<< Background >>In response to the call for Responsible Research and Innovation and valorisation as higher education institutes’ (HEIs) Third Mission, citizen science (short for CS) is a promising approach of knowledge co-production that:1.enhances social inclusion, civic engagement and democracy in the EU regions; 2.promote effectiveness of solving complex and ambiguous societal challenges; 3.foster active citizenship and ownership; and 4.advance societal progress in democratic societies (Bonn et al., 2016; Vohland et al., 2021). However, CS faces the challenges of attracting, training, and maintaining a stable pool of citizen scientists at the local and regional levels in the German, Dutch and Spanish contexts due to:1.lacking sustainable CS networks to support regional/local CS development 2.lacking access to and awareness of CS offers due to significant silos between HEIs andalogues between citizens, adult- and higher educators; raise their awareness and capacity of practicing CS; and make CS more accessible to citizen regional adult educators 3.lacking high-quality learning offers that equip adult citizens to actively engaging in/ initiate CS projects AND validate their learnings via practical projects.<< Objectives >>To facilitate long-term citizens’ involvement in CS projects it is vital to strengthen the effective and productive dialogue (Bonn et al., 2016). Thus, “Digital Citizen Science: Network, transfOrm, groW” (short Citizen Science NOW), aims to foster EU citizens' engagement and access to CS by:·establishing local and regional community NETWORKS that effectively connect citizens, adult educators and HEIs and promote sustainable CS development; ·digitalising and TRANSFORMING adult CS training experiences; and·empowering adult citizens with the essential competence and skills to GROW personally and professionally in the partner regions.<< Implementation >>The project will generate four outputs: ·PR1 provides a future foresight report with evidence-based guidelines, good practices and trend predictions to raise the awareness and facilitate stakeholders in envisioning and developing successful and sustainable CS projects; ·PR2 establishes/strengthens (existing) satellite CS networks to support local/regional CS development and enable sustainable, effective circulation of CS information and stimulate long-term collaboration between citizens, adult- and higher educators; ·PR3 develops a certified digital training program that equips citizens with the capacity to flourish and thrive in CS projects; and ·PR4 offers local/regional CS projects for citizens, academics, and students to apply their learnings by tackling real-world challenges.<< Results >>We expect to have the following outcomes from our project: -CS future foresight reports (PR1): The report will serve as a guideline to inspire and drive CS development at the EU and global level;-Local Satellite Networks (PR2): HEI academics and students will have better knowledge and access to citizens and adult education networks. Thus they will gain both responsible and transdisciplinary work experience in projects co-created with CS stakeholders and citizens. The regional CS networks will be sustained and incorporated into existing local CS stakeholder and university structures, helping expand portfolio of offerings, and creating further synergies with citizens. -The digital training program (PR3-4): Incorporating a challenge-based project approach, the digital training modules will be maintained as a blended adult learning resource for HEI, adult education organisations and citizens. -The pilot CS projects (PR4): The hands on projects with elements co-created with citizens will serve as practical examples demonstrating the application of skills learnt to contribute to local & regional development, and inspire future projects.-(ALL PRs): Citizens will have better awareness about CS, better access to key people, skills and competences necessary solve complex challenges in daily and professional life; enjoy an interactive, informal learning-by-doing experience by conducting research; contribute to societal impact.

