During recent years, universities in the participant countries of this project, have set internationalisation goals, both to compensate declining populations (especially in Estonia and Hungary) as well as to stay competitive. Together with a wave of migration, which also affects these countries at different intensity, the four participating countries have faced a new demographic situation. Although the number of immigrants, whether foreign students or other, may be not significant, there are debates in the society about the immigration, on one hand, and on the other hand schools and universities have to adapt to a changing student profile. Issues can raise when there are students from different backgrounds in the classroom whose views may be conflicting between each other or with those expressed by the teacher. But even without a diverse classroom, certain topics can be controversial, like pay gap, political conflicts or ethnic issues. So far, universities in this project countries have paid little attention on how to address these issues neutrally without creating unnecessary conflicts, and it has been up to the teacher to find the most suitable method.The objective of this project is to gather the expertise of four countries facing similar challenges, Hungary, Poland, Czech Republic and Estonia, involving experts from the associated partner from Sweden, and to develop guidance material for educators from universities and general education. This material will discuss the nature of issues related to ethnicity, gender, religion or political behaviour and, the most importantly, introduce didactics to teach awareness, develop empathy and respond to controversy, handle offensive comments, create safe environment as a prerequisite for inclusion. These didactical tools will be developed jointly, in English and later adapted to local needs and translated into local languages for reaching a wider audience. The participants of the project are firstly around 30 teachers of the participating institutions. The target of around 300 people will be outreached by multiplier events, organised by every partner at the end of the project and gathering educators, education ministries and relevant NGOs. Meanwhile, at least 800 people during the last year of the project is expected to be affected by the project results due to the use of didactic material and MOOCs developed in the course of the project. As the materials will be publicly available and promoted to social and youth workers, the numbers can be even higher.The main output of the project is a didactic material adapted into an e-course for universities and school teachers. This e-course will be run in local language (except in Hungary) at least once a year. Three MOOCs on Islam, gender issues and radicalisation will be developed for a larger audience and run at least once a year. In addition to that, a methodological toolbox for teachers will be developed and publicly available. In addition to intellectual outputs, the consortium will organise two in-service trainings for teachers on addressing sensitive issues in the classroom, and multiplier events for a larger audience tailored for specific needs in every partner country.In order to reach the objectives, experts from the partner universities as well as the associated partner will contribute with their expertise both to building the content and developing the methodology. Each partner university is responsible for each intellectual output, which will be tested and assessed through trainings. The e-courses and MOOCs launched during the third year of the project will provide valuable feedback meant to improve the materials.At the end of this project, teachers will possess necessary skills and tools for creating meaningful and academically relevant discussions on sensitive issues in well-rounded and inclusive environment. The universities overall will benefit from being able to tackle and respond to challenges that internationalisation may originate. The materials developed during the project can be easily adapted to other contexts where it might be used, i.e. social work, youth work, NGOs, local communities, etc.In a long term benefit, the project consortium believes to contribute to calm, balanced and constructive discussions on sensitive issues in the multicultural modern society.

<< Objectives >>We want to address the evolving situation regarding the management of heritage sites and artefacts, which increasingly demands the use of wider perspectives and transdisciplinary approaches able to combine solid humanistic theoretical grounds with practical fieldwork and lab training by creating a new curriculum that would prepare students for new challenges brought by the changing landscape of the field of heritage management.<< Implementation >>Apart from the work on the project outcomes itself, transnational project meetings (four virtual and five with physical attendance of the TRT members), four workshops, and a professional conference will be implemented.<< Results >>There are two main outcomes expected from this project: 1) Curriculum for a new master`s degree in “Project Manager in Archaeological Heritage”, bringing together knowledge, skills and applied technologies from several academic disciplines. 2) Online platform bringing the lab and fieldwork experiences to the students unable to participate in-vivo. As a follow-up of the project, we expect further cooperation among the partners most likely resulting in an Erasmus Mundus programme.

