‘Sense of initiative and entrepreneurship’ can be broadly defined as the capacity to turn ideas into action, ideas that generate value for someone other than oneself. Sense of initiative and entrepreneurship is a transversal key competence, which every citizen needs for personal fulfilment and development, active citizenship, social inclusion and employment in the knowledge society. (Entrepreneurship Competence Framework, 2016). In the European reference framework ‘Entrepreneurship and a sense of initiative’ is one of eight key competences for lifelong learning which citizens require for their personal fulfilment, social inclusion, active citizenship and employability in a knowledge-based society.All students should have access to entrepreneurship education, which should be offered in all types and at all levels of education. Teachers and schools are key agents: an individual’s chances of receiving good quality entrepreneurship education has depended mainly on the enthusiasm of teaching staff and their ability to secure the right resources. Teachers have a critical role to play in the development of entrepreneurship education.In this respect,with this project we aim to build a system that ultimately enables all students to receive high quality entrepreneurship education that they can use at every stage of the educational process to develop social entrepreneurship competencies To realize this aim to train 32 students through 2 blended mobility of school learners and 115 teachers in 4 joint staff trainings embedded with MOOCs with 4 secondary schools and four non profit organisations from Hungary,Turkey,Greece and Slovenia in 24 months,In the long run,the project is expected to :stimulate innovative and entrepreneurial mindsets among students by introducing entrepreneurship as a key competence in school curricula, particularly in general secondary education and ensure that it is correctly reflected in teaching material;ensure that the importance of entrepreneurship is correctly reflected in education systems design and develop a new model of entrepreneurship education boosting social innovation and social entrepreneurial skills in young people within the School education system in Europe. Enhance the ability to develop own teaching competencies by updating their professional know-how and by recognising the future trends and developments in the employment sector The project is expected to have a significant impact on individual educators and their organisations across Europe, largely related to the developed entrepreneurship resources as a means of providing a new and innovative approach to promoting sustainability and developing related skills in schools. It is anticipated that the resources developed during the project will complement and expand existing training initiatives at various educational levels across Europe and expand traditional teaching and learning practices to include new technologies. The project is expected to offer opportunities for the exchange of ideas and good practices with peers from across Europe through the proposed multiplier event, training sessions and the online platform.

<< Background >>Nowadays, when we are shaping the professions of the future, the COVID-19 pandemic has deeply influenced the economies of the country and the number of jobs has increased significantly. According to World Bank datas, most of the countries (80%) of the world are not ready for the digital education that entered our lives with the COVID pandemic.Countries that are not ready for digital content have great difficulties in this area. Whereas,UN 2030 goals - 8th target - Sustainable Development Goals have been determined to encourage employment. The bans imposed due to the pandemic caused 1.4 Billion students to stay out of education. This situation has also hampered the development goals of the countries.For this reason, our project aims to improve the digital education conditions of EU countries and to prepare a qualified digital education infrastructure for future generations with the awareness of innovation. Within the scope of this target;General Purpose:To identify digital gaps in Robotics, IoT and Cloud Computing for VET and to develop teaching materials with an assessment system to improve this situation through interdisciplinary training and guidance.In the same framework, the special purpose of our project is to train at least 140 VET students and 15 teachers with the Hands-on Robotics, IoT and Cloud Computing teaching material and self-assessment system we will develop and to visit 10 VET centers and SMEs in this field and is to explain the importance.<< Objectives >>The goals of our project:•To ensure the development of digital skills and innovative technologies to improve the teaching environment•Guiding students by showing them which areas they are lacking through innovative assessment•Increasing the motivation to learn with the necessary feedback•To use more efficiently the time the teacher will spend to determine the student's level of readiness•Raising awareness of the importance of Robotics, IoT and Cloud in digital education and job market•Developing new approaches and possible training methods for the qualifications of educators•Promoting distance education systems due to the increasing importance of digital education due to Covid-19•Development of digital skills and distance education at the education and training level•To promote continuing vocational education and training with easy access to content through our distance learning platform•To ensure that the skills and abilities of current students are compatible with the basic skills and abilities in the labor market• Ensuring and encouraging cooperation in the field of Vocational Education and Higher Education•To train qualified manpower that can lead research in the field of AI at vocational school, associate degree and undergraduate level and to encourage the European digital industry level•Supporting strong partnerships between business and educational institutions•To support corporate and individual development•To support R&D activities•Reducing mismatches in the qualifications of job seekers in the employment market by developing concurrent curricula through strong and lasting partnerships between socialpartners, private sector, universities, non-governmental organizations and VET providers•To promote the development of skills and competences of trainers and teachers through work-based learning•Strengthening the international dimension of education and training•To ensure the modernization and professionalism of our institutions•To develop working capacity and professionalism at EU and international level<< Implementation >>Our target group:VET and university students,Teacher-educators.3 meetings will be held within the scope of our project and will be completed in 24 months. 