The vision of FutureFoodS is to collectively achieve environmentally-friendly, socially secure, fair and economically viable healthy and safe Food Systems (FS) for Europe. FutureFoodS gather 87 partners from 22 EU Member States, 6 Associated Countries and 1 third country. FutureFoodS includes public and private actors, policy makers, foundations, locally, sub-nationally, nationally, EU-widely. All these FutureFoodS partners are fully aligned on the vision for the Partnership and the methodology for its implementation in line with SDG17 and EU Green Deal components. This vision has been broken down into general (GO), specific (SO) and operational (OO) objectives applying across the 4 R&I areas and 4 transversal activities identified by the FutureFoods consortium in its stable draft Strategic Research and Innovation Agenda (SRIA) which constitutes the strategic backbone of the project. The four GO cover: GO1 - Functioning of FS; GO2 - System approaches; GO3 - Inclusive government; GO4 - Co-creation cases. These GO have then been translated into SO prioritised in line with the timescale and resources of the Partnership: SO1 - Change the way we eat; SO2- Change the way we process and supply food, SO3 - Change the way we connect with FSs and SO4 - Change the way we govern FS. In addition, 6 interconnected OO have been set: OO1- Pooling R&I resources and programming; OO2 - Operational FS Observatory; OO3 - Active FS knowledge Hub of FS Labs; OO4 - Functioning knowledge sharing and scaling mechanisms; OO5- Revisiting the SRIA; OO6 - Promoting, supporting, widening & gathering FS various communities. The objectives implemented in the 8 WPs of FutureFoodS will exert impact directly or indirectly in most of the destinations of Horizon Europe’s Cluster 6 2023-2024 work programme and particularly for the topic destination ‘Fair, healthy and environment-friendly FS from primary production to consumption’ echoing to the main EU and World FS policies & strategies.

"EUROSPECTIVES 2.0, the follow up of the finalized strategic partnership “We are all digital natives”, stands for training and encouraging European learners in telling their stories, their perspectives. Digital Storytelling is a way to engage and empower learners and teachers. By telling and sharing stories in the digital era, they can intervene, interact and change with their everyday environment, by fostering their feeling of public ownership and citizenship. ""Digital storytelling,"" combines the longstanding art of storytelling with the use of a variety of multimedia tools. This type of activity can generate interest, attention and motivation for ""digital education”. The process capitalizes on the creative talents of learners who will develop their communication skills by learning to organize their ideas, ask questions, express opinions, and construct narratives. Since the digital aspect of storytelling is including non-verbal communication and expression, it is an inclusive approach, which can be facilitated especially by disadvantaged learners such as refugee, handicapped, poorly educated and long-term unemployed. The approach enables learners to discover their creativity and to improve their position on the job market through their new skills. The EUROSPECTIVES 2.0 project identifies smart practice methods and turn them into a state-of-the-art training module curriculum, integrating digital storytelling into lifelong learning experience. EUROSPECTIVES 2.0 was 30 month long project with one month extension. The outcomes are delivered through the following main activities: 1. Evaluation of 12 smart practices of using digital storytelling for educational purposes. 2. Development of the training module curriculum based on the smart practices. 3. Testing of the curriculum in different teaching environments provided by three training courses. 4. Dissemination of the results and outputs following the project dissemination matrix. The project’s web site and two multiplier events as the core of this activity. The main results and outputs of the project are: 1. Development of a sustainable strategic partnership for ongoing collaboration and sharing of smart practice. 2. A website to support digital storytellers, digital community reporters, organisations and facilitators. 3. Policy recommendations for implementing digital storytelling as method for teaching 21st century literacy. 4. An eBook of the digital storytelling training curriculum and its summary in all project languages Additional result: 5. Interactive online multinodular training and curriculum with an open access on genial.ly platform (https://view.genial.ly/604fb1b3bde3430d89980f92/interactive-content-eurospectives-storylines). Within EUROSPECTIVES 2.0 each partner shared its specific experiences and skills: Crossing Borders – coordinator, active in youth and adult education. Sharing expertise in dissemination, and youth work, qualifying trainer and volunteers;Comparative Research Network e.V. - active in adult education, sharing expertise in curriculum building, digital storytelling methods and evaluation systems; Ellinogermaniki Agogi – active in ‘teaching teachers’ – vocational, primary and secondary education. Sharing expertise in digital curriculum building, digital classrooms and dissemination; People's Voice Media – active in qualifying community reporter, sharing expertise in curriculum building, certification and qualification of trainer; COSV Italy – active in training trainers and project manager, working with migrants. Sharing expertise in media methodology, dissemination and qualification in non-formal education; CFR Vigo -is working on the digitalization of classrooms in primary and secondary education, by supporting teacher who want to initiate projects; Institut Cultura 21 - is a provider of non-formal participatory education. The partner has experience in civic education and has a deep knowledge on using storytelling and media literacy methods with various age groups.EUROSPECTIVES 2.0 plays a direct effect on approximately 4000 people through the meetings, trainings, dissemination activities and the two multiplier events. The long term benefits of the project are the integration of digital storytelling tool in teaching curriculum especially tailored for disadvantaged learners: persons with disabilities, coming from marginal groups and/or suffering from communication problems. Indirect long term impact is the increase of digital literacy and active citizenship among people living in marginal situation."

