CONTEXTThe Digital Learning Across Boundaries 2 (DLAB2) project addresses the need to align European educational practice with ways in which digital technology is changing how and what we learn, and how we apply this in education. It builds on DLAB1, an Erasmus + project that ran from 2016-2019, by focusing on ways in which the outside world can break down personal learning boundaries and build self-efficacy. DLAB2 is inspired by the changemaker movement, which seeks to build the skills and attributes for individuals to find innovative solutions to society’s challenges. Two key themes are developing changemakers and social innovation education. A third theme is the use of innovative digital learning environments including virtual and artificial reality technologies to blend physical and digital learning environments and provide powerful opportunities for international collaboration. In this way, the project brings together two aspects of the maker movement: digital making and change making. OBJECTIVES:The objectives are to:1. Create playful learning environments that encourage creativity, collaboration, innovation and entrepreneurship facilitated by technologies.2. Enable all of our participants to develop the personal confidence, values, beliefs and skills needed to become digitally literate changemakers.3. Develop a toolkit for sustaining social innovation education and building changemaker attributes based on evidence from the project activities.PARTICIPANTSThe participants of DLAB2 are around 50 university lecturers, student teachers, and school teachers, together with their school pupils across five European countries. ACTIVITIESOver three years we adopt three types of 'learning across boundaries’ challenges, approaching these in an aspirational way by involving local cultural consultants. There is a process of discovering a problem, empathising with the end user, and then designing, developing and delivering a prototype solution.1. Crossing physical boundaries (what my body can do): learning through physical experiences (skills).2. Crossing personal boundaries (my aspirations and confidence): learning through performance, public speaking, or gaining new skills (attitudes).3. Crossing environmental boundaries (changes to where I am in space): learning taking place in unusual or different places (knowledge).METHODOLOGYEach year begins with a 5-day learning/teaching/training event initiating the development of the main yearly theme through CPD run by the lecturers in digital techniques. This is followed by planning changemaker pedagogic strategies and interdependent challenge ideas in cross-national teams, ready for implementation in classrooms. The teams will then develop and test their ideas through three international days in schools between November and January, each accompanied by pre and post phases led by the university students. Each April, the university students and lecturers engage in evaluation and dissemination activities related to the intellectual outputs.In summer 2022 a multiplier event takes the form of a changemaker conference where we will launch a framework for supporting international collaboration days with digital technologies and a toolkit for developing changemakers in initial teacher training. In this way, we are dissolving intercultural boundaries through social innovation activities that support the development of students and pupils as agents of positive real-world change as well as building their digital skills.RESULTS AND IMPACTThere are seven distinct intellectual outputs:1. An open OER website.2. Three eTwinning project kits.3. Three open online courses based on innovative digital technologies such as artificial realities.4. A series of TED-style talks pitching collaborative projects and prototype solutions.5. A set of articles for publication in national and international journals on themes such as participatory action research, entrepreneurship and playful learning, social innovation education, and developing changemakers in education6. A framework for supporting international collaboration days with digital technologies.7. A toolkit for developing changemakers in initial teacher training.As a result of the project, our partners will develop new ways of collaborating supported by a range of digital technologies. The project will have an impact in an international context through the rich learning resources provided by the intellectual outputs and via the co-creation of new knowledge in the field of technology-supported social innovation education afforded by the international online community of practice. LONGER TERM BENEFITSTo provide sustainability, the project activities are designed to enrich the capability and curricula of the partner HEIs and schools to promote international collaborative work by developing ongoing cross-sector communities of practice.

