<< Background >>The applicants have found that there are serious shortcomings in teaching on the digitization of the building industry. This concerns both, the challenges of new technologies and the internationalization in the management of construction projects. The domains architecture, engineering and construction (AEC) are currently in a paradigm shift from plan-based to model-based work (BIM). The higher education (HEI) at universities must respond to this. With the BIM4HEI cooperation between European educational institutions, knowledge can be exchanged, joint action strategies can be developed and the teaching materials created can be mutually assessed. The practical relevance is guaranteed through the involvement of professional origanizations from the construction industry. The construction industry has a very high level of interest in digitally competent engineers and in professional training. The Building Information Modeling (BIM) method offers the ideal core of interdisciplinary and internationalized teaching. BIM promotes the collaborative planning, building and operation of the built environment. At its core is the digital building model, i.e. the digital twin of planning, construction and operation. BIM is a digital methodology that will lead to huge changes in the performances of professionals in the Architecture, Engineering and Construction (AEC) sector, particularly regarding architects, civil engineers and contractors. Improving the technical skills of AEC young professionals especially in the civil and building engineering fields is an important contribution to generating a more skilled workforce capable of facing new technological changes that will challenge Europe.<< Objectives >>Most of the activities and results listed in as intellectual outputs of the project will be maintained after the project end, following one of the main aims of the project, which is to produce and make available open access resources in multiple languages.An Exploitation and Sustainability Strategy will be prepared and updated during the project, including: analysis and evaluation of the exploitation potential and strategy of the project results, exploitation routes and target groups; individual exploitation plans for all partners; analysis of factors that might influence the future exploitation and sustainability of the project’s outputs; methodology and strategy for an appropriated management of the knowledge generated and IPR issues related to exploitation beyond the lifetime of the project.The main project outputs will continue to be available and to be used by the project partners, since they all carry out activities where the outputs of the project will be very useful. All the partners wish to integrate the results into their AEC HEI curricula. The produced contents can also be used for the life-long learning by AEC professionals, promoted by associated partners and similar professionals boards or associations of the AEC section in other countries.The project web portal will be maintained for at least 3 years after the project is finished and this will be funded through the internal resources of the promoter. Public outputs will remain accessible under the open access policy of the project for the same time frame. The project web portal will have a series of resources available, namely:- The BIM teaching approach and the BIM students approach and supporting documents (Students guide, lecturers reference guide) available through the multilingual web portal in English, Portuguese, Czech and German.- Guidelines to implement lecturers workshops, and BIM short courses for students to test the BIM teaching approach and insert adjustments according to each national/local reality- The tools also available in 4 languages through the web portal- Detailed programmes of activities, resources and other useful tools to organize BIM short courses for students and other related events, including: specific marketing strategy and tools, assessment tools also available in 4 languages through the webportal.It is also expected that the collaboration among project partners will be maintained after the project.The educational institutions are pursuing three long-term goals: (1) To be able to offer their own studies a better educational offer on digital and global-collaborative and methods of construction, environmental engineering, geospatial engineering, quantity surveying and construction project management. (2) Promote the exchange between students from the own and foreign universities. (3) To offer business partners a technological and intellectual platform for transfer research. To reach this goals exploitation and Sustainability strategy will be prepared and updated during the project, including: analysis and evaluation of the exploitation potential and strategy of the project results, exploitationroutes and target groups; individual exploitation plans for all partners; analysis of factors that might influence the futureexploitation and sustainability of the project’s outputs; methodology and strategy for an appropriated management of theknowledge generated and IPR issues related to exploitation beyond the lifetime of the project.<< Implementation >>As mentioned previously, the project includes a quality assurance system and a dedicated team that will produce a strategy and a set of tools to ensure the achievement (quantitative and qualitative) of the established goals. There will be specific tools and indicators for each activity and component of the project:1. Overall project management (indicators and activities):- Monitoring and Quality Assurance strategy with quantitative and qualitative indicators covering: Project management aspects, Dissemination and impact targets, Quality of the development of the outputs and activities.- Internal monitoring questionnaires to be collected every 6 months from partners, to assess the overall development of the activities,- Financial progress report (every 6 months)- Regular meeting among partners (monthly webmeetings) to continuously monitor the development of the project + partnership meetings.2. Development of outputs and related activities:- For each output/activity/event, concrete quantitative and qualitative indicators will be developed and measured, e.g.a) Quantitative indicators: nr of lecturers involved in activities, nr of students involved in the short courses, nr of multiplier events organised and nr/type of participants, nr of visits to the website, nr of HEI involved in each multiplier event and specially in the final multiplier event), etc.b) Qualitative indicators and activities:- Internal peer review system for outputs; final revision by the coordinator.