Education in 2030 will undergo huge changes with generation Z in the classroom. The “real digital natives” will influence economic structures as well as the educational system due to their modified skills, attitudes and behavior. Educators at tertiary level have to be prepared for the requirements and needs of this generation. The World Innovation Summit for Education (WISE) estimates that in future 83% of the course content will be individualized, with only 17% being standardized. Moreover, the role of educators at the tertiary level will be split between guiding and mentoring processes (73%), knowledge delivery (19%) and validation of student’s work (8%) (online: WISE summit). This means a decisive change in the role of future educators and institutions in Europe are not all at the same educational level. The objective of the EU funded project within the Erasmus+/Strategic Partnerships “Future-proof your classroom – teaching skills 2030” is to deliver an innovative educational Blended-Learning course, (TEACHING 2030) including a web based training in an appealing cBook format for teachers, trainers and educators that can be accessed without limitations and is free of charge. The on-line (cBook) and on-site (iLabs) trainings equip educators with the decisive competencies and skills for successful teaching in future. The course comprises eight modules covering topics like the future professional role of educators, producing technological tools for tuition (videos, podcasts, online presentations...), designing holistic learning experiences; combining technology and emotion in class, framing the course contents by using on-line and on-site education and using Social media, including netiquette, for tuition. The project meets the needs of educators, aged around 40, who are still described as “digital immigrants” in contrast to students belonging to generation Z who are skilled in the use of technology. As a consequence professors, tutors, trainers and lecturers have to be equipped with the competencies and skills in order not to follow but to lead this new generation. The work will be carried out by a consortium of nine institutions, each of them having certain tasks within the project management and the course development. The University of Applied Sciences Burgenland in Austria is the applicant organization, working together with the The Eszterházy Károly University in Eger, the University of Maribor, the Faculty of Tourism and Hospitality Management in Opatija, the St. Kliment Ohridski University in Bitola, the University of Perugia, the University of Valencia and the University of Aveiro. Create mediadesign, situated in Vienna, is in charge of the technical implementation. Each partner has outstanding experience in international project management as well as educational technology. The methodology of the project follows five decisive phases, the designing and structuring of the course is followed by the first version; after a cultural adjustment the final version is produced; the testing and evaluation then makes the course perfect. Feedback and production phases are closely linked together for the best outcome. In contrast to many initiatives and courses that only present a collection of electronic materials or tutorials, the final result of the course TEACHING 2030 follows the entire concept of storytelling. The contents of the modules will be arranged within a dramaturgic setting. Each module is structured like an arc of suspense, which means that during the entire module a story of teaching experiences in future is told. Each partner has to write the storyboards for the exercises of the respective module arranging these exercises in a kind of stage play. The project members figure as stage directors involving the audience - the future “learner” - in the “play”. Longer term benefits will emerge on different levels. Personally, learning within the stay-play approach is fun. Thus educators are motivated to be engaged in technological issues of teaching and to reduce anxiety when it comes to electronic teaching formats. At institutional level, the course can be implemented within teacher trainings, accrediting ECTS points. The more individualized use at universities can be enhanced by the possibility that certain e-exercises or modules can be extracted and integrated in LMS platforms at universities via Open Access. Moreover, the on-site training can be enriched by additional exercises and tools according to the specific needs of the educators at the respective university. At European level, the flexible use of the course is a great advantage for its sustainability. The cBook part can be used as a MOOC across Europe without geographical limitations or limitations in access.

<< Objectives >>VR4React aims to contribute to reducing reactive aggression in prison by:- Train prison educators and psychologists to deliver the VR psychoeducational intervention to reduce aggressive behaviours of inmates with a history of reactive aggression. It seeks to promote inmates’ ability to adopt prosocial and adaptative behaviours when facing triggering situations.- Capacitate prison officers with skills and competencies to handle reactive aggressive behaviours among inmates more effectively.<< Implementation >>VR4React intends to design, create and implement a twofold approach intervention programme, on the scope thematic and intervention of reactive aggression, by:TRAINING- creating and psychoeducational intervention programme using VR, for inmates, and capacitating psychologists and prison educators to deliver it;- creating a technology-enhanced training (using VR) to capacity building of prison guards.ENGAGING STAKEHOLDERS- Stakeholders Discussion Events.- Final conference<< Results >>The VR4React’s foreseen impacts are as follow:- Promote psychological, social, and emotional well-being (by reducing victimisation and developing adaptive behaviours in inmates).- Promote the capacity building and training of prison staff on reactive aggression topics.- Promote the trainer's skills and knowledge on the delivery of the intervention.- Reduce the risks of reactive aggression to prison staff and inmates.- Promote rehabilitation and reintegration for reactive aggressive offender

<< Objectives >>The goals of the project are to improve the existing environmental qualification on the master level with elements of energy sector digitization, improved competence should improve the position of graduates in the labor market. Also, institutional capacities in the field of internationalization and digitialization of institutions as well as societies as a whole are improved. Conditions will be created for the synergy of different target groups and activism in order to combat climate changes.<< Implementation >>Within the project, 15 activities divided into three WP will be implemented. The WP2 contains seven prepared development activities that will be to innovate contents 8 courses, developing three LLL courses, e platform od knoweledges, improving the concept of online learning and internationalization of P1-P6. The WP3 contains a set of 4 implementation activities of the administrative type. The WP4 consists 4 activities and covers campaigns, digital marketing and the green print development.<< Results >>The priority results of Greenes Project are:1. Improving program content of eight courses on master vocational studies in the field of environmental protection and the entertainment of the transnational module and creating LLL courses2. Development of an interactive e-platform of knowledge.3. Strengthening the capacity of institutions in the field of internationalization through student mobility.4. Development of a hybrid model through innovating the method of online learning.

<< Objectives >>DIRA project wants to achieve inclusive societies in which Roma adults enjoy equal rights and access to services and knowledge. Directly over 160 Roma adults (and many more indirectly) benefit from increased knowledge and skills in using digital tools and eServices. We offer open access to the developed DIRA learning platform and material supporting adult education. The project will impact policies on the Roma, adult education and eServices at local, regional, national and international levels.<< Implementation >>DIRA project implements activities, which strengthen Roma adults' digital skills and use of eServices. These include developing the DIRA learning platform and training material, training of trainers and training the Roma on using the learning platform and eServices, and increasing Romas adults' language skills. A baseline study is carried out to better understand the needs and skills of Roma adults. Networking, information dissemination and policy recommendations are also part of the project.<< Results >>Project results consist of the developed DIRA learning platform, training material and trainings supporting Roma adults' capacity to use digital tools for eServices and in education. It is expected that the project positively impacts transfer of knowledge within the Roma and encourages them to participate in adult education also in future. DIRA project influences policies and practical work of diverse stakeholders.It also increases knowledge and skills of the participating partner organizations.