"<< Background >>The world of Higher Education has undergone a process of digitization in reaction to the epidemiological crisis from COVID-19 which has forced education to push even harder on the accelerator for the adoption of digital technologies which, if properly capitalized, can constitute the basis for improving the training offer.After a first phase of ""emergency remote teaching"", which simply replicated lectures using digital technologies, it has now become necessary to switch to quality online learning, which requires the involvement of students, promotes collaboration and creates community (Lauren S. Schlesselman, MA Ed Psych, PharmD, Perspective from a Teaching and Learning Centre During Emergency Remote Teaching, 2020).The emergency use of e-learning teaching methods has, in fact, created greater flexibility within the world of education, but at the same time, has highlighted some gaps, especially in the context of laboratory teaching. A structural digital divide has emerged in terms of technological equipment between STEM and non-STEM courses that could have a great impact in the medium- long term on the perception and appeal of STEM disciplines and professions for students.Starting from this reactive as such emergency experience, the project intends to face the digital challenge of HE in STEAM, making the teacher evolve from a mere content provider to a producer of higher education paths that alternate virtuality and immersion, creating a bridge between various technologies, between theory and practice, making knowledge more and more practical and expert and not impoverishing the scientific and artistic paths of essential laboratory and empirical activities.Universities are, therefore, called upon to develop comprehensive strategies for the full integration of electronic learning (e-learning), mobile learning (m-learning) and ubiquitous learning (U-Learning), involving the didactic mission and the entire academic body.<< Objectives >>In light of the context highlighted and the needs identified, the Project intends to establish a stable and multi-actor European network aimed at:•Encouraging a change in the mindset of university teachers to evolve into the role of Adaptive Teacher, with co-design and the provision of a training programme that allows them to acquire and help acquire the articulated set of skills necessary to design, deliver and evaluate learning processes of STEAM students conceived, conducted and implemented remotely by combining virtuality and laboratory skills through the use of learning by e-doing.•Stimulating concrete changes in university pedagogical practices by favouring the access of teachers to (i) Open Educational Resources that will support and expand over time the learning of the didactic contents foreseen by the training programme by further investigating issues related to the training techniques of trainers and the innovative methodologies proposed (ii) a methodological innovation Toolkit focused on learning by e-doing and on adaptive teaching between virtuality and laboratories, accompanied by case histories related to STEAM and support tools.•Encouraging a methodological, technological and didactic alignment of a pool of lecturers benefitting from a LTTA on innovations to be introduced in university contexts, on an experimental basis, for a panel of students of STEAM disciplines and subsequently, systemically, through the transfer to the teaching staff, to have a significant impact on the evolution of university teaching in the European partner regions.•Experimenting the methodologies acquired through (i) the provision of virtual laboratory lessons in partner universities for student classes to test their effectiveness (ii) the conducting of train-the-trainer sessions for other teachers to make them evolve to the role of Adaptive Teacher.<< Implementation >>To achieve OBJECTIVE 1 ""Encourage a change in the mindset of university teachers to evolve into the role of the Adaptive Teacher"", a training programme will be co-designed and implemented by the partnership, whose teaching structure will be the result of a desk and field analysis process, which will be the first project result (PR1 - TEST Programme: trainers training for Adaptive teaching, Task 1-2-3)To achieve the SECOND OBJECTIVE ""To stimulate concrete changes in university pedagogical practices"", the following will be designed and implemented:(i) OPEN EDUCATIONAL RESOURCES which will support and expand over time the learning of the didactic contents foreseen by the training programme by further investigating issues related to the train-the trainer techniques and the innovative methodologies proposed and which will constitute PR2 - Open Educational Resources for learning by e- doing(ii) a methodological innovation TOOLKIT focused on learning by e-doing and on adaptive teaching between virtuality and laboratories, accompanied by case histories related to STEAM and support tools that constitute PR3 - TEST Toolkit: the Adaptive Teacher toolboxOnce the first two objectives relating to the elaboration of the Training Programme (PR1) accompanied by the didactic support instrumentation (PR2-3) have been achieved, the partnership will organize a 5-day full immersion LTTA that will allow the fulfilment of OBJECTIVE N. 3 “Promote a methodological, technological and didactic alignment of a pool of teachers”.In fact, during the LTTA, the teachers involved will be the protagonists of a first in vitro testing of the 3 PRs in a fine-tuning perspective. As a result, they will form the first core of the TEACHER NETWORK which will gradually be alimented by the awareness raising and dissemination actions of the partnership through media and non-media channels.Partners will then start the multi-level testing action, reaching goal 4 ""Experimenting the methodologies acquired"" which will allow the partnership to finalize the Tasks 4 and 5 of PR1.This will take place through: (i) the provision by 40 teachers selected by the partnership of virtual laboratory lessons in the partner universities for classes of students to test the effectiveness of the model (ii) the conduction of train-the trainer sessions for other teachers to make them evolve in the role of Adaptive Teacher.As a result of the testing phases, definitive PRs will be released.Transversely to the project activities, UNISI will guarantee a planning, direction and control action and EFMD will ensure qualitative supervision to guarantee the correspondence of the results achieved with the planned objectives in line with the expected quality standards functional to the large-scale transfer and dissemination action.<< Results >>1 Creation of a stable and multi-actor cooperation partnership between universities, consulting and training centres, international networks for quality assurance, to innovate the HE offer system with the systematic adoption of blended learning by e-doing by filling an evident and common didactic gap in response to the needs of students of STEM + A courses and to the current and future needs of the labour market.Deliverable:•Memorandum of Understanding•Map of the opportunities foreseen by regional, national and community calls, to implement and transfer the results in new contexts.2 Systematic introduction of the framework developed by the project for the evolution of the teacher to the role of Adaptive Teacher in HE at European level and in teachers' skills reference frameworks Project Result:•1 Training programme for trainers for teachers of scientific and artistic faculties co-designed, tested and finalized (see PR1 - TEST Programme: train-the-trainer for Adaptive teachingDeliverable• 40 teachers involved in the testing of the programme (10IT, 10ES, 5EL, 5HZ, 5AU, 5FR)• A further 200 teachers involved in the train-the-trainer actions conducted by the trained teachers• 200 students involved in the experimentation of the virtual laboratory teaching sessions3 Systematic adoption of a European model of adaptive online teaching between virtuality and flexible, interactive and innovative laboratoriesProject Result:•10 interactive video training pills to further investigate the training techniques for trainers and the innovative methodologies proposed, including 2 with narrative branches, dedicated to empowering the relational, communicative and team leadership qualities of the Adaptive teachers essential in running virtual labs allowing them to access one or more branching scenarios, that, thanks to the use of small video clips, shot in first and third person, allow them to make choices that will influence the course of the story, thus being able to verify the consequences of the behaviours enacted/chosen in a cause/effect logic (see PR2 - Open Educational Resources for learning by e-doing)•1 PILOT Toolkit accompanied by case histories related to STEM + A and support tools (See PR3 - TEST Toolkit: the Adaptive Teacher toolbox)4 Methodological alignment of a pool of teachers on the innovations to be introduced in university contextsDeliverable:•1 5-day LTTA •1 Network of university teachers involved in STEM + A disciplines•Creation, through online socialization spaces, of networking opportunities, to aggregate ideas, experiences and skills"