MESI 4.0- “Modern Education in Science for Industry 4.0” was a two year international project with an extension of one year due to the restrictions of COVID-19 pandemic. The main objective of the project was to open education and innovative practices in the digital era, in which current trends of data exchange, the internet, cloud computing, STEM contents (Science, Technology, Engineering and Mathematics) were integrated in the field of Industry 4.0. MESI 4.0 was a cooperation of four schools: Gymnazium Teplice (Teplice, Czech Republic), La Salle-Buen Consejo (Puerto Real, Spain), Geschwister Scholl (Bremerhaven, Germany) and Siauliu Didzdvario gimnazija (Siauliai, Lithuania). The team of teachers included educators from different backgrounds and curricular experience in STEM subjects, English and Geography. Equal opportunities to participate were given to students aged from 14 to 18 years. In order to meet project objectives, many activities and outputs were carried out. The project involved teacher training in Teplice (Czech Republic) and two short-term exchanges of groups of pupils: one to Bremerhaven (Germany) and the next to Puerto Real (Spain). Students did research and debated how renewable energy, wind and solar energy, could help to sustainable development of Industry 4.0. The project was affected by COVID-19. The short term exchange of students planned for April 2020 was cancelled due to COVID-19 pandemic and it was impossible to implement it later, even though the project was prolonged for one year. Instead of this short mobility of students, a virtual meeting was held in December 2020. The theme of this virtual meeting was water treatment and hydropower energy. Students presented the research conducted in each country about industry of their regions, technical visits and management activities were done at the end of the project in a teachers’ transnational project meeting in Siauliai (Lithuania).The title of the students´ final project was “Industry 4.0 for the Sustainable World (chemical industry, water treatment and hydropower, renewable energy source wind, renewable energy source solar)”.The project methodology was based on a problem-solving approach, the performance of experiments and data analysis obtained through the use of specialized scientific software. Students and teachers used cloud computing software for sharing, structuring, combining, communicating and presenting the results of their research. They also participated in bilateral webinars with the aim of acquiring knowledge about their schools, cities, countries, educational system and the industry of the region of each project partner.A hand-on methodology used during the mobilities was implemented with methodology sheets and worksheets. Students participated in technical visits to universities, research centers and factories to connect their theoretical knowledge with innovative research. Those worksheets and implementation documents that integrate a modern STEM curriculum in Industry 4.0 are open to be used widely in the webpage of the project (mesi4.eu), the eTwinning Twinspace of the project and the Erasmus+ Project Results Platform. All this information is summarized in the brochure and poster created for its dissemination.The project improved students' and teachers' digital, communicative and critical thinking and their skills and competences. It extended the national curricula related to STEM contents, providing them with better opportunities to continue their study in the third level of education or in practice.

LECLIC -”Living in the Era of Climate Change” is a two years international project which uses innovative trends of STE(A)M curriculum, Cloud computing and Competence Driving to raise students awareness on environmental issues and climate change.Students, teachers involved in the project will reflect on the need of a behavioral change in their families lifestyle to mitigate climate change through the analysis of: the bidirectional relationship between lifestyle and climate change, the analysis of the current lifestyles and the quality of life of their european region, and making proposals on how they can change their habits in a big way so as to improve the current and future lifestyle.The involved students and teachers will explore innovative STE(A)M curriculum, they will participate and create Virtual reality resources and they will use cloud computing (Google site, drive and eTwinning) for creating documents, presentations, fulfill assessments, communicate and share the information created. The pedagogical principles for STE(A)M curriculum integration will be the use of methodologies: process based learning, inquiring and collaboration.Different activities have been created for face-to-face and on-line work in international teams to emulate students and teachers participation in four LECLIC Climate Change conferences Results of those activities will be google drive cloud storage of documents, logo of the project as consequence of a contest between students of the four participating schools, poster and brochure with information of the aims of the LECLIC project, school participants and meeting, eTwinning TwinSpace with all the information and documents, teaching materials corresponding to STE(A)M activities (methodologies, worksheets and implementation documents), students presentations (of their school, educational system, city, country, climate change and lifestyle in their region), Videos or photos and written reports of the STE(A)M technical visits to business eco-friendly, research and bio-medical institutions, bilateral webinars for international interchange of ideas on climate change and lifestyle, film product of the short-term contest on how to mitigate climate change and LECLIC google site.Four Secondary junior schools will participate in the projects. The four schools are sited close to the sea, in cities or small towns where different effects of climate change are observed (such as floods, increase of temperature, increase of the salinity of the water).Teachers with different backgrounds (especially from STE(A)M) subjects) will ensure ethic, scientific and social achievement of the objectives. The teacher training will help them to configure their professional problems on designing, implementing an STE(A)M curriculum in the informal setting of the project meetings and increase their capabilities concerning how to integrate it in school curriculum.Equal opportunities will be given to the students (ages 12 to 16) considering their special needs, demotivation, gender and immigration condition. The project will benefit them from enlarging their knowledge on climate change causes and consequences and their lifestyle. Students will develop global competences on critical thinking on the causes and consequences of climate change, on creative thinking to analyze their lifestyle and undertaking actions that could change their behavior on how to mitigate climate change. Working on cooperative international teams will improve students’ English language skills and will increase their understanding of the daily life, culture and language of consortium countries.In the long term, the participation in the project will help students to continue their STE(A)M or vocational studies with a background of global competences that will promote a real inclusion in the workforce in the Era of Climate Change. For teachers, the participation in the project will benefit in increasing their Technological, Pedagogical and Content Knowledge on STE(A)M subjects, climate change and developing English skills to use them in their everyday teaching and participating in other KA229 actions.Globally, the participation in the project will help schools to project the good practices that they develop and challenge other teachers and schools to innovate. For its sustaining, the project and spread it, the LECLIC google drive, eTwinning TwinSpace and School Gateway will provide other teachers, students and families with the materials to freely download and use it. The pedagogical and methodological principles of its use will be published in national and international conferences of good practices in the STE(A)M curriculum to help other teachers and schools on the use of these materials.

