<< Objectives >>Quality of education is a crucial point to attract and retain students in education. The needs analyses in the partner countries showed that students would prefer more practice-oriented courses and courses that deal with real-life problems. Furthermore, students admitted that they have limited knowledge on the challenges of developing countries. Thus, the IDEC PBL project aims to improve the quality of education by developing a serious game in the field of international development cooperation.<< Implementation >>After reviewing the related literature on serious games and project based learning, the partners create a handbook on serious games. Based on this, we will develop the content of our serious game, focusing on the diverse existence of donors in international development cooperation. After the online serious game has been built up, all partners will test it in pilots, and analyze its effectiveness in improving the knowledge of students.<< Results >>The tangible results are the handbook on serious games and the IDEC serious game. The intangible results and outcomes include that student satisfaction may increase owing to the improved quality of education.We also contribute to the achievement of the 4th goal of the Sustainable Development Goals, especially target SDG4.7.

<< Background >>Environment and fight against climate change was chosen as the main priority in the project. Climate change is one of the biggest challenges facing the world. The world is warming day by day. It is impossible for natural life and humans to adapt to this rapid change. According to data from Intergovernmental Panel on Climate Change, a temperature rise of 1.5°C could lead to the extinction of 20-30% of species. If the temperature rise exceeds 2°C, many ecosystems may come to an end. (www.ipcc.ch/report/ar6/wg1/)The European Green Deal seeks to involve people, communities and organizations in tackling the climate crisis and creating a green order. Although its sphere of influence is limited to Europe, the efforts of Europe to become carbon-neutral by 2050 will affect the whole world. The presence of 12 legal regulations in the articles of the agreement and the existence of sanctions for the countries that have commercial relations with Europe will take the fight against climate change forward. In this direction, it is aimed to reduce the carbon emissions of the European continent by 55% until 2030. (ec.europa.eu/clima/eu-action/european-green-deal_en)Therefore, the main purpose of the project is to raise awareness among the guidance teachers and guide the our students, who are the adults of the future, and to involve them in the fight against the climate crisis. Supporting the green transformation of educational content, learning about the investment and career opportunities created by the European Green Deal's Just Transition Mechanism principle will expand the field of action of teachers and strengthen them. In addition, the big green changes that the European Green Deal targets will create in the sectors show that job descriptions, career goals and entrepreneurship understanding will also change. It will be an important step for counselors to adopt climate goals, add environmental equipment to their profession, and guide students towards green career goals. Through this Project students will have an opportunity from young their age to be equipped with the skills, knowledge and attitudes to address green deal transformation and prepare themselves for the green jobs of the future. Even today, young people and children appear as important figures in the fight against the climate crisis and can mobilize global organizations. Finally, Poland, which produces more than 70% of its energy production with fossil fuels, is the European country that needs this change the most. Therefore, it will be a real hope for the future for teachers and students to adapt to change before it is too late.<< Objectives >>School teachers are the key to reaching European Green Deal aims. They play central role in engaging students for behavioral changes However, teachers need to upgrade their knowledge and skills, and enhance their teaching methodologies to quide students on the green deal transformation process. In line with this information, the target groups of the project are guidance teachers, other trainers and students as final beneficiaries. Because teachers are the ones who can create change, raise awareness, put ideas into practice and influence students in the short term. In the long term, it is students who will shape the entire future. Within this context, the overall objective of our project is to build a capacity in secondary education on the European Green Deal and prepare students for their future “green” careers. Specific objectives are -To enhance guidance teachers’ capacity on environment and climate change and green skills so that they can support and guide students on European green deal transformation. -To create leaders among the target groups who will defend the green future-To promote an environmentally friendly mindset among school students -To raise the awareness of the teachers, students and families within the scope of the European Green Deal.