According to the 2019 report of the Lancet Countdown on health and climate change, the Human wellbeing, the stability of local communities, health systems, and governments, all depend on how they interface with the changing global climate. An average temperature increase has already resulted in extreme climatic and environmental changes. Left unabated, climate change will define the health profile of current and future generations, challenge already overwhelmed health systems, and undermine progress towards the UN SDGs and UHC. Education is a critical agent in addressing the issue of climate change. It encourages people to change behaviour and helps them make informed decisions. It paves the way for the implementation of the future European Climate Law. Carbon Act suggests a bottom-up approach, including three complementary blocks of activities aiming to develop a set of exemplary practices and guidelines for introducing climate change in the classroom and to ensure their large-scale dissemination and uptake:1.A foundational phase, including desk research into existing climate change initiatives, and development of a curriculum analysis for introducing climate change into schools2.A Piloting Phase, co-development of learning scenarios on the topic which will feed into an online catalogue and MOOC for the large-scale implementation in countries across Europe3.The large-scale deployment phase, development and running of a MOOC, a set of videos, a competition, and a final report, meant to ensure participation of schools and institutions interested in bringing climate change to STEM teaching and strategies at the school levelVia its intellectual outputs and activities, the project will have an impact on:A/ Schools, teachers, and pupils – MOOC to potentially reach a minimum 1000 teachers (and an additional 12000 students) B/ Impact at the level of research institutionsC/ Impact beyond the project at policymaker level and at systemic levelD/ Structural impact

Games for learning and inclusion (GAMES)This project focused on the assessing and promoting the effective use of games in technology for working with children with special educational needs. This involved both a) the use of serious games based on gamification as a design approach which leverages, based on expert knowledge and the literature base, understanding about technology design which effectively engages, motivates and guides participants towards learning outcomes based on gamification principles. In relation to children with special needs, the learning outcome can be wider than that considered for typical groups and may relate to social and life skills development as well as to emotional and social aspects. For some children, engaging with a moving object, designed to be visually attractive, on the screen, may constitute a learning outcome related to attention and concentration.b) the use of existing games or general app technology, not specifically denoted as or designed as serious games, but which nevertheless was effective for particular groups of children with SEN in developing motivation and engagement as well as, for example fine motor skills. The dividing line between these two types of games for children with special needs is not always that clear and it may not be obvious which category a particular app fits in to. Nevertheless, it is a conceptually useful differentiation. In the GAMES project, we have developed innovative pedagogies through the use of games (both digital and non-digital) in order to support and enhance student’s skills and knowledge. GAMES will support teachers who work with two types of target groups of student: students with special educational needs (SEN) as well as students without special needs.The partnership developed the implementation of games as a pedagogical tool that stimulates learning (both formal and informal) aiming, especially the SEN students, to perform better in formal school settings to be better prepared for the future. The project developed both teachers and students skills directly through:a) Case studies documenting and sharing experiences of how games are used in formal educational settings with both target group of students,b) A teacher guide to support teachers in using games to support the students reaching their educational goals, as well as choosing appropriate games that will support their objective.The strategic partnership also indirectly supported the development of teachers skills by creating game design guidelines that will help teachers modify existing games and also give important guidelines to industry professionals, non-profit organisations and other practitioners using and developing games as a method for supporting students with special educational needs. The target group: Target group: Teachers (inclusive special needs teachers) Primary end-users: Teachers especially of learners with learning difficulties and disabilities (LDD) and special educational needs (SEN) in general, including teachers of young people (13-18) who are disadvantaged, disaffected and marginalised. For this target group we will now use: students with special educational needs (SEN). The project outputs were in the form of:• A printed and digital teacher guide • A report on game design guidelines for developing educational games aimed at supporting students • Case studies to provide actual game reports and concrete examples of using games in formal educational setting with students • A list of tested games and methods for SEN students – the same games used in the project so the target group easily can find the games mentioned in the Teacher Guide, the Game Design Guidelines and the Case Studies• Workshops (multiplayer event) will be organized in SE and UK to ensure teachers participation and ownership of the process and assure the relevance and usefulness of the outputs for the target group.The consortium The project is a (Erasmus+ K2) bilateral strategic partnership between two regions, England and Sweden. Buckinghamshire County Council (BCC) in England is the lead partner and The Gothenburg Region Association of Local Authorities (GR) in Sweden is the coordinator of the content (intellectual ouput). In each country there iare two associated partners, Institute of Education, London University (IOE) and Interactive Institute in Gothenburg (II), which supports the project with the research perspective and two carefully selected schools, Stony Dean and Lexby school, to pilot the project with students in the age group 13-15.

