The digital transformation of Industry 4.0 has a significant impact on both vocational training, academic training, technical curricula and training in production environments. Production systems that are rapidly digitizing and expect new skills and competencies from their employers. At the same time, companies forced to take precaution because of new technological advances such as the Internet of things, wearable and augmented reality, the advancement of workplace learning and education towards Industry 4.0. On the one hand, there is a strong need to educate and strengthen the workforce due to the change in technology, while on the other hand, there are risks and challenges that must be overcome to motivate employees for this change. Lifelong learning and the development of professional competence is always a problem. This problem has continued until today. Therefore, education and training should be effective, efficient and attractive, and learning processes need to be improved.With this project, it is aimed to model vocational and technical education curricula with AR / VR technology in order to make the difficult and complex mechanisms understandable, realistic and motivating. At the same time, it is aimed to prevent occupational accidents in hazardous occupations, to reduce scrap costs and to improve production quality. It is aimed to provide a vision to companies and vocational education institutions about the emerging opportunities by investigating the effects of the new digital individual learning model on workplace learning and education. In order to achieve this aim, Hydraulic-Pneumatic circuit elements, which are used in different sciences such as machinery, electrical-electronics, construction and automation engineering, have been converted to user decision supported digital content. Users can use these contents individually and perform their individual learning in any digital environment regardless of time and space. There are two Intellectual Outputs in the project:1-10 hydraulic and pneumatic circuit elements are modeled with Augmented Reality (AR) technology and textbooks are developed for use in vocational education, engineering education and factory academic education departments. The textbook is prepared in Turkish, English, Italian, Hungarian and Polish. In the Augmented Reality (AR) textbooks of Based Hydraulic and Pneumatic, there was 10 hydraulic and pneumatic course content supported by user decision. To assist students in the learning process, “Gear pump, Vane pump, Piston Pump, Pneumatic Piston, And Valve, Or valve, Timing valve, Air filter, Lubricator, Pressure control valve, Quick Exhaust Valve, Check valve and 5/2 Direction control valve are modeled and supported by AR. People can examine, detonate, assemble and simulate the operating principle of the hydraulic and pneumatic contents of the mechanical systems presented in the book by using mobile phones or tablets.2-Virtual Reality (VR) based training laboratory consisting of workstation computer, virtual reality glasses, sensors, VR controls, 3D stereo glasses, projection, and sound system has been established for the labor force training of Türk Traktör factory. In the VR learning environment, real products that have each of at least 90 components and be used hydraulic circuit elements are modeled as impressive, immersive and motivating to be used for training workers. The company developed technical sign language for the use of the hearing impaired employees and the training content was supported by the sign language translator. These products have been determined by considering customer complaints and internal quality reports with the quality unit of the company. 70 hearing impaired employees, more than 400 workers, trainee students, tractor technical service employees, and visitors have used the applications in this laboratory. The company made additional investments in VR contents as a result of the research activity carried out within the scope of the project's output-2.Within the scope of Output-2, the effect of VR training contents on learning performances of factory field workers who had no previous assembly and VR experience was investigated. The research was carried out with 112 volunteer field employees working at TürkTraktör Ankara Facilities. In the research, random design with pretest-posttest matched control group and random design with posttest control group were used. In the experimental and control groups of both designs, technical staff of 28 company employees took part. One of the group was trained with VR-supported training content and the other group was educated according to traditional methods with the foreman. The group of 56 people was randomly chosen and some of them performed assembly with VR contents and some of them with traditional methods. The results of the research showed that the use of VR content in education is much

Sustainability – Preserving Europe for Future GenerationsEurope is one of the most diverse parts of the world. Looking back at a rich, tumultuous history, the high standards of today have been achieved by learning from past developments and conflicts. Europe has developed a responsibility towards its human and natural environment that needs not only to be preserved but strengthened in the minds of future generations. If they do not understand our common past, we cannot pass on our high quality of life, rich culture and know how. Our duty is to raise students’ awareness and understanding of the importance of preserving Europe’s uniqueness and the challenges lying ahead. This englobes the preservation of history and the development of technologies that enable us to deal with our natural and social environment in a sustainable way. Our future needs an active next generation that realizes Europe’s strengths and contributes to their preservation and further improvement. However, traditional teacher-centred methods often do not meet the needs of students coming from diverse cultural and economic backgrounds. The objectives of our project therefore are not only to implement more active and participatory learning and teaching methods, but also to raise awareness for the importance of sustainability and its numerous aspects among our students and their peers. Our project focuses on valuable initiatives to motivate young people to get active