<< Implementation >>The activities of the project are prepared in order to achieve the objectives and results of the project and to achieve the expected effects. Project activities will be discussed under five headings. These activities are the production of project results, Transnational Meetings, Multiplier Events and dissemination, Eco Career Days and Green Ideas Exhibition.Within the scope of the project, three project results will be produced. The first project result will be the Green Career Guide. The guide will include guidance teachers and students. In this way, the two most important elements in school education will meet with ecological goals. Teachers who use the Green Career Guide and participate in other project activities will find that they can add new dimensions to their profession. They will step out of their professional habits and take part in a movement initiated for the fight against climate change and the future of the world. This will increase their leadership skills and enable them to become stronger as equipment. In this way, they will be able to guide students towards European Green Deal goals and grounded career plans. Students using the green career guide will gain important awareness about the climate crisis. They will learn the necessary ecological information to save the world they live in and they will turn into eco individuals. In addition to correcting their own habits, they will harmonize their career plans with the sector thanks to the guide. They will be able to build their future realistically by learning concepts such as green career, eco-entrepreneurship and green collar. In short, target groups will become eco-individuals by increasing their ecological literacy. Finally, the guide will present roadmaps for a school to become carbon-neutral.The Green Age Platform will be the driving force for users to switch to an ecological life and learn about their carbon footprints. It will enable students to participate in more job opportunities, international events and climate activities. Because announcements will be posted on the platform frequently. Access to developments and news about climate change will be easier. The level of digital literacy will increase. Scientific aspects of the climate crisis will be learned. In this way, information pollution and myths will be prevented. Thanks to the platform, users will be able to overcome geographical and economic barriers that they can meet. With magazine, the last of the project results, awareness of paper waste will be increased. This will indirectly be a good step against problems such as environmental pollution, energy consumption and deforestation. People will find that other recycled materials besides paper can also be used for print.Transnational Meetings will increase the quality of the production of project results, monitoring and evaluation activities, budget and time management, communication and coordination processes. Multiplier Events and dissemination efforts will increase the impact of the project to much higher levels than anticipated. In this way, the project will reach the goals of the European Green Deal and affect many people ecologically.Eco Career Days and Green Ideas Exhibition will enable many students to be reached concretely. All of the project objectives will become concrete in these activities to be held under physical conditions. During career days, students will be directed to green jobs and meet face-to-face with representatives of green collar and eco-entrepreneurship. In this way, they will understand the seriousness of the changes in the sector and make future plans. The Green Ideas Exhibition will not compete with children but will value all ideas. In this way, students' self-confidence, motivation, participation, soft skills and active citizenship will develop. Students will learn to step into things without fear.<< Results >>The project is about the climate crisis, which concerns the whole world and has a global public opinion, and reducing carbon emissions to zero. Especially European countries have started to work in every field to reduce carbon emissions to zero. Therefore, the project will produce various outputs and activities to contribute to the European Green Deal goals (especially in the field of school education). These outputs and activities will produce tangible results. During and after the project, it is expected that other results such as awareness of climate change, organization to fight climate crisis, development of soft skills will occur.Expected results:- Career guides in line with the European Green Deal targets will be produced for school counselors and students.- The career guide will contain important information on sectors that are undergoing great change. This information will be information such as at what points the change is and what the innovations are. In this way, students will be able to shape their future according to the green order.- Counselors will be able to add concepts such as eco-entrepreneurship, green collar, green industry, clean transportation, renewable energy to their profession thanks to the career guide. In this way, they will be able to make their profession interesting and gain new equipment and qualifications.- A digital platform (Green Age Platform) will be created where information on environmental pollution and climate change is included, and news of the European Green Deal and other environmentalist movements are shared. This platform will include business opportunities for green careers and academic texts that will eliminate information pollution. Users (especially the target groups of the project) will be able to add content, comment and create events.