Digital learning has come to the fore due to the Covid-19 pandemic in all european countries, as VET educators were forced to quickly start delivering courses online. Most of them didn't have any experience with such a way of teaching not to mention using online tools for designing learning implementation & retention tasks hence supporting learners working remotely in knowledge implementation. Partners observed similar problems with their educators, who expressed lack of mobile learning implementation tools that could be easily added to the system they currently use for online education & the content they teach. Such a system would fill the gap & make learning more attractive, engaging & interactive, thus increasing learners’ motivation to implement the knowledge in their workplace. Another pressing issue & challenge that became obvious was to reduce the gap between digital competencies & experiences of VET educators & learners. VET educators are mostly “PC generation” while learners are mostly “mobile generation” & new educational methods should help educators to adjust their way of teaching to new generation expectations.The overall Project goal is to build digital education readiness of VET educators at the same time closing the gap of not being able to support learners in knowledge application efforts. In particular, the project aims at:equipping VET educators with learning implementation process & digital tools to design Mobile Learning Experience Modules that could amend any type of learning event leading to new skills & knowledge implementation in the workplace.expanding VET educators’ digital competencies by involving them in MobiLEx development raising awareness of VET educators that supporting learners in learning implementation can boost up their engagement & motivation to learnThere will be 2 groups of participants involved in development of IOs (needs analysis, testing & piloting activities):VET Educators in partner’s countries & inside partners organisations (120)VET learners: managers, coaches, mentors, team & project leaders (80)The partnership comprises 4 organisations from 4 EU countries (DE,PL,EL,IT) with complementary skills from the worlds of VET (PAIZ), higher education (FHM), digital tools (MILITOS), sectoral representation (EFFEBI) all experienced in EU Projects.Activities:-MobiLEx System development activities & deployment in 5 lgs.-Development of 4 Mobile Learning Experience Modules (How to motivate people who are working remotely, Sustainability manager, Periodic effectiveness appraisal, Skills oriented team-building) using MobiLEx Editor, in 5 lgs. -Development of Manual & Video tutorial: “Working with MobiLEx System on Learning Experience Design” -Sharing outputs at multiplier events, inviting target groups to uptake MobiLEx results & to act as further multipliers.Results:MobiLEx Learning Implementation System with Editor for PC & Mobile App for IOS & Android users with Manual & Video tutorial for Educators 4 Mobile Learning Experience modules for knowledge implementation & retention with Resources & Knowledge Tips for mobile App will supplement existing educational processes to encourage VET learners to immediately make use of new skills & knowledgeVET Educators encouraged to use newly developed digital competencies to design Learning Experience Modules in other educational eventsPartners’ staff will broaden their knowledge of mobile educational solutions, increase competencies in designing Learning Experience modules for supporting VET knowledge & skills implementation.VET educators (40) using MobiLEx system will develop digital competencies & be able to design learning paths to increase engagement & learning implementation for learners, especially those working remotely; will increase digital skills in at least 5 DigCompEdu competency areas; will be actively promoting among their peers the approach to use digital solutions supporting learners.Due to dissemination activities the expected number of educators impacted by the project results will be extensively bigger than that, since the potential group of educators of adults in partner countries is 725 195 & even if we reach 5% with Project Outputs, 36 260 may be impacted. Learners, involved in the Project, will: - gain access to a pool of OERs in 5 EU languages- put to practical use specific set of competencies in 5 areasPartners expect that, with planned dissemination activities, the number of VET learners impacted by the project results can reach as much as 442 369 (modest 5% out of CEDEFOP 8 847 377 employees participating in education & training in 2019). PARTNERS’ educators will experience all project benefits described above & Partners’ project staff will further develop multinational cooperation.STAKEHOLDERS benefits will be related to the fact that project IOs will further enhance the attractiveness of training & development among managers, trainers, & professionals.

