The knowledge, skills and attitudes of European teachers are of great importance. Within the ‘ET2020’ Strategic Framework for European Cooperation in Education and Training the New Skills Agenda for Europe (EC, 2016) and the Council Recommendation on Key Competences (EC, 2018), teachers’ quality and professionalism have a direct effect on how good learners do at school.They play a key role in achieving high quality education for all learners.Target 4.c of the Sustainable Development Goals highlights the need to increase the supply of qualified teachers, including through international cooperation for teacher training in developing countries.In today’s digital generation, gamification has become a popular tactic to encourage specific behaviours, and to increase students’ motivation and engagement to get the knowledge and skills. Though commonly found in marketing strategies in business among companies, it is now being implemented in many educational programs as well, helping educators to find the balance between achieving their objectives and students’ educational needs. According to Kapp gamification is “using game-based mechanics, aesthetics and game thinking to engage people, motivate action, promote learning, and solve problems.” (Kapp, 2012).Badges, leaderboards, progress graphs, points are some examples of these game elements.It has been proven by the research that gamification has increased enjoyment, engagement, motivation, participation and learning.(Cheong, Cheong, & Flippou, 2013; Su & Cheng, 2015; Tsay, Luo, 2018; Subhash & Cudney, 2018). At the same time gamification is an international tool which can be used in different educational systems, adapted according to the teachers’ individual needs and widely spread to the teachers’ practice. There are different ways of teaching and different ways of using gamification in every country, so that is why it is very useful to create a partnership on an international level and to share the best practice and ideas connected with implementation of gamification in the learning environment. GATE aims to support teachers in all subjects (from elementary to higher education) with a set of innovative gamification tools and practices to improve the effectiveness of their teaching by increasing the motivation of students to learn and to develop their attitudes towards the learning process by providing them:1)A web based Gamification ToolKit (GTK)2)An Open Online Course On Gamification(OOC)4 partners from Belgium,Turkey and Spain in a cross sectoral way aim to :Increase the capacity of teachers on the educational use of gamification Improve the supply of high quality learning opportunities in gamification tailored to the needs of teachers Raise motivation and engagement of students in the learning processThe dissemination plan will help to reach as many target groups and stakeholders as possible.Each partner offers a unique amount of knowledge and experience representing the sectors addressed in the project. The project is expected to have a significant impact on teachers and students in all levels as well as their organisations across Europe, largely related to the cross curricular activities as a means of providing a new and innovative approach to promote sustainability and developing related skills in schools,comprising digital tools and curriculum linked learning resources on gamification.It is anticipated that the resources developed during the project will complement and expand existing training initiatives at various educational levels across. During the lifetime of the project, 200 teachers, school leaders and educators, 100 students and parents (in pilots) and 475 stakeholders will be involved. A wider audience, of a minimum of 500 recipients, will be reached at local, regional, national and European level through the planned dissemination activities including 300 teachers and educators in 3 multiplier events in 3 different countries. The long-term impact envisaged is a better integration of students in all ages in the schools and a higher collaboration between schools, families and other external stakeholders, strengthening the school system in Europe.

Teaching mathematics, which is in the core of scientific thought and development, has been one of the most challenging issues. Numerous researches proved that technology integration can play an effective role to solve the challenges of teaching mathematics (Li & Ma, 2010; Cheung & Slavin, 2013). Hew and Brush (2007) described the strategies to overcome technology integration barriers as: having a shared vision and technology integration plan; overcoming the scarcity of resources; changing attitudes and beliefs; conducting professional development, and reconsidering assessments. The main aim of the project is to provide Math teachers professional development to integrate ICT to their lessons. To achieve this, three intellectual outputs have been designed; open online course (OOC), open educational resources (OER), and online teacher community (OTC).In OOC, it has been aimed to change the teachers’ attitudes and belief in the positive way as well as conducting professional development. Through development and dissemination of OER it is aimed to overcome the scarcity of resources. Through OTC, support of peer teachers and researches at participating organizations will be provided to teachers. As it is seen, outputs are consistent with Hew and Brush’s strategies.As well as the Hew and Brush’s strategies, the project is also based on the Koehler & Mishra’s (2009) Model. Koehler & Mishra developed a framework called Technological Pedagogical Content Knowledge (TPCK) which is about teachers’ knowledge of technology integration in a subject matter. According to TPCK, for integration of technology, it is vital to have the body of knowledge which should be an intersection of content, pedagogy and technology. Department of Computer Education and Instructional Technology (HU) has Technological Pedagogical Knowledge (TPK), Department of Mathematics Education (JKU) has Pedagogical Content Knowledge (PCK), and GeoGebra Institute Association (AGIB) who is specialized in GeoGebra has Technological Content Knowledge (TCK). At the point in which all these binary interactions intersect, TPC Knowledge will be formed. It is clear that teachers who will receive courses developed in an interdisciplinary way within the TPC Knowledge will realize successful results. Also the coordinator, who has a Ph.D. on instructional technology, has a bachelor degree in