- The Green Age Platform will provide students with a space to act on the digital platform. For counselors, it will be a new channel through which they can reach students.- As the users of the Green Age Platform increase, students from different cultures, languages, geography and economic levels will come together for the same purpose. Counselors will also meet their colleagues and increase their level of relationship and communication.- During and after the project, Eco Career Days will be held with the participation of sector representatives, managers of private and public institutions. During the career days, people from the sector will directly tell the students about the sectors, green business and career fields, eco-entrepreneurship, and the new order that started to take place with the European Green Deal. In this way, the information to be conveyed by the guidance teachers will become concrete.- All of the partner institutions will ask their students for ecological business ideas and project drafts on the work to be done for the transition to the green order. These ideas will be displayed at the Green Ideas Exhibition after the project. In this way, students' soft skills and active citizenship will develop and their self-confidence will increase.- Positive contributions will be made to digital literacy level and foreign language proficiency.- During and after the project, a magazine will be produced covering the topics of the European Green Deal, reducing the carbon footprint to zero, combating the climate crisis, and an ecological life guide. This magazine will be prepared with recycled materials and in a virtual environment. The use of recycled materials will create effective awareness. Magazine will be published every three months and its sustainability will be ensured. In particular, interviews and studies of sector representatives and eco-entrepreneurs who have started the green change will be included.- Partner institutions will learn the practices in other countries in the field of school education and combating climate change. In this way, they will be able to work for the areas where they are insufficient.

"<< Background >>ICT sector has become the most significant part in digitization process in the world and it is widely used almost every business sector. Common use of ICT Technologies increased the demand of highly skilled employees. In the last decade, new opportunities are being created, particularly for newly graduated students in the field of entrepreneurship with ICT. There are some specific industries (such as healthcare, mobility, communication, e-commerce, tourism, education) which are more related to ICT and business practices based on ICT.Increasing demand for digital technologies for SMEs all around the Europe and the developing countries such as Turkey reveals the need for ICT entrepreneurs to establish their own startup business. As the number of SMEs in the EU is significantly high, an entrepreneurial climate is very important. Nevertheless, the stigma attached to a failed entrepreneurial venture, the heavy administrative burdens, the social constraints and obligations and resulting difficulties in attracting investors make it challenging to develop a more entrepreneurial climate and to encourage more people to start a business.Based on all of the above, there is a clear need to endow European citizens with an entrepreneurial mindset by developing a truly digital entrepreneurial culture where failing is not wrong and positively changing the perception of digital entrepreneurship into a desirable – and reasonable – career choice. This should encourage new, small and innovative digital entrepreneurs to offer new tools and services in the digital market. Although the emergence of digital technologies creates the potential for entrepreneurial and ICT talented practitioners to start up their own companies and lead digital transformation of existing businesses, an entrepreneurial mindset is lacking in Europe as entrepreneurship is too often not fully embedded in education and training provision.When the VET Modules in ICT sector in Czechia and Partner Countries, it is observed that there is a gap about Entrepreneurship Skills of ICT Students. Moreover, there is not a up to date training module for ICT Students in VET Schools. There is not also a platform that provides a bridge between ICT Students and SMEs for sharing business ideas. On the other side, There is no knowledge of VET teachers about teaching Entrepreneurial skills and supporting students to startup their own businesses. In the view of such information and future plans of EU Commission related with VET, there is a need to provide an entrepreneurship training program for ICT students in VET field to encourage them for transforming startup ideas to reality. For this reason, the increasing importance of startup companies in the digitalization process has created a great opportunity for ICT students. However, the lack of knowledge of VET students and teachers about Startup Business causes students to be unable to use their entrepreneurial skills or to fail in their entrepreneurship. On the other hand, due to the lack of a training module for this field in VET institutions, they cannot provide sufficient support to companies in the digitalization process. Meanwhile, the lack of cooperation between vocational training institutions and SMEs causes startup entrepreneurship to fail because they are not set up to meet the real sectoral need.In line with the mentioned needs above; The main target group of our project consists