<< Objectives >>1) to increase the number of courses on Digital transformation curricular.2) to increase of using intelligence technologies in education by developing virtual assistant. 3) to increase HE learners’ experience on digital transformation settings supported with catboats.5) to increase awareness on benefits and implementation practices.<< Implementation >>1. Project Management2. Development of Digital transformation (DT) curricular, TPM1.3. Development of Virtual assistant4. Development of CBL scenarios for curricular, TPM2. 5. Dissemination<< Results >>ASSIST results will be developed: R1 Digital transformation curricular R2 Virtual assistantR3 CBL scenariosTargets: 1) increased digital transformation skills and competences of at least 80 students (formal and non formal)2) increased teachers competences on chatbots design and development for learning curricular (totally 4 teachers) 3) improved learning experience by CBL methodology (totally 80 students)

"<< Background >>Covid-19 Pandemic gave a push in digitalisation: Processes have been shifted into the virtual space, work was organized remotely, new business models have been created. Increasing interconnectivity generates interdependencies, and vulnerabilities to possible threats. It must be stated, that digital transformation will not success, if the most valuable resources – data, information, and know-how – are not well protected. Information security and digitalisation are inseparable. ""In a world that has become hyper-connected, cybercriminals pose a significant threat to the internal security of the European Union and security of its citizens online. The COVID-19 pandemic has highlighted the need for more security in the digital world. People have increased their presence online to maintain personal and professional relations, while cybercriminals have taken advantage of this situation... The frequency and sophistication of cyberattacks is rising speedily, while at the same time the use of ICT infrastructures and technologies by individuals, organisations, and industries is increasing rapidly. The needs for cybersecurity knowledge and competences exceeds the supply. European Union Agency for Cybersecurity (ENISA) underlined the urgency to invest in building competences and talents in cybersecurity at all levels, from the non-expert to the highly skilled professional.""Recent survey, conducted during Corona crisis state that cyber-attacks have grown during the pandemic and are becoming increasingly prevalent. Symantec cybercrime report reveals that data breaches cost US$114 billion annually. Current study “The indelible impact of COVID-19 on Cyber Security”, conducted by Bitdefender (05/2020) in times of Corona Pandemic confirms, that cyberattacks were on the rise during this period (85% of respondents). The Office for Information Security in Germany (BSI), through its recent ""IT Security in the Home Office"" survey of 2020, found that 8% of the 1000 SMEs surveyed were affected by cyber-attacks. PT and IT are facing the same situation. Home working/remote learning and communicating caused specific risks, which were not perceived relevant prior to COVID-19 crises. It is highlighted, that one of the biggest vulnerabilities for cyber threat are staff members, being not aware of CS threats and consequences and not well-equipped with knowledge, skills in this field. Protection cannot only take place on the IT-level but must be incorporated and practiced by all employees /staff members to ensure an a safe and secure navigation in digital space in both areas - living and working.In the regard the topic of cyber security became much more urgent and fundamental changes and adaptions are necessary not only on the organisational level, but also on the educational. Especially VET institutions can contribute to the facilitation of skills and competence highly needs on the labour market. CS go beyond the digital skills are become at least equality important to act and interact in the digitalized global world. VET organisations should provide training contents, tools, and solution, helping to cope with the challenges companies are confronted with. Euipped with appropriate Cyber Security skills. The Pandemic situation has brought an immense change into working life so deficits, weaknesses, and vulnerabilities, became more obvious.<< Objectives >>""The Covid 19 pandemic alone required more digital skills than ever before. 90% of all jobs will encounter the digital world soon. So far, around 35% of European workers still lack the digital skills needed to gain a solid ground in the digital world. The European Commission’s Digital Education Plan aims to support the objective of the Skills Agenda of ensuring that 70% of 16 to 74 year olds should have at least basic digital skills by 2025.” (Digital Education Action Plan 2021-2027) . Working in a digital world implies further skills to make the navigation safe and secure and to ensure data and information protection. digital transition can only succeed, if information is protected. Current study “The indelible impact of COVID-19 on Cyber Security”, conducted by Bitdefender in May 2020 in times of Pandemic confirms, that cyberattacks were on the rise during this period (85% of respondents). Home working/remote learning and communicating caused specific risks, which were not perceived relevant prior Covid-19 crises. The Office for Information Security (BSI), through its recent ""IT Security in the Home Office"" survey of 2020, found that 8% of the 1000 SMEs surveyed were affected by cyber-attacks. In regard the topic of Cyber Security became much more urgent and essential – for both employers and employees. In all participating countries common problems and needs have been identified, building the base for this project:•Main emphasis was mainly put to close the existing gap of Cyber Security (CS) specialists by offering study programs and further trainings, much less attention was paid to trainings for non-technical/non-IT staff or VET learners •VET teachers and trainers are not well equipped with knowledge and especially instruments and tools relevant to hold CS trainings for non-technical staff/VET learners in an appropriate and appealing way, also fostering the knowledge retention•Online training programs aiming to raise awareness