WHY: The climate challenges and the digital transformation are two of the main drivers changing the world today and it also changes the way companies do business. Therefore, it is essential to address both drivers for companies in order to ensure a sustainable future environmentally and financially. The skills and competences needed to develop digitalized products and awareness of the environmental challenges are therefore crucial for the European workforce and industry to continue being competitive in a future green economy and to maintain jobs across Europe.WHAT: Although, all the partners are involved in other activities and projects related to digitalizing and sustainable issues, combining the design and development of digitalized products (smart and connected) to sustainable issues is considered a new and innovative way for the partner organisations to work in developing new and better teaching material for their students. Being able to integrate sustainable issues and address some of the climate challenges when designing new products are moreover foreseen to be a competitive advantage in the future for companies. Therefore, the DIGIDEMO project seeks to raise awareness about environmental and climate challenges, making it a natural consideration designing, and developing digitalized products. DIGIDEMO aims at: - strengthen the cross disciplinary capabilities and awareness on sustainable issues among HEI students from primarily mechanical programmes and programmes within the field of electronics/ICT giving the students a more holistic understanding - supporting teachers in planning and executing cross-disciplinary activities at existing programmes/courses and/or new programmes/courses.HOW: The main objective is to develop minimum 20 DEMONSTRATORS (IO2) (4 demonstrators at each partnering institution) and implement them in teaching activities at educational programmes at the partners. The demonstrators will be examples of digitalized products developed based on cases from industry. The demonstrators will work as a ‘boundary objects’ for the teachers to facilitate cross-disciplinary activities and to strengthen cross disciplinary capabilities and awareness on sustainable issues among students working with digitalizing of products. Moreover, to support the teachers, a secondary objective is to create a FRAMEWORK (IO1) for developing the demonstrators, ensuring homogeneity of the demonstrators being developed in DIGIDEMO. The framework will also allow the different demonstrators to be classified and positioned, e.g., on the type of technology used or the expected environmental impact. To ensure the sustainability of DIGIDEMO and the availability of the project results to people outside DIGIDEMO, an ONLINE LEARNING COURSE (IO3) is developed, making it possible for teachers outside the project to exploit the results. The online learning course will make it possible to exploit the existing demonstrators and/or develop new demonstrators using the guideline and thereby scale-up the impact of the results made in DIGIDEMO. WHO will participate: DIGIDEMO is a collaboration between the following educational institutions UCN (Denmark), ESTA (France), FHV (Austria), FTO (Norway), and UEMR (Romania). The main groups of participants involved in DIGIDEMO are: - Teachers from the partnering institutions (25 in total) - Students from the partnering institutions (250 in total) Moreover, the representatives from national stakeholders will also be involved in projects, ensuring its relevance to practice. What will the IMPACT be: The results of this project will primary and directly influence the local and regional level, through ensuring a better match between educational skills and industry needs as well as a greater awareness of the climate challenges and how improved digitalised connected products can help meet these challenges. Students become more attractive for the employment market and educators get also additional skills.

<< Background >>The environment and fight against climate change are an urgent focus on national, EU and global scenes recognizing key role of higher education institutions (HEIs) contributing to the changes needed to become climate neutral by 2050. Developing competencies and future-oriented curricula that meet the needs of individuals and the respective industries are highly required as the construction industry holds great responsibility and potential for supporting this agenda. Developing green sectorial skills and future-oriented curricula are essential aspects of preparing students, lecturers, and practitioners to become actual change factors.The construction industry is responsible for 40% of energy use, one-third of greenhouse gas emissions worldwide, and has one of the most significant waste streams generated within the EU. This underpins the urgency of addressing the environmental aspects, supported by the EU Green Deal strategy, Paris Agreement and the UN’s 2030 Agenda for SDGs.SUSTAINABUILD will support three HEIs in Denmark, Finland, and Belgium and a construction business association in Spain to develop activities to foster the acquisition of interdisciplinary green skills and awareness towards the environmental challenges of their students and lecturers based on solid input and needs from the construction industry, thus ensuring the triple helix approach throughout SUSTAINABUILD. Therefore, the overall aim of this project is to equip students at construction engineering programmes through increased sustainable knowledge, awareness, and interdisciplinary green sectorial skills in an international perspective using innovative digital didactic learning methods and digital mobility. Additionally, SUSTAINABUILD aims to provide valuable insights into the contribution of the built environment to practitioners and lecturers within the field and to ultimately push the sustainability agenda in Europe and accelerate the implementation by internationally exchanging ideas and good practices.<< Objectives >>The main objective of SUSTAINABUILD is to develop a 5 ECTS hybrid course (WP3) focusing in detail on how construction projects (new buildings and renovation projects) can support the achievement of the 2030 Agenda and implement the course in the educational programmes of the partners. The course will consist of a theoretical and a practical part. It will provide a platform for lecturers to digitally facilitate interdisciplinary and international learning activities, thereby strengthening the interdisciplinary capabilities and awareness of sustainable solutions among students within construction engineering programmes who can participate in group work transnationally on industrial cases using digital mobility.As a foundation for the course, a thorough analysis, with input from the national reference groups will be made (WP2), resulting in a strategy for enhancing SDG integration in construction projects, including details on what the curriculum should cover, along with practical cases of SDG implementation in construction projects. Based on the strategic design framework results, new educational material will be developed for the course and tested twice among 150 students at the HEIs, along with a digital handbook (WP4) aimed towards practitioners, lecturers, and students within the construction industry which will include cases from the industry and the education material. The handbook and the other educational material will be freely accessible and available through e.g. the Erasmus Project Result Platform to all parties interested, thus enhancing lifelong learning.