"In Palestine, the undergraduate students encounter several problems to initiate their own businesses even they have several skills in IT tools. This returns to the traditional methods adopted in teaching IT courses that don’t contain innovative orientation methods. The current teaching methodologies concentrate more on how to use the tool but for which purposes it could be used for. These traditional teaching ways used in universities create a systematic traditional way of thinking which consequently makes graduates only seeking for jobs and ignoring creating their own jobs.Thus, there are needs to develop academic IT programs that respond to the needs of the lifelong profession, and to establishing academic-official-professional partnership to develop a vision for career-oriented education.This project aims to develop the curricula of IT programs in the Palestinian universities. This development will enhance the teaching methodologies among teaching of IT courses that will consequently influence the students' ability to use the IT tools. The project will contribute in developing of networked and specialized centers of competences for technology enhanced learning that help IT and non-IT graduates to improve them in innovative and creative thinking. Furthermore, the project will not only results a teaching material, but it will help in creation of a IT specialized portal that exchange the experience, teaching methods, and success stories among the students and the teaching in IT departments.The project belongs to ""Developing the Higher Education sector within society"" which include the following National Priorities as defined by the Palestinian Minister of Education and Higher Education in PS: • Development of partnerships with enterprises.• Knowledge triangle: education-innovation-research.• Development of lifelong learning in society at large.The project set these priorities as a domain to enhance the graduates' thinking to be more reliable and productive."

<< Background >>This project aims to promote innovative ways of teaching STEM outdoors in particular to girls and underprivileged children aged 8-16. The rationale is that the target group is underrepresented in STEM occupations and with the project we aim to motivate them to consider STEM-oriented careers. Recent studies have shown that children are better susceptible to STEM subjects, therefore we want to enhance their curiosity with the possibilities that STEM offers. At the same time, we aim at bridging the gap between digital technologies with real nature by designing and implementing combined STEM activities: online and outdoors. As a result, students will not only have knowledge but will also get equipped with skills for solving real complex problems required in today’s world. Another known problem that children face is the application of theoretical knowledge in nature. To overcome such problems, the project aims at defining difficult theoretical tasks and offer various implementations of the theory in the natural world. Through using a guided mobile application, using gamification elements for motivation, students will be able to easily understand the connection between theory and practice.<< Objectives >>The project has four objectives. 1. Creation of outdoor possibilities, for example, trails, for schools and their pupils to engage in collaborative activities for practicing STEM knowledge by using digital tools but outside of traditional school settings.2. Bridging the gap between theory and practice by introducing educational experiences and interdisciplinary approaches to solving real-life challenges. Tasking pupils with real-life challenges will help them understand the relevance of STEM knowledge in daily activities.3. Flexible and inclusive e-toolkit. E-toolkit will offer teachers and students a description of various possibilities for practicing STEM in nature. It will consist of e-materials and a freely accessible mobile app that will help in discovering activities and outdoor STEM trails for different pupils’ ages and interests. 4. Increase the motivation of girls and underprivileged children to engage in STEM activities.<< Implementation >>Each primary school will develop two trails, or six altogether including the STEM activities on each of the trails. All partners will develop a GREEN&STEM e-toolkit (e-learning space) with a description of all activities and trails for all ages. The e-toolkit is an easy-to-use and ready digital collection for outdoor science and STEM activities, with a specific focus on girls and underserved communities. The GREEN&STEM e-toolkit will be a basis for developing a mobile app by FIS. Development of an outdoor STEM educator guide (e-learning space) to engage students with STEM activities. We will create a project webpage (by FIS), a Facebook page, and a YouTube Channel (by SIM) and organize multiplier events for the promotion of the project results.<< Results >>Established six trails with STEM activities. Preparation of an e-toolkit GREEN&STEM and a mobile application GREEN&STEM. Project promotion and increased motivation in girls and underprivileged children for considering STEM careers by organizing three learning, teaching, and training activities in the partner schools in Slovenia, Spain, and North Macedonia. Organization of three multiplier events for the promotion of the project activities, one in each country. Established project webpage, a YouTube channel, and a Facebook page.

