In the course of the project our intention is to work on several subjects, aiming to cover all the relevant topics and trends related to the sector. An integrated learning experience that will give students an overview of what is happening now in the wine sector, both in Europe and worldwide.Sustainable Viticulture:Regarding sustainability and wine growing, we intend to develop a deeper understanding and knowledge of sustainable wine growing techniques and how they have developed over the time, analysing ecologically sound and socially supportive models. Practices that are no aggressive, neither with the environment nor with the workers involved in the winemaking process, and make possible to obtain healthier wines and integrate native plant species (vine varieties, groundcovers…) in a viticulture that will last.Authentic expressions of a region's terroir:In an increasingly globalized world, obtaining authentic expressions of terroir as we do in our region, is a competitive advantage and the right market positioning strategy. With this approach, we will prevent as well the use of methods or practices that would alter the expression of the terroir.International CommerceThere is no doubt about the need of searching for new markets abroad. As a wine producer country, we have faced a drastic drop in wine consumption. We need to expand the business, searching for emerging markets and targeting consumers keen to discover the wines. However, in order to succeed we need to know well the markets.Our wine´s production cost could be a barrier if we do not communicate properly the relation between price and origin. It is essential to prepare ourselves, mastering a series of commercial techniques and instruments that will guarantee the success. All changes in the way the European wine sector is understood nowadays imply in-depth changes in viticulture and Enology teaching methods. Professors and teachers must change their point of view, sharing with students new perspectives in tune with the news trends, as well as easing access to knowledge, essential to pursue a career in the trade.The educational project will cover the following topics: 1) Modern approaches to crops implementation, integrated and compatible with the environment in which they will develop.2) Sustainable farming techniques, working towards ecological procedures that respect fauna and are long-lasting.3) Strategies to analyse local vine varieties, for their development and enhancement.4) Development of models based on the concept of minimum intervention, acting as facilitators of normal natural processes, to achieve the maximum expression of terroir.5) Deepening in the conception and design of sustainable winegrowing facilities, with minimum consumption of water and energy, taking advantage of options such as the use of gravity, which also are less aggressive in conservative processes and hence quality.6) deepening knowledge of recycling techniques and appreciation of wine products.7) processing techniques based on respect and minimal interference with the application of natural techniques.8) Respectful with the characteristics of the raw material, enabling processes controlled micro-oxygenation and polymerization with minimal contribution of exogenous substances to the wine upbringings.9) Packaging and packaging approaches, consistent with all this philosophy, without superfluous consumption of raw materials, whose manufacturing processes are generated excess co2.10) Overall training in wines with knowledge of working taking place in various regions, as well as tastes and market trends, and techniques and strategies of international trade, needed to act in a market increasingly global and competitive.

"<< Background >>More and more companies and institutions are continuously seeking for employees who are interculturally competent and capable of conducting business successfully in a cross-cultural environment and who are able to work effectively in a team with necessary digital skills. Governments and regional authorities are increasing their support to entrepreneurial activities such as start-ups that value the same skills mentioned above. “And as part of the citizenship education,” as mentioned in many national strategies for citizenship education, “intercultural education promotes recognition and diversity as an opportunity and source of learning for all, respecting the multicultural nature of today´s societies, while developing the capacity to communicate and encourage social interaction, which creates identity and a common sense of belonging to humanity.”So it is necessary to include intercultural education into the HE and lifelong learning programs and thus to promote recognition and diversity as an opportunity, respecting the multicultural nature of today´s societies, while developing the capacity to communicate and encourage social interaction, which creates identity and a common sense of belonging to humanity.However, the skills required to be successful in a multicultural environment are difficult to be taught in the traditional classroom. One of the most effective approaches to acquiring intercultural competences is through study abroad programs. It is, therefore, not surprising that most colleges all over the world are devoting resources towards the internationalization of their classrooms and the campus community. This ensures that students are provided with a diverse environment so they can learn from, and about diverse cultures and develop their intercultural competence skills. The rapid spread of the COVID-19 virus throughout Europe is having a