Climate change is one of the major challenges mankind is facing. 2019 was the second warmest year on record (NASA, 2020). Rising sea levels, droughts, extinction of species, containment of the living space, loss of agricultural production and even direct health problems for humans are only the tip of the iceberg, when we assume that these effects of climate change will even become more extreme in the future (NOAA, 2019). There is a consensus among scientists that the cause of climate change is man-made (Cook et al., 2013), with large implications for how we live, work, eat, and act as individuals as well as a whole society. In the past years, there have been increasing numbers in grassroots movements and NGOs who are demonstrating for a radical shift in climate policies by governments. For example, the “Fridays for future” movement has mobilized the world´s largest demonstration with approximately 7.6 million participants worldwide (Wahlström et al., 2020). As internationally accepted climate goals cannot be achieved with the current course of the governments, these activists want to continue demonstrating until the governments adapt their goals to the demands of the strikers. Considering that climate change is a product of many human factors, such as the way we spend our money, make political decisions, and consume every day, it is clear that experts who are well versed in human psychology can make a decisive contribution to a behavioral change towards a more climate-neutral way of living, through changing attitudes, motivations, and perceptions of people (Osbaldiston & Schott, 2011). Although one branch of psychology, i.e. environmental psychology, has dealt with questions surrounding environmental behavior, many psychologists are not aware of the impact they could have in the field of climate protection. At the same time, many psychology students are mostly unaware of environmental psychology as such as it is only taught at few European universities, making climate change psychology a niche within a niche.Yet, there are many branches of psychology that have not been linked to the climate change debate, but if psychology’s role is seen a little broader, many of these more traditional branches provide exciting perspectives. For example, social psychology can provide many interesting insights into the group processes of climate activists. Similarly, industrial and organizational psychology can analyze human behavior relating to volunteer work in NGOs and grassroots movements to provide recommendations on how to make volunteer work more attractive and better supported by organizations. Although some of the psychological perspectives mentioned before are already being taught in traditional ways, other perspectives, such as the industrial and organizational perspectives, are currently completely lacking. Climate change psychology being a niche topic within a niche creates a great challenge to engage more psychologists in the topic from a diverse range of psychological backgrounds. Furthermore, as climate change psychology can be conceived as an applied field of psychology, it is also necessary to have an applied training of psychology students so that they are able to not only be knowledgeable on climate change psychology, but actually are able to have the skillset to solve pressing issues of climate change. Given the niche status and a limited number of experts across the world, digital education created by a team of psychologists with diverse expertise and skillset provides the unique opportunity for the topic of climate change psychology to expand its reach to psychology students across Europe, while at the same time focusing on creating a visible real-world impact.Therefore, in this project we will create a novel digital educational toolkit that will help establishing climate change psychology as work domain for psychology graduates. Starting off with an in-depth analysis of challenges and needs in climate change activism groups, NGOs and research, which will help convince teachers and researchers in psychology about the need to focus on this field, we will develop four intellectual outputs that will address climate change psychology topics from environmental, social, work, and organizational psychology perspectives and utilize the broad range of digital educational possibilities, such as e-learning, flipped classroom, and blended-learning approaches. At the same time, to make sure that theoretical knowledge is connected with the development of applied skills, we will focus on developing concepts that include the collaboration with NGOs and grassroots movements, enabling students to try out their knowledge in real-world settings. To engage these organizations to collaborate with higher education institutions in the long run, we shall additionally develop a free innovative digital coaching toolkit that displays the potential of psychological knowledge for the effective management of climate activism.