IncluSMe (Intercultural learning in mathematics and science education) offers a constructive contribution for tackling one of Europe’s greatest challenges: education for an increasing number of refugee and immigrant youth, to integrate them into European educational systems and to provide for stable, socially cohesive societies. The project aimed to increase the quality of higher education curricula for prospective maths and science teachers by linking maths and science education with intercultural learning – and thereby strengthening students’ social, civic and intercultural competences.Core to IncluSMe was the design and implementation of open access teaching modules on intercultural learning for prospective maths and science teachers. The modules have been already implemented in Higher Education Institutions in Germany, Cyprus, Czech Republic, Spain, Greece, Lithuania, Malta, the Netherlands, Norway, Sweden and Slovakia. The modules are also available free of charge and for immediate use on Erasmus+ Project Results Platform, in Scientix as well as on IncluSMe web portal https://inclusme-project.eu/.By offering international summer schools and multiplier events, IncluSMe strengthened transnational cooperation between universities in establishing mobility programmes for maths and science students in initial teacher education. The project brought together 11 teams of higher education institutions for initial teacher education from across Europe comprising experts in maths and science education, in inclusion and diversity, in mobility and intercultural learning, as well as people involved in pilot projects for refugees:University of Education Freiburg, Germany (coordinating institution)University of Nicosia, CyprusUniversity of Hradec Králové, Czech RepublicUniversity of Jaen, SpainNational and Kapodistrian University of Athens, GreeceVilnius University, LithuaniaUniversity of Malta, MaltaUtrecht University, NetherlandsNorwegian University of Science and Technology, NorwayJönköping University, SwedenConstantine the Philosopher University, Slovakia

Poisoning by organophosphorus compounds (OP) is a serious worldwide public and military health issue. OP nerve agents present a threat in terrorist attacks and conflicts (civil war in Syria). The acute toxicity of OP agents results from their irreversible inhibition of acetylcholinesterase (AChE), which regulates cholinergic transmission in the peripheral and centralnervous system (CNS). Emergency treatment consists of administration of pyridiniumoxime antidotes for reactivation of AChE. Yet, none of them are effective reactivators of all OP-inhibited AChE and their efficiency against phosphoramidate (tabun) is limited. Moreover, these oximes do not readily cross the Blood-Brain-Barrier (BBB) to reactivate AChE in the central nervous system. Furthermore, none of them are efficient on OP-inhibited butyrylcholinesterase (BChE), the back-up enzyme to AChE. As a consequence, remediation of both acute and chronic intoxications of civilian and military populations by OP continues to be a challenge of paramount importance. Recent crystallographic studies provided insight into the interactions between reactivator molecules within the AChE active site, revealing that oxime antidotes possessing vastly improved efficiency could be discovered through rational design. Around the world, teams are engaged in the design of new reactivators of OP-inhibited AChE. Teams from the EU, gathered in this consortium, have made the most promising discoveries. Our goal is thus to develop more efficient antidotes and improve the medical treatment of poisoning by highly toxic OP. The objective of this innovative project is to discover new multifunctional reactivators of AChE- and BuChE inhibited by organophosphorus nerve agents. In order to successfully achieve the objective of this exciting and challenging European project, the skills of scientists with skills spanning several disciplines will be required. Critically, the consortium also has access to facilities able to work with OP nerve agents safely.

DORIAN GRAY project investigates the link between cardiovascular disease (CVD) and Mild Cognitive Impairment (MCI) in the ageing population. Its goal is to uncover underlying mechanisms to promote healthy, independent, and active living while reducing disease burden. Aligned with Horizon Europe’s Strategic Plan on NCDs prevention, the project focuses on two core objectives: designing a multidomain intervention to delay CVD-related MCI progression and developing digital solutions to enhance its adherence. By leveraging large datasets that include omics, brain imaging, lifestyle behaviors, and socio-economic data, the project aims to develop a trustworthy AI tool for predicting MCI. The AI tool will be upgraded into a state-of-the-art framework for modelling and simulation (digital twin), integrating real-world data collected in clinical studies from smartwatches and mobile devices. Including these digital biomarkers enable the early detection of disease and enhance precision in healthcare. The DIGITAL TWIN will inform and update a personalized multidomain intervention using a novel avatar-based coaching exergame, which will serve dual purposes: as a cognitive enhancement tool with structured physical-cognitive tasks and as a lifestyle intervention promoting positive behaviours experienced in the virtual environment. Feasibility will be tested in a pilot randomized controlled trials involving patients with MCI and heart failure, and in an implementation study with patients having MCI and cardiovascular risk factors. To achieve his aim DORIAN GRAY brings together a diverse team of experts, including clinicians, psychologists, sports scientists, computers engineers, AI specialists, stakeholders, entrepreneurs, and academics in ethics, law, and theoretical philosophy. Patients and citizens actively engage in shaping and guiding project decisions. DORIAN GRAY is projected to prevent up to 2 million dementia cases over 27 years, leading to a cost reduction of 485 billion.