Diversity permeates our everyday life and covers many dimensions, such as competence, culture, gender or economic across humans and social relations. Technology has evolved to a point where humans from diverse backgrounds, cultures, and experiences have an unprecedented ability to connect with each other. Yet technology does not in-and-by-itself provide support for developing and maintaining the social relationships that transcend geographical and cultural backgrounds. WeNet addresses this gap by providing a diversity-aware, machine-mediated paradigm of social relations. The goal is connecting people that can support each other, and the key is leveraging their diversity. The WeNet paradigm includes a family of computational diversity-aware models supporting human interaction. Learning models construct diversity profiles based on people's past behaviour and interactions. A diversity-aware search builds upon these profiles to connect the "right" people together. To support people’s interactions, a diversity alignment mechanism lifts communication barriers to ensure that messages between humans are interpreted correctly, and a diversity-aware incentive mechanism generates incentives to motivate people to support each other. The entire paradigm is developed taking into consideration ethical guidelines. The WeNet platform provides the technological infrastructure to set out a series of studies that will be carried within universities worldwide with diverse student populations, and with the final goal of improving students' quality of life inside and outside the academic environment. Beyond universities, WeNet's innovative paradigm impacts human interactions in general, especially those that may benefit from a collaborative approach (creative industries, medical diagnosis, ...). The WeNet consortium will develop a research infrastructure that will allow the exploitation of the project results and strengthen the European innovation eco-system in a worldwide perspective.

The project aims at rethinking education in humanities in Russia and Mongolia in line with EU standards, research and practices to catch up with the latest trends of the labour market and reinforce education in humanities by adopting digital methods of research and education. Proposal follows the idea that graduates with degrees in Arts and Humanities demonstrate high levels of soft skills development (demanded by potential employers), however, may lack digital skills traditionally associated with STEM programmes. Current state of affairs suggests the significance of harmonious development of both types of skills. Hence, the project is designed to achieve the following:1.Development of innovative education methodology based on research and education methods of humanities, digital humanities and STEM (compiled in online manual);2.Trainings to equip HEIs’ teachers with innovative methods of the EU countries and facilitate professional growth;3.Development, launch and piloting of multi-disciplinary Master degree programme with international student exchange opportunities;4.Creation of Digital Lab (virtual platform) which unites students, university teachers and researchers in international small-scale projects aimed at preserving and promoting cultural heritage;5.Promotion of innovations in education in humanities reinforced by STEM methods and tools via collaboration with cultural sector of labour market and joint small-scale projects of the Digital Lab.As a result, teachers will improve their professional skills and adopt new methods of teaching multidisciplinary courses. Students will get advantage of development of the EU framework competences and curriculum comprised of innovative courses that unite humanities and STEM for increasing their employability after graduation. External stakeholders (museums, galleries and other cultural institutions) will benefit from employees with high level of competences to meet the requirements of the digital age.

"According to the action plan of EU concerning energetic efficiency, EU must reduce electric consumption by 20% and increase renewable energies by 20%. RF, UZ and MN were developed their economies mainly due to oil and gas production. However, in response to the crisis these countries manifest their strong interest in the construction of smart homes and cities for energy saving and improving the quality of life of urban residents. They approved the National Programmes in the field of renewable energy up to 2020. The analysis of the enterprises needs concerning recruitment of engineers in the sector of the technical building management in RF,UZ and MN showed that electrical or automation engineers only partially meet the needs of market. Smart Houses and Smart Cities require interdisciplinary competencies and leading skills.Thus the project is aimed to update and quality increase the curricula (BA&MA) in sphere of High-Tech Green Buildings and Smart Cities in RF, MN and UZ to meet the needs of sustainable development in a global world.New interdisciplinary model of engineers training and two cycles (MA, BA) of competence-based curricula will be created as the project result. The necessary infrastructure - Network ""Green Buildings"" will be carried out. Developed curricula and courses will allow growing R&D engineers with strong interdisciplinary skills: electronic-automation and computer from one side and energy and thermal of the building on the other part. They will be able to analyze the problem and find innovative solutions.This BA and MA programmes brings together students from different fields to study in interdisciplinary teams that increases understanding of different backgrounds and offers students opportunities to collaborate with research projects and companies. Students receive a wide conceptual design skills and it greatly increases employment opportunities."

"The project’s objectives were to adapt, innovate and modernise existing curricula in the three universities; to develop new e-learning courses, to test innovated curricula and to disseminate the results. The summarised results of the project are:-Three innovated and one completely new curriculum developed and accredited at the three Mongolian universities;-27 e-learning courses developed within these curricula;-Three newly established laboratories with modern equipment purchased with Erasmus+ project grant money;-Computer laboratories with high-capacity computers, projectors, cameras, a printer and smart and white boards;-Pilot test performed with 74 students involved;-Field trial with 165 students involved; -Wider-range collaboration of Mongolian universities with industry organizations, stakeholders and entities.Impact: Institutional level: HEI with modernized curricula, designed to meet the labour market needs laboratories equipped with new equipment; experts from enterprises involved in the innovation of laboratories and in teaching activities; young specialists better prepared for the labour market and as a result higher employability – all alumni following the new curricula in 2021 were employed by Mongolian companies.National level: improvement of HE in Mongolia following the national priorities and strategic development: Action Plan for 2021-2030 of Mongolia's Long-Term Development Policy and the ""Vision-2050"". The successful implementation of learning outcomes approach in design courses and the credit system encouraged the curricular reform in other areas of HE in Mongolia and the credit transfer system was adopted by the Ministry of Education, Culture, Science and Sports and applied by the public universities in Mongolia. Six state-owned universities have already signed cooperation agreements, exchanged courses, and agreed on credit transfer."

URGENT aims to promote green & blue infrastructure and nature-based solutions (GBI&NBS) for resilient, climate-friendly and liveable cities in IN & MN (partner countries – PCs) through ICT-enhanced tertiary education linked to labour markets & wider stakeholder circles. This aim will be achieved through the following objectives:1. To upgrade GBI&NBS -relevant BSc, MSc & PhD programs at PIs to make them end-user-oriented & policy-relevant. A pool of URGENT e-courses will be tailored to fit educational needs of learners from science, engineering & planning (154 ECTS of new and updated subjects openly available via e-learning). An URGENT research framework will outline internationally- & policy-relevant research topics, questions & methodology suggestions.2. To develop shared UREGENT Collaborative Learning Platform & online training services of the new generation for qualitative improvement of the education process & academic workflow support among universities & stakeholders (URBAN_learn).3. To create sustainable feedback mechanisms to end-users, ensuring adaptive & practice-relevant teaching contents, knowledge co-production opportunities and stakeholder support to post-project course development & teaching. URGENT stakeholder interactive platforms (SIPs) in PCs will assemble representatives of praxis communities involved to GBI&NBS issues. SIPs will be platforms for academia to disseminate innovative ideas, visions of the future and inform evidence-based management, while praxis partners contribute with their in-hand experiences & know-hows, review curricula, participate QA mechanisms & support graduates’ entry to workplace.4. To develop capacity for academic mobility, shared experimental facilities and joint research by PIs & beyond. URGENT partners will institutionalise their relationship through framework agreements, and set-up rules for physical & virtual mobility, joint research & thesis supervision and common use of research & experimental facilities.