Mathematics education. In the same way contact person of AGIB is a Math teacher who has experience on ICT integration. The contact person of JKU is the developer of GeoGebra software and founder of International GeoGebra Institutes. The contact person in PEKSA, which will take up the responsibility of dissemination, has a wide range of teacher network not only in Turkey but also all around Europe at different organizations resulted from projects she has been involved in. It is evident that the project has been set up with the perfect combination of partners.The first product of this dream team, the OOC will be grounded on three modules (M). M1 – ICT use in learning and teaching. M2 – Using GeoGebra. M3 – Educational material development in GeoGebra. On M1 teachers will understand the purpose and benefit of using ICT in the classroom so they could feel necessity. Also it may affect their attitudes and beliefs positively. HU will prepare this module by using their expertise in ICT integration. M2 will be developed by AGIB whose one of the aims is to provide the professional development opportunities in line with GeoGebra. On this module teachers will learn to use GeoGebra, which is free dynamic Mathematics software. M3 will be developed by JKU. On M3 teachers will learn how to develop educational materials by GeoGebra. Furthermore teachers will take feedbacks about their materials from both researchers and their peer teachers on this module. At the end of the OOC, educational materials that will be designed by the teachers will then be changed into OER by instructional and technical revisions of partners. Teachers who will attend OOC will be lead to OTC. In OTC, teachers will share and exchange their teaching experiences, GeoGebra materials, and ICT-based lesson plans which they will develop with the help of the trainings.In a nutshell enhancing digital integration in learning and teaching will be the core idea of the project. Math teachers will learn ICT based teaching as well as gaining experiences in a course which has innovative methods and technology-rich environment. 300 teachers will participate workshops about Teaching Mathematics with ICT which will take a place under the title of multiplier events. All the outputs will maintain online during the life of the project and after the completion. In this way the sustainability of the project will be provided. It is expected to have an impact on at least 1000 teachers during the project and much more after it finished.

<< Objectives >>BEA aims to be an all-inclusive project where a maximum of 40 participants can play a role in combating gender inequality. the result will therefore be aimed at and relevant to both the direct beneficiaries of the project (multi disadvantaged women) and the indirect target groups (policymakers, formal and non-formal education institutions, coaches, intermediaries, stakeholders, employment agencies, companies and other interested parties) of the project.<< Implementation >>Activity 1: Skills for women’s professional development and female leadership (six-day training course) in Greece Activity 2: Peronal development by art (training an coaching) in a rural area in the border region of the east of The Netherlands (six-days training)Activity 3: Exhibition of the results of activity 2, in a exhibition hall in Emmerich am Rhein (Germany)<< Results >>It is a training of the brain (formal/non-formal learning), where you have to look, connect and make connections. You do whatever is required of strong leadership.The aim is to empower the participant, promote a positive self-image and be able to tackle issues facing women with double resistance. Working at different levels and from each person's unique talents. Discovering/developing your talents gives you more self-confidence and makes you stronger in the world.

Edu4Sent aims to enhance the social entrepreneurship knowledge and competencies of educators working for organisations supporting young adult refugees and asylum seekers in order to support them in promoting social entrepreneurship to low-skilled in the long-run .As declared by the Eu Commission “An agenda for new skills and jobs”, the promotion of entrepreneurship, self-employment and innovation “can offer a source of innovative solutions to respond to social demands in a participative process, providing specific employment opportunities for those furthest away from the labor market”. It is also known to tackle societal and environmental challenges and foster inclusive social growth. The EU social economy, according to the EC, has employed more than 11 million people, about 6% of the active workforce: out of these, 26% are employed in social enterprises. Meanwhile, employment in social enterprises increased by 8%, which is also a promising start to tackle unemployment and poor working conditions currently faced by migrants in EU member states.Cooperation of suitable partners as IT enterprise,a training company, a governorship and associations involved in adult education and social entrepreneurship the project aims to:• To enhance the knowledge and competences of educators / professionals in social entrepreneurship fields, which will facilitate them in the long run to develop social entrepreneurial skills to learners with migrant background, • Improve the supply of high quality learning opportunities in the field of social entrepreneurship tailored to the needs of both educators with no prior relevant knowledge in the field, as well as of low-skilled adults with migrant background. • Enhance the competence of educators as trainers of trainers on social entrepreneurship • Empower the social entrepreneurship spirit and raise awareness on the different pathways to pursue self-sustainability • Increase labour market relevance of learning provision and qualifications and reinforce links among the world of social entrepreneurship with adult trainers and, ultimately, with migrant learners. The main target group of the project is educators/trainers and professionals working with young adult migrants in organisations providing social and educational support to migrants. The project will also have an impact on Municipal Authorities, NGOs, Adult learning Centres and other relevant stakeholders. The project will have an added value on all these to train trainers on social entrepreneurship teaching methods and practical thematic knowledge,with the help of of an OOC.The skills that will be required by entrepreneurs fall into three distinct categories: technical