<< Background >>For higher education institutions, the change from traditional, face-to-face learning to distance learning has been an opportunity to develop and include flexible learning modalities, including sustainable online learning models for the future. Two main modes of distance learning delivery in higher education have distinguished themselves during the COVID-19 crisis – full online learning and blended (hybrid) learning modes. Both require innovative tools to support teaching and learning, in offering flexible learning pathways, which include a mix of digital solutions for different pedagogies, approaches and technological platforms. Inclusion of online and blended learning in higher education has posed many challenges, however, it has also presented a great opportunity to develop sustainable learning models for the future, which are a step towards developing learning models which will include new and adequate teaching models for the digital era, new effective teaching practices, and an overall supportive learning environment. Student retention in online and blended courses is critical, as shown in different studies about e-learning. This means that an important effort is needed to include learning analytics to improve student monitoring in real time during the semester, which is the aim of ILEDA.As Universities increasingly use digital tools in their everyday activities, they gather a big amount of data. This data can be used for various purposes, e.g. for research, and yet it can also be used for improving the education process. This data, in the form of learning analytics can unveil previously hidden information from educational data to gain new insights to different educational stakeholders (learners, trainers and managers). This new kind of information can support individual learning, enhance facilitation and teaching quality overall. The possibilities of learning analytics look very positive indeed, both for students, teachers, researchers and universities. However, we also need to have an eye on the downside and treat the privacy of all concerned with the utmost respect.Rapid technological development and the constant change of needs in new generations of learners has also caused the need for teachers to adapt to new teaching modalities. This involved not only presenting the learning content, but also includes keeping student motivation, as well as monitoring and assessing the students in new learning environments. Future digital learning modes need to include relevant content, adequate instructional models, effective teaching practices, and a supportive learning environment. All of which are addressed through activities and project results of the proposed ILEDA project.Institutions in Europe are undertaking several sub projects that link with learning analytics. ILEDA consortium is contributing with the digital transformation of its partners’ countries. The Digital Transformation of Bulgaria 2020-30 plans to implement modern and flexible platforms for all levels of education, including life-long learning. This inevitably requires the development, adaptation, implementation of digital educational content, as well as the identification and validation of valuable interactive multimedia e-learning resources, enabling blended, distance learning (both synchronous and asynchronous) for learning purposes. Serbia’s Smart Specialization Strategy 2020-27 has the goal to implement digital platforms, with priority given to the digital transformation of higher education.Finland’s Vision 2030 for higher education and research document focuses on boosting lifelong learning, leveraging digitalization. By including through modular approaches to learning and embracing co-operation and transparency in research and innovation governance, their goal is to make HEIs more attractive, developmental workplaces.The digitization plan for the Spanish university system is to be carried out through the Uni Digital Plan as a part of the National<< Objectives >>Blended and online learning has shown its necessity and benefits in educational systems. The need has identified itself through the necessity to have different flexible teaching modalities that can be included in different settings and study fields, as well as in different learning styles. A demand for a set of instructional methods arises, covering flexible and sustainable teaching environments. ILEDA aims to help online/blended learning in enhancing education quality. The emphasis is put on responsible and effective adoption of new teaching methodologies, while keeping students engaged and motivated.The goals of ILEDA focus on activities that include firstly the development and application of tools for teaching, including the development of educational resources, with the goal to set a solid foundation for a responsive, adaptable, and flexible educational system with innovative practices for the digital era.The project aims to solve problems of higher participation in online and blended courses, and provide support to learning environments that are in use in different educational institutions. The support to learning environments is planned through the design and implementation of the open learning analytics software tool that can be integrated in any learning environment and used to actively monitor student performances. Pragmatic pedagogical and educational methods need to be improved in favor of instructional methods more suited for online platforms, both in situations when courses are thought fully online, or when students are in a blended modes – partly online and partly in the classroom.ILEDA aims to achieve the following goals through six main objectives:1. Develop adequate instructional models, including appropriate pedagogical methods and innovative practices, suitable to support blended/online learning,2. Design the framework for developing and integrating existing learning environments with digital tools in order to support online and blended learning with learning analytics,3. Identify learning analytics metric that can be used to monitor learning performance, with the goal to identify at risk students of dropping out,4. Design and develop software tool that collects and provides analysis on student learning activities and is open so that each institution can use it for their learning analytics with institutional learning management systems,5. Conduct case studies for the proposed framework's development, implementation, and evaluation in different institutions and learning environments,6. Document experience gained in applying the framework in different institutions' environments with analyzed identified barriers and addressed strategies for their solving.