For inmates, the advantages of participating to education and training activities are multiple. Being usually low educated and without qualifications, they gain confidence, and by acquiring basic competences, and developing transversal and vocational skills, they increase their chances to be employed when they are free. Yet, access to employment is one of the conditions for a sound rehabilitation in autonomy, while reducing the risk of recidivism. But training opportunities may be limited because not all prisons have the technical premises needed to provide vocational courses. And, if there are some opportunities, prisoners may be reluctant to participate or may drop out after a while.Virtual Reality for Training Inmates (ViRTI) wants to act on these two limiting factors: 1) by creating virtual environments it is possible to compensate a lack of laboratories, material or tools; 2) by introducing interactive features and gamification in the learning content, it is possible to attract more participants and to maintain their motivation thus reducing dropping out rates.ViRTI gathers four partners, one expert of prison systems, two education and training centers with a long experience in training inmates and one developer of interactive learning content experienced in virtual reality. Together they will:- analyse the potential of virtual reality for education and training in prisons and specify some use cases- develop an interactive gamified training path in the construction sector, using virtual reality based on 360° videos- pilot it in three different prison contexts: short term convicts, juvenile justice centre and detention centres welcoming prisoners sentenced to more than one year with positive perspectives for rehabilitation.- provide guidelines to 1) Penitenciary administrations, 2) Funding bodies, 3) Educators and trainers, 4) Learning content and technology providers; so that they are able to introduce virtual reality tools for training prisoners. Then, more virtual reality based content can be used in prisons, and more prisons will introduce it in collaboration with education and training providers and more inmates will benefit from its added value. They will develop skills and competences, acquire knowledge of economic sectors lacking workforce, increasing their chances to be employed. This is applicable for the participating countries as all results will be available in French, Spanish, Catalan, Greek, Portuguese. The English versions disseminated will allow a transfer to any other country.

<< Background >>Adult education institutions are without a doubt the key environment where adult learners acquire all necessary skills and competences to navigate through their lives. For this matter, adult education institutions carry heavy responsibility in determining the future of adults. Digital technologies have revolutionized our society and schools’ systems at all levels are no less affected. Recent studies indicate that the use of technology is to great extent restricted to non-schools, leisure time activities, while engagement with technology for educational purposes in schools lags behind (OECD, 2015).The current global crisis shed a light on the weaknesses of some societal challenges, such as unpreparedness of education system on this reversal in the process of teaching. For educators, the COVID-19 pandemic is a quintessential adaptive and transformative challenge, one for which is no per-configured playbook that can guide appropriate responses. High quality educators are fundamental to the success of digital transformation in schools. Teachers, trainers, mentors, lifelong learning teachers need training and they need to become empowered using digital tools, so they eventually want to use them in the most efficient way.Our project addresses positive use of digital tools in adult educational institutions to ensure more inclusive and interactive learning. Implementing VR classrooms in school curriculum is without a doubt a creative and innovative solution to face unprecedented risks that pandemic evoked.Creating VR classrooms will enhance skills development and competences that reinforce creativity. Digital tools, such as virtual reality classrooms should complement traditional learning in schools. We would blend the idea of digital and analog learning to achieve better educational outcomes. But the latter can be only achieved if we teach adults on how to learn to use digital technologies responsibility. Hand in hand, digitization, and new innovative approaches of teaching pushes both adult participants and adult educators in a way to improve their skills, with a common goal: to create a re-engaging and effective education process.<< Objectives >>CT:VR project addresses positive use of digital tools in adult educational institutions to ensure more inclusive and interactive learning. Creating VR classrooms will enhance skills development and competences that reinforce creativity. Digital tools should complement traditional learning. We would blend the idea of digital and analog learning to achieve better educational outcomes.Throughout the project we aim to address digital equity, which means that all learners must have the same access to learning resources. Some new digital solutions and tools can be a barrier for someone, therefore through our project we will use publicly accessible tools (free of charge) to avoid exclusion of lower socio-economic background adults. Digital contents that will be the product of the project are much less expensive in comparison with traditional approaches and can be shared among learners and teachers in a click.In summary, project objectives are:-new ability of adult educators to implement VR/AR as part of curricula to be used in distant education-improved knowledge of innovative pedagogical tools and new technologies in adult education-improved