"The digital era is entering every area of our lives, including education at each level. Young people are more eager to search for knowledge on the Internet rather than listen to lectures, read paper textbooks or even standard e-learning materials. That is why remote education methods, such as e-learning or blended-learning are gaining popularity The educational content is presented in standard e-learning materials ranging from ordinary presentations to video recordings of educators giving lectures, lessons and training. The more interactive they are, the more engaging it is for learners. Generation Z, which is now in the process of education in secondary schools and colleges, eagerly ""talks"" via messengers, chats, using this form of communication also to acquire knowledge and develop skills. They prefer short texts, pics, games, stories and step-by-step instructions presented in an entertaining way. At MELES-BOT, we will use this very strong trend taking into consideration that the Internet contains many unverified sources. The purpose of the project is to develop and test, using specific learning content (entrepreneurship course), an innovative educational BOT-learning method based on the use of tools such as chatbot (virtual educator) and chat (text conversation with a real educator). It means that we adapt channels widely used by GEN-Z and fill them with verified and useful content.The main output of the project is the chatbot and chat tool for entrepreneurship education. The chatbot definitely belongs to digital technologies and is not a common tool used nowadays in academic education, which makes it an innovative solution. The implementation of MELES-BOT outputs fit directly into the main features of the transformations of education systems to the so-called Education 4.0, which essentially uses technology-based tools and resources to drive education in non-traditional ways. Education 4.0 should serve the Industry 4.0 revolution, which is changing the world around us and requires staff with proper competencies. MELES-BOT objective is to deliver basic skills and key competencies to the students, who will form Industry 4.0 staff. Designing, developing and using MELES-BOT in education process will give speed and scale-up the digital transformation. The digital competencies obtained by teachers would help them equip young people with digital skills. MELES-BOT is also addressing differences concerning education access by underrepresented groups. Thanks to distant access, all, who from different reasons, cannot attend direct classes, will have an equal education opportunity. Distant access plays also an important role in crisis situations (e.g. pandemic) when direct classes are suspended.Entrepreneurship course is only the example of the BOT-learning methodology but it is a very eloquent example because such courses are attended by more and more students these days. Our goal is not only to present this particular course but to convince the academic community to use BOT-learning methodology to conduct other courses in the future e.g. Programming or other IT courses.Our target groups are students and academic teachers. The project is likely to produce outcomes that may be relevant also to other fields of education, training and youth. It is planned that over 600 students and around 100 teachers will be involved in the project during the execution phase. Over 50 people from target groups will take part in mobilities directly connected with the project.There are the following phases connected strictly with project activities:1.Collecting users' preferences,2.Developing Minimum Viable Product,3.Preparing the prototype,4.Testing the prototype during summer school,5.Pilot testing at universities,6.Dissemination and sustainability activities.To reach the objectives and deliver the results, the consortium will use PCM (Project Cycle Management) methodology. PCM is recommended by the European Commission in the planning and implementation of EU-funded projects. This methodology includes the application preparation process and has been used in this case.E-learning platform with an implemented chatbot will be tested at least at 5 Partners' universities throughout Europe i.e. the Tampere University of Applied Sciences (Northern Europe), Maritime University of Szczecin (Eastern Europe), Veliko Tarnovo University (Southern Europe), University of Leipzig (Central Europe) and University of Aveiro (Western Europe). Each phase of the project ends with collecting feedback, discussion and implementation of the results in updated versions. After successful piloting, a chatbot can be implemented as an educational methodology at universities. It enables the development of digital skills and key competencies in the target groups, which is in line with horizontal priorities of the European Union.All Partners are convinced, that such tools are the future of the educational process."

<< Objectives >>The goal is to discover, sustainably develop and implement mechanisms for interaction and networking between entrepreneurs, students and teachers via case-to-storytelling movies. It focusses on synergy in educational and practical fields by involving parties to create, exchange, find new perspectives in real and digital world. 35 teachers and specialists from 6 countries will unite with entrepreneurs for educating and inspiring. At least 120 users will join us during the dissemination process.<< Implementation >>The project is divided into 5 WPs, which include: collecting stories from businesses; 2 trainings of teachers; production of 15 movies with educational content; conducting a summer school; implementing video storytelling in 21 curricula at 6 universities for BSc, MSc and PhD studies courses, internal and international dissemination; developing a methodological guide to be used by teachers and creating a Digital Library. There will be 7 direct meetings and at least 20 virtual.<< Results >>Main project results are:- Digital Library with video storytelling and examples that inspire young entrepreneurs. - Wide implementation of video format in the curricula (at least 30 students participating in the summer school, at least 180 students involved in piloting at Partner’s universities, at least 500 involved at other universities within 3 years after the project). - Methodological guide for transforming case studies into video storytelling. - Active university-business partnerships.

Prospective cohort studies allow tackling major research questions regarding health and well-being of individuals and communities. JoinUs4Health aims to combine Responsible Research and Innovation (RRI) and crowdsourcing as converging approaches to promote inclusive innovation and citizen engagement in cohort research. Objectives are: 1) ESTABLISH and REVIEW a conceptual framework; 2) DEVELOP, TEST and APPLY technology to engage various societal actors; 3) EXPLORE, IMPLEMENT and MONITOR institutional changes and incorporate RRI into the governance framework of three cohort institutions; 4) ADVANCE RRI and citizen science into the mainstream of public engagement, science communication and education; and 5) PROMOTE engagement and COMMUNICATE and DISSEMINATE outputs via traditional and innovative means. The concept is based on crowdsourcing, where cohort participants, the general public and other societal actors can propose research questions or contribute to addressing such questions via working groups. Researchers are encouraged to actively engage citizens and other societal actors in dialogues during the design of their analyses and interpretation of results. Specialists will enhance this synergy by online and offline activities based on the communication strategy to boost engagement and ensure sustainability. An interactive, web-based platform facilitates and social media promotes engagement, communication and dissemination. Targeted education activities are designed and implemented at the school, university and citizen level. Six institutional changes provide the required conditions targeting the areas engagement, open access, communication and dissemination, management, implementation of RRI at cohort institutions, and education. Their implementation will be mentored by an RRI experienced partner and an international RRI advisory panel. It is hypothesized that this approach also counteracts the trend of decreasing participation in cohort studies.