and train CS subjects mimicking real-life and real-work environments in an engaging way, are still lacking •Especially SMEs don´t recognize the relevance of informing, sensitizing, and training non-technical staff for CS matters. Cyber literacy and generally the awareness is still not on the agenda of many SMEs Europe wide. Status quo is calling for additional actions and measure. Against this background the project idea aims * to improve CS skills among non-technical staff/VET learners by developing an innovative online training by using the “Escape Rooms” approach* to provide the VET trainers/institutions with an approved and evaluated online training as well as learning and teaching tools in the field of Cyber Security* to raise awareness among the SMEs and VET institutions for the importance of CS subject* to contribute to the establishment of a Cyber Security Culture in SMEs and also the VET sector Partners intend to design and incorporate at least six scenarios mirroring real working situations and allowing the learner to gain experiences, knowledge, and skills by making choices, observing consequences, and obtaining relevant immediate input to retain knowledge. Experimental learning is hereby in the focus: through the direct engagement in a real-life, authentic situation replicating a working environment, experiences can be collected. The immediate observation the consequences, own choices and actions lead to makes the reflection and a better understanding possible. Making conclusion and learning experiences will lead to a higher knowledge retention and the transfer of what was learned into the working life. Project partner decided to test CS training by using the Escape Room approach, intending to •Give a better understanding of CS •Increase the engagement and learning experiences though the interactive and emotional learning•Explore of “Escape Rooms” approach for educational purposes•Measure the effectiveness of the online training using the “Escape Room” Mode<< Implementation >>O1 - Activities: 1.A1: Definition of the quality criteria Development of selection criteria necessary to identify and present Cyber Security Cases, and to make them comparable, diverse, applicable and transferrable into the (VET) educational /learning environment.1.A2: Definition of the structure of the compendiumTo make the cases comparable and applicable for educational purposes common structure as well as the methodology to collect data and information will be specified and commonly approved. 1.A3: Selection of Case StudiesAll partners have a strong local and national network, which will be activated in this project phase. All partners will identify companies and organisations, preferably SME, and get in touch with them to gain relevant information and data. Methodology encompasses secondary and primary data collection.1.A4: Elaboration of the CompendiumHaving collected and filtered data from both steps, partners will prepare the compendium. Every partner will illustrate their cases according to the predefined structure, as well as describe the national strategies and situation regarding CS.O2 - Activities:2.A1. Specification of the topics for at least 6 different set of situations. Definition of most relevant topics. Scenario topic should cover preferably different field and areas of Cyber Security integrating more strongly the security issues of remote working models like Home Office.2.A2. Definitions of learning objectives Having determined the topic and areas for the scenarios the learning objectives will be identified. Partners will figure out, what kind of knowledge and experiences learners will have to acquire, gain and possess after the completion of the “learning process”. 2.A3 Definition of appropriate situation for a scenario The prioritization of the situation follows. The principals here are the importance of the situation for the real life and the likelihood they can appear in practice/work environment. 2.A4. Scenario frameAs an innovative type for raising awareness for Cyber Security and training the application and adherence to relevant rules and principles of working and living in a safe virtual environment, the Escape Room Model was chosen.2.A5 Design of the scenariosAt least 6 selected scenarios will be composed. Scenarios have to be engaging and also educationally effective and mimic the working reality. O3 - Activities.3.A1 Specification and design of the virtual escape room platform The requirements for the scenarios in O2 will be used to guide this activity. The characteristics of the platform and its core functionality will include elements of communication (text and video, synchronous and asynchronous) and interaction with the with the scenario for the players to get the clues and submit the solutions.3.A2 Technical / software implementation of the virtual escape room platformThe technical implementation will translate the game mechanics (game rules) into data and algorithms that supports the desired user experience but will also allow to instantiate programmatically the scenarios produced in the previous result into the platform. This will be done in a modular way so that new scenarios could be created and integrated at any moment with minimum effort.3.A3 Alpha and beta testingAlpha test will involve partner s to conduct usability and game experience assessment. Beta Testing will already implicate the participation of end users to test the virtual escape room setup.3.A4 Improvements to the platform and scenariosThe resulting feedback will be analysed and a list of requirements for improvements will be produced to guide further development of the platform and tested scenarios.3.A5 Pilot testingA larger-scale testing will take place 3.A6 Improvements to the platform and scenariosFollowing the evaluation of the pilots, improvements to the contents and methodology. optimization of the output<< Results >>OO1: Compendium of Cyber Security CasesThis output aims at putting together and disseminating Cybersecurity Cases which de facto took place in partner countries, especially SMEs. These Cases bundled in the compendium provide the variety of different situations, describing cyberattacks, frauds, social engineering occurred in companies. The illustration of problems, its origin and possible reasons will be extended by solutions and