The proposed project “Readiness of ICOS for Necessities of integrated Global Observations” (RINGO) aims to further development of ICOS RI and ICOS ERIC and foster its sustainability. The challenges are to further develop the readiness of ICOS RI along five principal objectives: 1. Scientific readiness. To support the further consolidation of the observational networks and enhance their quality. This objective is mainly science-guided and will increase the readiness of ICOS RI to be the European pillar in a global observation system on greenhouse gases. 2. Geographical readiness. To enhance ICOS membership and sustainability by supporting interested countries to build a national consortium, to promote ICOS towards the national stakeholders, to receive consultancy e.g. on possibilities to use EU structural fund to build the infrastructure for ICOS observations and also to receive training to improve the readiness of the scientists to work inside ICOS. 3. Technological readiness. To further develop and standardize technologies for greenhouse gas observations necessary to foster new knowledge demands and to account for and contribute to technological advances. 4. Data readiness. To improve data streams towards different user groups, adapting to the developing and dynamic (web) standards. 5. Political and administrative readiness. To deepen the global cooperation of observational infrastructures and with that the common societal impact. Impact is expected on the further development and sustainability of ICOS via scientific, technical and managerial progress and by deepening the integration into global observation and data integration systems.

In addition to urgently needed emission reductions, the IPCC Special Report on Global Warming of 1.5°C highlighted with high confidence that all projected pathways that limit warming to 1.5°C also require the use of Negative Emission Technologies (NETs). The majority of NETs research has focused on land-based methods, however, meeting climate mitigation targets with land-based NETs alone, will be extremely difficult, if not impossible. NET knowledge on the ocean-based counterpart, which has a considerably higher capacity to store carbon, remains limited. OceanNETs will investigate the feasibility and impacts of emerging ocean-based NETs through a transdisciplinary research approach. We will establish if ocean-based NETs can play a substantial and sustainable role in medium-to-long term pathways that achieve climate neutrality from the perspective of reaching the Paris Agreement goals. The impacts of ocean-based NETs on society and the Earth system will also be determined. The respective policy challenges, as well as the implications of interactions between ocean- and terrestrial-based NETs in these pathways, will also be assessed. Analyses will account for both risks and co-benefits, as well as any feedbacks these may have on NET efficacy and feasibility. The project will contribute to major international, national, and EU assessments of possible climate mitigation options. OceanNETs breaks new ground by bringing together recognized NET experts from economic, political, legal, social, and natural sciences and establishing a tight dialogue with stakeholders in a single integrated project. The scientific experts will synergistically work in parallel and together, whilst interacting with stakeholders, to evaluate ocean-based NETs within a UN sustainable development goals framework. The strength of OceanNETs lies in its transdisciplinary approach as opposed to existing disciplinary studies.

This research project endeavours to pioneer a biological solution for mitigating carbon dioxide (CO2) emissions from effluent gases produced by bioenergy combustion systems. The primary focus is on converting the captured CO2 into carbon-negative energy carriers, specifically emphasizing the photosynthetic conversion of biogenic CO2 into energy-rich biomass. The transformation of this biomass into widely used renewable energy carriers, such as biocrude and biogas, is targeted, with an additional emphasis on enriching these carriers with renewable hydrogen to achieve carbon circularity. The project is structured to address key aspects, including; efficient biogenic CO2 capture from effluent systems, development of resilient microalgae strains to enhance resistance to flue gas toxicity, novel biomass pre-treatment methods for cell disruption and nitrogen removal (concurrent production of biostimulants), and improvements in the efficiency and sustainability of hydrothermal liquefaction (biocrude), anaerobic digestion (biogas) and hydrogenotropic conversion of CO2 to biomethane. The ultimate goal is to validate the viability of the developed direct CO2 fixation methods through integration with effluent systems at a pilot scale, reaching TRL5. This multifaceted approach underscores the project's commitment to advancing sustainable and efficient methods for biogenic CO2 fixation and subsequent conversion into renewable energy carriers. To assess the economic viability, a detailed techno-economic analysis of the proposed carbon capture and use solution will be conducted. Furthermore, sustainability and social impact assessments will be performed, taking into account circular economy principles and addressing social, economic, and environmental aspects in alignment with the priorities outlined in the European Green Deal.