themselves. Moreover, we want to improve intercultural knowledge, language skills, self-esteem, soft skills, ICT skills and a deeper understanding of a common Europe and its values amongst the participants. This project will help to establish international networks and equal opportunities for all participants coming from six schools from Turkey, Austria, Finland, Spain, Hungary and Germany and represent different school systems (private primary and secondary school, public upper and lower secondary school, public vocational school). This ensures to have participants with different backgrounds, ages and fields of expertise. The number of students and teachers directly involved will be approximately 360, and more than 3000 people will benefit indirectly.The activities used throughout the project can be separated into three main groups, namely activities before, during and after each LTTA. Before the actual meetings, the students familiarize themselves with the different aspects of sustainability through peer teaching and other active learning methods. The hosting students prepare CLIL tasks as an input on the topics and terminology of the next meeting. During the meeting students will put theory into practice by using peer teaching and other participatory methods and document their learning process using videos, photos etc. On the last day and after the meetings these informative materials will be used for peer teaching within and outside project participants and to disseminate our results.Previous experience has shown that teacher training on the different CLIL and documentation methods as well as in-depth input on the topic itself raises the efficiency of the process and the quality of the produced materials. The separate teacher training meeting in the start of the project will therefore include training sessions that will benefit not only the project, but also the participating schools in the future.Evaluation will happen before, during and after each meeting by means of online questionnaires and interviews, so that adjustments can be made to ensure a constant and productive workflow including different activities and methods.Peer teaching, student-centred learning and CLIL are the main methods used in the project. The focus will also be put on practical and intercultural learning as well as on comparative and critical approaches to the topics. Due to the thematic scope, cross-curricular and phenomenon-based learning are also included. The actual results of our project will be the developed products, such as informative video and photo documentations, CLIL materials, a glossary, an online database, video quizzes and questionnaires as well as final comparative national reports. The further impact of the project includes beneficiaries with higher motivation to acquire and use new knowledge, better language skills and ICT skills, a deeper knowledge of innovative methodology as well as better intercultural understanding and higher European awareness. Finally, networks for the future will be established. To sustain the results, experiences and knowledge gained throughout the project, the material on the website will continue with open access and cooperation will remain between the partners after finalizing the project. In these lasting partnerships, teaching knowledge and experience of active methods will continue to be shared. The insights gained on the different aspects of sustainability will continue to benefit the individual partners and their peers.

The aim of the project is to propose an innovative solution for situations in which vocational education becomes mandatory in distance in both schools and companies in crisis situations such as Covid19. Thus, in cases where vocational education cannot be done face to face, an innovative method will be developed with this project to increase students' participation and learning motivation during distance teaching. As a result of the synchronized online vocational education model to be developed with the project, students will make learning permanent by performing less practical applications in the workshop environment. Therefore, practical training time will be shortened, less energy and material will be consumed. Companies involved in the project will be able to use the method to be developed effectively in their training and remote repair maintenance processes. Consequently, the technical and digital skills of the vocational students will be able to improve in crisis times. The digital qualifications of the vocational teachers will be developed during the project activities. A report outlining guidelines to encourage effective digital training methods, including examples of good practices, recommendations, guidelines, and an AR training model developed. A range of training modules will be produced, giving generic digital learning advice and guidance through to the development of technical skills to create digital content suitable for use with immersive technologies. This piece of work will also include the delivery of training. Digital content will be created to help innovate the delivery of curriculum for training in operating CNC machines. This will make delivery of that curriculum more innovative and in the on-going pandemic situation, will act as an exemplar that could be used for similar developments in other curriculum areas. The project will develop a framework for organizing the assessment of digital learning environments in a standardized way in vocational education (VET), to fit scenarios where traditional face-to-face exams. A final output end of the project will be an example of teaching material for AR-based digital education platforms, including digital training content, application videos, AR applications, and online assessment tools. The project will expect to develop: - Improving the quality of vocational education using AR technology - Enhancing the learning motivation and interaction of students, - Promoting career development through intercultural learning - Increasing the participants' motivation to learn - Developing the foreign language skills of the participants - Development of cooperation between universities, industrial organizations, and vocational education institutions in the European dimension. - Development of digital teaching materials based on AR technology within international education standards.