substantial impact on higher education, with almost all institutions having closed their doors for face-to-face activities and replacing them by online courses or mobilities. Based on the results of the European Universities Initiative Survey on the Impact of COVID-19 on European Universities (EC, 2020), it was found that the most affected activity at HEIs were student mobilities. The main barriers (before COVID-19) to students going abroad were financial reasons, worries about delaying studies, discrepancies between academic calendars, poor language skills and family ties. Suitable solution is to organise short-term mobilities or blended activities combining of a virtual and a physical part (workshops, summer schools, field projects …).Due to pandemic a greater need emerged to find viable alternatives to international mobility programmes. One possibility how to involve more students into international activities is to develop online or courses (which are mainly designed as a short-term mobility, which could also initiate interest in longer-term mobility for these students in the future).Therefore DO IT project is aimed to:1. contribute to the fulfilment of the Digital Education Plan 2021-2027 of the European Commission (EC)2. respond to the under provision of digital education within HEI programmes and raise international collaboration. This will be achieved through the development of a set of resources that will:a) raise awareness for the importance of digital education and international collaboration at HEIs,b) facilitate and catalyse the integration of international teamwork learning experiences into HEIs programmesc) provide guidelines complemented with short instruction videos to inspire and support teachers in teaching.d) implement innovations in communication among teachers and students from different cultural backgrounds.e) incorporate into educational activities issues that are regularly raised by participants as ones they need support on, including most effective new uses of digital technology - using the Just-in-Time Learning principle.<< Objectives >>The main objective/idea of the DO IT project is the support of HEI education through a project supporting international teamwork, online learning and intercultural collaboration and DC among teachers, academic staff and university students and establishing a cooperative network among educational institutions. Outputs will be aimed to these objectives and will help us to increase the quality of teaching and attractiveness of study.The key area is to support the skills and competences mentioned above and this is where the partners of the project (universities from 4 different countries) aim their activities.Although the universities are ready to provide high-quality education to their students, thanks to the situation we all are facing now with the coronavirus pandemic, the education strategies, approaches and methodologies had to be adjusted to this situation. It is necessary to provide university teachers with the necessary competences, knowledge and skills needed to combine the face-to-face and online education.It is the objective of DO IT to empower teachers and HEIs on how to use digital tools that are available, how to be prepared to combine physical and online teaching especially in teamwork, how to adjust their lectures in online or blended programmes, etc.The project aims to link some of ET2020 objectives - in particular student mobility, improve the quality and efficiency of education and training, enhance creativity and innovation, including entrepreneurship through online or blended international education using teamwork.<< Implementation >>Effective approach how to gain intercultural competences and raise communication skills is the study abroad programs, which require students to travel to different countries. However, this approaches require a lot of resources that may not be available to the poor and needy students. Therefore, a more cost-effective approach, such as Collaborative Online International Learning (COIL) is receiving a lot of attention in recent years. Another option, if resources are limited, is to organise short-term mobilities or blended courses consisting of a virtual and a face-to-face part. This could be the recently announced Blended Intensive Programmes (BIPs) that will allow short-term physical mobility abroad to be complemented with online learning and teamwork as a part of the new Erasmus+ 2021-27 programme.These COILs or BIPs may include challenge based learning where transnational and transdisciplinary teams work together to tackle challenges at regional or global level.Detailed understanding of HEIs students and staff is necessary not only to analyse their perception of internalisation bud mainly as a keystone for developing any online/blended activity that should include international participants in a diverse environment.DO IT will focus on the following points to fulfil the project objectives:a) empirically assess and improve the international collaboration and intercultural understanding among HEI students, teachers and management with the use of online tools and its adjustment to university frameworkb) raise awareness of DE and readiness for it (as understood by DigComp) among HEI teachers, education providers and university management,c) acquaint HEI teachers and other relevant educators with collaborative methods, profile their DC portfolio and enable them to fully integrate elements of DE into their practical teaching,d) enhance the level of experiential/challenge based learning at HEI level through well proficient teachers.e) implement innovations in communication between teachers and students from different cultural backgrounds.