The project “FemSTEAM Mysteries” is based on the values of gender equality and non-discrimination between men and women in the fields of Science, Technology, Engineering, Arts and Mathematics (STEAM), creativity and innovative entrepreneurship. Through the adoption an innovative approach, that integrates STEM and Arts, and combines Role-Model and Game-based methodology with a mystery story-telling digital game (escape room) that engages teenagers (age 12-15), “FemSTEAM Mysteries” aims to create a new culture and attitude amongst teachers and students. Although many women have contributed massively to the progress of science and technology, very few students as well as teachers in Europe learn and know about them. As a result, girls are reluctant to follow STEM careers (under 35% in scientific fields at a European level). Science is considered a “male field” and young men are usually underestimating the competence of females in those fields. The situation is similar in visual arts education. Gender inequality has led to the underrepresentation of female artists and to male domination of art history. As a result, the vast majority of the famous artists students get acquainted with, are males. In school educational material, the role of women in STEAM is highly underestimated, almost absent. Thus, a need exists for providing students with examples, paradigms and role-models, so as to keep open the option for STEAM careers for girls, and to reduce prejudices. “FemSTEAM Mysteries” is designed to counteract this tendency for gender inequality in the STEAM by bringing out the significant role of women in STEAM to students’ and teachers’ community, thereby fighting stereotypes of students and teachers, while providing role models for young girls to follow STEAM careers and also young boys to empower their female classmates and co-workers. The OBJECTIVES of “FemSTEAM Mysteries” project are:-To bring out the significant role of women in STEAM (Science, Technology, Arts, Engineering and Maths)-To fight stereotypes of students and teachers-To inspire young girls through role-model game-based STEAM pedagogy to follow STEAM careers.-To enhance acquisition of key skills and competences for STEAM studies and careers of all students (boys and girls) through engaging game-based activities and a mystery storytelling game.-To enhance teachers' skills in dealing with gender equality in STEAM.The TARGET GROUPS are:-Young girls (age 12-15): Empowering them through role-model game-based education in approaching STEAM, finding inspirational personalities and planning their careers without considering social stereotypes.-Young boys (age 12-15): Empowering them to respect their female classmates and later coworkers without stereotypes by acquainting them with the importance of female contributions in STEAM.-STEAM teachers (in secondary education): Enhancing their skills and professional development by providing them innovative educational methods to make the role of women visible in their STEAM classroom, overcome their own stereotypes and encourage young girls and boys in STEAM.-STEAM professionals like trainers, career coaches, science communicators, art curators, researchers, university staff.The INTELLECTUAL OUTPUTS of the project include:O1- Methodological Guidelines for creating the framework of the “FemSTEAM Mysteries” projectO2- Instructional Guide on Role-model education for promoting gender equality in STEAMO3- Instructional Guide on Game-based education for promoting gender equality in STEAMO4- “FemSTEAM Mysteries” DIGITAL MYSTERY GAMEO5- “FemSTEAM Mysteries” LibraryO6- “FemSTEAM Mysteries” Teacher Professional Development Program on promoting gender equality in STEAM.The MAIN RESULTS of “FemSTEAM Mysteries” will be:1. 500 staff and associates of the partner organizations including teachers, educators, professors and science communicators will learn how to implement the educational tools created within the project.2. 1500 students of both genders will participate in educational activities within the framework of the project.3. innovative tools and resources based on role-modeling, game-based STEAM education: Methodological Guidelines, Guides on Role-model and Game-based education for promoting gender equality in STEAM, a Storytelling Mystery Digital game, a “FemSTEAM Mysteries” Library, a blended teacher professional program.6 partners from 4 countries (Cyprus, Germany, Greece, Spain) participate in the Consortium, organized in such a way so as to cover the required competences for successful implementation of the project: European University Cyprus (CY), American Academy Nicosia (CY), Cologne Game Lab (DE), Challedu(EL), Doukas School (EL), La Salle Buen Consejo (ES).