teaching skills for raising attractivenes and usability of learning over distanceInvolved participants:-3 transnational meetings - 10 staff involved-at least 20 Zoom meetings - 10 staff involved-C1 training – 4 participants/education partner (16 total, each will train 3 in national context)-4 national workshops for adult educators (4 partners x 4 adult educators x 3 teachers =48 adult educators)-48 adult educators piloting CT:VR Curricula with 10 participants each (48 x 10 = 480 adult learners)-4 national multipliers - 100 participants-20 new networks between partners and local community-200 registered users on web platform-300 downloads of digital materialsImpact-created Curricula will remain within the work culture of partner organizations and become a new way to implement strategic actions for building innovative Curricula in other adult courses-training methodologies will be available on the platform and can be used, replicated or adapted to new forms in unpredictable ways, reaching high number of people-improved practices adapted to target group-improvement of teachers skills in order to raise skills of adults through innovative teaching methods-web platform will become a space where the organizations will be able to share best practices, tools, methodologies and challenges<< Implementation >>General activities:A1.Project Management – San ViatorA2. Communication (Dissemination) and Exploitation of the Results Plan - p-consultingA3. Dissemination among its network and within the partnership - all partnersA4. Risk Management Plan - Ljudska univerza PtujA5. Project logo - Brochure - Roll Up - GRETAA6. Project Website - Social Media (creation, updating and maintenance) – p-consultingA7. Quality Management Plan - Ljudska univerza PtujA8. Sustainability Plan – GRETAA9. Newsletters – Ljudska univerza Murska SobotaIntellectual outputs:O1: Research of VR tools and methodologies for teachers in adult educationO1/A1: Mapping of practices, methodologies and tools related to VR/AR in education, with specific attention to usage in adult educationa) Data collection: desk research, literature meta-analysis: literature and recent studies will be reviewed in databases and journals to find those studies which are relevant to adult education organizations; the main language of search will be English.b) National reports: based on desk research, prepared by each partner.c) Analysis: all materials found will be reviewed and clustered and then ranked according to their practicability to the project;d) Review and correction: all texts will be reviewed and proof-read; their usefulness for the work phases ahead will be assessed;e) Editing and online version: the Overall Report will be edited professionally by a marketing department of one partner organisation and published online.O2: CT:VR Curricula- O2/A1. Definition of the CT:VR Curricula (6 modules delivered)- O2/A2. Production of artistic, educational and didactical material- O2/A3. Design and creation of digital materials and interactive resources- O2/A4. Validation of the CT:VR Curricula through the implementation of a short staff training activity- O2/A5. Piloting at national level: workshops for further adult educators- O2/A6. Final version of Curricula delivered (PDF)O3: CT:VR Guidelines with tutorial videos- O3/A1. Mapping of practices, methodologies and tools related to VR/AR technology- O3/A2. Template for collection process: the activity leader will provide a template for data collection so that comparability is guaranteed; also good practice criteria for implementation is defined (max. 5-7 criteria);- O3/A3. Data preparation: desk research: All partners conduct the research after templates and prepare video tutorials (each partner 1 module, 12-15 video tutorials in general);- O3/A4. Analysis: all results found will be reviewed and clustered and then ranked according to the defined criteria; some of them will be taken into the guidelines;- O3/A5. Review and correction: all texts and videos will be reviewed;- O3/A6. Editing, layout and online version: CT:VR Guidelines will be edited professionally by a marketing department of one partner and will have interactive components for the online version (video tutorials).- O3/A7. Translation: CT:VR Guidelines and video tutorials will be translated into all partner languages.- O3/A8. Dissemination: CT:VR Guidelines will be one of the most practical outputs of the project, giving concrete ideas for implementation. Social media, newsletters and other external and internal networks will be used as main dissemination channels.<< Results >>Main results-1 CT:VR Needs analysis for theoretical background and evidence based publication on usability and advantages of VR/AR-1 CT:VR Curricula will list the procedures and methodologies needed for VR/AR implementation on organizational, teacher and participant level-1 CT:VR Guidelines with video tutorials to equip organizations with interactive material for practical implementation-1 CT:VR Web Platform with open source access to outputs (emphasis on VR/AR tools)-C1 training – 4 participants/education partner (20 total, each will train 3 in national context)-5 workshops for adult educators (5 partners x 4 educators x 3 teachers = 60 educators)-60 adult educators piloting CT:VR Curricula with 10 participants each (60 x 10 = 600 adult learners)-5 national multipliers – 100-130 participants-20 new networks between partners and local community-200 registered users on web platform-300 downloads of digital materialsQuantitative results:-number of participants in multiplier events (app. 200)-created networks between partners and the local community (app. 25 networks)-number of adult educators involved (app. 50)-number of adult educators trained in C1 (16)-number of users of CT:VR web platform (app. 500)-number of downloads of digital materials - Curricula and other tools (app. 