<< Results >>The main project results (PRs) will be:PR1. DO IT market research and survey report - HOW TO evaluate online international teamwork in learningPR2. DO IT guidelines – HOW TO develop activities and strategies to Intercultural Competences and engagement of culturally diverse students in virtual and blended learning PR3. DO IT guidelines - HOW TO develop a COIL course PR4. DO IT guidelines - HOW TO develop a Blended Intensive Programme (BIP)PR5. DO IT COIL courses and BIPs in the field of Business and EconomicsTo appropriately generate, validate and sustain these results, the partnership needs to engage in many activities, and produce outputs which are cross-cutting across PRs and fundamentally important to secure the success of the project’s outcomes. We have grouped these activities and outputs below in a way where they contribute to the overall project.PR1 - The results of the surveys will help to understand the weaknesses and strengths of the DE methods used and the extent to which students are receptive to this type of training. It will shed light on the extent to which DE and international teamwork influence knowledge, language, communication, digital and soft skills and whether short-term courses will motivate students for long-term mobility and improve intercultural competences.PR2 - The creation of the intercultural guide/course will help to understand how to interact, respect and communicate with people from different cultural environment, different countries, increase the knowledge of different value patterns that are significant for particular cultures, help to improve intercultural communication and soft skills connected with cultural, language diversity. Creation of the communication strategy for both incoming and outgoing students in online/blended or physical way for all stages of the mobility – before, during and after the mobility will improve the quality of communication and relations among students and all HEI entities. A course of Intercultural communication including a buddy guide will be created and implemented into the study programmes as an complementary part of studies.PR3 - In developing the How to Create a COIL Course Guide, an effort will be made to include activities that will support the development of following competencies that are in line with the DeSeCo project (OECD2019):•Use tools interactively: the ability to use language, symbols and text interactively, the ability to use knowledge and information interactively.•Interact in heterogeneous groups: the ability to relate well to others, the ability to co-operate, to manage and resolve conflicts. •act autonomously: the ability to act within the ""big picture"", the ability to form and conduct life plans and personal projects, the ability to assert rights, interests, limits and needs.PR4 – BIP guidelines will provide activities leading to creation of more attractive blended programmes. Such activities should lead to a higher engagement of the students to participate in international mobilities, teamwork and thus should increase the student's success not only in degree programmes but finally in the professional career. Guidelines thus help stakeholders to acquire and develop teaching an digital skills, key intercultural and communication competences.PR5 – through pilot testing of developed COIL and BIP activities expected outcomes are: involvement of students in intercultural learning through the online environment. There will be greater interaction between teachers and students, and the development of knowledge, language, communication and other soft skills among students. Involving students in the learning process itself will increase their interest and engagement. Increasing the quality of student learning in the field of entrepreneurship development will also be a key benefit."

The promotion of employability and Sustainable Tourism are an emergent strategic priority for development in Equatorial Guinea. The enhanced learning experiences provided by higher education in Equatorial Guinea will provide the community with the specific knowledge and skills to effectively manage and create new businesses in the sector that allow attracting and retaining tourists with special focus on Protected National Areas and the protection of the biodiversity of the country.The HOST-EG Project aims to foster sustainable growth and employment, by building Higher education capacities in tourism and hospitality Management. This will be done through a series of training actions, starting with a custom made training of trainer’s programme focusing on promoting sustainable tourism in Equatorial Guinea and increasing job creation. In addition to the Training program, the staff will be prepared to counsel students’ skills and orientation in order to foster independent knowledge update and the capacity to establish solid links with key agents in the emergent industry as a strategic tool to provide solutions to its problems. Finally, the Universities will become a Hub for sustainable tourism employability by creating the Employability Council Units (ECU) and The Entrepreneurship Training Programme (ETP). The last year of the project, an International Congress with three diversified roundtables representing the Social, Environmental and the Economic Sectors will be organized.The HOST-EG Project is formed by a consortium of Universities from Equatorial Guinea: UNGE and AAUCA; and the European Union (ULPGC, Spain and UMA, Portugal).