"The aim of Tomorrow´s Land was to prepare citizens to tackle future challenges by delivering a competences framework and a Learning Academy to nurture and empower Europe´s potential social innovators through the development of key knowledge and competences required to create new ways of working to achieve positive social change and a more inclusive society.Organisations from 6 European countries, combined different organisational profiles, each bringing relevant expertise – 2 Social Enterprises (NGO's): South Sefton Development Trust (Regenerus), UK and Socialas Inovacijas Centrs, Latvia (SIC), 2 businesses: Advancis, Portugal and Bespoke, Denmark and 2 Universities Politecnico di Milano, Italy (Polimi) and Münster University of Applied Sciences, Germany (MUAS).We delivered 4 intellectual outputs, designing a creative learning journey, available digitally through our online platform: Massive Online Learning Course (MOOC) and complemented by a Facilitators’ Guide to empower educators to utilise our learning approach, to support adults exploring the MOOC and to deliver face to face workshops. Bringing their expertise in academic research, lead partner in Intellectual Output 1 (IO1), MUAS were supported by Bespoke, world leaders in future design thinking. Bespoke led the creative foresight research which uses the potential of design thinking to create strategies for the future, combining the two disciplines: design thinking and strategic foresight. Highlighting the key drivers of social innovation in Europe, the Strategic Foresight report (IO1) presents an overview of current academic thinking in the field of social innovation drawn from in depth secondary research. Primary research activities tested our preliminary results with social innovators and social entrepreneurs in focus groups held in each of the 6 partner countries, to further refine our findings and gathered intelligence from participants' experience to establish 5 profiles of the social innovator and the key competences relevant to each profile to design the learning framework.Following review by an external panel of social innovation experts from across Europe, the report was improved, published in Autumn 2017 and launched at multiplier events in all 6 partner countries. where participants received a copy. The Digital Foresight Report presents an overview and can be viewed on the website (www.tomorrowsland.eu), where the full report is available for download by request, to date we have received 104 requests. Lead partner, Polimi developed the design template for Intellectual Output 2: the Learning Academy. Specialists in designing innovative e-learning experiences, Polimi coordinated the contributions of partners, designing templates to be populated with content for the MOOC. Each of the other 5 partners worked on one of the 5 profiles of a social innovator, Polimi designed the introductory path. Content for each learning path includes: introduction video; inspiration and training moments and resources. Intellectual Output 3 (IO3): Champions of Change, was coordinated by Regenerus, experts in designing engaging workshops. The 5 day event introduced 11 educators from across Europe to the Tomorrow's Land journey, combining practical workshops to demonstrate the resources and incorporating case study visits to meet inspirational speakers, reflecting each of the 5 profiles. Empowering educators as change makers, the workshop also allowed partners to test our tools and resources.Advancis, respected for creating dynamic and effective learning approaches organised an amazing Bootcamp (IO4), where 26 participants from across Europe tested the Tomorrow's Land journey, applying their new knowledge to ""real"" challenges and working in collaborative multi-national teams to develop socially innovative solutions.Feedback from educators (IO3) and pioneers (IO4) led to further improvements of our resources. 5 Transnational partnership meetings allowed partners to deliberate and debate face to face, strengthening on-going communications via email and skype meetings.Successful digital dissemination through the project website (www.tomorrowsland.eu) and social media presence: Facebook page (@Tomorrow's Land) and Twitter account (@TLinnovation) has attracted interest on a global scale. Partners promoted the project on their own and other organisation websites and through the publication of articles and presentations at external events, raising awareness of the project with wider stakeholder groups. Leaflets, a storybook and flyers have supported dissemination activities. We celebrated our success and shared our outputs at the final conference in Liverpool, UK.The project will continue to engage and inspire future pioneers beyond the project lifetime. Preparing citizens to tackle future challenges, new connections have been by by participating target groups, already leading to emerging partnerships, co-creating social innovation initiatives."

<< Background >>The cultural and creative sectors are among the most severely impacted by the current pandemic. According to the estimates by Eurostat, the COVID-19 crisis may have affected about 7.3 million cultural and creative jobs across the EU (Eurostat, 2020), while jeopardizing the sustainability of hundreds of independent organizations in the long run (Europa Nostra, 2020). Specifically cultural heritage sectors dependent on the site visits, including museums, galleries, historic buildings, archaeology, events have suffered significant losses, despite being subsidized (CULT, 2021). It has instigated a rapid push to develop new digital models of customer engagement, which has proven to be a significant challenge for some players within the cultural heritage sector. COVID-19 has clearly highlighted existing inequalities between larger cultural heritage organizations and smaller players with the latter having lower potential to go digital, general lack of human resources equipped for the transition and entrepreneurial capabilities to rapidly transform the rigid traditional business models (Europa Nostra, 2020). Going forward, the recovery of the sector is expected to be similarly reliant on novel ways and models of attracting and retaining customers (Europa Nostra, 2020), where more