400)-number of available VR open source tools (app. 10)-number of CT:VR Curricula for adult educators (1)-number of CT:VR case studies (app. 25)Qualitative indicators:-skills gained in training of adult educators in application of VR methods and tools at partner organizations-raised digital skills of teachers on VR levels (key competences)-impact of multipliers on the local community-quality and longevity of networks between organizations and local partners-number and quality of follow-up arrangements between local partners and participating organizations-usefulness of developed tools and methods and innovative curricula for its influence in practice-transferability of intellectual outputs to other contexts and countries-exploitation of VR in adult educationSustainability-curricula will be used by partners and their networks when the project is finished-partners will make effort to validate VR/AR as creative part of adult education curricula-VR/AR tools will be used by partners for implementation of innovative and creative learning methods-collection of good practices will be disseminated and used by the partners after the end of the project-all information will remain published in partners websites-project web platform will be maintained for 5 years after the end of project

The severe COVID-19 pandemic has caused dire health, economic, social, and political consequences in the short and medium term. However, coronavirus has also generated a cultural paradigm shift that will be reflected in the medium and long term; things are not going to be the same and neither will the way we work, study, live...After coronavirus, changes to the workplace and education are going to be significant. The lines of work established by the different European governments advocate decisively on teleworking, but this requires completely new skills from the worker, for which they have not been trained: initiative, responsibility, self-management... especially in the technology sector where responsibility and demand is much greater.In the educational field, measures are being structured to promote virtual learning, especially in the field of Vocational Training, facilitating combined and virtual mobility as an alternative to on-site learning, as response mechanisms to new waves of COVID-19, but also as learning mechanism for the new work environment that is expected to be established in the future.These measures, however, are not easy to implement and require creating new tools, or adapting existing ones to totally new methodologies to which neither companies nor students and teachers are used to. This is especially important in a sector as dynamic and complex as technology, and more so when it directly impacts young persons in a situation of exclusion.These VET students find even more barriers in situations like the one we are living, which make it difficult for them to participate in innovative practices that require specific equipment and training. However, denying these students with obstacles the possibility of internships in leading companies is depriving them of a magnificent opportunity to achieve their inclusion, build competitive resumes, and access the labor market.This is why we propose to create an effective mechanism to carry out virtual internships in high-tech centers, specifically focused on students at risk of exclusion, and with the objective of training their critical and scientific thinking and the job culture and responsibility necessary for teleworking. Our methodology does not require purchasing expensive digital equipment or investing productive time in specific training for the student.For this we propose to create:- METHODOLOGICAL GUIDE: THE VIRTUAL INTERNSHIPS IN TECH CENTERS, specifically aimed at teachers in VET centers and tutors in technology companies, to offer them the guidelines to carry out virtual internships (virtual communication methods, work methodologies, virtual job protocols, etc.).- DIGITAL COURSE: E-LEARNING STIMULATION ENVIRONMENT IN TECH CENTERS. Virtual internships require the tutors of the company and the center to invest a lot of time, not only in adapting their jobs and methods, but also in training and empowering VET students. To alleviate this effort, a completely new digital course will be created, aimed directly at VET students, so they can learn the skills they require to successfully carry out these virtual internships.Along with these two high quality results, a tangible result will also be created, consisting of a digital environment where students can find the free resources and protocols necessary to implement their virtual internships via a digital toolbox.All of this will be achieved through an intersectoral strategic partnership between Spain (IKASIA, REDTREE, IES POLITÉCNICO DE CARTAGENA), Greece (EKATI), France (GRETA DU VELAY), Portugal (SOMATICA), and Italy (SMALLCODES), them being 3 VET centers, 3 high technology companies, and 1 expert in digitization and educational methodologies, who during 24 months will hold 4 transnational meetings, periodic virtual meetings, national activities for the creation of results, visibility activities, training activities for participants, 3 highly impactful multiplier events (in Valencia, Cartagena, and Kato Achaia), dissemination activities, etc.In short, we propose a project with the real capability of having a very positive impact, not only on the process of digitization of education, but also on students at risk of exclusion themselves, who are especially weak when faced with critical situations like the ones we find ourselves in. They will in turn have a positive impact on the technology companies themselves, which will improve their pathways to teleworking and will find in VET students at risk of exclusion the opportunity to improve their workforce with well-trained students to face this new challenge.