At the begining of the project in 2017 the United Nations 70th General Assembly designated the year as the International Year of Sustainable Tourism for Development. We used this as a starting point to create our projetc STET we saw as a opportunity to raise awareness about sustainable tourism to development among students, persons in public and private sectors, decision-makers and the public, while mobilizing all stakeholders to work together in making tourism a catalyst for positive change.Within this global objective, the 5 partners of this project worked together to create two high quality training modules, using up to date digital technologies, and answering the needs of skill and knowledge development of the youth and future labour force in the growing economy of Tourism, especially in Slow Tourism and E-tourism, two main growth factor of the tourism sector. To enhance the possibility for all satkeholders to meet up around these two subjects we also created a forum on our online platform to give the possibility to all interested people to exchange their point of views and meet together. This platform, with the two online MOOC's about Slow Tourism and E-tourism, the forum and the general project information can be found on the supporting interactive web platform at: www.slowtourismacademy.com.To realise these project outputs two training organisation, two universities and a cluster from France, Spain, Portugal, Italy and Greece have been working together for the last two years.During the project we associated companies (Kalkin, American Farmschool, Florie Thielin, Reoviz) and institutions ( Office de tourisme Sancy) as consultative experts. The goal of this association is to allow the trainings to be designed by professionals of pedagogy (universities and training centers) and linked to on-field experience through consulting companies and regional institutions. To do so we met with the stakeholders making the slow-tourism and e-tourism, either pratictioners or professionanle and made them talk aboit their experience and expertiese in this field trought videos integrated into the final Moocs.Our project is also inscribed in a logic of innovative and open practices and digital technologies by using the most advances Moodle and wordpress integrations. These technologies are open source and easy to maintain alive on a long period as they can be updated easily.The main final results are two MOOCs on Slow Tourism and E-Tourism, the creation of a network and charter on Slow Tourism as well as the creation of an online platform serving three purposes : dissemination of project results, e-learning platform and forum for all stakeholders of Slow tourism, thus allowing not only exchanges of information and updates to be used in the MOOCs but fostering the creation of new synergies and new exemplary Slow initiatives in tourism destinations.The impacts expected from the MOOC's and the Forum are diverse : from more knowledge on the topics for students as well as professors and companies, to improving entrepreneuship and facilitating the process for the next generation to implement slow tourism activities and digital tools in tourism in a close future.The project results target students and professors of Higher Education as well as vocational training and companies through lifelong learning and network animation, but also all tourism stakeholders, from regional to international networks and regional or national elected representatives in charge of Tourism development schemes. The expected impact at long term is a deep change in the conception of Tourism activities in order to reduce in environmental and societal risks and at the same time increase its positive environmental and societal impact. At the end of the project we succeede to create 2 Moocs but then etwork stays quite challenging, we had to experience that it will take time to implement on long term such a change. But we could see in all partner countries the raising interest and changes going step by step towards the slow-tourism and the e-tourism integration. We can see that there will be a network in the near futur as the rising number of posiitve initiatives on slow-tourismm and e-tourism will reenforce a network about theses topics. These 2 topics really are new trends and even going further new deep preoccupations of citizens in all europe: in terms of how they travel but also how they eat and consume.The activities which will be maintained after the end of the EU fundings are concentrated on the platform www.slowtourismacademy.com. The two developped MOOC's will stay active on the platform as well as the forum and the community. The professors fo Madeira and Palma, who developped the two courses will update the content if needed or if they feel to improove them. We published as well the main results on the E+ result platform. Other networks on Facebook, instagram, LinkedIn and Twitter will stay alive in the next years.