2 people from each institution will attend the meetings. 6 Conferences are planned in the project. Each partner will give seminars about the project and the intellectual outputs and visit the VET center&SME.We expect more than 300 people to benefit from our project with seminars and conferences.All activities are planned in full compliance with the EU DigComp framework,EU Digital Agenda, World Bank Employment Reports,UN Sustainable Development Article-4 Quality Training and Erasmus+ Covid-19 call.Project brochure, Web Site and printed materials will be prepared for the dissemination and awareness of our project.Since all the IOs to be developed within the scope of our project are in the field of Information Technologies, the material development methodology ADDEI (Analysis, Design, Development, Implemantation and Evaluation)<< Results >>Our intellectual outputs to achieve these goals:IO-1:A valid, reliable and useful self-assesment system based on AI will be developed.IO-2:An innovative and hands-on teaching material will be developed in the fields of R-IoT-C, where the evaluation system to be developed can be applied and which is considered asthe professions of the future.IO-3:E-learning platform will be developed in order to deliver your trainings to VET students and more.The impacts that envisage are:Problem-solving skills; motivating to learn IoT, Robotics and Cloud Computing that's why improving IT competences; improving the collaborative learning environment, contributing to the training needs for practice, focusing on Industry 4.0 technology training, developing an innovative assessment system and offering a fair and student-oriented program; linked to professional profiles students and teachers will strengthen understanding of and action for Robotic, IoT and Cloud Computing education through the cross curricular activity and collaboration to be established among VET schools, SME, University and NGO.

Transdisciplinary integration of STEAM fields in the learning process is an emerging concept. This growing phenomenon took its part in many educational policy reports, including new skills and key competencies that needed to have in the knowledge century. Although recent study highlights the need for integration, there is still a gap in the field of implementation. Relevant literature indicates that to transfer the theory into practice 1) knowledge, skills, and experience of teachers 2) infrastructure, platforms, and tools, 3) educational resources are some of the most important factors in the integration process. In this project, four intellectual outputs (IO) and five multiplier events (ME) are planned to serve these factors. The target group will be teachers, in some cases prospective teachers, teacher educators, researchers, and students. In the frame of the project, it is expected a minimum 500 participants will be first-degree beneficiary through IOs and MEs during the project. The first IO is a gamified e-learning platform which will be evolved out of GeoGebra. GeoGebra is a free open-source mathematical software which was designed to combine algebra, geometry, calculus, statistics and more recently support STEM subjects in a single, integrated system. It also has a platform to share open educational resources (OER). In IO1, game elements will be embedded to the GeoGebra platform to disseminate it within teachers from different fields and increase the usage of registered users through gamification. In this IO, the power of gamification for increasing the motivation, engagement, enjoyment, and participation will be used. The gamification design will be grounded on research which will be conducted during the project.With IO3, OER about STEAM will be developed via GeoGebra software and published in the GeoGebra platform which has over 100 million users. In addition to these interactive materials, hands-on materials will be created for the ones whose technology access is limited. In this way, GeoGebra will serve as a hub for transdisciplinary studies within teachers and a source for students.IO2 will be an open online course (OOC) about STEAM education. The powerful part of the course will be handling the subject from various aspects and providing the opportunity for teachers to develop their own STEAM project ideas and educational materials.The last IO will be an e-book on STEAM education. In collaboration with researchers, teachers and practitioners chapters will capture STEAM research results as well as good practices of integrating disciplines and related pedagogies in and out of schools. The target audience of the book will also be researchers, teachers, policymakers and any practitioners aiming to enhance STEAM education.As can be seen, IOs serve the factors mentioned in the integration literature. IO1 provides a platform for STEAM education. IO2 contributes to the professional development of teachers. IO3 provides OER for both teachers and students. IO4 is both a handbook for teachers and a qualified resource that combines theory and practice for researchers and teacher trainers.The MEs are actually learning-teaching-training (LTT) activities which will be held by each partner organization. First ME will be a conference on STEAM Education, which will contribute to the content of the ebook (IO4) with the chosen proceedings. Another ME will target students, teachers as well as academics who focus on the integration of arts into STEM education, while others include a series of STEAM workshops in various related subjects. In this context, it is possible to say that MEs serve as an output to the project. Events will be as qualified as the outputs and because of planning them as LTT activities there won’t be a limit for the participants, they all will be open.The project stands out with its openness and the choice of its partners. All IOs are open and sustainable under the guarantee of a strong brand with 20 years of history, such as GeoGebra. It is possible to say that the consortium was established with a real strategic partnership. Kaposvár University incorporates the education of STEM fields and is experienced in educational material development via GeoGebra. Hacettepe University Department of Computer Education and Instructional Technology specializes in gamification, online learning, educational resources, and ICT integration into education. Johannes Kepler University Department of STEM Education is the technical force behind GeoGebra and carries out research on both STEM education and GeoGebra. University of Jyväskylä works especially for the integration of arts into STEM and specializes to train students and teachers through experience. PEKSA, the association of teachers and researchers, is an expert in teacher training and has a wide teacher network for European level dissemination activities.

