The challenges and opportunities of diversity are at the heart of the European project with socioeconomic diversity, increased migration and arrival of refugees adding to the breadth of European identity. European schools are increasingly finding themselves on the frontline expected to be able to deal with diversity-related issues. Opportunities to experience diversity as educational enrichment are too often lost. Teachers struggle with inadequate pedagogical repertoires to work with and put into value diverse pupil populations and wider communities. Neglected groups and individuals too readily drop out from education as a result of an inadequate learning environment.This project aims to address the diversity challenge and its negative consequences by improving the provision of intercultural competence and understanding in pre- and in-service teacher education. We contend that by broadening teachers’ pedagogic repertoires, awareness and understanding of diversity, the number of early school leavers will be reduced and diversity can be an enrichment rather than a challenge for European education.The objectives of this project are to: 1. increase student teacher knowledge, awareness and understanding, 2. involve student teachers in developing intervention and compensation measures designed to keep pupils in education and increase the resilience of at-risk pupils, 3. educate student teachers to build bridges between formal, non-formal and informal education drawing on the resources and potentials of different local educational communities, 4. build capacity in innovative, cross-disciplinary teaching and research methodologies at all partner institutions5. design a module to be implemented in teacher education programmes widening the provision of intercultural education in pre- and in-service contexts. The participants from eight higher education institutions create a broad base of expertise for the project and key channels for the implementation of the resulting module. The participating institutions represent expertise in drama and arts-based education, adventure and language education, cultural geography, ICT, teacher development and action research. The partners have a track record of positive collaborations and shared interests, with complementary areas of expertise. In addition, 99 teacher students from all eight institutions and different disciplinary backgrounds have taken part in the intensive courses. Other stakeholders, such as decision makers in the education systems as well in service teachers will be addressed. The activities of the project divide into project management activities and educational tasks. Project management includes planning meetings, project evaluation and dissemination tasks divided between the partners. Educational tasks include three intensive courses and cross-disciplinary methodologies, developing and piloting the course. Dissemination tasks include online publishing of resources, a pedagogical guide for teachers and multipliers, as well as publications in teaching oriented pedagogical journals.The methodology draws on action research principles to build cross-disciplinary capacity among staff and at partner institutions. The three intensive courses with students from partner universities include applying and trialing pedagogical repertoires and competence building among student teachers. Student participation has been evaluated after each year in order to further develop the course and the resources throughout the project. The results of the project have been disseminated via evocative reports and conventional conference and research papers in order to raise awareness among stakeholders.The results and impacts targeting teacher education at all levels include: 1. the design and implementation of a cross-disciplinary module for teacher education using innovative, interdisciplinary research and practice-based models of teaching, 2. the provision of online resources including the course design, accompanying guidelines for the methodological innovation, and informative articles on diversity in education.3. development of research and pedagogical expertise at the partner institutions in the field of diversity and intercultural awareness with regard to different forms of learning 4. a stable cross-disciplinary network in the field of teacher education among the partner institutions, to enhance further cooperation 5. enriched understanding and broader pedagogical repertoires among participating student teachers.Long term benefits include: 1. raising and sustaining positive attitudes towards diversity among future and current European teachers; 2. preparing common ground for greater transnational European teacher education, 3. facilitating the integration of neglected groups, including migrants and refugees, 4. embedding diversity within European identity, 5. the development of cross-disciplinary educational innovations and methodologies in pre- and in

<< Background >>The pandemic has forced various educational institutions to adopt an online teaching format quickly. From a technological point of view, this was not hard. A major challenge is the teaching methodology: learning online makes it more challenging to keep the student at the computer for a long time, as well as to involve the student in the lecture and help him/her avoid ‘distraction syndrome’. Months of lockdown, when teachers and students had to work in the format of distant learning, demonstrated that traditional methods are not optimal, it is necessary to change the approach and help lecturers to overcome the challenges posed by online teaching.Moreover, the pandemic has become a real challenge in organizing Erasmus+ studies. The onset of the pandemic, when the situation changed in a flash, the countries were closing their borders and the transport system completely disrupted, created a great sense of uncertainty for students and their parents; many families feel reluctant to let their children study abroad. A possible response to this situation is to offer students the opportunity of Erasmus+ blended mobility in order to recover trust and create international experiences taking full advantage of virtual mobility. However, the last few months have shown that students do not see the value of starting Erasmus+ studies online – if they refuse physical mobility, they do not choose to study online either and do not participate in the Erasmus+ programme at all. It would be very important to show students that even without physical mobility, studying online in the international environment could create value for them – working in an international online team can help students to develop important professional and transferable competencies, to expand their network and still, can create cultural experiences for them.