<< Implementation >>WP2 focuses on the strategic design framework, developing a strategy for enhancing SDG integration in construction projects. This WP commence with establishing reference groups of industrial partners and conducting state-of-the-art analysis, based on mapping the explicit links between the SDGs and the built environment and input from the construction industry. These inputs form the foundation for developing the strategic design framework, consisting of (1) a strategy for enhancing SDG integration in construction projects, including an overview of the current state of implementation of the SDGs in the four partner countries along with the needs of the companies. (2) A list of sustainable construction dimensions related to the SDGs and targets that should be covered in the curriculum of the hybrid course (WP3), and (3) a collection of practical cases of SDG implementation to be included in the digital handbook (WP4) and in the educational material of WP3. WP3 focuses on the hybrid course that is designed, developed, tested, and evaluated. Initially, teaching material and online teaching didactic and methods are reviewed. Based on the learning goals, the overall training concept and a specification for a set of e-learning elements based on the learning outcomes will be developed. Educational material will be developed for the digital course and will be improved through a peer-to-peer review process among the lecturers involved in the project, transnationally. Two pilot tests will be run to test the hybrid course at the partner institutions. The students will use digital mobility to work in international and multi-disciplinary teams and planned accordingly to existing semester plans; 150 students are expected to participate. WP 4 focuses on the design and development of the digital handbook, which will provide practical guidelines for practitioners, lecturers, and students within the construction industry on how construction projects can contribute to achieving the SDGs. Initially, the framework for the handbook will be developed, including the digital platform and the structure of the handbook. Then, the actual content for the handbook will be developed, including practical cases for the target groups, and finally, the content will be collected and set up, forming the digital handbook.WP 5 supports a broad impact by regular communication and dissemination of the project results. The final conference (ME1) and local events (ME2, ME3, ME4) will bring together project partners, national reference group members and other interested parties.<< Results >>The expected key results of SUSTAINABUILD are:A STRATEGIC DESIGN FRAMEWORK (WP2) of how the SDGs can be integrated into construction projects, along with a list of SDG construction dimensions and targets that the hybrid course (WP3) needs to cover. The strategic design framework will provide insights into the current state of implementation of the SDGs in construction in the partner countries and current local needs in the industry. The strategic design framework will provide valuable insights and serve as foundation for both developing WP3 and WP4 as well as future education material that can be developed after the project ends, thereby ensuring sustainability. THE HYBRID COURSE AND COURSE MATERIAL (WP3) focusing on how construction projects can contribute to the 2030 Agenda will provide students of construction engineering educational programmes with interdisciplinary and international knowledge and skills. The hybrid course utilizes the results from WP2 and will consist of a theoretical and a practical module based on a reflective learning approach. Furthermore, the course will strengthen digital mobility through international and multi-disciplinary group work between the students. THE DIGITAL HANDBOOK (WP4) will provide practical guidelines on how the SDGs can be implemented in construction projects, focusing on the entire construction process, from early design and programming to renovation or demolition. The digital handbook will serve as an advisory tool and will be targeted at practitioners within the construction industry, such as advisors, professional buildings owners, contractors, etc. as well as students and lecturers at HEIs as the handbook will be included in the hybrid course curriculum as educational material. The handbook will be freely accessible to all interested parties. The project results created in SUSTAINABUILD underline that the challenges within the construction industry cannot be solved by one country alone. We must work together and create shared knowledge and solutions to reach our joint aim – to contribute to the UN’s 2030 Agenda and the SDGs by improving our HEIs through cooperation transnationally and interculturally by including the triple helix approach to develop new innovative educational material which ensures that our students – and thereby the future workforce – have the optimal competences and skills to implement a sustainable construction industry.

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<< Objectives >>TECH2MATCH supports cross-disciplinarity and internationalisation involving nursing-, physiotherapists- and midwifery educations led by DK with partners from FIN, AT & ES. Due to missing technological skills in healthcare TECH2MATCH will educate future healthcare professionals to match and use the right technology for people with pain (PwP) to improve health and quality of life. TECH2MATCH will ensure HEIs strengthen the digital skills and competencies for min 60-80 students & 16-20 lecturers.<< Implementation >>TECH2MATCH implements a 5 ECTS blended learning course. To develop TECH2MATCH desk research, reports on needed skills and identified gaps will be conducted. 4 frameworks will be developed along with 4 focus groups with national stakeholders to inform the blended learning, the real-life scenarios, the training of lecturers and the xMOOC. A pilot will be conducted, and 4 WPs summaries reports will be carried out. Finally, interviews, surveys and events will be used to evaluate TECH2MATCH.<< Results >>TECH2MATCH results in 4 frameworks and a blended learning 5 ECTS course for healthcare students, improving the health and quality of life for PwP. Providing them with skills and competences to match and use technology by involving patients in other situations and disciplines of healthcare, having a constructively critical approach to technology. The innovative digitalisation, development of frameworks, and inclusion of stakeholder groups will inspire the further future development of HEIs.