<< Objectives >>This project promotes the communication of students in STEAME topics (Science, Technology, Engineering, Arts, Mathematics and Entrepreneurship), supporting the development of a European school student community. As this community is the target group of all education systems they are usually under- represented in decision making and especially in terms of evolution of education. The slogan “when students are teaching” is one that this project will be using.<< Implementation >>The two main activities to be implemented:Activity 1: EU Student Creations Exchange Forum1.1: Development of an online community communication forum 1.2 Development of a motivation system for studentsActivity 2: Student Community development 2.1 Development of the best presentations article proceedings2.2 Development of the EU STEAME School Students Network (E3SN) and the THALES Board mentors<< Results >>Result 1: EU Student Creations Exchange Forum1.1: an online community forum 1.1.1 Design and development of the communication platform1.1.2 Public Opening and Implementation of the Forum1.2 A motivation system for studentsResult 2: Student Community kick-off 2.1 Best presentations article proceedings2.1.1 Design of the specs for article2.1.2 Implementation of publication2.2 EU STEAME School Students Network (E3SN) with THALES Board mentors

Showcasing Self-regulated Learning Implemented through Data-driven Education (SLIDEshow) Self-regulated learning (SRL) skills involve all kinds of strategies students can use to uplift or maintain their motivation and positive emotions towards learning, as well as strategies that allow students to effectively plan, monitor and evaluate their work. Research evidence indicates overwhelmingly the importance of SRL during learning with a positive impact on students’ cognitive and social competence, academic achievement, motivation, well-being and engagement in lifelong learning. Moreover, it is believed that developing SRL skills in the early years of education may equip students with the necessary skills to guard them against early school leaving in secondary education. However, different barriers at policy, teacher education, and teacher level still impede accurate translation of policies into practice. Therefore, this strategic partnership aspires to support the introduction of SRL in primary education across Europe. The partnership will therefore adopt a holistic, multi-stakeholder approach to enable effective systemic impact in primary and lower secondary education. In addition, the partnership will exploit the opportunities offered by the emergent field of learning analytics to allow teachers and teacher educators to personalize their instructional practices to the actual needs of pupils and teachers respectively. Our unique holistic and personalized approach should facilitate more effective integration of SRL in education across Europe (and ultimately beyond). The project’s main aim therefore is to: 1) Support the introduction of self-regulated learning in primary education by (1) adopting a multi stakeholder approach and (2) by using the affordances of data-evidenced learning and teaching 2) Build the professional capacity of teachers and teacher educators to use learner information for enhancing and personalising student learning and teacher professional development respectively Building upon the innovative experience and expertise of the project partners this project will produce the following outputs: An SRL teacher assessment toolkit Objectively identifying and monitoring students’ individual SRL level is crucial in order to offer effective and personalised support in the classroom. The project will translate existing validated research instruments into practical high-quality assessment instruments for teachers. Implementing SRL teacher training course across Europe The assessment instruments will be integrated in a teacher training course developed in the tMAIL project (www.tmailproject.eu). SLIDEshow will extend the mobile SRL training with the crucial SRL assessment instruments, and support its wider implementation. The training can be followed by teachers individually or in group. Individual teachers can follow the training on their mobile device and connect to other teachers through eTwinning. Teachers in group can be guided by a teacher educator and come together physically. Personalised data-driven SRL practice frameworks The project will more clearly define the competences necessary: 1) to support student SRL 2) to use learner data and learning analytics, and 3) to personalise instruction to students’ individual (SRL) levels The frameworks will be closely linked to the European Qualifications Framework and the DigComp Framework. A training for teacher educators The project will develop a training for teacher educators to: 1) train (student) teachers’ competences necessary to support SRL, use learner data, and personalise instruction; and 2) develop themselves the necessary competences to support (student) teacher SRL, use learner data, and personalise instruction Good practices and evidence-based reports The project will study the implementation of the mobile SRL training in schools and teacher education practice, as well as the integration of SRL in primary education. This will result in a list of good practices that should help future organisations to implement the mobile SRL training and/or successfully support students’ SRL. Moreover, the collection and analysis of good implementation practices will result in recommendations for policy makers at micro, meso, and macro level to create policies that support the development of students’ SRL and associated teacher instructional competences. SRL online community of practice The project will develop an online platform for establishing and supporting a European multi-stakeholder network on SRL. The mobile app containing the teacher SRL training and SRL assessment toolkit will be available in Dutch, English, German, Finnish, Greek, Spanish, Italian, and Macedonian.