"Schools recognise students` difficulties in learning Mathematics and Science.As a result, the number of students entering higher technical education is in decrease.So, the number of school leavers able to find jobs requiring technical training is insufficient.The project ”Education in the 21st century-innovative methods of teaching mathematics and science in the face of new challenges of technology” was designed as a response to this problem. The major aim of the project was to create and implement innovative, active and attractive teaching methods into school practice.They developed pupils` interests in Mathematics and Science and made the learning process easier.In addition, to increase their motivation to study the above subjects, we conducted the activities helping pupils recognise their preferences with regard to their future professional career.This will allow them to make a right choice of futher education and, cosequently, improve the opportunity to find a job suitable for their interests and skills.It is crucial that thoses activities were dedicated to pupils at the stage of education when they start learning Physics,Chemistry,Biology and Geography.This is the best moment to facilitate them the learning process and incease their motivation.The project was carried out by an international group of five European schools from Poland,France,Turkey,Italy and Cyprus.They were all comprehensive schools teaching pupils at gimnazjum or similar level All partner schools had participated in international projects beforeAims of the project-Create and implement into school Practice an Innovative Interdisciplinary Curriculum-Reinforce and modify the existing curricula by implementing innovative, active methods of conducting different activities- Increase the need of knowledge and the willingness to study science and technology by introducing more laboratory work, experiments and practical activities into school practice-Introduce pupils into creative thinking and reasoning through project work-Make the pupils aware of the interdisciplinary aspect of today`s knowledge-Teach pupils the ability to discover their interests, recognise their professional preferences, do research on the job marketThe main activities conducted during the project work were dedicated to pupils and done by innovative, active methods:–Cross-curricular activities, during which integrated knowledge of Mathematics and Science was a tool to do experiments, design.They were done individually by each school but also in international groups during school meetings–Activities conducted out of school. They allowed to correlate theoretical knowledge with its practical application required in pupils` future jobs.–Field trips–very attractive type of activities during which pupils acquired knowledge through experiments and practical studies in real world surroundings–Teaching videos – pupils made teaching videos of DIY type, showed how knowledge was used in everyday life situations–Create the European Tasks Collection ”I Can Solve and Work”. This collection includes tasks in Mathematics,Physics,Chemistry,Geography and Biology which were solved during all school meetings –Schools created educational games –Competitions:School Competition”The Importance of Mathematics,ICT,Biology,Physics,Chemistry and Geography in a chosen job”,Town Competition”The Invention for the Future""the International Competition ”A Personality in the World of Science”,International Mathematics and Science Competition-Activities related to job counselling.During the workshops pupils were taught to discover their interests and profesional preferences,they learned about different jobs, did interviews with representatives of different jobs, visited several workplaces and participated in Career DaysThe resultsPupils have developed their competence in Mathematics and Science,the number of pupils undertaking futher education in Mathematics and Science classes has incresed, schools have enriched their teaching materials and made teaching methods more attractive, teachers have gained more experience and qualifications,Schools started and have been doing the activities related to job counselling,teachers have gained new competence in this field.Teachers and pupils have developed their language skills.The cooperation between schools and local institutions as well as local workplaces has developed.Schools have broaden the scope of work at international level, enhanced their attractiveness in local environment and the quality of teaching The sense of belonging to the European society among all the participants and people involved in the project has increased.Teaching materials created during the project–curricula, lesson plans, videos, presentations, competition rules, educational games–are being used in partner schools and are accessible to all interested.They are constantly being modified and improved. Thisprocess is one of the long-term advantages of the project completion"