Preventing school failure is about developing an inclusive system where all learners – including those at risk of failure and most vulnerable to exclusion – receive a high-quality education. Building school capacity and combating school failure are crucial steps in the efforts to develop a more inclusive education system. Research shows that young people with disabilities, physical or mental illness, from socio-economically disadvantaged areas together with people who do not have a high school education and young people born abroad, are groups that are overrepresented in terms of people who neither work nor study. Students with learning difficulties and educational needs also have some of the lowest attainment levels in both the UK, France and Sweden. Building school capacity and combating school failure have long been and continue to be a priority area for the three project partners. The partnership includes two public regional authorities and one school from three European countries (Sweden, France and UK). In the selection of the partnership, the goal has been to establish a collaboration that represent and use each partners specific characteristics to create a project where the quality of results are high, relevant and usable. The starting point for the project is dual. Beside combating school failure, there are today several member states experiencing labour shortages, and efforts that widen the potential supply of labour is needed. We could also expect that labour shortage might put already vulnerable target groups even further from a potential job since both demand and competition for high skilled workers will escalate. One way to meet this challenge is to strengthen an inclusive dimension in educational policies that support all individuals in acquiring and developing basic skills and key competences and close their gap to the labour market.The DIGINC project aims to create an innovative model for modernizing education and confronting the risk of exclusion for persons with learning disabilities and difficulties or that for other reasons are limited to take part in internships, by developing more engaging, motivating learning and teaching experiences through the use of digital experiences in internship. Actions will contribute to building digital education readiness and mitigating the impact of the Covid-19-crisis. Moreover, the aim is also to- Provide teaching and non-teaching staff and schools with opportunities to innovate in their organisations and empower their students-Create visibility for workplaces, that have difficulty accepting students on internships due to the work environment (e.g. Covid-19, dangerous machines, hazardous environment)-Exploit and disseminate the project results at different levels of society to be able to create longlasting and sustainable impact. The partners all work close to decision-makers in charge of teacher-training provision or teacher training centers, providing good practise to face common challenges in the use of ICT in school education. Activities that will lead to the project results are among others L/T/T-activities with a strong relevance and connection to the IO’s: Mapping of workplaces and school's collaboration with working life (IO1), Case production (IO2) where each partner develops a model/case for how a workplace can be made visible through a digital experience. Based on surveys and models/cases, Guidelines for continued work (IO3) are developed, for how workplaces and work steps can be made visible through a digital experience and how the schools can prepare students for a digital workplace visit. Efforts will support the understanding on how to best incorporate digital technology into work based learning.The target groups to be addressed within the project are: Primary target group -Teaching and non-teaching staff (teachers, career and guidance counsellors, school management, etc)-Educational communitySecondary target group and beneficaries-Students-Workplaces that today can or cannot offer internships

The internet can be a place where SEN (Children and young people with learning difficulties and disabilities (LDD) and special educational needs (SEN) in general, who are disadvantaged, disaffected and marginalised.) children feel safe, calm and in control. Somewhere they can make friends without having to communicate face-to-face, and build a community which they may not have in their offline life. Online games and social media sites display the capacity to capture the mind of children with attention problems and can easily sustain their focus. Whilst recognising the internet is a great resource which young people enjoy using, life online for a child with SEND may pose additional challenges. Students with Autistic Spectrum Condition (ASC) have shown particular vulnerability in a variety of different contexts. Resources on this for students with SEN were severely lacking.Using research from our previous project, which showed the benefit of using games to enhance learning, the StaySafe project has created a new interactive and innovative online learning game to support SEN (Special Educational Needs) students to understand the risks and challenges of being online and how to stay safe, and the implications of technology in their everyday lives.The game takes the student on a journey through the Jungle, that is the internet, helping the main character, Bao the Panda (whose name in Chinese means 'to protect'), to set up an online profile and overcome challenges faces on the way. Challenges include online bullying, thinking critically about what you see online and understanding that not everyone online is who they say they are online, which can be a difficult concept to understand. As a learning game the choices made are scored, which entices learners to return to the game to make better choices to beat their previous score.As well as engaging students we wanted to encourage parents and teachers to have conversations and establish a positive relationship with their children around their life online, as this is often an area they don't feel confident in. To address this we created a parent guidance document which allows them to play the game alongside their child to stimulate those conversations. There are also class lesson plans and activities for teachers to support pupils as, by playing the game, students learn to assess evidence, negotiate, make informed decisions, and solve problems. The lessons are split into each level of the game making it easy to teach one aspect of internet safety per lesson.Working with 25 teachers from all 3 countries, along with a software company with expertise in learning games to bring together ideas for the game and evaluating the different stages of the project including trialling in the classroom. By working closely together we were able to refine the game and make changes along the way to reflect feedback from students. We were also able to translate the game into the three languages to enable a wider dissemination of the product. A feedback form was given to all the parents, teachers and students involved in the trials and the results analysed. This showed a 100% positive enjoyment of the game, 100% feeling safer online after playing the game and 97% students showing an increased understanding of risks. .As well as trials in Special schools, teachers in mainstream environments have also been testing the game with students. Again the reception was 100% positive. In addition teachers have used the game to teach foreign languages to students in a fun and engaging way.Over 300 teachers have so far been shown the game in Bucks, Gothenburg, Paris and Ludovia. In addition we have been asked to present at the UK education show, BETT, in January 2022.The project outputs were in the form of:•'Bao - It's a Jungle Out There' game•A digital parent and teacher guide•Case studies to provide concrete examples of using the game in formal educational setting with students•Workshops and dissemination organized in France, Sweden and UK.•A website containing all of the aboveWe have been able to secure the long term output for this project. The software company have a new server on which to host the game so that it will be available into the future.The consortiumThe project is a (Erasmus+ K2) bilateral strategic partnership between three regions, England France and Sweden. Buckinghamshire Council (BC) in England is the lead partner.In each country there were carefully selected schools to pilot the project with students.