entrepreneurial approaches to developing sustainable future business models that embrace digitalization is necessary for all types of cultural heritage organizations: from large players to micro-size enterprises (Europa Nostra, 2020; UNESCO, 2021).Knowledge institutions hold strong potential to support the European cultural heritage sector’s regeneration. Now more than ever, there is a greater responsibility on the shoulders of HEIs to be “engaged” and contribute to both social and economic recovery in their regions as the Renewed Agenda for HE propagated years ago (EC, 2017). In parallel, as their first mission, HEIs have an obligation to the European talents and drivers of innovation to equip them with necessary skills for the future though relevant and practical education that employs and responds to real-life challenges (Renewed Agenda for HE, 2017). Responding to both missions, HEIs can support the struggling cultural heritage sector with novel solutions to their business model evolution challenges while helping foster their students’ entrepreneurial and innovative mindset though targeted collaborative activities in education. However, while HEIs have traditionally developed long-standing relationships with the independent cultural heritage sector, the relationships tend to, once again, favor larger industry players and collaboration in larger-scale research and development activities (CULT, 2021). Partnerships with smaller organization and specifically in education are largely overlooked (Heritage2020, 2019). Similarly, practice-based learning/ challenge-based learning/student consultancy pedagogies and methodologies in multidisciplinary teams do not yet constitute the norm in the HEI education practices, while the digital approach to these pedagogies has been rarely utilized, though necessary during and after the COVID-19 crisis. There is a noticeable gap in skills, competences and knowledge necessary to deliver digital challenge-based and problem-based learning approaches among the HEI academic staff and educators (Halsam et al., 2021).<< Objectives >>Addressing the above-mentioned, the project will support HEIs to effectively assist the regeneration of the European cultural heritage sector in a highly digitalized post-COVID19 world by equipping the academic staff and educators with knowledge, skills and resources to engage with cultural heritage sector representatives in educational activities and organize problem-based learning interventions in multidisciplinary student teams. We practice what we preach, therefore we will focus on digitalization not only in the future scenario building research, but also in the development and the delivery of the student consultancy course. Specifically, the project responds to the above-mentioned goal by:-analysing the post-crisis needs of the cultural heritage sector and building the forward-looking scenarios of potential for transformation of the sector with the special focus on business model evolution (PR1); -developing a Cultural Heritage 2.0 Digital Student Consultancy Approach, that will comprise of a learning framework and a toolkit for academic staff and educators who will embrace the forward-looking scenarios to facilitate the student consultancy and problem-based learning interventions with real-life practical examples from their local/regional cultural heritage organisations (PR2); -training the trainers for the delivery and pilot-testing Cultural Heritage 2.0 Digital Student Consultancy Approach course (PR2);-pilot-testing the programme and raising awareness and showcasing inspirational examples of successful business model transformation solutions derived from the students’ projects within the pilot-test (PR3).The project will target (1) HEI academics and educators located in the partner countries and regions, (2) HEI students from social sciences and humanities and business studies in partner countries and regions (3) cultural heritage organisations, specifically SMEs, from the partner regions and beyond.<< Implementation >>The project activities will be organised as phases around the project's four main PRs, which will be accompanied by three complementary project activities: Project Management, Dissemination & Exploitation, and Quality Assurance & Evaluation, all three to run throughout to ensure successful project execution.INVESTIGATION –PR1 The Future of Cultural Heritage Sector Scenarios (M1-M8)To set the foundation for the creation of the PRs, the investigation phase will be conducted. The investigation phase will entail following activities:-Desk research and scoping based on foresight research methodology-Undertaking a total of 36+ expert interviews and a local stakeholder consultation event on identifying relevant trends in cultural heritage business models transformation-Producing a total of 24 case studies of good practices-Developing futures & scenarios book The activities will be carried out by all partners under co-ordination by UIIN.DEVELOPMENT – PR2 Cultural Heritage 2.0 Digital Student Consultancy Approach (M7-M14)During the second phase, the strategic partnership will develop a digital student consultancy approach, curriculum and OERs. This phase will entail the following activities:-Development of learning and training journeys based on the identified future scenarios (PR1) -Development of student consultancy programme approach, ready for implementation framework and a toolkit for the academic staff and -Open educational resources (OERs) -Train the trainer activity. The activities will be carried out by all partners under coordination by Ca’Foscari UniversityPILOT TEST & SHOWCASE – PR3 Cultural Heritage 2.0 Programme implementation & success stories collection (M12 – M24)During the last phase, the strategic partnership will pilot-test the programme at partner HEI institutions and showcase the results of the pilot-tests in partner regions. This phase will entail the following activities:-The pilot-test of the Cultural Heritage 2.0 Digital Student Consultancy Approach each HEI partner with a total of 9 cultural heritage organisations, 6 academics delivering the programme and 36+ students from social sciences, humanities and business disciplines. -The success stories collection as a digital library of