<< Objectives >>The CityGo project aims to develop methodology and materials that enable higher education institutions (HEIs) to perform quality and engaging problem-based learning in a digital environment.This will be achieved through applying at HEIs a model of collaborative online communities focused around a particular topic. In business this practice already proved to be a successful one: in our info-age people feel overwhelmed with information and they wish to have a ‘guide’ who would orient them, connect with high-quality info-pieces or relevant expertise. The active community also provides peer-to-peer learning, which creates common experiences, gives a sense of belonging, and increases participants’ engagement. So during this project consortium will develop a methodology of efficient teaching/learning in collaborative online communities, where students will solve particular societal challenges on Sustainable City. The community will offer to their members (students and lecturers) a digital content library on relevant topics and a collaborative online platform, where members will meet each other and solve various issues.Project objectives:1) to improve HEIs lecturers competence in creating an engaging and efficient online learning environment;2) to advance competencies of higher education students to learn efficiently in international online communities addressing real-world challenges;3) to create an open-access content library for the modules in the field of Sustainable City that can lay the foundation for effective partnerships between HEIs for Erasmus+ blended mobility;4) to collect findings and best practice and share success factors and challenges of engaging digital problem-based learning in the various cultural and institutional contexts.<< Implementation >>The project will start with students' and teachers' survey in order to develop tools for efficient online communities – in Month 6 the work package will result in Procedures and strategies for setting up effective challenge-oriented online communities (facilitator’s rules and participants’ policies).Along with that, the consortium will start working on a platform with digital learning materials, which will be used by the participants of collaborative online communities. At least 6 modules will be adopted for online learning (3-6 ECTS each). After completion of the digital content library, at least 6 collaborative communities for students and 1 community for facilitators will be created in Moodle, Facebook (or other) environment. 180 students from 6 HEIs will be working on real-world challenges in the online communities. In order to consistently gather information and analyze the resulting experience from the perspective of students, lecturers, and institutions, a participatory-made framework will be developed. Partners will analyze adaptation of participants, interaction rules and work process, facilitation of communication, acting as a team, peer-to-peer learning, reaching the goals, transdisciplinarity, working in international teams. After analyzing and compiling all the experiences PR3 will result in Guidelines for HEIs, which would address the following concerns: choosing a platform that matches institutional/consortium needs, preparing community facilitators, developing guidelines and governance to fit the organization, creating awareness for the community, intercultural aspect (what to take into account running international communities). In order to multiply created knowledge and lessons learned, each partner will organize 3 multiplier events (webinar M9, webinar M15, offline event M24) inviting higher education lecturerers, local authorities, NGOs, business representatives from their region/country.<< Results >>The main results and outcomes reached by the consortium evolve from the project objectives:RESULTS1) Procedures and strategies for setting up effective challenge-oriented online communities (facilitator’s rules and participants’ policies) 2) An open-access digital content library on Sustainable City consisting of at least of 6 modules and laying a solid foundation for quality Erasmus+ blended mobility will be developed;3) Guidelines for HEIs on setting up collaborative online communities will be prepared.4) At least 30 lecturers will increase their competence in the facilitation of challenge-oriented collaborative online communities at 6 HEIs (LT, DE, GR, CZ, PT, PL);5) At least 180 students (including both local and international) from 6 HEIs (LT, DE, PL, CZ, PT, GR) will increase their competence of working on interdisciplinary real-world challenges in the virtual environment of collaborative online communities;6) At least 360 persons from outside the partner institutions will take part in the webinars/workshops (through multiplier events) where they will learn about created results and lessons learned.OUTCOMES1) Advanced HE lecturers’ competence for interdisciplinary engaging problem-based teaching in an online environment;2) Improved student competence and engagement for collaborative online learning;3) Created institutional know-how regarding quality challenge-oriented teaching/learning in the digital environment at 6 HEIs (LT, DE, GR, CZ, PT, PL);4) Laid a solid foundation for quality Erasmus+ blended mobility in the field of Sustainable City;5) Created new partnerships and strengthened existing cooperation within 6 consortium members (LT, DE, GR, CZ, PT, PL).6) Developed a learning approach in a digital environment easy transferable and applicable in HEIs across Europe.