"<< Background >>The COVID-19 pandemic has created the largest disruption of education systems in history, affecting nearly 1.6 billion learners in more than 190 countries in all continents. Education systems are now asked to capitalize the lessons learned, embedding the innovation generated under emergency, switching to sustainability of novel approaches, methods and practices. In many countries, education providers are struggling to integrate Digital Learning in their curricula, reorganizing their offer and delivery systems accordingly. Their prior concerns seem to be focused on technical requirements of digital learning systems and tools, on how to exploit the opportunities offered by these systems for effective delivery, how to integrate them in the curricular activity (blended learning) and on what kind of skills and competences teachers and learners should have, in order to use these new tools in the best possible way. On the other hand, the lockdown has made evident that digital is changing our approaches, ways of organizing ourselves, of interaction and expression. It is also true that the overload coming from long-time internet connections is extremely tiring, physically as well as psychologically. Digital learning implies not only the need of coping and adopting a so-called “digital mindset”, but also the wellness of each involved person (Trainer/teacher, learner).In Denmark, a research conducted among 20.000 students and 3.000 teachers in 9 learning institutions regarding online training, which was financed by the Ministry for Higher Education and Science, revealed that 6 out of 10 students consider that their professional development is worse with online education than usual. Teachers are also experiencing a decrease in quality. This is shown by a comprehensive study of online education in higher education during the corona shutdown in spring 2020.One in three had difficulty planning their time and breaks, and many miss the social activities associated with taking an education (Onlineundervisning går ud over studerendes læring, published on January 2021). In addition according to Center for Digital Youth Care, “Both in counselling and on school presentations, we have experienced that young people lack physical contact. The discussion has gone from ""the digital contact works really well – why would we meet more than we do"" to ""I'm tired of hanging out on platforms – I miss the physical a lot"" (“Vi savner det fysiske!”: Observationer fra unges digitale hverdag under Covid-19, CfDP). In the light of these premises, WIDE project assumes that for development and sustainability of full inclusive education systems/programs, it is necessary to adopt a holistic approach, starting from the design phase including wellbeing of both, professionals and trainees/learners, as crucial dimension for effective LTTAs and retention of the learning outcomes themselves. Shortly, wellness plays and essential role in the design, development of inclusive digital/blended learning programs, and delivery systems.<< Objectives >>On a specific level, the project aims at reaching practical and specific goals. In fact, given the previously mentioned scenario WIDE aims at taking care of the personal/professional wellbeing of the educational process related to online/blended training which has been put at stake during endless hours of digital learning. The aim is to tackle the challenges which digital learning has put into evidence in this over one year of pandemic experience focusing on the creation of healthy learning contexts, wellness educational procedures, beneficial attitudes in acting online educational moments for both the teachers/trainers and the learners. By developing an innovative framework applied to VET education WIDE looks forward to making the online educational experience a positive one, a fruitful one, with higher impact and effectiveness, shared motivation (for both targets).Trainers/teachers and students shall feel an equal enjoyment in delivering/attending online education paths compared to the face-to-face methodology. They shall perceive the value of what they are learning in this e-education conditions, shall appreciate it as a fully integrative approach to learning (not exclusively related to the emergency situation of the pandemic) with unique values. Finally, the target shall perceive digital/blended education also as valuable due to the wellbeing conditions which can/shall be promoted in its delivery.Having achieved the above, the WIDE project objectives, on a large scope, are: •Contributing to the reinforcement of inclusiveness of education systems in digital era;•Developing innovation for education policies;•Fostering participatory and multi-stakeholders approaches to innovation in education•Integrating the dimension of wellbeing as a crucial one, evaluating the quality and the responsiveness of education systems, as well as the resilience of students and teachers.<< Implementation >>In order to meet the project objectives and achieve the expected impacts of the project, it is foreseen that the following activities will be implemented: Throughout the project’s lifetime, 5 project results will be developed: R1 - Wellbeing in online/blended education analysis, so as to collect meaningful data regarding needs and perceptions experienced by learners, teachers and parents during distance learning in order to inspire the customization process of the modelR2 - The WIDE methodological framework, the customized model to be tested in VET education through a set of pilots involving targets in all partner countries and finalized to verify the effectiveness of the framework itself and its finetuning.R3 - Wellbeing guidelines for inclusive digital education in e-learning pathways, to support VET professionals, teachers, trainers, and all interested actors in applying the framework, adopting the methodology in the design & development of online/blended educationR4 - WIDE e-learning path, to guarantee the diffusion of the model and support the training of trainers and stakeholdersR5 - Policy recommendation for healthy online education, a policy paper providing key recommendations for the implementation of WIDE model in VET and tips to overcome relevant challenges Pilot activitiesR2, R3 and R4 will be pilot tested in each country from M12 to M22. Pilot activities will serve as training paths corresponding to reference framework and target groups (students/trainees/educators from secondary schools, university). Based on feedback the aforementioned 3 results will be adjusted and finalised on M23. It is expected that 750 participants (learners and teachers) will be involved in pilots. Internal project communication will work through:- 4 transnational meetings (IT, KR, ES, DK) in M2, M12, M21, M27- n. 1 C-training devoted to partners’ staff and open to local relevant stakeholders in Italy, delivered by Dr. Ioannis Angelis, author of the Lov-e and cur-e-osity model for the redesign and customization of the original model to be tested within VET education. 