The new-generation information technologies such as the Internet of Things, robotics, and smart connected objects open new horizons for industry and the energy markets. The experiences of the VET partners involved in the projects points to the fact that the VET providers have to get in line with the new technical competencies required by the smart energy sector and, specifically, the area of energy management. Furthermore, with the experience of homeschooling under the Pandemic, the need for developing high-quality digital learning tools and virtual mobility for VET learners became visible. MAIN OBJECTIVE: to enhance technological skills of VET students and their teachers about using digital tools in energy management SECONDARY OBJECTIVES: to train VET teachers/providers in ECVET principles; to improve problem solving behaviors of VET students through project based learning (PBL), their skills in using digital training material, to improve the competence of teachers in designing transnational online learning materialsPARTICIPANTS: 41 teachers and trainers out of: 3 VET schools (Spain, Sweden, Netherlands), 1 non-profit VET provider in the field of energy efficiency (Spain), 1 technical university experienced in training VET teachers (Germany), 1 web-based service provider specialized in implementing ECVET principles (Norway).; 260 students from 5 European countries; 21 experts from energy related companies. As associated partner was involved 1 NGO related to environmental education and 2 VET schools from Switzerland + 1 VET school from GermanyACTIVITIES in the project were: Training of VET teachers/providers in ECVET principles. Identification of training needs related to Smart Energy Management (SEM) through interviews with companies and experts. Both activities led to the definition of a “SEM-technician” on EQF level 4/5 and the related description of some learning outcomes. Partners worked collaboratively together in order to deliver a training Toolkit covering several LOs and to learn how to use and implement the training tools in a MOOC course based on PBL methodology. 4 partners implemented the training material in a piloting program with their students (partially under the Pandemic). All partners carried out the development of a teachers’ handbook for implementing PBL inside the classroom. Additionally, partners organized a virtual mobility through a competition among VET students that promoted transnational exchange. The tangible results of the project are: ECVET Online Training course for VET teachers in English and Smart Energy Manager qualification description (O1) TOOLKIT ON “SMART ENERGY MANAGEMENT” for VET students (EQF level 4), based on ECVET standards and delivered in a MOOC format in basic English. The Toolkit consists in different modules: introductory online module about digital transformation of the energy sector; smart thermal installations; smart lighting and user experience; Smart Energy Management Systems and energy mapping (O2)VET TEACHER’S HANDBOOK on implementation of PBL methodologies, addressing aspects like organizational arrangements (flexible time management, curricula agenda); adaption of classrooms and workshops; defining the new role of the teacher (trainer vs. assessor) and the student team; case study on implementing PBL; Handbook delivered in English and partner languages: DE, ES, NL, SE (O4)VET student competition among VET providers across Europe about ENERGY EFFICIENCY: During the competition, VET students worked in teams to find innovative solutions for improving the energy consumption of a school building. Access to all results through project webpage: www.energyducation.euIMPACT: Through the Toolkit, VET teachers and students enhanced their competence and knowledge of smart technologies and specially students their problem solving behaviors by working in student groups and resolving given challenges. VET providers gained competence in developing a new qualification description based on ECVET principles and VET teachers enhanced their implementation strategy of PBL. Industry partners/experts got involved in the definition of training needs relevant for smart energy management and the partnership laid the groundwork for developing future training curricula. Through the student competition, partners gained experience in organizing virtual mobilities that can be repeated even in a broader setting with more European VET schools involved. On a LONG TERM view, this project contributes to the European Green Deal by focusing on the necessary future skills of “smart” technicians, who are able to manage smart energy solutions that promote energy efficiency. Besides, the project provided a methodology on how VET providers can cooperate to develop a transnational qualification description and training materials in order to provide transnational learning opportunities for VET students.