The Future Classroom Lab Regional Network (FCL Regio) was a three year project co-ordinated by the Autonomous Province of Trento (PAT) with the support of European Schoolnet (EUN), and involving two more regions that are at the forefront of innovating with ICT in schools – the Department of Education of Catalonia (CAT) and the Gothenburg Region Association of local authorities (GR).Within EUN, national education ministries have developed a sustainable infrastructure where they benefit from knowledge building and exchange and from involving their schools in pan-European projects. No such platform though yet existed in Europe for decision makers developing K-12 ICT strategies in regional education authorities. FCL Regio, therefore, aimed to provide decision makers in regional authorities with a pan-European platform for exchange and collaboration, in line with the objectives that Erasmus+ Strategic Partnerships sustains to enable, “new and increased inter-regional and cross-border cooperation of public authorities in the fields of education, training and youth” supporting capacity building and networking.FCL Regio has developed a network for decision makers in regions that facilitates both inter-regional collaboration and provides better communication and opportunities for joint working between regions and national ministries. As many regional education authorities are at the forefront of innovating with ICT in schools and the project has provided new opportunities for national ministries to learn from these regions.The project focused on two overarching themes: 1) pedagogical use and impact of mobile devices in teaching and learning; 2) development of learning cloud computing strategies. Along these two main strands of work, the project consortium identified priorities for each year of activity, to tailor the outputs to elements relevant to the school innovation process. During its first year, FCL Regio has particularly looked at several key questions. What is mobile learning? What are cloud services for schools? How can they support a ‘beyond the textbook' strategy? What are the potential benefits of introducing these technologies in the classroom? These led the discussions at the first Strategic Seminar, informed an online questionnaire dedicated to local policy makers, as well as inspired face-to-face consultations with national and regional decision makers. The same approach was used during the second and the third year when the chosen topics were respectively: initial teacher education and continuing professional development of teachers, and how regions can better encourage and support the uptake of innovation in all schools.FCL Regio partners have ultimately produced recommendations and guidelines related to these priority issues to support the development of ‘joined’ up and coherent regional and national ICT strategies for schools.Versions of these recommendations have been also adapted for school leaders, teachers and ICT advisers and have been widely disseminated during the project through existing large-scale teacher networks at both regional and pan-European level.During the project, a focus group of teachers from each of the regions has come together to collaborate on producing future classroom scenarios and pedagogical videos to inspire teachers and headmasters to adopt innovative pedagogical approaches. This strand of activity resulted in the creation of 12 pedagogical videos, 5 podcast and 4 Innovation Pills, short professional development modules developed based on the innovative activities designed by the project, with the goal to inspire and to support educators in spreading the seeds of innovation in schools.FCL Regio, therefore, has provided activities and outputs that supported both top down and bottom up mainstreaming of ICT in schools. It has promoted project outputs and grew the number of regions in the network by organising five multiplier events in the second two years of the project, four in Brussels and the last one in Trento, resulting in the adhesion to the network of the Council of Castilla y Leon region and the Autonomous Centre of Training and Innovation - CAFI Galicia, in Spain, the Intercommunal Community of the Region of Coimbra, in Portugal, the Dodecanese's Directorate of Primary Education and Department of Primary Education University of the Aegean, in Greece. Expressions of interest to joining the network have been also received from the Central Denmark Region and the Antalya Provincial Directorate of National Education in Turkey.The FCL Regio network is also conceived from the outset as an integral part of the EUN Future Classroom Lab. This independently funded initiative, supported by EUN member ministries of education and 30 industry partners, ensures that FCL Regio outputs remain available after the end of project funding and offers an umbrella under which a permanent network for regional decision makers involved with ICT in schools can be sustained long