FAFSIT4SCHOOLS is innovative Strategic Partnership project whose aim is to develop new fire safety and first aid education tool for pupils and teachers. The project will address deficiency of that kind of education programs at schools. There is no safety and first aid topics uniting education program across EU Member States. Pupils and teachers lack of preparation to react in stressful situations is a huge danger for all society as a whole. In order to cope with these issues it is necessary to ensure as early as possible training using the most innovative, attractive and involving tools.Main objective of the project - to develop innovative interactive fire safety and first aid education system for schools.Main tasks of the project:- Increase fire safety and first aid awareness in schools;- Support innovative teaching and learning;- Ensure inclusive, open and online education;- Reinforce cooperation with partners from other countries;- Improve competences linked to professional profiles (teaching, training);- Better understand interconnections between formal and non-formal education;- Increase motivation and satisfaction in teaching and learning.The project consortium consists of a wide range of partners from different cultures and experiences, from a range of service backgrounds and scale that will represent the various stakeholders involved and that will bring expertise in different fields directly connected with the objectives of the project. The partners are located in a number of different countries with a good geographical spread all over Europe, a well balanced group of fire and rescue services, local, regional and national government organisations, third level research institutions, learning developers and national and EU teacher organisations. A number of Associated Partners (21 school from Lithuania, Latvia, Estonia, Ireland and Denmark) primarily made up of second level schools and other interested stakeholders in each partner country will participate in the FAFSIT4SCHOOLS project. Collectively this partnership will research, design, develop and deliver a sustainable innovative fire safety and first aid training system for second level school teachers and students.Project partners:- National Firefighters Managers Union (Project coordinator);- Leitrim County Council;- Estonian Rescue Board;- Latvian State Fire and Rescue Service;- FREDERIKSBORG BRAND OG REDNING;- Learnkey.Project target group - pupils, teachers and other pedagogical staff. It is planned to involve approximately 3800 students and 63 teachers who will directly benefit from this educational programme with the potential to reach out to many more using the online learning tools and the eTwinning platform. We also plan to disseminate the outputs of the project through a series of Multiplier events and to a range of sectoral publications. Also it is planned to involve 130 representatives from various organizations which will be acquainted with project results during dissemination events. All activities planned in order to ensure successful implementation of the project and achievement of the intended results. Efforts will be made to sustain this fire safety programme into the future by attempting to incorporate it into the school curriculum throughout countries in Europe. Contact will be made with key educational stakeholders at local, national and European level in order to achieve this.It is planned to arrange 5 transnational meetings, 6 dissemination events and create 2 intellectual outputs.Planned project results:- Fire safety and first aid training course (methodology);- Online e-learning tool.Methodology will combine 5 different modules:- Fire safety course for pupils;- Fire safety course for teachers;- Evacuation practise training course for teachers;- First aid training course for pupils and teachers;- First aid instruction for pupils.Project will help to strengthen transnational network for knowledge and experience sharing, to develop sustainable cooperation structures between fire safety and first aid organizations, educators and public sector. The expected impact is a change of target groups behaviour in extreme situations related with fire and health threat. It is expected that after the project participants will become more informed and responsible dealing with fire and helping persons suffering a serious illness or injury. It will improve the health and well being of students and reduce the possibility of them being injured by fire and also prepare to get ready to help anyone in danger. In the long term this will have a beneficial effect on schools and society in general as it will help to reduce the incidence of fires, number of sudden deaths and to reduce the impact and damage caused by fires that may actually occur. This will be visible in future fire statistics in terms of reduced fire incidents, reduced injuries, deaths and fatalities around Europe.

<< Background >>Prisons are meant to punish the criminal, compensate the victim and to rehabilitate dysfunctional individuals to improve their lives and prevent them from committing further crimes (Centre for Entrepreneurs, 2016). Given the large numbers of incarcerated people in prisons in Europe (Germany 79, Ireland 82 and Romania 107 per 100.000 inhabitants), as well as the fact that there are high rates of recidivism for former prisoners (35% in Germany, 38.4% in Romania, 55.2% in Ireland), there is a great need to understand better the reasons for relapse among released prisoners and to create enhanced mechanisms for preventing further crimes. Research has shown that one crucial success factor for reducing recidivism can be reintegration into work (e.g., Chappell, 2004; Costelloe & Langelid, 2011). The solution sounds very simple, but there are multiple caveats attached