"<< Objectives >>Main objective: to promote intergenerational transmissions in rural areas and to foster rural pride among young peopleSpecific objectives:1. To develop a training program on youth work for heritage organizations2. To involve young people in intergenerational activities to recover the memories of their local communities and territories3. To interpret, illustrate, digitize, map and promote local heritage related to sustainability<< Implementation >>- 5 training courses on youth work for Heritage organizations in Spain, France, Finland and Lithuania- European training encounter in Corsica for young people on the organization of human libraries in rural areas;- Organization of human libraries activities by local young people;- Workshops for young creatives for the reinterpretation and illustration of ""sustainability stories"";- 3 project coordination meetings in Spain, Finland and Lithuania<< Results >>Main results:- a training programme for youth work in the heritage sector- a digital training environment- a methodological guide for the organization of intergenerational human libraries in rural areas- 1 international training course for young organizers of human libraries- local activities and training on heritage education- 15 creative interpretations of local stories related to sustainability- a digital map of rural memories for youth"

Time travel as a method takes the local history of a place as its starting point in order to discuss contemporary issues. Often arranged in the form of a role-play or dramatization of a historical event with a pre-written scenario which includes alternative endings, participants are invited to actively participate and thereafter reflect on contemporary issues. During Covid-19, museums that have worked for many years with time travel methods, roleplaying games and other pedagogical programs targeting school children, have started to consider whether the method can be packaged into a digital service or product. In this project, heritage institutions accustomed to time travel methods and roleplaying games will experimentally develop digital variants. The project also aims at using digital solutions in order to transform the usually exclusively local time travel into a transnational experience. The target groups are 1) school children partaking in the activities developed, 2) the teachers with which we collaborate in the development process, and 3) other museums and schools throughout Europe who can learn and be inspired by our partnership and its results. The core project group consists of six project partners from Sweden, Finland and Estonia, including museums, a heritage research and development centre, a children culture network, and a school. The project also has associate partners from Swedish and Finnish universities with expert knowledge in digital didactics and heritage learning. The development of the digital methods will be done in close co-operation with teachers and students in the respective countries. Our first objective is to explore existing digital platforms in order to see what advantages and disadvantages the different tools have for time travel methodology and other pedagogical programs at museums. We will examine what new opportunities arise with digital solutions and how they can take time travel or other educational programs at museums, to the next level. We are particularly interested in creating a transnational time travel event. This demands developing tailor made programs suitable for digital tools, as well as pilot testing and evaluating them in collaboration with schools. Our second objective is to reach an overview of the needs and experience level within the sector. In order to do so we will carry out a broad survey within the museum sector in the countries involved about the needs for digital solutions in pedagogical programs aimed at school children, focusing on what challenges have been identified and what innovative solutions are already in use. The answers to the survey will be complemented with qualitative interviews with a selection of key individuals. The report based on this survey will also be of use for other museums in Europe developing digital pedagogical tools.Our third objective is to develop a context-dependent handbook and toolkit which will lead to greater knowledge within the sector as to how to develop digital methods for pedagogical programs. It will also include best cases that can serve as an inspiration, and incorporate all the lessons learned within the project. The handbook will be spread online and we will also share our experiences in multiplier events in Sweden, Finland and Estonia. In summary, the expected results are new and advanced pedagogical programs incorporating digital tools including a transnational time travel, as well as knowledge production in the form of reports, a scientific publication and a handbook/toolkit for museum professionals and teachers. The expected impact to the target group of school children will be improved pedagogical programs using digital means to enhance the experience, which will stimulate co-creation and creativity among the participants. This will have a positive impact upon the children’s creativity, intercultural understanding and awareness of historical processes. The use of digital means will also increase the students’ digital competences. As digital means will make it easier for a broader segment of society to participate without traveling long distances, it will make such pedagogical programs available for schools far away from museums. The expected impacts for teachers are an increased capacity to carry out pedagogical and sustainable programs together with museums and/or other heritage organisations, and a larger awareness of the value of these programs for the school children. The expected impact for other museums and schools is that these kinds of pioneering pedagogical programs will serve as an inspiration when developing new activities. As a result, we will have produced advanced pedagogical programs that we will continue to use and develop, which will have a long-term impact upon how we use time travel, roleplaying and other pedagogical programs in the future. We also see this project as a possibility to deepen our cooperation in order to develop the time travel method in the future.

The RIPEET project will support Responsible Research and Innovation (RRI) policy experimentations for energy transition in three European territories - in Extremadura (ES), Highlands and Islands of Scotland (UK) and Ostrobothnia (FI). The methodology builds on RRI, transformative innovation, transition management and the Multi-Level-Perspective. RIPEET brings together quintuple helix actors of the territorial socio-technical energy regime in Transition Labs in order to envisage and implement a place-based energy transition process. Building on this evolutionary model of socio-technical transitions, RIPEET will use existing landscape and regime-level pressures to facilitate the development of territorial socio-technical futures based on RRI actions. The governance and agency in this transformative process will be organised within the Transition Labs. These Labs will bring together stakeholders to co-create common visions based on the potentials and priorities of territorial eco-systems (mapping and visioning), generate transition pathways and innovation needs, launching a call for immediate bottom-up solutions to these (pathways and piloting) and anchor the process on organisational as well as policy level (sustainability and exploitation). The framework conditions, processes, and outcomes of these experiments will be mapped, monitored, and evaluated. This constitutes an evidence-base for the revision of sectoral policies, strategies and research and innovation (R&I) instruments as well as for establishing a European RIPEET community. Thereby, RIPEET will support territories in establishing experimental spaces to address the territorial dimensions of the European Green Deal. The consortium consists of 11 renowned and EU-FP-experienced universities, research organisations, SMEs, CSOs, business and innovation centres and regional authorities from seven European countries, with the competences and territorial anchoring necessary to implement the approach.