In SYNAPSES, we present a vision of how pre-service and in-service programs on teaching for Sustainability Citizenship (SC) could be interrelated and enriched to develop a joint offer with a significant European dimension. SC has excellent potential for cultivating change agents who not only envision but also enact solutions to climate change. Teaching for SC can stimulate and lead to an action-including decreasing consumption and demand, developing sustainable food and energy sources, exploring nature-based solutions for the current challenges, using school buildings as teaching tools, and greening schoolyards. Arguing for a paradigm shift in how we view education. The SYNAPSES Academy could demonstrate how our education systems can create new levels of awareness and work toward a sustainable future. Teachers' impact will rise with the standards for environmental education, sustainability and combating climate change.SYNAPSES will set up the Erasmus+ Teacher Training Academy on Teaching for SC to ensure and safeguard the long-term impact of the proposed activities. A series of training activities (at local, regional, national, and international levels) will help teachers to design the most effective and engaging lessons that use innovative forms of instruction (inquiry-based, project-based, game-based) and tools (e.g., access to rich scientific data archives, virtual and remote experimentations, animations) in their classrooms. More generally, teachers will change their thinking about their students’ learning of and about the environment, science and technology. This will be expanded by offering concurrently opportunities for mobilities, such as study visits, job shadowing opportunities, meetings, conferences, and competitions to enable the Academy to become a forum for the exchange of knowledge. This information hub will support, develop and promote teaching for SC. A systematic accreditation mechanism will be designed in the framework of the project.

CLEVERFOOD will facilitate a society-wide mobilisation of European citizens, including children and youth, farmers, entrepreneurs, investors, researchers, educators, knowledge brokers and policy makers to transform the European food system in alignment with the EU Food 2030 Policy Framework, Farm to Fork Strategy and Fit for 55 Package. By providing targeted support for ongoing and emerging projects, partnerships and networks, implementing a pan-European Food 2030 multi-actor and public engagement mechanism and operationalizing an interlinked multi-level structure of connected Policy Labs and Living Labs, CLEVERFOOD will pave the way for a more regenerative, resilient and plant-based food system. Models for transformative multi-level food system governance and strategies for advancing food policies and legislation will be developed in the Policy Labs by launching a peer-learning program, organising inclusive multi-stakeholder dialogues and bringing together policymakers from all governance levels. Social and technological innovations to support sustainable food system transition will be accelerated in the Living Labs by co-creating strategies for removing lock-ins and building sustainable food value chains, mobilizing impact investors, promoting uptake of new technologies and measuring food system transition progress. Food system science competences of children and youth will be boosted by supporting food system science education activities in the Policy Labs and Living Labs and establishing a network to collaborate on transforming higher education teaching. Public engagement, citizen empowerment and mass mobilization will be maximised by supporting multi-actor, public engagement and citizen science activities in the Policy Labs and Living Labs, unlocking the power of influencers, deploying an interactive food systems exhibition, and designating and supporting permanent competence centres across Europe to ensure society-wide commitment to transform the food system.

Despite the recent emergence of GenAI and large language models (LLMs), numerous educational tools utilizing these technologies have already been developed, with their numbers expected to increase rapidly. Users of such tools are also growing exponentially. AI-based educational tools, leveraging the capabilities of large language models, usher in a new era of education with personalized tutoring, easy content creation, and automatic grading. As the array of available tools expands, educators must acquire digital competencies to select and evaluate the most suitable options. However, the swift growth in GenAI capabilities raises concerns about their impact on students (e.g., misinformation, increased cheating, ethical and privacy issues) and teachers (reduced social interaction, job displacement, and loss). The GenAI4ED project aims to address these challenges by developing a digital platform to consider popular AI-based educational software, evaluate various aspects of each tool, and offer the most suitable option for individual teachers and/or students. Notably, the platform will be employed in pilot experiments in selected schools, whereby students and educators will be asked to evaluate the available tools. Assessment will be based on a predefined set of carefully designed criteria, exploring how such tools affect the student’s experience and how they complement the teachers’ skills and improve their working conditions. Importantly, through an interdisciplinary approach involving experts in AI, psychology, and ethical concerns as well as teachers and parents, GenAI4ED will utilize the results of the pilot experiments to develop policy recommendations on how to harness the benefits of GenAI tools best to enhance the teaching experience for both students and educators, while protecting the teachers’ jobs, improving their working conditions and creating opportunities for new teaching roles.