<< Background >>It has been over 13 years since more than half of the European Union’s population has stated that the EU conjures up a positive image in their minds.The feelings of Euroscepticism among individuals and on country level have grown significantly over time, with some going as far as decided to leave the EU. When consulting the appropriate, official info channels of the EU we can see that there are certain issues which seem to be driving Euroscepticism and driving the people towards having a more negative image of the EU. However, it is vital to take into account that misinformation has been on a rise in the past decade, with politicians and individuals spreading false information for personal gain. Taking into consideration, that not many people have been educated in what exactly the EU stands for and what it does, what being a EU citizen means, what are your rights and responsibilities, people have a tendency to automatically believe the majority of the information they are given, without questioning it or doing their own research to confirm whether what they have been told is true or not.<< Objectives >>The Europe Diverse and United Project - EDU - was developed to tackle these issues by reaching out to the most important group, the future generation. By educating young children aged between 10 and 14 about all the points mentioned above, EDU project will inspire a need for knowledge as well as fact-checking. The children will be made aware from an early age of what their rights a citizen of the EU are and how much power their voice can hold. They will be inspired to keep up to date with the developments of the EU and take a more active role in their civic participation.<< Implementation >>The project materials will be both educative and interactive and will cover two of the EU’s most important pillars: its culture and its history, as well as they will provide a wealth of additional general knowledge about the current EU. The developed materials will teach the children about the cultural diversity that can be found in Europe, acceptance and understanding of other cultures, as well as Europe’s history. They will cover the creation of the European Union, the drivers behind it, the changes it underwent in the past decades and the changes it made in the lives of its citizens.The games that will accompany each module will be useful for the children to practice what they have learned in an engaging and entertaining manner. The 'European Integration Resource Tool' will serve as a perfect source for all information about the EU and Europe so that the children do not have to go through numerous websites to find the information they need, instead, they will be able to easily access the EDU project website and they will find information of the European Union itself as well as all Member States. This resource tool will be truly innovative as it will be designed with children in mind and it will be user friendly and visually attractive. Additionally, it should be acknowledged that there is an existing EUROPA portal which is a very good point of information about the EU - however, it does not meet the needs of this project target group as it is not developed with children users in mind.<< Results >>The Europe Diverse and United Project aims to educate the children from and early age about the country they live in and what that means as part of the European Union. The produced project materials will inform them about their rights and responsibilities so that they will be able to understand what it truly means to be an EU citizen. The aim of the project is to highlight the importance of Europe's diversity and all the different cultures it contains whilst at the same time also appreciating how all the different people come together under the European Union umbrella and make decisions together which benefit the whole community. By achieving a better understanding of the different facets of Europe and how the European Union functions and the roles that citizens play in the decision-making process, the Europe Diverse and United projects aim to encourage the target group to become more active citizens in their civic duties by keeping up to date with the news, events, and changes and coming to action when the need calls during voting periods and other events in which EU citizens are called to participate in. The project will help the younger generations understand their rights, duties and responsibilities as EU citizens and also the power they hold to make a change by being a more active civic participants.

The FOOD-AWARE (Training materials and visual learning tools for early education on environmental sustainability and responsible food consumption) Project implemented from 11/2018 until 12/2020 from 6 partners in 5 EU Countries. Its aim was to empower European children to grow into responsible and conscientious food consumers by training teachers to educate their students from a young age on the following subjects: Local food production; Food waste; Food chain; Resource efficiency: sustainability and circularity; and Responsible food consumption.To achieve its aim the project produced the following outputs:1) (IO1): Training methodology and training guideA complete training methodology for teacher trainers and teachers (peer learning) to enable them to plan, organise and replicate the teacher training in their schools. 2) (IO2): Project training materials The content and the documentation to support the learning content and delivery of each training module of the teacher training course. 3) (IO3): Project teaching aidsThe learning content, developed for use in classroom, with students, by their teachers to help them introduce the topics in classroom and plan their students’ learning activities. The work for O2 & O3 was organised in the following Work Packages:IO2/WP1: Project website and online training platform developmentIO2/WP2: Training materials for teachers - 5 modulesIO3/WP1: Interactive student activity sheetsIO3/WP2: Educational postersIO3/WP3: Comics for kidsIO3/WP4: Educational videoPartners had to adapt to the COVID-19 outbreak and adjust the additional work for each output as described below:IO1: Additions to the methodology utilised for on-line training delivery along with the updated sections that were modified to include any elements that relate to an on-line training content.IO2: On-line training course with all the training content adapted to an on-line asynchronous training model.IO3: Adaptation of the platform with the learning content (teaching aids) on the project’s website to be easily accessed even as individual activities to support teachers to integrate the teaching aids in their students’ on-line learning.The project team included researchers and technician from 2 Universities (University of Dundee & University of Social Sciences), 1 school (Doukas School), 1 international food organisation (ISEKI), 1 agricultural organisation (The Polish Farm Advisory) and 1 organisation from the business sector (PROPEL). Their different backgrounds were on education, professional development, agriculture, comics, food & diet, and website development. To maximise local and EU impact the partners organised either f2f MEs or on-line MEs at a local (partners’ countries) and European level. The European Final Conference was held, on-line, on December 2020, moderated by ISEKI, with 90+ participants and 15+ presenters and speakers (incl. 3 external key-note speakers). The project developed, planned and organised a 3-day training event, on-line, due to COVID-19 pandemic, with the project’s team members as trainers and partners’ internal staff members as trainees. The development of the training was based on IO1, the content of the training was the content developed under IO2 and the teaching aids from O3 were integrated in their respective modules and presented to the trainees along with suggestions, ideas, and activities to implement in their classroom.