to it for ex-prisoners: For example, there is a negative attitude of employers towards prisoners, which some attribute to stigma (e.g., Cooney, 2012), which makes it very difficult to find any employment for people that have a criminal record. More recently, people have tried an alternative approach to reintegration into work i.e. reintegration through entrepreneurship. Entrepreneurship programs, which were often developed in and imported from the USA, have tried to foster entrepreneurial thinking and action in prisoners so that post-release they can become more autonomous and self-determined through self-employment rather than depending solely on employment. Although the idea seems plausible at first sight, such entrepreneurship trainings come with their limitations. For example, in a prison environment, using traditional teaching and training methods, it is almost impossible to have a competency- and project-based training approach, as prisoners are not able to test out their ideas whilst still being incarcerated. Similarly, the few available educational programs regarding entrepreneurship for prisoners have mainly focused on the business mindset approach aimed at delivering basic knowledge on running a business. However, recent research (Frese et al., 2016) has shown that in addition to this business approach, a psychological mindset approach to entrepreneurship education is fruitful in helping to generate the entrepreneurial intentions of people. These studies have been primarily conducted with students, however, it seems logical that such an approach would be especially beneficial to prisoners as it is crucial to work on prisoners’ attitudes, motivation and self-efficacy for them to develop a long-term oriented way of thinking and acting.Lastly, traditional prison entrepreneurship programs are failing to translate the knowledge gained during imprisonment into action once prisoners are released. Hence, it is important that an entrepreneurial training program for prisoners takes a multidisciplinary approach and includes the post-release phase. Of course, educational programs need to start during imprisonment in order to lay the groundwork for future self-employment and ideally such programs can also utilize digital teaching methods for their sustainability. But once free (then) ex-prisoners will likely realize the challenges of enacting their entrepreneurial thoughts and ideas and will need personal guidance and coaching for following through with them. Although in many European countries there are support organizations that help ex-prisoners to deal with the basic challenges of life including finding work, such organizations lack the knowledge and training in respect to entrepreneurial coaching for ex-prisoners. In European countries, such as Ireland, Germany and Romania, the increasing focus on entrepreneurship for prisoners has led to a growing need for evidence-based approaches to entrepreneurship training as a means for ex-prisoners to join the labor market.<< Objectives >>The overarching objective of the project is to design and evaluate a new integrated approach to an entrepreneurship education program for prisoners. These programs are evidence-based approaches to reduce the recidivism rate among prisoners, but given that most entrepreneurial ideas fail, a program that solely focuses on business aspects is not enough for achieving positive long-term effects. Thus, our new integrated and multidisciplinary approach aims at improving previous programs in three different ways:1. A multidisciplinary approach for the training, including fundamental training modules for reintegration.2. Integrate the psychological-mindset approach into entrepreneurial training programs, which might prove to be even more relevant to prisoners.3. Incorporate the post-release phase into the training by building capacity in community-based organizations for entrepreneurial coaching of ex-prisoners.More specifically by implementing the project we want to achieve the following goals:A. CREATING AN EVIDENCE-BASIS FOR PRISON ENTREPRENEURSHIP PROGRAMSWe want to create a transnational report that makes a strong case for more integrated approaches to entrepreneurship for prisoners. Hence, apart from addressing teachers, trainers and educators in prisons, and researchers, this report will also be targeted at political decision-makers who want to take decisive action to improve reintegration of ex-prisoners into society and work.B. TEACHING PRISONERS’ FUNDAMENTAL KNOWLEDGE AND SKILLS THAT WILL FACILITATE THEIR REINTEGRATIONAs prisoners face multiple different socio-psychological problems and challenges after release we want to ensure that they are being equipped with knowledge they need concerning, for instance, accommodation, family issues, substance misuse, financial issues, etc. As these problems will likely occur and complicate life-planning, and in the worst-case lead to recidivism, preparing for them is crucial.C. FOSTER ENTREPRENEURIAL INTENTIONS AMONG PRISONERS AND TRAIN PSYCHOLOGICAL AND ENTREPRENEURIAL SKILLS As many prisoners face social stigma and prejudices when searching for a job, this project wants to raise awareness for alternative ways of reintegrating through work, i.e. through entrepreneurship. Apart from a business-mindset, prisoners also need a psychological-mindset approach to entrepreneurship to assure that they can work in an autonomous, goal-oriented and sustainable manner. As a result, trained prisoners will generate business ideas, which they ideally turn into a reality after release, thereby reducing the recidivism rates.D. BUILD CAPACITY IN COMMUNITY-BASED ORGANIZATIONS FOR ENTREPRENEURIAL COACHING OF EX-PRISONERSReintegration organizations support ex-prisoners in finding a job, yet many lack the