The need to implement complex physics systems is critical across various scientific and engineering domains. However, traditional numerical models for simulating these systems are computationally expensive, requiring significant time, resources, and cost. Recent advancements in AI present a promising alternative, with AI models demonstrating the ability to capture the dynamics of complex physical systems. Despite these successes, AI models suffer from key limitations, including challenges with generalization, vulnerability to bias, ethical concerns, and accuracy, particularly when applied to unseen tasks or variable-range predictions. These limitations are collectively viewed as issues of robustness. The TURING project aims to address these shortcomings by developing robust AI-driven solutions. It integrates multidisciplinary advancements from Machine Learning, Computer Engineering, Physics, and SSH to pre-train generative, multimodal foundation models capable of capturing the physics of dynamic systems that share common properties. Starting with a cautious approach, the models will incorporate representations of increasingly complex physical systems as robustness is ensured. Once pre-trained, these foundation models will be fine-tuned for specific tasks, enhancing their domain-specific robustness. The tasks will target critical engineering and physics problems in nuclear energy, particle physics, and meteorology, which are of high priority for the EU. The task-specific and foundation models, collectively termed "TURING models", will be developed in collaboration with partners from India, Canada, and Switzerland. To maximize the impact of TURING models, the project will ensure compliance of its activities with regulations such as the EU AI Act and then publicly release those models, along with the TURING Framework (MLOps SW tools and web-based app with conversational capabilities), enabling developers and end users to leverage this technology for their applications.

"The gamification method, which is used frequently today, is known as the material that provides benefits in educational environments and helps students to create meaningful learning.In the literature, digital games are used in all areas of education.English education is one of these areas.Since English is an abstract and difficult to learn course for students, it is known that students have problems in this subject and countries are not at the desired level.According to the new generation of high school students, the fact that the textbooks / activities are both ordinary and boring, and that these students are more focused on university exams cause them to graduate quite inadequately about their English knowledge and skills, and to realize the necessity of English at a time when they are put into real life.However, regardless of the profession chosen by the students, the fact that they need to have digital competence and English skills should not be ignored. Considering the situations described above, it is thought that digital educational games that will be applied by gamification method will contribute to the English education in high schools.The project ""A New Approach in English Education: Gamification"" is connected with development and exchange of good practices between Turkey, Italy,Portugal and Slovenia in the field of art supported gamification activities involving transmission of the educational process.The main aim of our project is to enable teachers to integrate technology into English courses by using information and communication technologies (ICT) tools in English lessons, which are different from traditional classroom environments, especially in English courses, with low academic achievement, lack of selfconfidence towards English, reluctant and irrelevant students who have anxiety and concern Motivating against learning English, making learning and teaching process more attractive and enjoyable in English, which is often perceived as abstract, complex and difficult; to provide a positive effect on English lessons by using students' interest in computer games and technology.With this project; In addition to increasing their knowledge, skills and competences in English, students will have the opportunity to improve their skills of regulation, thinking and social skills while they learn English. We aim to deal with daily life problems that require problem solving and decision-making skills in a more comfortable way.Experts predict that 90% of future professions will require digital skills. For this reason, it is important for students and educators to have knowledge of daily digital technology experiences for educational institutions. The project will include 4 Learning Teaching Training Activities (LTTA).- Innovative Gamification Practices Material Development Study-1 (Short term joint staff training activities in Slovenia)- Innovative Gamification Practices Learning Activity (Short term change of student groups in Italy)- Innovative Learning Material Development Activity of -2 (Short-term joint staff training activities that will take place in Turkey)- Innovative Gamification Practices Learning Activities (Short term change of student groups in Portugal) Concrete Outputs of Our Project: -Online Applications Digital Book for English Lessons That Can Be Used in Gamification Method -English Lesson Plans on Gamification Applications -Imagine, Design, Produce Banner Design Competition -""My english Story Book"" and "" Cartoon Magazine"" writing event Workshop and Exhibition -Workshop: ""The Role and Importance of Gamification in English Education"" -Conference: ""Gamification in English Language Teaching"" -An international article"