skills, business management skills, and personal entrepreneurial skills.In this respect the OOC will include trainings on these three skills determined in the first phase of the project lifetime in detailed.The partnership involves organisations has been set up in a cross sectoral way including organisations that have never been previously involved in a similar project. The project will have an impact on Municipal Authorities, NGOs, Adult learning Centres and other relevant stakeholders. The project will have an added value on all these to train trainers on social entrepreneurship teaching methods and practical thematic knowledge,with the help of of an OOC. The certificates that will be provided at the end of the project proving the acquired skills of educators will equip them in offering high-quality teaching both to new peers and potentially to migrants.The project outputs and activities will be disseminated on the national and international level mainly to the organisations who work with the target group. In the partnership countries there are some interesting experiences that have been developed methodologies and techniques focused on acquiring digital knowledge, entrepreneurial and soft skills for refugees and migrants.The certificates that will be provided at the end of the project proving the acquired skills of educators will equip them in offering high-quality teaching on social entrepreneurship both to new peers and potentially to migrants. With the help of the dissemination plan, the project outputs and activities will be disseminated on the national and international level mainly to the organisations who work with the target group

Transdisciplinary integration of STEAM fields in the learning process is an emerging concept. This growing phenomenon took its part in many educational policy reports, including new skills and key competencies that needed to have in the knowledge century. Although recent study highlights the need for integration, there is still a gap in the field of implementation. Relevant literature indicates that to transfer the theory into practice 1) knowledge, skills, and experience of teachers 2) infrastructure, platforms, and tools, 3) educational resources are some of the most important factors in the integration process. In this project, four intellectual outputs (IO) and five multiplier events (ME) are planned to serve these factors. The target group will be teachers, in some cases prospective teachers, teacher educators, researchers, and students. In the frame of the project, it is expected a minimum 500 participants will be first-degree beneficiary through IOs and MEs during the project. The first IO is a gamified e-learning platform which will be evolved out of GeoGebra. GeoGebra is a free open-source mathematical software which was designed to combine algebra, geometry, calculus, statistics and more recently support STEM subjects in a single, integrated system. It also has a platform to share open educational resources (OER). In IO1, game elements will be embedded to the GeoGebra platform to disseminate it within teachers from different fields and increase the usage of registered users through gamification. In this IO, the power of gamification for increasing the motivation, engagement, enjoyment, and participation will be used. The gamification design will be grounded on research which will be conducted during the project.With IO3, OER about STEAM will be developed via GeoGebra software and published in the GeoGebra platform which has over 100 million users. In addition to these interactive materials, hands-on materials will be created for the ones whose technology access is limited. In this way, GeoGebra will serve as a hub for transdisciplinary studies within teachers and a source for students.IO2 will be an open online course (OOC) about STEAM education. The powerful part of the course will be handling the subject from various aspects and providing the opportunity for teachers to develop their own STEAM project ideas and educational materials.The last IO will be an e-book on STEAM education. In collaboration with researchers, teachers and practitioners chapters will capture STEAM research results as well as good practices of integrating disciplines and related pedagogies in and out of schools. The target audience of the book will also be researchers, teachers, policymakers and any practitioners aiming to enhance STEAM education.As can be seen, IOs serve the factors mentioned in the integration literature. IO1 provides a platform for STEAM education. IO2 contributes to the professional development of teachers. IO3 provides OER for both teachers and students. IO4 is both a handbook for teachers and a qualified resource that combines theory and practice for researchers and teacher trainers.The MEs are actually learning-teaching-training (LTT) activities which will be held by each partner organization. First ME will be a conference on STEAM Education, which will contribute to the content of the ebook (IO4) with the chosen proceedings. Another ME will target students, teachers as well as academics who focus on the integration of arts into STEM education, while others include a series of STEAM workshops in various related subjects. In this context, it is possible to say that MEs serve as an output to the project. Events will be as qualified as the outputs and because of planning them as LTT activities there won’t be a limit for the participants, they all will be open.The project stands out with its openness and the choice of its partners. All IOs are open and sustainable under the guarantee of a strong brand with 20 years of history, such as GeoGebra. It is possible to say that the consortium was established with a real strategic partnership. Kaposvár University incorporates the education of STEM fields and is experienced in educational material development via GeoGebra. Hacettepe University Department of Computer Education and Instructional Technology specializes in gamification, online learning, educational resources, and ICT integration into education. Johannes Kepler University Department of STEM Education is the technical force behind GeoGebra and carries out research on both STEM education and GeoGebra. University of Jyväskylä works especially for the integration of arts into STEM and specializes to train students and teachers through experience. PEKSA, the association of teachers and researchers, is an expert in teacher training and has a wide teacher network for European level dissemination activities.