competencies for entrepreneurial coaching that follows entrepreneurship training during imprisonment. By creating an entrepreneurship coaching guideline, we equip staff members in these organizations to build capacity in coaching and consulting of these ex-prisoners, thereby expanding their offerings.E. RAISING AWARENESS IN THE SOCIETY AT LARGE FOR A MORE INCLUSIVE APPROACH TOWARDS EX-PRISONERS Prisoners face multiple prejudices when reentering society, both in the work place and private life. In order to raise the awareness of the public for this vulnerable group we want to create a multimedia dissemination strategy showcasing successful examples of ex-prisoners who have founded a company. INCLUSIVENESSThese goals can only be achieved by a multidisciplinary perspective and a holistic approach towards entrepreneurship for prisoners. This consortium, therefore, combines expertise from sociology, social work, psychology and business in planning to create a learning experience that reaches a large number of prisoners across Europe and motivates many of them to take steps for becoming self-employed after they are released.<< Implementation >>In this project, we aim to create a novel and integrated training approach to entrepreneurship for prisoners. Starting with an in-depth analysis of prisoners’ and ex-prisoners’ challenges to starting an own business after release, we will develop three digital teaching modules geared towards reintegration into society, i.e. the fundamentals for reintegration, the psychological mindset approach to entrepreneurship and the business approach to entrepreneurship. These training modules will be created with self-administered E-Learning in mind, but will also serve as a foundation for blended learning approaches in countries where E-Learning in prisons is still in its infancy. While these digital teaching resources will be geared towards prisoners (up to 12 months prior to their release), results produced in PR5 will be aimed at community-based organizations (CBOs) and associations dealing with ex-prisoners (i.e. after their release) to build these organizations’ capacity in the domain of entrepreneurial coaching of ex-prisoners i.e. by creating an entrepreneurial coaching guideline. Finally, the last output created in this project will be targeted at policy makers and society at large. An awareness campaign will be built around short videos, a podcast series and a case study that highlight the challenges for ex-prisoners trying to reintegrate into society and showcasing success stories that could also serve as motivation to many.To sum up, we will implement the following activities during the course of the project:1.MULTIDISCIPLINARY COLLABORATION AMONGST PROJECT PARTNERS FOR CREATING PROJECT OUTPUTS GEARED TOWARDS A NOVEL INTEGRATIVE APPROACH TO ENTREPRENEURIAL TRAINING FOR PRISONERS AND EX-PRISONERSRegular virtual and transnational meetings of experts in the consortium will lead us to create a set of integrated multidisciplinary teaching and training materials for prisoners close to their release (up to 12 months before their release) as well as an entrepreneurial coaching guideline for ex-prisoners that is to be administered primarily by community-based organizations in the criminal justice system.2.PILOTING DEVELOPED TRAINING MATERIALS WITH PRISONERS We will begin with creating a solid evidence-basis for trainings, then generate manuals and teaching and training material before implementing them into a digital platform accessible from within prisons. These trainings will be both self-administered as well as face-to-face, and will enhance the skills and knowledge of prisoners and ex-prisoners in the domain of entrepreneurship.3.ENTREPRENEURIAL COACHING FOR EX-PRISONERSUsing the evidence-based entrepreneurial coaching guideline that will be developed in this collaboration, we will train community-based organizations to guide and coach ex-prisoners who have firm intentions towards the establishment of a successful and sustainable business.4.A BROAD AWARENESS CAMPAIGN FOR DIFFERENT GROUPS OF STAKEHOLDERSGiven the social stigma attached to ex-offenders, the project will implement a broad communication strategy to reach society at large (as potential customers of ex-offenders’ businesses) as well as policy makers, community-based organizations, and prisons to make a case for more entrepreneurial training of prisoners. To make a solid evidence-based case for more multidisciplinary approaches to entrepreneurship education in prisons, this awareness campaign will also include the transnational report produced in project result 1 (PR1) and will be broadly disseminated to a variety of stakeholders across the partner countries.<< Results >>For PR1, a transnational report on entrepreneurship education for prisoners will be created. To do so, the project partners will review the existing global academic literature on prison reintegration and prisoner entrepreneurship. Additionally, the report will incorporate a qualitative approach. Project partners will establish contact with prisoners and ex-prisoners and conduct interviews with them to get their view on self-employment and the development of entrepreneurial intentions during their time in prison. Furthermore, relevant stakeholders in each project country will be contacted and interviewed as well to include their view on the design of an effective entrepreneurship education tool which incorporates the business-mindset approach, as well as the psychological mindset approach necessary for entrepreneurial efforts to flourish. The transnational report will be disseminated through all available channels of the (associate) project and partners and will serve not only as the evidence-based foundation for the remaining project outputs, but will also