- Panel meetings for project progress evaluation will be promoted and those will include invitations to relevant stakeholders in education such as academics, lecturers, educational authorities, as well as students foruns, BIM forums, The Portuguese BIM Technical Group. The evaluation potential of social networks (such as facebook and twiter) will be used to constantly monitor project progress.- Each Output will have a specific assessment activity with tools that will be implemented by partners with the support of CTU.- For BIM Teaching Approach: partners will develop guidelines and specific tools to collect the feedback of the lecturers regarding the use of the BIM Teaching Approach; partners will support, at national level, the testing of this Approach and compile the feedback obtained. With the feedback collected, partners will discuss the adjustments required to develop the final version of the Approach and the Teaching Guide. Each Output will have a specific assessment activity with tools that will be implemented by partners.- For Student Short Training: partners will present tools and mechanisms for the assessment of the Student Short Training that include the assessment of the BIM Practical Tools and of the MOOC. A specific assessment plan will be developed encompassing the stages of preparation, implementation and follow up of the Courses. The assessment will cover different dimensions and indicators, including:a) Degree of satisfaction of all actors involved in the preparation and implementation of the events (e.g. partners, lecturers, students, external organisations supporting the Student Short Training courses).b) Assessment of cost-efficiency for the organisation and implementation of the events.c) Competences developed during the preparation and implementation of the Training.d) Suggestions of improvement for future editions.3. Implementation of multiplier events, dissemination actions and learning/teaching/training activities:- Dissemination plan in the beginning of the project, to be regularly updated and including target groups, dissemination tools, media, etc.- Dissemination reporting to be carried out regular- Guidelines for the preparation of events- Dedicated marketing strategy- Definition of criteria to select participants and associated desired profile- “Satisfaction survey” will be distributed both to lecturers and to students participating in project activities.<< Results >>The main results of the project will be generated around the development of PRACTICAL APPROACH TO THE IMPLEMENTATION OF BIM IN HEI and PRACTICAL TOOLS FOR BIM TEACHING described in the outputs.The Practical approach to the implementation of BIM in HEI (O1) will be designed and produced to be implemented in the partnership HEI and after to be spread for other HEI. The Practical tools for BIM teaching will include: structure and integrated practical examples of BIM application in digital support that can be used in different HEI as support of teaching lessons; conferences and debates with lecturers, students, and other stakeholders/organisations; BIM rules developers, etcAssociated to these outputs, several multiplier events and learning/teaching/training activities will be organised: 3 short training courses for lecturers and students in CZ, GE and PT, associated with meetings and multiplier events; its results will be disseminated and discussed in the 5th multiplier event in CZ, where also will be presented the final results of the project, the next activities and where will explore the possibilities of transferring the results of the project for other HEI.A1 – Administrative, financial and technical management and control: A Project management kit will be developed in the beginning of the project, including:a) Project management manual with: activities and outputs to be produced; responsibilities of each partner; partners contacts and means of communication; reporting mechanisms, tools and deadlines; templates for the development of documents and reporting.b) List of contacts of all organisations involved in the implementation of the project, staff that will manage administrative and financial issues; internal mailing list to easy the day-to-day contact among partners.c) Internal repository of documents and collaborative area for partners. To support the elaboration of reports and ensure maximum efficiency, the partnership will produce 6-month progress reports to monitor financial, dissemination and technical aspects of its development.A2 – Quality strategy and tools: With a partner dedicated to the quality control of the project, the partnership will have a quality manager and project monitoring tools, including a Quality Management plan, Monitoring tools and indicators and monitoring reports. These tools will be closely connected and under the responsibility of the same partner -CTU, who will develop the tools and methodologies .A3 – Marketing strategy and tools: Besides specific activities within all outputs dedicated to promote, disseminate and exploit specific results or activities, UA (with the collaboration of the whole partnership) will develop a Dissemination and Communication Strategy and respective Tools, which will ensure continuous promotion of the project, visual coherence (project visual identity including logo, templates, etc.) and a detailed planning and monitoring of all dissemination and promotion actions (dissemination plan and database of contacts of target groups to be continuously updated).In connection with Output-related activities to promote the exploitation and sustainability of all outputs, partners will develop a Project Exploitation and Sustainability Strategy, including an IPR agreement to support the follow up of the project.Partnership meetings: 5 meetings will be organised (all of them associated with International Multiplier Events) in key moments of the project. These meetings will be crucial moments of planning, balance of experiences and evaluation of project achievements and best practices, where partners discuss project implementation and outcomes and results dissemination. The conclusions of these Project Meetings will be determinant on defining best strategies to achieve project goals in HEI of each partner. Minutes and other support documents will be produced for each meeting.

