partnerships of universities, research infrastructures and SMEs in Europe and beyond, which aims to strengthen inter-sectoral and international collaboration. In general, the existence of some virtual laboratories for engineering education is known, and some variables are effectively used. Beyond the state of the art, this project aims not only to design another virtual lab, but to design a sustainable model for engineering laboratories education based on a multidimensional, multicultural and multidisciplinary analysis.

TED4LAT is a Coordination and Support Action proposal targeting the overarching objective of the call HORIZON-WIDERA-2021-ACCESS-03-01: Twinning to reach high international standards in research and innovation in Latvia. It will be implemented by twinning two prominent research institutions in France, Institut National de Recherche pour l’Agriculture, l’Alimentation et l’Environnement, and in Italy, Politecnico di Torino, with three widening Latvian Universities (Liepaja University, Vidzeme University of Applied Sciences, and Riga Technical University). The Baltic Open Solutions Center, a Latvian SME, joins the endeavor as a living-lab application partner. Latvian universities barely reach international standards in strategic areas such as the foundation and last-generation ICT science and technology like Artificial Intelligence, Data Science, and Dynamic Systems Modeling. In these sectors, Latvia is lagging behind compared to other European countries and aims at bridging the knowledge gap. To achieve the objectives, a research component of the work plan aims at targeting universities, incubators, research centers, NCPs. An intertwined set of Communication and Support activities aim at reaching the broadest community of junior and senior researchers, Twinning project’s teams and other EC initiatives, Latvian policy and decision makers. A common research agenda will address scientific challenges related to the use of satellite data for environmental applications, as accompanying measures, computational infrastructure upgrades, doctoral schools, workshops, exchange visits and seminars will be implemented. The outcomes will be critically important to increase the ability and capacity of Latvian universities to carry out large-scale and high-quality research in the aforementioned domains. Capacity building will result in the emergence of Latvian universities' excellence for proactively cooperating in EU research programmes over the coming decade.

The objective of the Project is to raise the awareness of the larger public, especially young people, about science as well as to familiarize them with the scientist’s profession; to show the impact of sciences such as natural sciences, social sciences and humanities on everyday human life; to bring researchers closer to the Latvian society and to raise the interest of young people about research. Aim of the activities is to enhance public recognition of researchers’ profession and their role in Latvian society. A number of attractive, amazing and interactive events will be organized in Riga and in a number of towns covering the whole territory of Latvia.

The Montessori in the VET project aims to contribute to improving the quality of the VET training offer at European level in the services, mechanics and artistic crafts sectors, starting from the Best Practices developed in the different countries and from the feasibility analysis of the application of a flexible method, such as the Montessori, to improve its quality and, consequently, to increase student performance. The Vet providers of the partnership (IT, PT, BG, LV, ES) intend, through the Montessori in the VET project, to respond to two of the four priorities of the strategic framework for European cooperation in the education and training sector up to 2020: Implementation of quality assurance in VET and promote the evolution of the role of teachers and trainers. The activities of Montessori in the VET activate a virtuous process of exchange of Good Practices through: the identification of EQAVET indicators comparable at transnational level, a Benchmarking analysis that allows to identify the external and external conditions for the transfer of the Good practices; the precise identification of the principles and operational aspects characterizing the Montessori Method and which can contribute to raising the QUALITY of the VET offer. The Montessori Method, from the expertise and good practices developed by some of the partners and shared in the preparation and definition phase of the project, has been identified as a method with a high degree of flexibility (Montessori Academy, 2016), flexibility that could be put at the service of the processes of change in the VET by several parties called at European level.The following activities and results are foreseen:a. Identification and selection of indicators for the quality of education and vocational training EQAVET on which the Montessori Method impacts in terms of improving the VET offer - Output 1: Analysis of the complete set of EQAVET indicators;b. Identification of the Best Practices at the macro level (Member State) and micro (VET providers partner and other VET providers). Output 2- Good practices for each partner country;c. For each EQAVET indicator (10 or less) a Benchmarking analysis will be performed. Output 3 Benchmarking Analysis;d. Montessori theoretical analysis in the VET realized by the Applicant and by the partners that in a formal and informal way apply the principles of the Montessori Method and have specific expertise that have implemented this method also in other contexts. Output 4: Montessori theoretical analysis in VET;e. and f. Translation of the principles of the Montessori Method into a questionnaire, to be administered to all the partners and the relevant public stakeholders;g. Drawing up of the Final report containing the feasibility study of the Montessori Method at VET in the services, mechanics and artistic crafts sectors at European level. Output 5: feasibility study of the application of the Montessori method in VET. There are 4 transactional meetings and three mobility activities for direct recipients closely linked to the activities.The expected results are thus distinguished by target:Trainers, Tutors, Educators and Designers of the VET system, Company Referents and Tutors in the dual system:Increased knowledge of the EQAVET Recommendation and indicators;Greater awareness of one's role in ensuring the quality of the training offer;In-depth study of the Montessori method and brainstorming reflection on the application in the context of one's teaching plan;Direct experimentation of the best practices developed in other European countries, thanks to mobility.VET systems:Improved understanding of the potential, but also the difficulties, perceived by partners and other stakeholders regarding the achievement of the EQAVET indicators;Greater awareness on the feasibility of the applicability of the Montessori Method in its institute, in order to offer students a quality education, which allows them to access the labor market in a prepared manner, from the point of view of technical, professional and personal skills soft and prosocial skills.Redesign of existing initiatives regarding the pursuit of quality, incorporating, where possible, the Montessori Method.Students in vocational education and training courses:They will be the final beneficiaries of the qualitative improvement of the institute's VET offer where they are enrolled, thanks to the project results, to the new teaching practices by the teachers and to the integration of these practices by their own institute.

<< Objectives >>TECCHED aims to design and implement a technology-supported climate change curriculum for teacher education programs that foster the development of character and values for 21st century responsible citizenry. The objectives are designing a curriculum for technology-supported climate change that fosters character and values in teacher education programs, an enriched book, a digital learning platform, and implementing and evaluating the effectiveness of the curriculum and digital learning platform<< Implementation >>In the scope of TECCHED, 3 face-to-face and 2 online transnational meetings will be implemented. An online focus group activity for curriculum design, enriched book presentation event, faculty training activity to train teachers for digital learning platform usage, local faculty training to teach about the curriculum and the digital learning platform as well as curriculum implementation, and closing activity to disseminate project results will be implemented.<< Results >>The results are a technology-supported climate change curriculum for teacher education programs aiming at fostering character and values development, a technology-supported climate change enriched book, a digital learning platform for educators. These resources will aim at an increased level of TPACK self efficacies, cognitive structures about teaching climate change, improved views of faculty members on the roles of character and values in teaching climate change will be expected from TECCHED