Artificial Intelligence (AI) is a timely topic and is currently a key priority for Europe. As indicated in the recently published “White Paper on Artificial Intelligence: A European approach to excellence and trust” given the global competition, a solid European approach is needed, which will build on the European strategy for AI presented in April 2018. For Europe to address the opportunities and challenges of AI, the EU must act as one and define its own way, based on European values, to promote the development and deployment of AI. As AI and related technologies expand and grow, it becomes crucial for parents, educators, and policy makers to better understand, monitor, and regulate its uses and how it can impact children’s basic human rights, such as access to educational opportunities. The potential impact of artificial intelligence on children needs to be addressed, since children are the first Generation AI, who through-out their lifespan AI will play various roles to their development. There are several examples of AI tools and applications, with which children are surrounded with, including the learning algorithms powering YouTube Kids' content, Amazon’s Alexa, the smart toys which listen and keep track children’s interactions, and other educational robots.By teaching children the basics of AI technology, their workings and limitations, is one of the best ways to supporting children develop the skills and knowledge needed to protect themselves from excessive use and possible abuse. This is important because although the benefits of AI and the potential for strong education value on one hand, it also possesses strong limitations on the other by placing children under scrutiny and strict monitoring, and often times without them knowing it. AI is embedded in several applications and tools we interact daily. These include the use of YouTube, Social Media, and search engines. The frequent discussions around the automation of professions, and the future of work, raise several concerns about employment, safety, privacy, and human rights. It is important to understand that AI, when designed properly and with ethics in mind, they are designed to make our lives easier and better. In education, they can make a substantial contribution (AI book and ways is used). When designed poorly, AI tools can be frustrating (e.g. trying to give instructions to a speech recognition robot, which refuses to “understand”) and even harmful to interact with, primarily because ethics were not considered during the design process. Researchers at MIT run a program for children to teach them that, when we approach AI with ethics, applications are easy and safe to work with.AIMThe aim of the GENERATION AI project is to support educators and young learners in developing an evidence-based understanding of the complexities and basic principles of AI, computational thinking, and how they can be integrated in teaching learning to promote creative problem solving, resilience, and design thinking. A secondary goal of the project is to support teachers and learners to become more critical consumers of technology applications across their life span.GENERATION AI OBJECTIVES1. Support educators in understanding AI uses in everyday life2. Prepare educators to teach their students about AI, its applications, strengths, and weaknesses, in line with DigiComp and DigiEDU3. Support teachers and students in developing problem solving skills, computational thinking and design thinking involving AI tools and methods4. Support teachers and students in developing their digital skills and develop a critical understanding of AI and its application to everyday lifeOUTPUTSIO1. GENERATION AI Toolkit for teachersIO2. Professional Development Training for Teachers on AI-STEM educationIO3. GENERATION AI School Programme for Primary Education StudentsIO4. Online Learning Platform and OER’ on AI-STEM educationA total of 6 partners from 5 countries (Netherlands, Spain, Greece, Cyprus, Ireland) came together to design and implement this project. More than 1000 teachers and 2000 students will be reached by the project activities. Upon completion of the project, the following results will be achieved:- Improved understanding of AI by teachers and students- Improved engagement and interest of students in STEM activities- Improved digital competences of both educators and students