of students continuing their vocational education in the field of ICT, VET teachers on ICT field and SMEs in need of digital transformation. The activities to be carried out within the scope of the project have been prepared by considering the needs of the project partners and target groups. It is planned to create 3 connected outputs each other within the framework of the project results:1. Innovative Training Module2. ""e-VET"" Digital Platform3. ""Digipreneur"" Game<< Objectives >>Digital technologies are one of the most important sources of growth for national economies. They enable economies to create more jobs, improve people's lives and build better and greener societies. Digital technologies help to totally re-shape value chains, sharpen market intelligence, improve efficiency, reduce time-to-market and increase customer satisfaction. In addition, with the aid of technology, SMEs can now go global from day one, reaching overseas markets and talent pools instantly. Not surprisingly, European SMEs grow two to three times faster when they are empowered by digital technologies. According to European Commission, Europe’s 25 million small and medium enterprises (SMEs) are the backbone of the EU economy. They employ around 100 million people, account for more than half of Europe’s GDP, and play a key role in adding value in every sector of the economy. SMEs bring innovative solutions to challenges like climate change, resource efficiency, and social cohesion and help spread this innovation throughout Europe’s regions. They are therefore central to the EU’s twin transitions to a sustainable and digital economy. (European Commission, 2020, An SME Strategy for a sustainable and digital Europe)On this point, VET Providers in the ICT field, play an important role to contribute to SMEs to develop themselves in Digital Technologies. Furthermore, European Commission will update the Skills Agenda for Europe, including by launching a Pact for Skills. It will include a dedicated component for SMEs. Vocational education and training (VET) is particularly relevant for SMEs to make sure that their workforce has the skills needed in the labour market. The project mainly aims to create a digital entrepreneurial culture of ICT students by Improving the image of digital entrepreneurs and promote their role in society. In this way, it is targeted that to adapt vocational education and training according to labour market needs. In addition to the general purpose of our project, there are also specific targets:- Increasing the quantity and quality of digital entrepreneurial skills and talent of ICT Students- Developing an entrepreneurial mind-set and promoting ICT entrepreneurship among ICT Students- Provide VET teachers with the necessary knowledge about digital start-ups and SMEs, starting business, cross-sectoral opportunities with ICT industry- Easing the access of ICT entrepreneurs to finance and enhance investments- Increasing the cooperation between ICT entrepreneurs and SMEs for Digital Transformation.<< Implementation >>Different activities will be organized to achieve the objectives, expected outcomes, results and impacts of the project. These activities include transnational meetings, achievement of the intellectual outputs, mobility and multiplier events. Complementary and supportive activities will also be implemented during the project. The results of the project will be achieved by reaching the target groups and other stakeholders as a result of the implementation of all the stated activities as planned.The main activity of the project is, achieving project results. 3 outputs will obtained as a result of the project. Obtaining these outputs in the targeted quality and content, will directly affect the expected results of the project and the quality of the results. First result of the project is developing Innovative Training Module. It aims to develop an entrepreneurial mind-set and promoting ICT entrepreneurship among ICT Students and provide VET teachers with the necessary knowledge about digital start-ups and SMEs, starting business, cross-sectoral opportunities with ICT industry. This training module will be integrated into vocational education and will improve the professional quality of VET learners. The next output is ""e-VET"" an open source online learning platform. e-VET is a platform where VET students, teachers and SMEs can benefit. In the platform, there will be a section that students and SMEs can sig unp to share project ideas and meet the startups and investors. The last result ""Digipreneur"" game will be developed for entrepreneurs to make self-assessment. Developing the online platform and the game will ensure easing the access of ICT entrepreneurs to finance and enhance investments and they will increase the cooperation between ICT entrepreneurs and SMEs for Digital Transformation. The quality of these project results will directly affect the project outcomes to reach project objectives. A total of 5 Transnational meetings will be held in the project. The first of the meetings is the project kick off meeting and it will be lead by Eu&Pro. At the other 4 transnational meetings, participants from all partners will be present, as in kick off, during these meetings, topics such as project operation, management strategies, contracts and budget arrangements will be discussed and the quality standards of the project will be expressed. In addition, apart from the general project management issues discussed at each