actions, companies introduced and realized to rectify the security leak. These Cases should serve for educational purposes and deliver content, input, based on real-life examples to VET trainers on the one hand and lay the foundation for the creation of the Output 2 “Scenario Cyber Alertness” on the other.O2 – Scenarios “Cyber Alertness”Inspired by the examples and cases from Output 1 partners will design various set of situations for facilitating knowledge and competences in the field of CS. To make the virtual training more engaging a scenario-based approach was chosen. Since the topic of Cyber Security is perceived as highly complex the aim is to create a well thought out, interactive and appealing scenario -based training strategy, supporting the information reception, knowledge application and retention. Scenarios are effective for learning since they provide realistic context and emotional engagement and can increase motivation and accelerate expertise. Especially, in field of Cyber Security the reference to realistic situation might have a very positive effect and additional value since learners can better comprehend the situation, observe the consequences, reflect and transfer it into working environment. Having made these experiences, it can foster and accelerate the learning process, enhance the skills and knowledge and lead to a better performance in the job. The target groups the scenarios are suited for are persons from different professions with non-technical/non-IT background in the continuing VET sector. The Scenarions contain set of situations, relevant for the improvement of the CS awareness and skills, enabling VET learners to act and react in the digital working and living environments.O2-1 Apart from the scenarios partner will work out a methodological guide for the conceptualization and the implementation of Escape rooms as didactic tool in the context of CS. Incorporated will be also the experiences of the participating trainers and learners. O3 – Virtual Training Escape RoomDeveloped scenarios (O2) are the base for the development of the virtual platform and training. The characteristics of the platform and its core functionality include elements of communication (text and video, synchronous and asynchronous) and interaction with the scenario for the learner to get the clues and submit the solutions. Therefore, design includes the core mechanisms that create experiences and build the expected knowledge that is transferable to the real world through active learning practices that simulate problem solving in the real world. The virtual platform incorporates tested scenarios for CS and will be made openly available to the target group and all potential stakeholders.O3-1 A user guide will be a part of the project to inform them about the concept of the training, and the handling.Further results1) Project Webpage2) 4 Multiplier Events3) Dissemination strategy: dissemination of project results for their sustainable use also beyond the partnership is a core task of the project. A comprehensive dissemination staregy will therefore be established for all partner organisations4) Quality plan and reports: the assurance of a high product and process quality is an important factor for the success of the project. Therefore Effebit (P4) will be especially responsible for the quality management in the project."

<< Objectives >>The current project will join the efforts of 4 universities. The aim of this project is to:1) achieve excellence in present EU education;2) meet requirements to university students and lecturers according to the directives of the EU concerning development of new skills critical thinking and media literacy;3) equip university students and lecturers of the Internet with protective tools;4) improve the quality of teaching/learning in the participating organizations.<< Implementation >>1. Design of a course in Critical Thinking and Media Literacy (BG, G, PL)2. Transnational meetings: - Kick-off Jan 2023 BG- June 2023 IT- Nov 2023 G- June 2024 PL3. Design of Open Virtual Platform - Feb 2023 IT4. Design of a Teachers manual - March 2023 BG5. Design of a compendium - May 2024 BG6. Learning Mobility for teachers in June 2023 IT7. Learning Mobility for teachers in Nov 2023 G8. Learning Mobility for students in June 2024 PL9. Dissemination Conference Sept 2024 BG<< Results >>The results of the project includes as follows:•Systematic and general teaching model for CT & ML will be developed. •A course and study materials based on systematic and general teaching model for CT will be developed. • A pilot course for university students will be held.• A teachers' manual on the systematic and general teaching model for CT & ML will be developed.•A compendium on CT & ML will be written. •Teacher training in CT and ML for educators will be organized.

<< Objectives >>Project aims at:- Building environmental awareness of SME leaders & staff to actively look for innovative, sustainable packaging solutions- Developing Partners’, SME leaders & staff competencies (with innovative tools & practical processes) allowing them to start changes & become agents of sustainable change in their SMEs- Developing VET educators sustainability competencies & equipping them with ready made curricula & tools to support sustainability focused development of SME leaders & staff<< Implementation >>Activities:1. In search for sustainable packaging - competency gaps analysis; knowledge sharing & mutual learning event2. Awakening packaging sustainability awareness with PackLess MOOC3. Igniting the process of active search for innovative packaging solutions to SME sustainable transformation with a PackLess Compendium of success stories & dedicated educational package4. Sharing and promotion of project results online & offline (5 national conferences)<< Results >>Main results:1. Defined competence gaps of SME leaders (including partner organisations) in relation to SME sustainable packaging transformation2. Workshop for Partners’ staff members & educators on sustainability and waste free packaging & designing digital educational solutions for long term habits development3. PackLess MOOC for VET learners with a VET curriculum4. Compendium of knowledge and cases to follow starting SME sustainable packaging transformation w/methodology for VET educators