<< Background >>With the Covid-19 virus outbreak at the beginning of 2020, trainings were interrupted in many countries. In order to prevent the spread of the virus, while schools were mostly closed by country decisions, teaching and learning processes had to be organized online. Many European countries have continued their education with distance education. However, the worldwide use of digital content in education was relatively rare before the COVID outbreak began. Only 20% of the countries had digital learning resources in teaching (World bank datas, 2020). With the need for distance education that has become more apparent with Covid, the need for digitally prepared course materials and contents has increased. Education and training disruption due to the closure of schools negatively affected the personal development of students. In this process, the lack of innovative content and innovative areas has not yet been filled. Especially in the field of artificial intelligence, which is called the profession of the future, digital content that has an innovative content and can teach by making applications is very lacking. Our project contributes to the development of digital learning materials and tools such as Open Education Resources. Our project also has qualifications to support new teaching methods and tools, and has the awareness and use of European frameworks in the digital competence of educators, students and organizations.The topic of artificial intelligence is currently one of the most popular science fields in the world. The researches and future artificial intelligence predictions show that artificial intelligence will have a great importance in shaping the future. The USA and China continue to lead the world in this regard. However, with the plans and strategies of the European commission, it will show itself in this game in Europe. The Commission and Member States agreed to join forces on AI policy and investment in 2018. The revised Coordinated Plan on AI was published in April 2021. Maximising resources and coordinating investments is a critical component of the Commission's AI strategy. Through the Digital Europe and Horizon Europe programs, the Commission plans to invest € 1 billion per year in AI. It will mobilise additional investments from the private sector and the Member States in order to reach an annual investment volume of € 20 billion over the course of this decade. And, the newly adopted Recovery and Resilience Facility makes € 134 billion available for digital and will be a game-changer, allowing Europe to amplify its ambitions and become a global leader in developing cutting-edge, trustworthy AI.<< Objectives >>These developments in artificial intelligence also show the size and importance of the subject. Working in the field of artificial intelligence technologies individually or institutionally is very difficult in terms of skills. Cooperation is inevitable in this regard. However, since the competencies of each institution differ, it does not seem possible institutionally to reveal important components such as training materials related to artificial intelligence. We want to bring together the strengths of institutions and to develop innovative training materials that meet the needs of the workforce by blending their skills.Therefore,our project focuses on the application of a gamification concept to artificial intelligence training for distance learning,in order to improve the overall student characteristic for motivation and participation in online courses.An assessment system will be designed to follow the student's progress and students will be guided with the necessary feedback.For these reasons, our project goal is:•To train students with the qualifications that the workforce is looking for•Developing the proficiency of teachers and students in the field of AI•Cooperating between Higher Edu,VET and SMEs•Development of digital skills and distance education at the education and training level•To promote continuing vocational education and training with easy access to content through our distance learning platform•To ensure that the skills and abilities of current students are compatible with the basic skills and abilities in the labor market• Ensuring and encouraging cooperation in the field of Vocational Education and Higher Education•To train qualified manpower that can lead research in the field of AI at vocational school, associate degree and undergraduate level and to encourage the European digital industry level•Supporting strong partnerships between business and educational institutions<< Implementation >>We planned 7 work packages to run the project.1) Management of Project2) Development of O13) Development of O24) Development of O35) Sustainability of Project6) Dissemination and Exploitation of Project7) Monitoring and Evaluation of Project<< Results >>Tangible Results:- A gamification interfaces designed for e-learning platform will be developed (O1). - A curricula for Artificial Intelligence (O2)- An assessment system will be developed (O3).Intangible Results:1- Information increase has been achieved:* Increased knowledge on measurement and evaluation systems and artificial intelligence applications in countries.* Increased knowledge on project management, employee assignment, and financial management.2- Competency has been increased:* Increased awareness of artificial intelligence has been provided* The number of people who pay attention to the importance of artificial intelligence and future studies has also contributed to the increase in competence.* Increasing the institutional capacity has been achieved by increasing the number of people who can work in the field of artificial intelligence.* Personal personal skills are developed to enter employment.* A qualified assessment and evaluation system has been developed.* Institutional capacity was increased.