Our project is dedicated to the study of the influence of Europeanization on women and migrants’ access to social rights and benefits in France and Germany. The specific articulation between forms of discriminations and compensation for inequalities is drastically affected by the European process in both countries. In our project, we conceive social citizenship (i) as a discourse on social cohesion, (ii) as a relationship between citizens’ participation, social protection and statutory norms, and (iii) as a relation to the multiscalar dimension of power. We use this concept as an innovative tool for the analysis of the dynamics of social rights and benefits since 1957. France and Germany showcase contrasting traditions of social citizenship, which are combined differently in the process of Europeanization. The French social citizenship tradition emphasizes the abstract notions of equality and universal social integration, which creates differences with respect to social status and specific policy targeting. The German one is based primarily upon the belonging to a cultural community. It operates mostly through delegation to intermediary groups and admits more disparity in a more decentralized political space. The dynamics of inequality and discrimination in the access to social rights will be considered in the case of women and migrants as both groups have historically been marginalized on the labour market and in the welfare state. Our project is organized in three steps. Firstly, based upon the available literature, we will conduct a historical analysis (i) of the problematization of access to social rights, (ii) legal codification, and (iii) the instrumentation of policy-making in regarding gender, migration, and ethnicity in France and Germany. Secondly, based on legal and administrative documents, we will summarize and assess the definition and regulation of access to social rights at the European level. Thirdly, we analyse the effects of Europeanization on the definition of social rights and benefits in both countries, specifically around the issue of access to social rights for both women and migrants. We will analyse these effects in the aftermath of the European anti-discrimination directives (2000) in particular. This project will contribute to advance the analysis of current transformations, convergences, and obstacles in terms of legal codification and policy instrumentation, which are aimed at addressing inequalities and combating discriminations. We will work on two specific policy domains: 1) access to social minimum income, and 2) access vocational training and career advancement.

Open ENTRANCE addresses the development, use and dissemination of an open, transparent and integrated modelling platform for assessing low-carbon transition pathways. The platform will be populated with a suite of state-of-the-art modelling tools and data for covering the multiple dimensions of the energy transition. This will facilitate and improve the dialogue between researchers, policy makers and industry when investigating central questions in the transition. Open ENTRANCE will improve the adequacy of the energy modelling approaches in different ways: i) the quality of the models that will be included in the suit ii) the linking of models which makes it possible to run analyses faster and to conduct a number of sensitivity analyses iii) by integrating large-scale empirical data about human behaviour into energy modelling tools iv) by combining detailed bottom-up and top-down approaches. Open ENTRANCE will demonstrate the functionality of the platform by conducting scenario building exercises, in-depth (case) studies and macro-economic analyses of the transition. Energy transition pathways will provide strategic recommendations to policy-makers. The platform allows 3rd party users to link own tools to the database and to conduct comparative studies to the results from Open ENTRANCE. IIASA guaranties that the database will be open accessible at least 10 years after the end of the project. If new projects will use the platform, it is possible to develop it further. Open ENTRANCE is built on a number of national and European energy modelling projects. The Consortium includes 13 energy modelling groups in addition to World Future Council which is responsible for dissemination and communication. Open ENTRANCE will arrange 12 workshops for stakeholder discussions, 4 annual conferences and 1 workshop in the European Parliament. 45 stakeholders have signed for their interest in the project so far. Open ENTRANCE is a 4-year project with a budget of 4.9 mill Euro.

GI-NI aims to contribute to an inclusive Europe of shared prosperity, by providing a better understanding of the changes and joint impact of three major transformations: technological progress, globalisation and migration; and offering policy and governance solutions to better equip citizens and companies, securing more equal opportunities and outcomes. We use a multidisciplinary research approach by a top-tier consortium with international stakeholder engagement throughout the project. GI-NI has five objectives: 1. Measure impacts of the three transformations on work, skills, and inequality; 2. Synthesize and analyse their interaction; 3. Foster dialogue and co-create future options with stakeholders; 4. Collect and consolidate data and produce future projections; 5. Identify policy and governance options for inclusion and equality. GI-NI generates this by: building on state-of-the-art research and other EU projects; using innovative methods; combining EU-wide and international micro- and macro-data; addressing gaps in knowledge and insights on data, joint impacts, and futures. We generate three new outcomes: 1. New scientific understanding of joint impacts of transformations; 2. Multilateral policy solutions; 3. New evidence in support of a robust EU policy strategy. GI-NI carefully disseminates and valorises results. GI-NI addresses the general priorities of the H2020 Work Programme ‘Europe in a changing world’: 1. Address concerns of EU citizens on migration and the 4th Industrial Revolution by better understanding their impact on work, skills and equality and presenting scenarios and solutions; 2.Collaborate with international partners beyond EU borders (China, India, Brazil, Singapore); 3.Contribute to sustainable prosperity by bottom-up firm-level evidence and solutions; 4.Contribute to UN’s Sustainable Development Goals 1, 5, 8, 9, 10 and 17. In conclusion, we provide insights and solutions to anticipate change for more equality in work and skills.