The project ‘EUROPE: MANY LANGUAGES, ONE VOICE’ engaged the total number of 146 students (181 including participating students from hosting countries) aged from 13 to 19 attending public secondary schools in 5 European countries: Austria, Poland, Hungary, Spain and France. They represented various social backgrounds and approximately 20% of them came from less privileged families with much restricted access to ICT facilities, including the Internet. Bearing that in mind, it was clear that they wouldn't have been able to get to know other countries and their respective cultures, make friends abroad, acquire knowledge on EU problems or learne foreign languages using modern media and ICT tools.The project aimed at developing the participants' language skills with regard to English, German from level A2 to level B2, acquired and developed ICT skills by both, teachers and students, applied new and innovative methods and techniques in foreign language teaching/learning (especially e-learning), created open-mindness towards other cultures, customs and beliefs; created equal opportunities for all learners especially for those with special needs or those coming from destitute and/or low-life background. The main project aim was to create innovative methods of foreign language teaching and learning. It created more effective ways of e-learning through multimedia and OLR in English and German. This goal was achieved by learning in virtual international groups (e-platform) with support provided by e-mentors, direct contact with native speakers and participation in 4 international intensive language workshops organised by the partner schools . The project activated and motivated students through the use of multimedia and ICT resources such as: computer software (e.g. i Tools), online publications, podcasts, videoclips, PowerPoint presentations etc. in a languages classroom. Products of the project included a ‘virtual library’ of OLR for learning/teaching English and German, published on the project blog site, training materials concerning innovative methods of language teaching and applied ICT tools to language learning/teaching. All of the above was made available on the project website, project blog, YouTube and Twinspace. The project resulted in the participants developing their key competences as well as their muticultural skills. They also expanded their knowledge of foreign cultures and highlights. What is more, local communities and school governing authorities had a better understanding of modern European educational systems and got actively involved in shaping the international cooperation in their local area.

Europe hosts increasing number of data centers some of them are small companies and others are owned by multinational internet giants. One thing in common to these all are that they need skilled work-force. At the same time as number of data centers are growing in Europe we have to think their climate impact. Data centers are very power consuming facilities and if electricity that they use are generated using nonrenewable energy they are burden to climate. Green Data Center project aims to provide European students skills needed to work in a data center environment that uses renewable energy sources and by this way does not affect the climate change. Project managing organization Ekami has on its Hamina campus data center that uses renewable energy sources for example solar power, wind power and geothermal heath. In the beginning of the project, we have been done a transnational curriculum called Green Unit.Green Unit curriculum were developed in between all project partners Ekami, Roc Noorderpoort, TEC and UMSZKI. Each partnering organization had their own project team from study fields of IT and ICT. Project teams contains teachers and experts. and eventually students was participate in the project by piloting the developed Green Unit transnational curriculum. The project had two major phases. The first one were develop the transnational curriculum and every partner had to compare their national curricula to projects transnational development of the curriculum and find common ground on contents and assessment. Second major phase were the piloting phase. Once curriculum was ready students were divided on transnational teams that have experts and teachers mentoring their teams to carry out studies together. In the beginning of the piloting we decided with the project group that students will work in national groups and only teachers was mentoring the students. Reason was that the Covid-19 pandemic was changing all the time and we needed to prepare to this difficult situation. we tried to prepare so that covid would have as little effect on actions. And when some of students were studying by themselves they needed pedagogical support from their own teacher. At the end of piloting the idea was that students will gather to Finland to do their final display of the studies in Ekami's data center environment. Again the pandemic made travel restrictions and students weren't able to travel anywhere.The piloting included the hands-on week. Students was participated in the project by piloting the developed Green Unit transnational curriculum. The original idea was that the Hands-on week should have been in the Ekami's data center, but it was held in virtually. During the week we had four special events where people from different part of data center industry gave us lessons. The whole concept needed to change because we weren't able to handle hardware and different systems like heating/cooling systems, electricity, cabling, etc, because we worked virtually. A new task for the week was made quickly. The task was to build a data center in virtual environment which should have been redundant. Each student group had own servers and they needed to solve together what kind of model and topology they are going to create. The Dutch students were leading other groups, because they had the most knowledge of this kind of things. The teachers were only mentoring the students.During the whole project the process was monitored and evaluated so project has feedback on what worked excellent and what needs more developing. By the end of the project every partner can offer their students Green Unit that could be implemented every semester transnationally with these project organizations. This way the schools can offer skills to the students that they need to work in any kind of data center. Employment will be facilitated and IT and ICT education will attract growing number of students.The pandemic causes that we got more experience, how this kind of task can be performed virtually. The professional knowledge of student increased in the activities if student was active. Soft skills, like communication, in virtual environment between groups didn't develop as well in a virtual environment as face-to-face meeting.The project had a lot of difficulties. Many project workers changed during the project, including the coordinator project manager. The Covid-19 pandemic causes that piloting period was taken into virtual environment.To which extend the Green Unit will be offered by all partner institutions after the project is finalised differ from one school to another. At EKAMI, Finland for instance, the unit is being implemented. Within the coming years and as the Covid vaccination is succeeding, the project partners will try and continue their international collaboration. Thereby students from TEC, UMSZKI and Roc Noorderport will still be collaborating and fulfill the practical part of the project which was not possible due to Covid19.