meeting, issues such as preparations, advances, tasks and responsibilities on project results will also be discussed. In this context, brainstorming will be done, professional knowledge will be shared and different perspectives will be discussed. At the same time, within these meetings, communication and collaboration capacity between partners will be improved, and coordination will be sustained. These meetings will be effective in reaching the project outcomes and will improve the quality of the project results.Another activity is the mobility to be made to YTÜ in Turkey. In this mobility activity, there will be VET students from Smíchovská and Stucom and teachers in the ICT. Within the scope of the mobility theoretical and practical trainings will take place, the participants will develop their professional competencies in digital entrepreneurship. In this way, VET teachers and students who will improve their professional qualifications will play an important role in the development of project results.Dissemination activities and Multiplier events will be held to expand, spread and increase the impact of the results obtained in our project. As a result of multiplier events, with the arrival of project results to target groups and other stakeholders, more people will benefit from these materials, develop their professional competencies in the field of digital entrepreneurship and they will be aware about the role of VET in digital economy. This will increase the impact of the project and improve its quality.<< Results >>The project outcomes consist with tangible and intangible project results. The tangible ones are the production of project results. In this context, there will be 3 main project results that will be produced during the project implementation by project partners:1. Innovative Training Module2. Digital Platform3. ""Digipreneur"" GameThe primary outcome of the project is to develop an Entrepreneurial Mindset for VET Students in ICT field. In this context, Innovative Training Module will be developed during project implementation period. This training module will be prepared according to needs of Digital Economy in EU level. So, this result will contribute the digitization of SMEs with increasing the quality of Entrepreneurial and digital skills of VET learners in ICT Field. The next outcome of the project is increase in the cooperation between ICT entrepreneurs and SMEs for Digital Transformation. To provide this outcome, the second result of the project "" Digital Platform"" will be established. This platform will provide opportunity to connect SMEs and VET learners/teachers each other. In this way, VET teachers and trainers will be supported by equipping them with the adequate skills and tools for and through digital technologies. The last tangible outcome of the project is Entrepreneurship Game. Entrepreneurship Game will be created in the basis of target group needs and its solutions through Digital Erasmus+ objectives. All tangible project results are connected with each other, so they will be created sequentially during project execution.The project has tangible results as well as intangible results on participants, partner organizations and target groups:The Participant Staff of the project partners will take the responsibility of budget management, time management, production of project results and organizing multiplier events during the project management period. Completion of all tasks successfully will improve the organizational skills of staff involved in the project. They will also attend to transnational meetings in the context of the project. Those mobilities will contribute to participants to recognize the current sectoral analysis of ICT technologies used in partner countries. Moreover, their foreign language proficiency, on-task coordination and communication skills will be developed.While designing our project, the project partners were selected from among the institutions operating in the member countries. In order to ensure the dissemination of our project results to large masses, both expert partners from different countries and a technical university from Turkey that includes a Technopark as an international collaboration center within its body were preferred. Thus, it is aimed to share project results in large environments, and to ensure sustainability of the project. Finally, the partnership of the project was established by the EU countries and Turkey. Thanks to the multicultural and multi cooperation structure of the project will improve the international cooperation capacities of the participating institutions.The target groups of the project are VET learners and teachers in ICT field and SMEs that are in digitization process. The creation of the Training Module will be an educational material that VET students and teachers can use in the long term. In this way, it will be a guideline for ICT students and teachers in developing Startup Ideas for the needs of the sectors in vocational education institutions. VET students in the field of ICT will have the opportunity to develop their own business ideas for startup ideas that SMEs need if they graduate with a startup awareness. Likewise, SMEs that need digital transformation will be able to adapt to the digital transformation process faster.Developing the digital competencies of the participants and target groups in the project in line with the needs of the labour market will contribute to the Digital Erasmus+ priorities in the field of VET."