videos highlighting the outstanding student projects and their uptake by the consultancy subjects (cultural organizations participating in the programme). The activities will be carried out by all partners under coordination by UNIVIE. During this period, the national multiplier events will take place in M19-M23.5. PROJECT MANAGEMENTAll partners will prepare detailed work plans prior to the first project meeting. Ca’Foscari University will ensure the production and circulation of a detailed work plan and of all necessary information from the funding agency, as well as the Project Management Handbook which conveys project guidelines and rules regarding communication, project meetings, administration and financial arrangements. Quarterly Progress Reports will be collected from all partners to monitor whether outputs, activities and tasks are on time and on budget. The partners IPR Agreement will establish the intellectual rights and ensure open access to resources after the completion of the project.6. DISSEMINATION AND EXPLOITATIONMomentum will produce a Dissemination Strategy and Dissemination Database, both to be updated throughout the project as new opportunities arise. The Exploitation and Sustainability Strategy will include actions to ensure maximum uptake of resources upon project completion and include public relations, and high-profile stakeholder meetings, and showcasing the resources in further events.7. QUALITY ASSURANCE AND EVALUATIONCa’Foscari University will develop a Quality Assurance and Evaluation Strategy, covering procedures for quality both in outputs and processes, and the means to monitor, evaluate and propose corrective measures to optimize quality of the project<< Results >>The Cultural Heritage 2.0 project follows a ‘dual study’ plan, where research and practice are deployed side by side to inform partners and the development of the project results. The expected outcomes of the project are linked to its PRs, as well as activities related to Project Management, Dissemination & Exploitation, and Quality Assurance & Evaluation.(1) PROJECT RESULTSPR1: THE FUTURE OF CULTURAL HERITAGE SECTOR SCENARIOS (M1 – M8). A free access downloadable document “The Future of Cultural Heritage Sector Scenarios” aims to examine the current needs of the cultural sector, amplified by the pandemic crisis while employ foresight research methodology to examine the future and potential business models to sustain the sector. The partnership will undertake desk research, 36+ qualitative interviews with experts and 24+ case studies PR2: CULTURAL HERITAGE 2.0 DIGITAL STUDENT CONSULTANCY APPROACH (M7 – M14). Based on the needs research and the forward-looking scenarios for the future of cultural heritage sector, we develop a (1) scenario-based learning journeys (2)comprehensive learning framework and (3)a toolkit for the academic staff and educators to undertake interdisciplinary student consultancy projects based on the real problems from the cultural heritage stakeholders in the region/city. The focus is on problem-based learning and student consultancy, yet designed and implemented digitally. PR3: CULTURAL HERITAGE 2.0 BUSINESS MODEL EVOLUTION SUCCESS STORIES COLLECTION (M12-M24). We pilot-test the learning framework and the toolkit in the digital space among the partnership (involving at least 9 cultural heritage organisations and at least 36 HEI students) and showcase inspirational examples of successful business model transformation solutions for the participating organisations derived from the students’ projects in an interactive format. Additionally, we produce a short guidebook for the educators to help showcase their consultancy projects’ stories and bring more successful examples of cultural heritage model evolution through an interactive success stories repository. (2) MULTIPLIER EVENTSThe project results will be further supported by 1 international and 4 Local Multiplier Events delivered in various formats: the international event organised online while national events organised face-to-face. Attended by 170 participants, multiplier events will be focused on presenting and promoting all project results and the journey the HEI educators can take to replicate the activities within the project. Multiplier Events will result in an increased understanding and awareness about the need for joint activities between cultural heritage organisations and HEIs as well as expand the partners’ networks, and help set the foundation for the exploitation of the project results outside of partnership.(3) PROJECT MANAGEMENTProject management activities will be coordinated by Ca’ Foscari University. The partners’ activities would furthermore be supported by the Project Management Handbook that will include clear guidelines for partners regarding communication, meetings, and administrative and financial arrangements.(4) DISSEMINATION AND EXPLOITATIONDissemination & Exploitation activities will result in dissemination and exploitation strategy, contact database comprised of 2,500+ individuals from target groups and stakeholder contacts of the partners, social media accounts (Twitter, LinkedIn), project brochure, flyer, banner, 1 media pack comprising press release and notes for editors on project results, 4 professionally designed newsletters distributed to wide ranging stakeholder database. Each partner will take a set of sustainability measures throughout the project lifetime to build up the desired exploitation targets would be achieved after project completion.(5) QUALITY ASSURANCE AND EVALUATION1. Quality Management and Evaluation Strategy2. Quarterly progress reports 3. Interim Evaluation Report

