"CONTEXT/BACKGROUNDAs the EU's ""Agenda for a sustainable and competitive European tourism"" (2007) recognised, one of the biggest challenges for tourism is the sustainable conservation and management of the natural and cultural resources that support it. Europarc (the representative body of Europe’s Protected Areas (PAs)) has long recognised such tensions, understanding that not only are parks themselves facing challenges and pressure from visitation, but they also provide the potential to act as inspiration for more sustainable tourism management models. In 1995, Europarc set up the European Charter for Sustainable Tourism in Protected Areas. The Charter network now counts106 Sustainable Destinations from 15 countries involving a growing number of local tourism businesses as Charter partners, local and regional government authorities, NGOs and many more.Over the past 25 years the Charter has been one of the most successful tools contributing to the EU policy aim “to promote the development of sustainable, responsible, and high-quality tourism"" (EC 2010). However, an integrated training on the key topics addressed in the Charter is lacking. Furthermore, the Vilm Declaration on ""Professionalising Protected Area Management in Europe"" (2013) stressed the need for jointly developed training activities and products to improve the capacity of PA managers in relevant associated sectors such as tourism, including development of online courses, shared materials and case studies, as well as highlighting the need to enhance capacity of European training institutions to develop online training as well as standards and curricula for 'train the trainer' workshops. The COVID-19 pandemic has accelerated the need for sustainable tourism as visitation to PAs increased, adding new levels of pressure and challenges to PA stakeholders.This project directly addressed the stated needs by jointly developing a European standard for Sustainable Tourism Training on the key topics of the Charter, aimed at all tourism stakeholder groups working in European protected areas. The project developed a new strategic partnership between educational institutions, Europarc and key regional and national level organisations representing specific stakeholder groups within protected areas. OBJECTIVESThe project reached the following objectives:- to significantly increase the quality, supply and accessibility of training in sustainable tourism for PA stakeholders across Europe;- to develop an innovative, open access, online training platform which enables access to sustainable tourism training for PA staff, businesses, local/regional authorities and others; - to provide high quality e-learning and ‘blended learning’ opportunities, through the creation of a new, up-to-date curriculum, and supported by a training toolkit, based on end users’ needs; - to disseminate the training curriculum across European and national networks through a comprehensive programme of multiplier events and dissemination initiatives.NUMBER AND TYPE OF PARTICIPANTSThroughout the project a series of Multiplier Events were organised: 180 PA stakeholders from Spain, Italy and France tested the developed platform (including the curriculum) and gave suggestions which were later taken into account; an online Train the Trainer course was organised (the originally planned 2-day face-to-face workshop could not take place due to COVID-19), in which 19 participants from 13 countries were involved; and an online final event took place with 190 participants.Moreover, all partners did various dissemination activities through newsletters, social media (Twitter, Facebook, LinkedIn, Instagram), their website and the project's website (sttft.eu), etc; these 150 dissemination and communication actions had a large reach.Finally, the sustainabletourismtraining.eu platform counts over 1200 registered users. DESCRIPTION OF UNDERTAKEN ACTIVITIESDuring the project, five Intellectual Outputs were produced, as planned. All outputs can be found at sttft.eu.1) A sustainable tourism skills report, based on a thorough Training Needs Analysis was the first output. This included a review of previously published literature, and a survey of Protected Area stakeholders across Europe, resulting in the identification of important knowledge and skills areas, gaps and training needs.2) A sustainable tourism training curriculum based on the principles of the Charter was developed. Each of the 9 curriculum topics has been elaborated through a fixed structure of content, including: a short video introducing the focus and learning objectives of each topic, key information providing introductory knowledge on key concepts for each topic, containing a theoretical framework as well as practical examples; links to relevant webinars (including a short description) or other video material; a collection of (in total 130) best practices and inspiring case studies; a list of relevant resources containing links to manuals, reports, or extra cases on other websites; and a quiz per topic. Users that successfully complete a quiz obtain a confirmation certificate. An overall completion certificate is sent to users that successfully complete all 9 topics. 3) The training toolkit provides additional supporting materials and resources for those who wish to build on the online platform’s content and develop practical learning experiences around those. 40 activity outlines were produced, that can be used to support face-to-face, online or ‘blended’ learning formats. The toolkit was designed to support different levels of experience in training, facilitation or capacity-building, providing both introductory guidance for those who have never designed, developed or delivered training, as well as a collection of resources and training activities that both experienced and inexperienced trainers can use. 4) The online training platform developed in the project is available at sustainabletourismtraining.eu. The content of the platform (consisting of the curriculum and the training toolkit) is available in four languages: English, Spanish, Italian and French. The platform is addressed to all types of stakeholders with an interest in sustainable tourism development in PAs, such as PA staff, local businesses, local governments, researchers, students and others. The platform's content stays available after the project's end through Europarc's website. 