raise the interest of relevant stakeholders in the project‘s objectives.PR2, 3 and 4 will target the prisoners themselves. We aim to have at least 60 prisoners participating in the designed courses across all project countries. The multidisciplinary entrepreneurship course will be piloted with face-to-face teaching and then shift towards a blended-learning approach or a pure digital learning approach, depending on the legal and administrative framework in the countries. It will consist of 3 modules, i.e. PR2, 3 & 4. For PR2, the project partners will develop a training kit concerning the most problematic areas for prisoners after their release. Seven awareness modules, ranging from accommodation issues to financial issues, will be discussed. Each module holds several activities for prisoners: reading texts, watching videos and self-evaluating exercises. In PR3, prisoners will develop the right mindset to become successful entrepreneurs after their release. Important issues, such as innovation, proactivity, self-control, time management and persistence, will be developed through self-directed activities such as reading texts and watching videos, which convey the educational content, but also through exercises and small workshops (depending on national/regional policies in prisons). In PR4, the participants of the entrepreneurship training will complete the business-mindset approach to entrepreneurship. They will work through the business canvas model, which will guide them through different considerations for enterprise, such as generating customer segments and key resources, and engage them to think about these domains.PR5 targets released prisoners on the one hand and on the other hand staff members of NGOs. During the project, a blended learning short course for staff members will be implemented which aims to enable staff members to consult and support ex-prisoners regarding the establishment of their own business. For this purpose, a step-by-step guideline containing effective entrepreneurial coaching techniques and skills will be developed. We aim to reach at least 15 released prisoners across all partner countries and just as many staff members. PR6 is part of the dissemination strategy of the project results and also serves as an awareness campaign for different stakeholders. Project partners will present key information on the challenges encountered by ex-prisoners upon release in graphic form via teaser videos, as well as produce a podcast series featuring successful entrepreneurs who were ex-prisoners. We aim to include at least six successful ex-prisoners from all partner countries. Furthermore, a real-life case study on prison entrepreneurship will be written and distributed on different channels. As all active and associate project partners will use their channels and networks to distribute these outputs, we are optimistic that over 1000 people will be reached

BFireSafe@school is an important and innovative Strategic Partnership project whose aim is to develop a new fire safety education programme for teachers and pupils in second level schools in Europe. There is no standardised approach to fire safety training in second level schools in Europe at present. This project aims to address that deficiency. No previous Erasmus+ schools project has provided such training and so this is a unique opportunity. BackgroundThis project builds upon fire safety teaching already successfully implemented in many EU countries at primary school level. At present there is no universal fire safety module or online training tool available for teachers to train second level school students in fire safety. Our needs analysis research found that fire safety awareness programmes across Europe are focused mainly on younger age groups aged 8-9 and there are no programmes in place for the older age groups. A review of fire statistics in schools in a number of our partner countries reveals that the incidence of fires in schools varies significantly. Project DurationThe project (if successful) will be a 30 month project with a start date of October 2018.Project consortiumThe project consortium consists of a wide range of partners from different cultures and experiences, from a range of service backgrounds and scale that will represent the various stakeholders involved and that will bring expertise in different fields directly connected with the objectives of the project. The partners are located in a number of different countries with a good geographical spread all over Europe, a well balanced group of fire and rescue services, local, regional and national government organisations, third level research institutions, learning developers and national and EU teacher organisations. A number of Associated Partners primarily made up of second level schools and other interested stakeholders in each partner country will participate in the BFireSafe@School project. Collectively this partnership will research, design, develop and deliver a sustainable educational framework on fire safety for second level school teachers and students.The project partners are:• Leitrim Fire Service Ireland (Project Coordinator)• National Directorate for Fire and Emergency Management - Ireland• Bizkaia Fire service - Spain• Dortmund Fire service - Germany• FRS Centrum, Gent - Belgium• Frederiksborg Brand & Redning, Denmark • Finnish National Rescue Association - Finland• Learnkey, Lithuania• Trinity College, DublinMost of the partners involved have experience of successfully delivering European funded projects previously. Project ObjectivesThe Strategic Partnership project will address the horizontal priority of “Development of relevant and high quality skills and competences” and ...as part of the call.The objectives of the project are to 1) Increase fire