Citizens' digital health literacy is an essential element for successful eHealth deployment. However, citizens often do not have the necessary skills to find, understand and appraise online health information and apply their knowledge to make health decisions. Digitally health literate citizens are empowered to play a more active role in their health self-management, resulting in improved prevention, adherence to a healthier lifestyle and better health outcomes. IC-Health will provide support for the improvement of digital health literacy in Europe. In particular, the project will design 35 open access online courses (MOOCs), in seven different national languages, for different population cohorts including children, adolescents, pregnant and lactating women, elderly and people affected or susceptible to be affected by type 1 and type 2 diabetes. The identified population cohorts, along with health professionals, academics and other practitioners, will be organised in Communities of Practice and involved directly in the co-creation of the MOOCs content and structure. Once the courses are be designed, they will be tested by the members of the CoPs and by other users. MOOCs use and impact will be monitored and assessed in order to ensure their uptake and sustainability beyond the duration of the project.

"The Erasmus+ project 'Playing beyond CLIL' (PbC) developed a pedagogical strategy and practice-oriented tools in form of ""Show What You Know"" events (SWYK) for formative assessment in a pluriliteracies approach in CLIL and non-CLIL forms of schooling. The material and activities intend to improve the specific classroom skills of teachers - the primary target group of PbC - and also schools and initial teacher training institutions. In teaching most environments where the language of instruction is not the same as the learner's first language and especially in those where the language of instruction is being learned simultaneously with new subject content, a pluriliteracies model for deeper learning (PTDL) has the potential to actively and transparently enable all students to become more effective learners.PbC encourages teachers to rethink the design of learning environments (including tasks and activities for students) to foreground the development of literacy skills across disciplines and languages. In the project's lifetime we could confirm that this approach provides a practical contribution to the inclusion of learners with little language skills in the official classroom language(s), e.g. 'traditional' CLIL learners but also learners with migration backgrounds.Unfortunately, established assessment methods are not able to take the holistic and dynamic nature of a pluriliteracies approach into account. To date, teachers are lacking the tools and procedures for assessing learning processes within a pluriliteracies framework. In PbC we are now able to provide a set of templates and theories to fill this gap. Building on the methodology developed in a former project 'playingCLIL', the newly developed materials approach offers an alternative more holistic way of thinking about assessment by integrating the SWYK events as the basis of interaction in a learning environment. The project provides interested professionals with a toolkit / eBox with adaptable templates for teachers. The toolkit / eBox is complemented by the webinars and the ePlatform. The ePlatform offers additional content and serves as a learning tool. For those willing to interact there is the possibility to become a member and join the network. A scholarly article on the newly developed PbC methodology has been submitted to a high-ranking academic journal for publication. The article is currently under review. The aim is to present for discussion the conceptual and methodological framework developed in the project for interactive formative assessment in drama pedagogically supported CLIL learning environments. Care was taken to publish the article as an open access publication. Once published, the article will be linked for unrestricted access to the ePlatform (www.playingbeyondCLIL.eu).The material was developed in a transnational consortium of partners who intensively engage with the CLIL pedagogy in research as well as in initial and in-service teacher training. The eight partners from four different European countries consist of four universities (Humboldt University Berlin, University of Edinburgh, University of Helsinki, University of Las Palmas), two educational authorities (Educational Unit City of Espoo, Education and University Office Canary Islands) and two companies (Interacting UK, EuropaBeratung Berlin). The consortium managed the challenge to organise events and training during the pandemic from March 2020 until the end of the project. The intended testing phase in schools was substituted by small scale workshops and online sessions with our network and partners.We are confident that the proposed assessment method bears potential for improving the educationally and socially important approach of pluriliteracies towards an inclusive classroom. Furthermore, we are expecting the work of the project and the availability of the products to be instrumental in enhancing classroom quality and also providing helpful tools for shifting the framework of teaching for the challenges of globalization in 21st century Europe."