5) The outputs of this project aim to provide a starting point and invitation for PA managers, business owners, public officers, policymakers, trainers, facilitators and any other relevant stakeholders to engage in and promote continuing development of shared sustainable tourism skills and knowledge. A final report outlining a set of recommendations on sustainable tourism training for practitioners and policymakers was produced at the end of the project. IMPACTSThe ""impact+ exercise"" was carried out regularly by the project consortium during the project, resulting in the following set of main impacts:A) the project staff obtained new knowledge, insights and skills on sustainable tourism development as well as blended/online learning and platform building - has discovered new information and practices and apply these in daily work - has an increased number of new contacts B) the partner organisations have practical training material to offer to PA stakeholders and members to increase their skills and improve their performance - have a recognised training / capacity building program to increase practising sustainable tourism - created an active network of PA stakeholders (e.g. in terms of further collaboration)C) the learners obtained raised awareness on the importance of sustainable tourism - were facilitated in putting theory into practice - trainers obtained hands-on training material - learners have an attractive way of learning at their disposal - and have enhanced knowledge, skills and competencesD) the systemic impact includes more awareness about the training gaps - awareness and sustained use of the platform - awareness and focus on a (more) sustainable approach in policy making.In addition, a number of quantitative indicators were monitored on a regular basis throughout the project, for example: the number of registered platform users (per language and profile type), the number of certificates issued (per topic and overall), and the number of unique visitors to the project's website and platform, and their average time spent on various pages.In general, this project has created a positive impact for the partners/organisations involved, the participants of the Multiplier Events, the learners and (potential) trainers using the platform, contributing to more sustainable tourism development across Protected Areas."

"One of the greatest challenges of the 21st century is the rapidly growing urban populations and the consequent increasing demand of food. Providing the inhabitants of European cities with affordable, safe, and nutritious food is both urgent and complex. Moreover, the health and wellbeing of EU citizens and consumers are directly affected by the way cities and agriculture landscapes are shaping a sustainable food environment. “From Seed to Spoon” is an educational project on the food supply chain developed for high school students whose aim is the implementation of ecosystem services and sustainable agriculture in cities and peri-urban natural areas in different European Countries.Our project will encourage teenagers to be aware of how complex the food system is, improving mindful eating and healthy eating habits according to the EAT-Lancet Commission which gives guidelines for healthy and sustainable diets. In addition, the project will give also the opportunity to students to get in touch with nature, to learn how to respect it and how to adapt to the biological cycles. The project will also increase the awareness that nature is not just decoration. Rather, it also provides “living” infrastructures required for an adequate physical, psychological and social development. During the project, the use of innovative learning strategies (e-learning, cooperative learning, peer education, work-based learning) will support natural learning passion, promote community awareness, critical thinking, and problem solving in citizens facing a crucial transitional stage (adolescents). In addition, the project will promote the development of key competences in the use of ICTs (e.g., use of an interactive e-learning platform, development of audio-visual materials), as well competences in science and in the application of the scientific method while working closely to researchers and spending time in academic environments (helping teenagers to fight back in the war against fake news and to cope with the “post-truth society” era). Cooperative learning and peer education activities will reinforce basic language skills, while during interactions with students and citizens from other Countries, experts and researchers of UCSC, they will also develop skills in English language. The implementation of the project across different European Countries will also help students expand their knowledge, share data and ideas, build understanding and communication skills across different cultures, strengthening European identity. Participants will be able to manage any existing stereotypes and/or fears regarding not only international and intercultural contacts, but also regarding people with fewer opportunities. Indeed, students with special educational need and students of Extra UE origin will take part to working and visiting groups. The number of participants to e-learning courses will be according to school facilities present in each school (internet connection, PC). Participants to lab activities and on-the-job activities will by a delegation of students, about half females and half males including students with special educational need or of Extra UE origin. Accompanying teachers selected from the teaching staff of the school will be included during visiting periods and special education teachers also involved if participant students need extra support. We believe that our project will help students not only in their everyday professional/entrepreneurial activities but, most of all, in their life: teenagers are tomorrow's adult citizen, policy and decisionmakers, and we must help them in building a happy and healthy society.Participating organizations will instead gain new international contacts and partnership opportunities for future activities and increase important skills of their staff. The project will also have a significant impact on the protection of the environment and on land development. Indeed, the enhancement of ecosystem services may produce benefits on (and residents benefit from) microclimate, local air quality, noise reduction, binding of carbon dioxide, increased value of real estate, tourism, education, recreation. It is expected that our project will contribute positively to the implementation of policies related to the principles of sustainable development. In particular, at the regional, national, European and even International level, the desired impact of the project is the spread of its key message - the tight link existing between ""seed"" and ""spoon"" - to a community as wide as possible. The issues addressed by our project will also contribute to the promotion EU values connected with the socio-educational and personal development of youth. In the same way, we would also expect that the project will lead to an increased debate at an international level about the covered issues and to the launch of wide-ranging initiatives."