Social, political and economic demand for sustainable solutions forces organizations to balance the impact of their activities on environment and to develop sustainable strategies for their product and service offerings, supply chains, manufacturing and transport, among other business related issues. The project Green Solutions for Business and Industry aims at sharing good practices in Green Business educational process with close connection to industrial enterprises. The project focuses in particular on Sustainable Solutions in Green Logistics and Transportation. This includes everything related to the forward and reverse flow of products, information and services between the point of origin and the point of consumption, business process scenarios in sales and distribution, core business processes, business objects and organizational units, as well as new approaches in new product development, shipping, billing, customer service, sales support and market research with the help of the most sophisticated technologies.Searching for green future solutions is a topic solved by not only business organisations. Specialists are also needed in many other areas across the economy. Therefore, the participating higher education institutions are ready to satisfy demand for newly educated employees, technicians, candidates for management, knowledgeable economists or lawmakers, those educated in the area of green and sustainable business. One of the key objectives of the project is to assist participating higher education institutions to refine and develop curricula, which address the issue.The partners of the projects are ŠKODA AUTO VYSOKÁ ŠKOLA, o.p.s, Czech Republic.; OSTBAYERISCHE TECHNISCHE HOCHSCHULE REGENSBURG, Germany; ŽILINSKÁ UNIVERZITA v ŽILINĚ, Slovakia; SEINAJOEN AMMATTIKORKEAKOULU OY, Finland; HOCHSCHULE FUER TECHNIK AND WIRTSCHAFT DRESDEN, Germany; WYZSZA SZKOLA BANKOWA we WROCLAWU, Poland. The participants, students and academia alike, work in the international environment, cooperate with industrial companies and businesses, apply and further develop their theoretical knowledge, together with language skills and multicultural awareness.The project is focused on 1) innovations in course syllabi and developing new updated educational material to be used across the partner institutions; 2) developing new green solutions supported by academia and, more importantly, in cooperation with professionals and experts from businesses.Undertaken main activities are 1) Six transnational meetings, two per year, to communicate directly within the realisation team, set the tasks, work on collaborative assignments, plan ahead and prepare the intensive programmes for students; 2) Intensive Programmes for students – summer/winter schools each year of the project – where students, academia and professionals work together on case studies and practical issues; test and refine new educational sources; suggest discuss and test green solutions; 3) Collaborative work of the academia on intellectual outputs, in particular the monograph but not only; 4) International Conference held during the final part of the project; 5) Dissemination activities to promote the project, introduce the project´s result, involve other parties into the project on local, national and international levels. The project helps participants to understand and deal with company values using the balance of economic and environmental efficiency. The intellectual outcomes was presented during the planned international conference in which all participants will demonstrate and share common results and benefits of the project work. Planned intellectual outputs were accomplished successfully; what is more, planned reader (a textbook) is presented in the form of scientific publication, a monograph. Encouragement and promotion of green and sustainable business education and application of green solutions represent the contribution and added value of the project. From the long-term perspective the project is sustainable and will continue through future cooperation of partners´ institutions, companies and also other subject that acquainted with the project and its results during the international conference and other events in which the academia participated.

<< Background >>We introduce a few citations from the relevant documents of the European Union related to its digital strategy:The last years and the covid-19 pandemic highlighted the importance for European society. Digital technologies bring with them new ways to learn, entertain, work, explore and fulfill ambitions. However, there are still many challenges associated with the move to a digital world that need to be addressed. Over the next decade - the digital decade - the EU’s vision is for a digital world that empowers people and businesses, and that is shaped around a human-centred, sustainable and more prosperous approach. The digital compass sets out objectives to achieve the EU’s vision for the digital future. It uses the four points of the compass to identify the main goals to reach over the next decade. One of these four points is a digitally skilled population and highly skilled digital professionals. (Shaping Europe’s digital future - https://digital-strategy.ec.europa.eu/en/policies/digital-compass).Human capital in ICT is a driving force for digital and digital-enabled innovations and may be considered as crucial for the competitiveness of modern-day economies. Although this segment of the labour market is quite small in absolute terms, ICT employment was relatively resistant to the cyclical nature of economic events during the most recent decade for which data are available.In its New Skills Agenda for Europe, the Commission asked all Member States to develop national digital skills strategies by mid-2017 and to set up national coalitions to support their implementation. It aims to enhance the digital skills of (1) citizens – developing digital skills to enable all citizens to be active in our digital society (digitally fluent citizens); (2) the labour force – developing digital skills for the digital economy, e.g. upskilling and reskilling workers and job-seekers; actions on career advice and guidance; (3) ICT professionals – developing high-level digital skills for ICT professionals in all industry sectors, and (4) education providers – transforming the teaching and learning of digital skills in a lifelong learning perspective, including the training of teachers.The demand for high-tech skills is on a solid growth track. The number of IT practitioners was predicted to grow from 8 million in 2015 to almost 8.7 million in 2020 in the EU28. The estimate from January 2017 of the gap between demand and supply is 500,000 in 2020. This gap comes in part