"BACKGROUNDIn recent years, European policymakers have increasingly called for action to renew the prevailing education models by opening up education in the European Union member states. Two competencies have been identified as vital for opening up in education: digital competencies and entrepreneurship competencies. Both are among the eight key competencies mentioned by the EC. OBJECTIVE OF ISGEE PROJECT The goal of the ISGEE project was to develop both the entrepreneurship and the digital competencies of HEI students. The project’s central component is a new online digital serious game (Entrepoly) that aims to foster entrepreneurship competencies. Entrepoly is unique compared to other similar games on the market, as it was created specifically with the aim of making it easier to adapt it to higher education. ACTIVITIESDuring the course of the ISGEE project, we assumed that in order to make a meaningful impact on HEI students, HEI instructors should be reached, since Entrepoly can only be introduced in the classes with their cooperation. Therefore, we placed special emphasis on the continuous involvement of HEI teachers and HEI students. As a first step, we have explored the needs of teachers and students for educational games. Based on these, we started to develop Entrepoly, which instead of the traditional tabular-looking solution for educational games has become a much more spectacular role-playing game, where the listener roams the field with one character. Within Entrepoly, we have created 4 different types of games (the ""house"" in the game) that develop different entrepreneurial competencies – we used the EU EntreComp Framework as the basis for the entrepreneurial competencies to be developed. During the development, we continuously carried out tests, both among students and instructors. We created Entrepoly so that its specific content can be customized through a teacher's platform, as intended by the instructor, and student performance can be monitored – all completely for free of charge. An Adaptation Handbook is available for the game's classroom adaptation. During the project, we also tried to reach out to the instructors for whom gamification is still a novelty, so we have put together a Teaching Toolkit to demonstrate the applicability of gamification for educational purposes. In addition, we have created a platform for collecting other games developing entrepreneurial skills, so that the more dedicated instructors can choose from other opportunities – already on the market – besides Entrepoly. RESULTSENTREPOLY GAME: A freeware role-play type online digital serious game that can be used to develop the entrepreneurship competencies of higher education students. The direct target group for the game is HEI lecturers who can rely on this new, easy-to-use, and customizable technique to expand the education methodology in their courses. ENTREPOLY ADAPTATION HANDBOOK: The handbook gives guidance on implementing the Entrepoly game and using the teacher’s platform to customize game content. TEACHING TOOLKIT FOR USING GAMIFICATION IN EDUCATION: The toolkit is a general guideline for the educational use of gamification specifically for the use of these solutions in the development in entrepreneurship competencies. This toolkit can be useful to reach, motivate and integrate those HEI educators who are just started to get in touch with gamification methods. COLLECTION AND EVALUATION OF EXISTING GAMES: A good practice suite for the implementation of serious games and gamification techniques in entrepreneurship education. This online platform is a summary that contains clearly practical and ready-to-use solutions and an evaluation methodology about available serious games that may be adapted to the development of entrepreneurship competencies at HEIs.IMPACTDuring the ISGEE project, we placed a strong emphasis on involving participants as widely as possible from outside the partnership. As a result of this, we managed to join a large European education project, EUGLOH, where students from four countries tested Entrepoly. The University of Porto joined our project as an associate partner, while Nottingham Trent University joined as a testing partner. Thanks to all these, 100+ instructors and 1000+ students from 10+ countries (From Brazil to Mongolia) were able to try Entrepoly, so we can say that the international impact of the project is quite determining. PARTICIPANTS • University of Szeged, Hungary – lead partner, experienced in entrepreneurship education • West University of Timisoara, Romania – experienced in serious game development • VSB Economics University of Ostrava, Czech Republic – experienced in novel teaching methods • Univations, Germany – experienced in entrepreneurship education • Stucom, Spain – experienced in implementing digital gamification in the field of education • SC Expertissa, Romania – IT company with experience in serious game development"