In the light of the Paris Declaration on Promoting citizenship and the common values of freedom, tolerance and non-discrimination through education1 , the UN Sustainable Development Goal 4 to ensure inclusive and quality education for all and promote lifelong learning, and the recently proclaimed European Pillar of Social Rights, the EU CONVINCE partners underline that the promotion of shared fundamental values in and through education needs to include democratic citizenship principles. When it comes to the educational performance of students from migrant backgrounds, data from international surveys such as PISA has consistently shown that migrant students are at a disadvantage in European societies. As reported in the PISA study of 2018, the difference in the proportion of low achievers between migrant students and native-born students is quite large. France has a large population with a migrant background, the composition of which is influenced strongly by its colonial history and driven - particularly until the 1970s - by economic motivations (INSEE 2012b). According to PISA results, France has 14.8%, Slovenia has 8.2%, Greece has 20.7%, Italy has 12.2% and Turkey has 31.2% underachievement rates of 15-year-old students who have a migrant background (OECD 2018.The project aims to strengthen the integration of students with migrant background in schools and improve their success in education by providing training, coaching and guidance to teachers equipping school leaders and educators with the necessary skills and innovative tools to support secondary students in the process, strengthening collaboration between schools, families, and other external stakeholders by providing them:● An educational content to help teachers to integrate students with migrant backgrounds (EC)● An open online course for middle and secondary school teachers (OOC)● A teacher community to share good practices(OEC)In close collaboration with partners from 5 different countries in a cross sectoral way, we aim to:● Develop the professional development of teachers in dealing with migrant and refugee learners and diversity in classrooms● Support schools to facilitate inclusion and success of newly arrived migrant and refugee students, thus contributing to the tackling of early school leaving (ESL)● Support and enhance the performance of newly-arrived migrant and refugee students in secondary schools● Strengthen collaboration among all members of the school community (school leaders, teachers and non-teaching staff, learners, parents/families)● Extending and enhancing secondary school teachers’ skills and competences in teaching of literacy and numeracy to students with migrant background● Providing a diagnostic tool for the effective assessment of literacy, numeracy and digital competences, gaps and needs of students with migrant background● Promoting innovative practices, digital and non-digital, in teaching literacy, numeracy and digital competences of secondary students with migrant backgrounds. The proper management of migrant flows for the upcoming years and the integration of these groups in the EU by fostering education integration and preventing their school leaving are transnational issues. The products and innovative approaches of this project are designed to be fully transferable and testable at EU level and at the same time adaptable to domestic needs, the multiplier events will also serve to this aim. Consequently, a transnational partnership, where 6 partners have different and complementary expertise with migrants, is critical to achieve the objectives of the project, and thus, to tackle a EU-wide issue.The project aims teachers, students with migrant backgrounds and their parents as well as school leaders. During the lifetime of the project, 78 teachers, school leaders and educators, 100 students with migrant background and parents (in pilots) and 475 stakeholders will be involved. A wider audience, of a minimum of 1000 recipients, will be reached at local, regional, national and European level through the planned dissemination activities including 300 teachers and educators in 6 multiplier events in 6 different countries. Moreover, there will be a direct impact on target beneficiaries, improving the skills on national languages of both migrant youngsters and parents and strengthening school integration and success in education of students with migrant background , and in the target users, improving the teaching competencies of teachers. The long-term impact envisaged is a better integration of secondary students with migrant backgrounds in the schools and a higher collaboration between schools, families and other external stakeholders, strengthening the school system in Europe. And yet, intercultural education needs teachers who are able to question some fixed truths, who are open to change and able to confront emotionally difficult issues