ContextThe effects of globalisation, rapid technological development and financial crisis have generated intense debate about the issues that societies are forced to face in our modern world. Long-standing problems such as unemployment, increasing inequalities, consumerism & excess waste and climate change, among others, remain challenges for governments and communities across the world (Howaltd, Domanski & Kaletka, 2016; Mulgan, 2006). The social economy “contributes to several key EU objectives, including the achievement of smart, sustainable and inclusive growth, high-quality employment, social cohesion, social innovation, local and regional development and environmental protection”. (Council of the European Union, 2015). While current welfare systems are very often unable to tackle social challenges on their own, social innovation is increasingly recognised as an effective solution to existing problems (Leadbeater, 1997) and moreover is seen as a way to bring about potentially transformative societal change. The ChallengeThe European Commission identifies that factors which impact the development of social ventures across Europe include: the lack of entrepreneurial skills and a low degree of recognition, therefore, this project aimed to raise awareness and to strengthen skills to unleash the potential of aspiring social entrepreneurs.The ProjectUnravel Tomorrow is in itself a social lab, as partners applied in practice the core principles of social engagement, collaboration and co-creation to encourage social action.The objective was to learn from - and connect up - the social innovators, entrepreneurs and activists who are developing new ways of working to shape a better future.The project builds on the success achieved by the same partners in the Erasmus+ Tomorrow’s Land project (2016-2-UK01-KA204-024280) which delivered results to enhance understanding of social innovation and the collaborative economy. Unravel Tomorrow aims to support learners to develop their concept and take the next steps.For Educators, Teachers & Trainers and for Individual Learners, the project results will equip potential pioneers of change with the necessary skills & competences and inspire action to boost social activism and social entrepreneurship across Europe. Capturing a set of insights into the most important elements that will define social entrepreneurship in the future, partners ran creative research to map experiences and initiatives shaping tomorrow’s land. Experiential learning was at the heart of our project, so, curious to find out more about the experiences, challenges and dreams for the future from the social innovators, social entrepreneurs and social activists who are already actively creating new ways of working, partners interviewed 34 pioneers of change. The results are presented in two reports:# The Unravel Tomorrow JournalThis publication takes inspiration from 34 leaders, dreamers and educators from across Europe, to present ideas and perspectives to help understand the challenges and discover and explore possible solutions to lead society towards a better future.Six chapters present 6 regions of possibility: Treasured Trash; Systematic Sustainability; Digital Darwinism; Simple Joys; Parallel Perspectives & Community Power. Each region gives an introduction to what we have observed during our research, what is emerging, who are the pioneers creating it, what we can learn from the region and finally, what it urges us to imagine for the future.# The Unravel Tomorrow GalleryThis publication presents the 34 faces of tomorrow who have contributed to the Journal by sharing their stories, experience and insights to inspire people to become successful pioneers of the future. The Gallery showcases best practice from different projects, social enterprises, NGOs and organisations active in social innovation, social entrepreneurship and social action from across Europe.# Experiential workshops in the UK, Portugal and Denmark Creating international learning experiences for individual learners from across Europe, 3 experiential workshops centred on visiting local social enterprises and social action projects, where participants could learn from the stories of success directly from the experts themselves.Drawing on the research results and feedback from workshop participants, we designed the learning framework, based on Entrecomp: The Entrepreneurship Framework, (2016).# The Unravel Tomorrow Learning JourneyThroughout our project stakeholders reminded us that hearing real stories is motivating and offers valuable learning, so the digital learning journey is packed with case studies from across Europe.The MOOC (Massive Open Online Course) invites learners to enter the Unravel Tomorrow regions as if they are actual places we can visit, to explore them & map them out, taking learners on a journey to: -Unleash their creativity-Uncover new ideas-Learn new skills-Take action

The UNLOCK project – Creativity in HEIs through a game design approach – aims to equip HEIs with the knowledge, attitudes and skills required to design, set and facilitate escape room games in learning experiences and stimulate entrepreneurial skills in both students and educators, aiming at strengthening employability, creativity and new professional paths. A robust line of research has pointed that:1) games in education are an effective tool for learning in and across different domains;2) games in education can provide players with tools which may promote creativity;3) escape rooms, as games for pedagogical purposes, require a set of transversal skills; 4) the actual practices of teaching with games still remain severely overlooked. Thus, the UNLOCK consortium expects to contribute to strengthening Europe’s innovation capacity and fostering innovation in HEIs, businesses and the broader socio-economic environment by: 1) assessing how escape room games can be used for pedagogical purposes in HEIs and, specifically, to improve entrepreneurial skills;2) understanding how educators can be prepared to facilitate educational escape games when teaching, while developing innovative competences themselves;3) designing a gamified MOOC to deliver a new and innovative learning approach and OERs for HEIs’ educators to learn to design escape room games for pedagogical purposes and, so, promote excellence in entrepreneurial skills development for educators and students;4) testing and validating the results in live workshops and online environments; 5) elaborating OERs supporting educators to improve their role as facilitators of escape room games in learning environments and to be able to assess students’ developments; 6) disseminating the project’s results Europe-wide next to target groups to maximize their impact and sustainability;7) creating an online community, at European level, aiming to support peer learning.