safety knowledge and awareness for teachers and pupils in second level schools using innovative digital learning methods2) Improve the health and well being of teachers and pupils 3) Use technology to implement and monitor new approaches to teacher training and pupil learning using peer networks.4) Demonstrate how the new digital tools can be effective in improving the motivation of both teachers and pupils to learn about fire safety.Project OutputsA number of engaging and interconnected outputs will be developed such as a new classroom training course in fire safety, a new Online e-learning tool, a new Learning Management System and online app and a new training video to demonstrate safe evacuation procedures for schools. All the content will be developed in English and translated into 7 more languages (Spanish, Basque, French, German, Lithuanian, Danish).The training programme will include various training tools that will reach every student from the target group in a variety of learning styles to suit their learning needs. Training materials will be prepared and be available for teachers. Dissemination activityIt is expected that at least 5000 pupils and 500 teachers in our partner schools will directly benefit from this educational programme with the potential to reach out to many more using the online learning tools and the eTwinning platform. We also plan to disseminate the outputs of the project through a series of Multiplier events and to a range of sectoral publications. Delivering a strong fire safety programme to this group of pupils will form part of critical life skills that the target group can take into adulthood with the potential of realising increasingly resilient individuals, communities and societies.Project SustainabilityEfforts will be made to sustain this fire safety programme into the future by attempting to incorporate it into the school curriculum throughout countries in Europe. Contact will be made with key educational stakeholders at local, national and European level in order to achieve this.

Climate change and environmental degradation are an existential threat to Europe and the world. The European Green Deal is a response to these challenges and it aims to make Europe the first climate-neutral continent by 2050. The European Green Deal covers all sectors of the economy so WE ALL HAVE AN IMPORTANT PART TO PLAY, INCLUDING FIREFIGHTERS. Firefighters are omnipresent in every community across the EU. Between school visits to fire stations, talks given by the fire service to community groups and the lifesaving work, firefighters are very much in the public eye. At a time when there is such scrutiny on all aspects of climate change, firefighters can act as important public advocates in terms of environmental actions. This covers fire stations, which have an environmental impact all day, every day, the transportation involved and the fire fighting work which can be extremely polluting and damaging. Improving the green skills of firefighters will have a positive influence on the day to day environmental impacts that the fire service has in terms of pollution, waste, water and energy consumption. In this context, the objective of the project is to respond to the identified training needs of firefighters by developing the first open and multilingual e-learning platform for firefighters on green skills. The e-learning platform will be accessible from computers, tablets and smartphones. The platform will be available in 5 languages (English, Danish, Lithuanian, Greek and Spanish) and it will contain six e-learning modules:MODULE 1: OPERATIONS. How firefighters can carry out their daily operations out of the fire station (e.g. fire fighting, activities related to SEVESO/COMAH installations and dangerous substances, etc.) in a greener way.MODULE 2: ENERGY. How to reduce electricity consumption in the fire station.MODULE 3: WATER. How to reduce water consumption in the fire station.MODULE 4: WASTE. How to increase the percentage of the station waste that is recycled.MODULE 5: TRANSPORT. How to reduce CO2 emissions. MODULE 6: SOCIETY. How to promote sustainable behaviours in the local community. Each e-learning module will include: an online course on the topic; an online tool to assess the learning outcomes from the online course and to produce a certificate; an online toolkit (set of tools, procedures, and supporting materials) to facilitate to firefighters the effective implementation of the sustainability measures described in the online course. In order to assess how effective the e-learning platform is in improving firefighters’ competences, the e-learning platform will be tested with firefighters from five EU countries. The firefighters will first complete the e-learning and afterwards, they will put in practice what they have learnt by implementing some measures of environmental sustainability in their fire stations. Using the feedback from the testers, the project partners will define the necessary improvements to ensure that the e-learning platform responds to the needs of firefighters.The project will be implemented by a transnational and transectoral partnership involving universities, research centres, experts on e-learning and quality management, and fire and rescue services from five EU countries. Beyond the partners, the e-learning platform has the potential to be exploited by a wide range of organisations and individuals. Thanks to its publication as an OER under the Creative Commons license 'Attribution-ShareAlike 4.0 International (CC BY-SA 4.0)', anyone will be allowed to freely use all the content as well as to modify it and build upon. Therefore, the e-learning platform will serve as the impulsion for future innovations and developments in the European education sector.