from a number of IT educated professionals coming out of Higher Education (HE) and Vocational Training (VET). Under the main scenario, 240,000 graduates from IT related HE programmes and VET schemes keep entering the labour market per year, plus also more than 100,000 new IT practitioners without such a formal degree (i.e., “lateral entries”). (http://eskills-scale.eu/news/single-view/the-high-tech-skills-gap-in-europe-will-reach-500000-in-2025-with-a-strong-polarisation-of-skills-needed.html)The facts introduced above clearly describe the need for ICT specialists in the EU. In our project, we would like to address this need.We would like to address this need by developing a new way of teaching programming. Namely, object oriented programming. “The role of programming in computer science is similar to that of practical work in other sciences – it provides motivation and a context within which ideas are brought to life.”Besides the motivation derived from the different sources of the EU, we can mention the other needs that shall be covered with our project proposal:We can see a decreasing number of students interested in STEM study programmes at high schools in the last years. We need to motivate the students. We need to show them that STEM and especially programming is not difficult to study.The only persons that can high school students convince about this fact are their own teachers of STEM and programming courses.<< Objectives >>Our project is focused on high school teachers - our primary target group. Based on interviews with the university teachers from project organisations, there is a gap in understanding basic programming principles, especially in the case of object oriented programming (OOP). It is very important that high school teacher understand what is OOP about. Unfortunately, we know cases when the teacher does not understand the programming principles correctly. This has an influence on students’ education and student perception of programming. We conducted a survey among students of project organisations (high schools). The survey results show that the students often think that STEM subjects and programming are too difficult and they are not interested in them. Unfortunately, it is the result of incorrect teaching by the high school teacher. We would like to avoid these cases with our project.We will prepare an overview of current methods, methodologies, concepts in programming for high school teachers. We will prepare the syllabus and guides (textbooks + online content). We will prepare educational materials for future teachers when necessary.Team of scientists and experts from the participating universities has a wide range of expertise, scientific and professional interests and achievements. Thus, the main and unique mission of this international team could be to empower the curriculum and results of the projects aimed for students and the teachers learning and teaching OOP by means of game development with knowledge and skills related to development process and collaboration in real and virtual environments. The project results with our expertise could be empowered by the following:* Agile methods and tools in development - The team of students developing a simple game and learning object-oriented programming could be organized in a scrum team, and could use the tools for collaboration in such an agile team. In this way, students would have fun working on the project as well as acquire an additional skill very valuable for future employment.* Communication (tools) for teams - In addition to development (i.e. hard) skills in object-oriented programming and game development, the real-life teams struggle with the lack of soft skills related to communication. With the help of state-of-the art theory and adequate tools, the teams of students and teachers would be empowered with soft skills and knowledge on use of tools necessary for successful collaboration and communication in real and virtual environments.* Innovation in teaching methods - The expected resulting framework of learning object-oriented programming through game development, enriched with introduction of agile and collaborative practices in the development process would be based and built upon several different very popular teaching methods and approaches such as project-based learning, agile learning, collaborative/peer learning, active learning, learning by doing, problem-based learning and game-based learning.<< Implementation >>Expected project activities:* four transnational project meetings (Zilina, Ivanec, Pardubice, Ivanjica)* one educational activity for teachers from high schools - learning, teaching and training activity (Dresden)* five multiplier events (Zilina, Zagreb, Pardubice, Belgrade, Dresden)* five project results<< Results >>Our project consortium defined five project results and related outcomes:PR1 - Analysis of current state & identification of gaps in (teaching) programmingPR2 - Learning design with new core idea of (teaching) programmingPR3- Developing of new curriculum for (teaching) programmingPR4 - Materials for teachers - transfer of experience for current and future teachersPR5 - Proposal of new curriculum for accreditation bodies in the secondary levelThese project results will enable deeply understant current situation of curricula for programming courses of high schools in five European countries - Croatia, Czech Republic, Germany, Serbia and Slovakia. University teachers from the same countries will prepare an analysis of gaps in teaching programming in their countries. Based on this, new and innovative learning design for teaching programming will be defined in cooperation with high school teachers. Parallelly, the university teachers from three participating organisations (the University of Zilina, the University of Zagreb, the University of Belgrade) will create a new core idea of teaching programming based on their own national educational concepts. The new core idea of teaching programming will be the important starting point for developing of new curriculum for teaching programming. The selected learning design will be implemented as well. Based on the common agreement of the partner organisations and associated partners, the development of a new generation of educational materials for high school teachers should be started. These materials will include modern textbooks and supporting material (worksheets, examples, methodology). All educational materials will be published on the e-learning portal with free access that will be enabled after registration. The last very important activity will be cooperation on proposals of new curricula for teaching programming to be able to accredite and recognise them in countries of the project partners.