"The ongoing digital evolution is impacting every sector of our society, changing work requirements, people’s mindsets as well as behavioural and social attitudes, creating both significant opportunities and threats that need to be managed and guided properly.If we specifically refer to new emerging technologies it is largely recognized the need to strategically drive them, indeed the EC has created policy and actions to support it.Among EU Policy for HEIs, there is: encouraging creativity, innovation, entrepreneurial spirit at all training and education levels.In a near future, there will be a strong demand for Digital Creative Abilities which include both digital skills (e.g. information skills, programming and app development) along with human skills (e.g problem solving, strategic and creative thinking, emotional intelligence, relationship and network building abilities, etc). Their development allows managing the digital transition achieving a Digital Maturity that means enabling people to continuously adapt to a changing digital landscape, learning how to collaborate with digital technologies and how to use them to serve the human needs in any fieldMain objectivesThe proposed project aims to implement, apply, and spread within a EU network of HEIs, SMEs and Startups, Business Incubators, a human-centred design model to facilitate and strategically guide the ongoing process of digital evolution for achieving Digital Maturity through people creative enhancement.The Digital Creativity4Digital Maturity (DC4DM) model will empower Digital Creative Abilities through the (i) exchange of knowledge; (ii) co-creation of interdisciplinary methods and tools; and (iii) project-based experiments to understand and possibly anticipate the foreseeable opportunities and threats offered by the digital evolution developing a strategic approach to the adoption and application of such technology.During the project, the model will be implemented with methods, tools and cross-functional competencies of the whole consortium fostering sharing of cross-cultural knowledge from academia to industry and viceversa. Training digital wise professionals able to drive the digital transformation has become a mission which requires a European Alliance from all the relevant stakeholdersActivitiesThe concrete outputs we will develop include the making of a ‘Digital Maturity Vocabulary’ to build a shared knowledge for working with emerging digital technologies, supported by a set of ‘Digital Maturity Pills’ with best practice cases to share with Universities, SMEs and startups in Europe. We will develop learner-centred, project-based approaches called ‘Learning Lab training format’ to support development and empower skills to manage challenges through DC4DM model and increase their abilities in those learning interdisciplinary environments. A ""Design Maturity Toolkit' of innovative tools and methods to nurture and connect design curricula with design digital tech-driven activities.Our ‘DC4DM Edu BOX' and the educational MOOC draws together content and experiences providing tools, guidelines and paths to work with other HEIs, SME's and startup, and EC strategies and programmes. We will deliver 2 short term design staff training events (co-design workshop and Bootcamp), 6 events (Digital Maturity Day) open to the general public, start-ups and SMEs to spread knowledge about the strategic potential of creativity and design to guide the technological application, 3 intensive study programmes (Learning Lab) with Master’s students.ParticipantsOur consortium draws on leading design-educator-researchers from 5 reliable institutions, in 3 countries representing different parts of Europe, that provide useful competencies for the project in design and creativity, IT and engineering, business management and entrepreneurship. They are Politecnico di Milano (IT), Institut Mines-Télécom (FR), Télécom Saint-Etienne (FR), Universidade da Madeira (PO) and Startup Madeira (PO). We will work with design and engineering teachers and Master’s students, professionals from tech-driven Startups and SME’s, business and tech experts.ImpactsThe application of the model focus on the relationship between HEIs and Tech-driven SME’s / Startups, aiming at strengthening the collaboration between higher education, research and business with the focus of training talents with the right abilities and knowledge needed to facilitate and guide SME’s and organizations in achieving a Digital Maturity. Learners will be able to shift strategically the given process and tools to address the development of Digital Creative Abilities. Teachers will apply the educational guidelines and best practices for the replication of the DC4DM model to meet the challenges of teaching in the digital evolution era. A key impact will be connecting Design Education and the cross-functional open innovative teaching method and curricula based on the evolving needs of students and industry."