"CONTEXTAfter the outbreak of the COVID-19 in December 2019 and its spread in Europe, education institutions such as high schools or primary schools had to close their doors and try online education with the few resources they had in hand. Schools and other educational institutions had opened their doors again for the academic year 2020/2021, but there is a growing concern about a future wave of the coronavirus and shutting the schools doors again for a longer period of time. Not only that, but some upper secondary schools or higher education institutions have decided to work with a semi-presencial methodology in order to minimise health risks, without knowing very well how the students will adapt to this new method. This has created a great need for modernisation within education and training systems across Europe and this project aims to provide a tool for this void.OBJECTIVESInside the school readiness, the GETUP! project has identified three objectives that can be accomplished with the development of the project:1. Innovative and digital gamification as an educational tool for upper schools on Parks and environment.2. Promotion of biodiversity protection and natural parks as relevant social and educational value of European cultural heritage, with strong connections to job creation and economic growth.3. Strengthening the profile of the teaching professions with new skills and knowledge in Digital tools and gamification.PARTICIPANTSRegarding the organisation that participated in the project, we have created a partnership with 8 partners and a total of 5 European countries involved in it:1. eco&eco: (Italy) a company in the field of economic research and consultancy for the management and interpretation of local resources.2. InEuropa srl: (Italy) it works in EU projects with the aim of supporting public and private bodies in accessing European Financial opportunities. It also provides technical assistance in the design and management stage, as well as implementing and assisting in education & training, youth, culture, environment and social issues.3. IES BOTÀNIC CAVANILLES: (Spain) A secondary education school that has an extensive knowledge in students mobilities, but also has a deep concern for environment education.4. DNAMAR COMPUTERS SP ZOO: (Poland) it is private company providing training and ICT solutions for various sectors and for all age groups.5. ENTE DI GESTIONE PER I PARCHI E LA BIODIVERSITÀ EMILIA OCCIDENTALE “PARKS AND BIODIVERSITY MANAGEMENT AUTHORITY - WESTERN EMILIA"": (Italy) it is a public authority which deals with nature conservation.6. GYMNASIUM KAROL Štúra: (Slovakia) it is a secondary grammar school and general education7. ENVIRONMENTAL AGENCY OF ICELAND: (Iceland) the Environment Agency operates under the direction of the Ministry for the Environment. It's role is to promote the protection as well as sustainable use of Iceland’s natural resources, as well as public welfare by helping to ensure a healthy environment, and safe consumer goods.8. LOW CARBON ECONOMY FOUNDATION - (Spain) It is the project coordinator, with experience in environmental education, innovative methods for education and sustainability, and project management.ACTIVITIES AND METHODOLOGYGET UP! can be divided in three phases: the first will be the initial development of the project for research about the environment and the knowledge to be transmitted to schools. The second will be how to apply this knowledge in environmental education through gamification, merging everything into a learning game, as well as creating a space for knowledge transference among teachers/professors, and involving the students actively in the project. The final phase will be once the project is finished, to sustain it and update information to keep it working.Linked to these phases, there are five IOs (the first two IOs will take place during the first phase and the three last outputs during the second phase):- IO1: Global and Local Environmental Scenarios Report- IO2: Local Protected Areas and Nature protection Scenario Report- IO3: The use of gaming in Environmental Education - Guidelines- IO4: Digital Educational tool on parks and environment- IO5: We really GET UP! Guidelines for students to become “Parks and Nature Ambassadors”The LTTAs that will take place in the second phase are:- C1: Educational Training on gamification and digital tools for teachers (short-term joint staff training event)- C2: Setting up of the Educational tool (short-term joint staff training event)- C3: Field visit and experimental application of the method (short-term exchange of groups of students)RESULTS AND IMPACTIt is expected that the GET UP! project will contribute to environmental education, school readiness, modernisation in education methodologies, and European cultural awareness. Its impact will be mainly in the education field, but also in institutions related with environment and EdTech."