<< Objectives >>HEIsCITI project focus on creating universal curricula (methodology and teaching tools) for all types of university courses to teach students the best ways to animate and coordinate communication between citizens and local authorities for inclusive and sustainable urban development in the post Covid -19 era.<< Implementation >>HEIsCITI activites:1.Preparation of universal Methodology, Tools, Guidelines and Syllabus to animate and coordinate communication between citizens and local authorities for inclusive and sustainable urban development in the post Covid -19 era2.3 pilot actions in Cieszyn,Joniskis and Stuttgart with wide group of citizens, students and stakeholders3.Evaluation surveys4.Transnational meetings in Rijeka and Florence5.Final Conference in Poland6.Comminication and Dissemination activities<< Results >>HEIsCITI results:- a methodology for university lecturers,- tools for teachers, students, local authorities, educators,NGOs involved in the development of the city.- guidelines for local/regional authorities on how to work with citizens,- 3 pilot activities in Cieszyn, Joniskis and Stuttgart- 3 described ideas for sustainable and inclusive development of abandoned areas, - Vietnamese good practice - 3 surveys taken during pilots- full teaching materials in English (Syllabus)

Over the past 50 years, the continued miniaturization of transistors has allowed them to run faster and dissipate less energy. This meant more efficient computation and radical changes in the electronics industry. On the same time, automation and robotics have also developed all these years to an unprecedented level: faster and more flexible production lines and higher level of automation have been created.This radical change affected all the industrial and societal sectors, and it is difficult for a country to keep-up to the globalization changes, if its educational system does not keep-up with these. For specific regions of Asia however, this process have not been developed adequately. To this end, the Digi-CHE-Asia project focuses on enhancing the Digital Capacities of these countries through specific actions and cross-fertilization of ideas and methodologies with successful examples from Europe.The Digi-CHE-Asia project has 3 main pillars: a) the enhancement of undergraduate studies via suggestions to optimize curricula, b) the development of an innovative MSc programme in relation also with VET courses for professionals and c) the inclusion of public and private stakeholders, especially from the manufacturing and high-tech industry in order to give the opportunity to students and professionals to increase their capacities in Electronics, Automation and Robotics (EAR) and thus becoming invaluable assets to the modern industries.Additionally, Digi-CHE-Labs will be created in order to create a focal point of EAR in each University, where interested students, academics, professionals and industry experts will have the opportunity to exchange ideas and keep up-to-date with the new technological advancements.It is expected that the Digi-CHE-Asia project will have an important impact at academic, industrial and societal level, allowing the participating countries to become important players in the manufacturing and high-tech industry.

European universities are nowadays active players widely in the society, thanks to modern active learning methods. External public and private stakeholders have a significant role in providing real-life learning platform for higher education students. In the core of the SAUNAC project was to test innovative learning practices and environments as well as utilize modern technology.SAUNAC project aimed at modernizing the teaching and learning methods of Vietnamese higher education institutions and at promoting their networking and cooperation and this, also in collaboration with enterprises as part of the studies. Based on that, main achievements of the project were:1) Changing the mind-set relating to efficient and innovative learning and teaching methods, an important step for successful adaptation of innovative European teaching and learning methods to the Vietnamese HEI context.2) Use of innovative learning and teaching methods in practice. Vietnamese HEIs adapted innovative learning and teaching methods by developing and piloting SSVC Module.3) Stakeholders as a part of learning. The urban planning system of Vietnam is fragmented and need the collaboration, involving plan preparation and implementation with different stakeholders. Knowledge acquisition is an important part, and for that education, training, research and information resources play a key role. Stakeholder cooperation was linked in several different ways to the SAUNAC project implementation.The main outcomes of SAUNAC project (related to main achievements of the project) were:- SAUNAC project improved the reputation and leadership of some universities on Smart and Sustainable City and it helped to set up the stakeholder network.- Experience and new knowledge learnt from European partners.- New active learning and teaching methods in the joint SSVC module.- New curriculum for selective course and updated contents for 4 mandatory courses.- Human resources development; successful adaptation of innovative European pedagogy in HEIs and new student evaluation approaches.- Creating local, regional and global network in education and research.- E-learning/Moodle on SSVCs are available on both languages in the website.The benefit of the SAUNAC project for the Vietnamese partner Universities was to bring added value to their educational systems as a whole. New ideas and practices in the themes related to the smart sustainable cities remarkably enrich the existing contents. As for the contrary, for the existing status quo in the Vietnamese Universities, pedagogical methods and practices introduced in the SAUNAC project enable Vietnamese Universities in the near future offer blended learning studies which are implemented by following the main principles of the Innovation Pedagogy learning approach. Students have been closely involved to project implementation. Vietnamese universities run SSVC Module pilot together with students. Approximately 150 Vietnamese students completed the Module.

MONTUS starts from the initial observation that Cloud Computing (CC) is a paradigm too recent - although dating from the 2000s - to be operational in most environmental science disciplines that, nevertheless, need it to cope with Big Data Challenge / Articifial Intelligence (BD - AI) that concern them all. This reality is all the more exacerbated in the southern countries. In addition, the major challenges of the contemporary world make the environment an absolute priority, particularly in Asia. A first E + TORUS program allowed us to learn from each other - IT and geoscience (major theoretical investment). MONTUS now offers:1. The creation of a Master (Hanoi) dedicated to the teaching of CC for applications in environmental sciences: Master On New Technologies Using Services: BigData / CloudComputing in Environmental Science. Single Master in Asia (even in Europe).2. Building capacity between geoscience and IT in the field of CC remains a priority in Asia and MONTUS intends to expand partnerships in Vietnam and Cambodia while evolving towards new environmental themes (social networks, urban climates, smart cities ...).3. MONTUS intends to perpetuate TORUS's intellectual and material investments while providing new supports for higher education and research and strengthening IT resources dedicated to CC.4. Associate Research with MONTUS by requesting consular applications from national and consular authorities. It is an essential valorization for the perpetuation of the master to benefit future teachers in the field.

« Bridging Digital Divide in Mongolia and Vietnam through HEI’s Digital Transformation », the DIGITAL MOVE project aims at implementing Digital transformation within Mongolian and Vietnamese universities through innovative teaching and learning methods and an active engagement with external stakeholders. Taking into account that Digital transformation is a « serie of deep and coordinated culture, workforce, and technology shirts », the DIGITAL MOVE project addresses Digital transformation at four levels: institutional, processes, individuals and communities. At institutional level, the project aims to foster institutional reforms including readiness in terms of digital skills and development of modern university services. At processes and services level, DIGITAL MOVE helps HEIs create and or reinforce specific departments to foster digital education through support for academic staff in digitally enhanced teaching and learning. For individuals, DIGITAL MOVE bridges the digital divide by developing digital soft skills through new learning pathways open to all: staff, students, lifelong learners (including private sector and civil society at large). Moreover, DIGITAL MOVE also aims to impact the communities at local, regional and national levels and pursues this objective by developing activities targeting the society at large and disseminating information, knowledge and good practices through Communities of practices.While it is true that digital transformation represents a great opportunity for our societies, it is also a significant risk of social exclusion. Indeed, the digital divide is already a reality that shoud be adressed. To tackle this challenge, the DIGITAL MOVE project focuses on bridging the digital divide by enhancing HEI capacities in digitally teaching and learning and making HEI main actor of Digital transformation in local, regional and national communities.