14 participants, 2 per partner- Monthly and ad hoc Zoom meetings - Quality Assurance and Monitoring and Evaluation control As of quality assurance, Monitoring and Evaluation actions, with the support of the appointed external evaluator, will be realized periodically: 1) each 7 months with regards to administrative and financial monitoring, 2) each month, through the virtual meetings and during the physical transnational meetings, for checking the correct implementation and the respect of the project’s timeline, results of the LTTAs and of the Multiplier events included; 3) periodical, structured feedback of stakeholders involved in the validation meetings.4) Preparation of an intermediate report and a final report on M14 and M28, respectively. 5) ad hoc reports to be produced in relation to each monitored and evaluated activityFinally, a strong dissemination strategy will be designed, so as to reach effectively the relevant target groups (-VET- teachers/trainers, students, parents, participants with fewer opportunities etc.). The dissemination activities include: -the organisation of 7 multiplier events, one in each partner country. during the last 2 months of the project- at least 195 attendees in total-Digital dissemination events (at least one per partner), involving direct and indirect beneficiaries of the project’s results. -Validation Meetings with relevant stakeholders in each country will be also part of the communication strategy, playing the role of a steering committee (min 10 members)-4 newsletters to be issued at months 7; 14; 21; 28 in all partner languages, mailing list to 8K contacts-4 press releases to be edited by the communication lead partner, translated into partners’ languages and published on local and specialised magazines (online/printed)-Establishment and development of social media channels<< Results >>Through the implementation of the project, a sound management and a proactive cooperation, partners (DK, IT, GR, CY, ES, KR, FR) expect to obtain relevant results and outcomes:* Realize a survey and report at European level involving partners, associated ones and other education providers in Europe belonging to each partner’s network, aiming at collecting information regarding perceptions of students/trainees, teachers/trainers, parents, related to long time exposition to distance learning. The data will be analysed to profile if and how wellness is considered as valuable dimension to be foresight in the design of digital/blended learning environments.* Design, customization and sharing of a common framework focused on wellbeing as crucial dimension of effective and inclusive education in the digital era: this framework will be inspired by the Lov-e & Car-e-osity model created by Dr. Ioannis Angelis, which induces a participatory and relationship-based process for digital learning. It respects and places the learner’s learning needs at the centre and pays attention on how this can be adapted to the learner’s wellness and life. Output of this action will be the intervention framework/model, redesigned and adapted to be transferred from corporate environments to VET education.* Design and develop an e-learning path for VET professionals (teachers, trainers, educators, et.) aiming at supporting the achievement of necessary competences to apply the novel methodology to educational contexts, fostering capitalization, diffusion and sustainability over the project’s life and behind the partnership.* Testing the WIDE framework in all partner countries, within VET education chain, with specific reference to secondary up to university curricula. Each partner will coordinate a local pilot. Activities will be monitored and evaluated for finetuning of the framework IO3.* Developing policy recommendations for innovating educational policies, though a participatory approach based on the involvement of local up to international stakeholders and policy makers. The focus of the process will be defined by recommendations guiding the correct design of inclusive digital learning environments respecting a holistic approach to involved people.Project results:R1 - Wellbeing in online/blended education analysisR2 - The WIDE methodological frameworkR3 - Wellbeing guidelines for inclusive digital education in e-learning pathwaysR4 - WIDE e-learning pathR5 - Policy recommendation for healthy online education EXPECTED IMPACTS:* Increasing awareness of local, regional, national, and international stakeholders, private and public, on the importance of wellbeing as key dimension in the design, development, anddelivery of training programs, especially in case of blended and/or online learning* Promoting cooperation among teachers and trainers* Upskilling of teachers, trainers, VET professionals* Boosting the development of skills for life for teachers as well as learners* Innovating education policies including wellbeing as essential dimension for effective and inclusive learning"