In response to the increasing need for cooperation in learning and skills/capacity development for environmental sustainability, including biodiversity and Nature-based Solutions (NBS) learning and teaching, eNaBlS will set the basis of networking and collaboration with a view to promoting transdisciplinary dialogue and further embedding and unfolding NBS concepts and approaches within universities and vocational schools, the professional sphere and society at large. eNaBlS envisions the creation of 7 Living Labs (DE, NL, FI, AT, LT, GR, CZ) to epitomise an integrative approach that includes all ‘voices’ and leaves no one behind. Collecting a variety of input and welcoming a plurality of values and knowledge, the goal is to mainstream biodiversity and NBS in higher education and TVET (Technical and Vocational Education & Training) by developing and upscaling new forms of teaching, learning and capacity-building that are more relational, systems-oriented and applied. This should be achieved through multi-actor collaboration and a whole institution approach (WIA) – universities become their own Living Labs – that spans the curricula, pedagogy and didactics, professional development, institutional practices school/university-community relationships and institutional ethos, vision and leadership. Doing so implies working together across silos, sectors and epistemologies as well as a paradigm shift in education and the development of sustainability competencies. The ultimate objective is for eNaBlS to contribute more generally to i) the advancement of a Nature Positive society through the necessary transformative change of communities, business models and lifestyles, and, specifically, ii) put biodiversity and climate on the path to recovery responding to the objectives of the EU biodiversity strategy for 2030 and the EU climate adaptation strategy.

"Although entrepreneurial competencies in general have been explicated in research, activities to develop them are usually offered in specialized departments and courses at Life Science universities (LSUs). Associated learning activities are not well integrated in the mainstream curricula, the support for higher education (HE) teachers to implement and evaluate them is lacking. As a result a large potential of student entrepreneurship remains untapped. Supporting the development of the sustainable entrepreneurial potential is of special relevance for LSUs being major players in facing the global ""grand"" challenges of the 21st Century targeted by Europe`s 2020 priorities for a “smart, sustainable and inclusive” development, e.g. an improved bioeconomy, a sustainable management of the natural resources, the need for food and nutritional security and safety, the enhancement of the economic viability of the food and non-food value chains, and the reduction of poverty, and in the achievement of the Sustainable Development Goals (SDGs). Therefore, INTRINSIC aimed 1) to make latent and nascent entrepreneurship competencies of students more tangible/visible using a competence framework for sustainable entrepreneurship (SE), 2) to fully connect entrepreneurship education to the SDGs 3) to further initiate and develop competencies of LS graduates through the development of innovative teaching/learning activities including ways to evaluate the targeted development of the entrepreneurial mindset. To achieve this, INTRINSIC developed innovative SE education tools, methodologies, pedagogies and trainer-the-trainer materials to enrich existing curricula on the interface between entrepreneurship in the Life Sciences and the SDGs. INTRINSIC resources support the development of SE competences as a composite of transversal skills (diversity competence, foresighted thinking competence, systems thinking competence, interpersonal competence, normative competence and strategic action competence) and the associated mindset enabling students to discover new opportunities to create social, environmental or economic value related to sustainability and the SDGs. These competences and the associated mindset are increasingly being considered as fundamental to successfully address the global challenges of the 21st Century and to achieve the SDGs. INTRINSIC focused around the development and active dissemination of five innovative intellectual outputs: 1) a open modular interactive ePlatform to provide teaching and assessment activities for SE in LS, and means to collaborate and create a community of practice for HE teachers at LSUs, supported also by an App (O1) 2) a mobile App to monitor entrepreneurial-related changes in the mindset of students (O2) 3) a teaching model and design tool for teaching SE in Life Sciences (O3) 4) a train-the-trainer staff development module (O4) 5) an online case study collection and good practice recommendations as support and guidance for teachers using the INTRINSIC ePlatform (O5) BOKU coordinated the project and lead the production of the staff development module, ICA managed the development of the interactive ePlatform and Connected Educator APP. WU, UGent and UH as early adopters for innovative teaching of (sustainable) entrepreneurship competencies in higher education in LS were leading the development of the mindset monitor (WU), the design tool for teaching SE in LS (UGent) and the production of the collection of good practice, case studies and testimonials (UH). FAZ, UniTE, BUAS and AUA contributed to the intellectual outputs according to their specific experiences and expertise. ICA and BOKU maintain the ePlatform and INTRINSIC resources after the project, ICA further disseminates the project results to a wider European level. This is supported by a special interest group (SIG) on sustainable entrepreneurship education (SEE) that formed as a result of the project at ICA. INTRINSIC organized six transnational project meetings, out of which three were held online due the COVID pandemic. The final multiplier, at the same time the 1st International Conference on Sustainable Entrepreneurship Education (1st SustEntEd), took place online from 25.-26.11.2021. As a result, HE teachers and responsible managers at LSUs involved in the project were inspired and better prepared to integrate education for SE in courses and curricula. On a larger scale, HE teachers at LSUs across Europe benefitted from the exchange initiated, the personal networks established, and the innovative approaches and resources developed and offered by INTRINSIC. As a result the engagement of more LS students in SE will be increased. INTRINSIC laid the basis for an improvement of curricula at LS universities and the qualification of HE teachers with regard to SE, enabling students of LS universities to better address the sustainable economic development in the European Union and the global SDGs."

"The main project objective was enhancement of the role of Higher Education Institutions in ensuring sustainable development of industry and society, support of national “green policies” in Partner Countries and promotion of ""green culture"" by means of Lifelong Learning. Three specific objectives were: 1.Development of modules to foster green skills for different target groups and qualifications levels, 2.Enhancement of access of target groups to open education resources, promotion of LLL,3.Enhancement of green culture and continuing education through training of teaching staff, external stakeholders and public administration.The project promoted green skills among different target groups and for three different subject areas closely related to quality of life at large (ecology, food science and land management). Project used the analysis of sectoral qualification frameworks worked out in previous TEMPUS projects and parallel desk research on green skills related materials. A set of ""Green training modules"", concerning food science, ecology and land management, was designed, tested and implemented. The modules concerned sector-specific issues as well as more general ones A large collection of sustainability-related documents was gathered and made available to the consortium members in Dropbox and One Drive platforms. The main SUSDEV web page was designed and launched; its sustainability is guaranteed by the host (Jagiellonian University in Krakow). Partner Countries institutions have also created their own SUSDEV-related web pages.""SUSIMPACT"" Network was proposed together with the consortium of ECOIMPACT project.Structural character of the project was ensured bya) development of Policy Recommendations which have been forwarded to national authoritiesb) development of a set of transferable good practices concerning various aspects of sustainability and green skills c) fostering cooperation with local authorities and stakeholders, resulting - inter alia - in development of two applications for Regional Centers of Expertise under the auspices of the United Nations University, Tokyo.From the very beginning of the project the synergy with other European initiatives was sought, due to participation of consortium members in various European networks and organizations. Outputs and outcomes of SUSDEV are currently used in new projects, such as MODEST (Modernization of doctoral studies); and SUSDEV partners are getting involved in new initiatives."