The objective of Scientix 3 is: • To ensure the continuation/adaptation of the Scientix 2 activities (already managed by EUN Partnership AISBL on behalf of DG Research & Innovation under the Science in Society programme) and; • To contribute to and support the development of national strategies for wide uptake and dissemination of IBSE, and other science education methodologies. More specifically, the continuation and adaptation of the current Scientix activities will include: • The technical maintenance and hosting of the Scientix Internet platform, • New features such as content search, adaptation, translation and upload of all sections, • A revised dissemination strategy (comprising newsletters, presentations at events, workshops), • Translation of teaching material for the widest dissemination of best practices, • The organization of one major European conference to be held in Brussels, and • The production of communication materials (flyers, brochures etc.). The contribution to the development of national strategies will be organized around: • Assessment of the situation of science education in each Member State and monitoring of national strategies in cooperation with the relevant national stakeholders (through research actions and information exchanges); • Support for the development and implementation of national strategies for the uptake and dissemination of IBSE, the best use of Scientix resources and community-building, in cooperation with Ministries in charge of education and/or the most appropriate entities likely to generate change in science education in each country (by supporting national activities on STEM education, networking activities and a policy development working group).

SCIENTIX IV – The Science Education Community in Europe that promotes Inquiry-Based Science Education (IBSE) and other initiatives at national level (from hereon, Scientix 4) will ensure the continuation and adaptation of the current Scientix III activities and will contribute to the development of national strategies for a wide uptake and dissemination of IBSE and other projects, expanding to cover STE(A)M education practices, which will help educate future citizens in the importance of STE(A)M in society. In particular, Scientix 4 will work on the following five main items: 1) The portal: The portal/internet platform developed under previous Scientix programmes in order to collect and present European STEM education projects and their results will be maintained to ensure permanent searchable access to projects and further dissemination. 2) Professional development: The professional development activities will be continued and increased. 3) Community building: Community building aspects also will be maintained, and the number of face-to-face meetings will be increased. Scientix 4 will also see the expansion of the National Contact Points (NCPs), Ministries of Education through their STEM representatives Working Group (MoE STEM WG) members, and Scientix Teacher Ambassadors. 4) STEAM European partnerships: In light of the current achievements obtained within the previous Scientix activities, and to expand the professional development activities and the community building, Scientix 4 will test the setting up of STEAM European partnerships at national level. These partnerships will develop new approaches for creative and innovative science, technology, engineering and maths teaching and learning opportunities, connected to existing national practices. 5) The conference: The conference bringing together the major STEAM teachers' communities in Europe will be maintained. This event represents one of the major networking events about STEAM education in Europe.

IMPACT EdTech will set up a hybrid incubator-accelerator to support 43 promising EdTech prototypes from digital learning disruptors in validating and testing Minimum Viable Products, in collaboration with education players, and prepare them to reach the market by providing early business and go-to-market support. 3 Open Calls will be launched to select Disruptors developing promising and innovative personalised digital learning solutions aiming to shape the education of the future. IMPACT EdTech will focus on: (A) K12 EdTech solutions; (B) B2C content-based solutions open to any age group and/or level of education. Personalisation implies a specific focus on adaptive & interactive solutions. Inclusion implies support of targeted/niche learning solutions for specific vulnerable or underserved groups, including children with special needs, but also of mainstream learning solutions, if they are accessible and inclusive-by-design. Selected EdTech Trials will iterate MVP design engaging with targeted end-users and education experts, following a ‘pedagogy-first’ approach. The IMPACT EdTech innovation cycle will incorporate, for the most promising projects selected from two main open calls, pre-acceleration activities to test market interest and facilitate early deals, as well as short-cycle pilots to obtain preliminary impact assessment data that investors and clients require. An emergency 'Remote Schooling' open call will help identify solutions fit to address common challenges faced by schools during the COVID-19 crisis. These solutions will participate in a fast-track 5-months acceleration programme, during which they will be supported in piloting their solutions in schools and bringing them to market. The backbone of the project is a small-sized consortium of 3 experienced partners: high Open Call Management expertise by FBA; proven Business Acceleration methodology by ISDI; Future Classroom Lab validation system and wide network of education stakeholders by EUN. Engagement of other relevant players will be secured via: Digital Learning Stakeholder Group consisting of key education players (knowledge, resources and data); a multidisciplinary pool of experts, mentors and practitioners working hand in hand with the selected EdTech Trials; agreements with schools across Europe participating in classroom pilots.

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