<< Implementation >>The objectives of ILEDA will be achieved through various activities. These activities are in line with the project’s results and are as follows:•Project result 1 (PR1) - Research studies Act1.1 - Systematic literature review Act1.2 - Systematic mapping review•Project result 2 (PR2) - Innovative instructional models Act2.1 - Gap analysis between the existing and new requirements for online/blended learning teaching materials at each PU Act2.2 - Defining appropriate pedagogical methods and innovative practices, suitable to support both blended and online learning Act2.3 – Defining framework for integrating learning analytics models in online and blended courses •Project result 3 (PR3) - Designed teaching and learning materials for blended and online courses based on the developed framework Act3.1 – Designing curricula for the pilot courses Act3.2 - Designing instructional teaching materials•Project result 4 (PR4) - Digital learning analytics tool Act4.1 - Defining requirements for learning analytics software tool Act4.2 – Compiling and adapting existing learning analytics tools Act4.3 – Defining ethical requirements for the usage of learner data Act4.4 - Developing learning analytics software tool Act4.5 - Integration developed learning analytics tool with LMS at each PU Act4.6 - Proof of concept of implementation of framework in pilot courses Act4.7 - Analyzing the impact and effects of the pilot courses •Project result 5 (PR5) - Guideline and recommendations for the framework application in different educational contexts Act5.1 - Analyzing the impact and effects of the pilot courses Act5.2 - Identifying benefits and barriers of the developed and piloted framework Act5.3 - Guidelines for developing of courses not included in pilot coursesIn order to ensure overall rounded activities of the project and to ensure continuity and preparedness of teaching staff at each partner universities, two learning, teaching and training activities are planned: -Training on implementing newly developed instructional models for online and blended learning courses -Training on implementation of learning analytics models.In addition, eleven multiplier events are planned, and are grouped in the thematic categories. Most are planned to be held at each partner university (PU): ME1-ME2: e-Learning conference in Belgrade (thematic workshop) ME3-ME6: Educational hackathon @ each PU ME7-ME10: Teach the teachers @ each PU ME11: Final multiplier event in Bulgaria<< Results >>The rapid technological development and constant change of needs of new generations of learners, caused the need for teachers to adapt to new teaching modalities. This involves not only presenting the learning content, but also keeping student motivation as well as monitoring and assessing the students in new learning environments. Part of the problem comes from the educational institutions in which they work, where the rigidly set educational system at some HEIs are not allowing for easy adoption of new teaching modalities. This is the reason why HEIs should be more familiarized on ways to maintain their system flexible so that new teaching modalities can be implemented responsibly and effectively. ILEDA stakeholders will be able to benefit from the ILEDA project in terms of having the access to systematic review of current achievements in the field, good practices with its benefits and barriers in terms of implementing student monitoring with innovative instructional methods and tools. Institutions in Europe are undertaking several sub projects that link with learning analytics. ILEDA consortium is contributing with the digital transformation of its partners’ countries. The Digital Transformation of Bulgaria 2020-30 plans to implement modern and flexible platforms for all levels of education, including life-long learning. This inevitably requires the development, adaptation, implementation of digital educational content, as well as the identification and validation of valuable interactive multimedia e-learning resources, enabling blended, and distance learning for learning purposes. Serbia’s Smart Specialization Strategy 2020-27 has the goal to implement digital platforms, with priority given to the digital transformation of higher education.Finland’s Vision 2030 for higher education and research document focuses on boosting lifelong learning, leveraging digitalization. By including through modular approaches to learning and embracing co-operation and transparency in research and innovation governance, their goal is to make HEIs more attractive, developmental workplaces.The digitization plan for the Spanish university system is to be carried out through the Uni Digital Plan as a part of the National Plan for Digital Competences, significantly improving the relationship between the digital world and the academic world.Planned project results (PR) are:PR1 - Research studies -Systematic literature review on instructional teaching methods for blended and online courses including the usage of learning analytics -Systematic mapping review on usage of learning analytics models for monitoring student activity for different instructional teaching models.PR2 - Innovative instructional models-Set of pedagogical methods for blended/online courses -1 framework for integrating learning analytics models for online/blended courses PR3 - Designed teaching and learning materials for blended and online courses based on the developed framework-Developed curricula and instructional materials for 8 courses – 2 per each institutionPR4 - Digital learning analytics tool-Developed 1 software learning analytics tool that can be used by all participants and will be shared as an open source code for the wider audience -Collection of existing learning analytics tools that can be integrated with the existing learning management system for each institution PR5 - Guideline and recommendations for the framework application in different educational contexts-Conducted 8 pilot courses with approximately 850 students-Collected learning analytics from 8 courses that will be shared as an open dataset for the wider audience -Developed guidelines and recommendation for developing online/blended courses that is aimed for the courses not included in the pilot evaluation-Trained teachers on innovative methods of teaching, learning analytics models, tools, ethical guidelines of educational data usage, within and outside the consortium.

The Trans2Work project is designed as complementary with “Equal Access for All -Strengtheningthe Social Dimension for a Stronger European Higher Education Area” (EquiED)(http://www.equied.ni.ac.rs/en/) in SR and “Support and Inclusion of SwDs at Higher Education inMontenegro” (SINC@HE) (http://sinche.uom.gr/) in ME and “Equal Opportunities for StudentsWith Special Needs in Higher Education” (EQOPP) (http://www.eqopp.ba/) in BiH. The aforementioned projects have been designed to improve the equal access, inclusion and support of prospective and current students with disability (SwD) at HEIs in Serbia, Montenegro and Bosnia & Herzegovina. Taken into consideration the specific objectives of these 3 projects, the proposed project is a follow up and complementary based on the assumption that SwD often experience limited access to and success within postsecondary and higher education programs which subsequently limits their employment. Thus, Trans2Work links the outcomes from the aforementioned projects and makes the next step by preparing SwD to meet the needs of the labor market after their graduation. This project proposal completely addresses regional priorities for JP in Serbia and Montenegro and Bosnia and Herzegovina, concretely the priority “Developing the Higher Education sector within society at large, University-enterprise cooperation, entrepreneurship and employability of graduates”. All three partner countries (PC) have done a lot for persons with disability (PwD) on the legislative level. I.e. ratified UN Convention on the Rights of PwD and adopted laws such as the Law on Prevention of Discrimination Against PwD both providing framework for right to education and employment/work for PwD. Almost all universities at partner countries have career centers and for those that have not the already established centers for students with disability from aforementioned projects have been included within the Trans2Work project.The associations of individuals with disability and the employment agencies in three partnercountries are actively involved in supporting PwD to find an appropriate job and some, i.e. inSerbia, developed programs for employment of PwD and specialized services both for PwD andfor employers.Although there is a good background and some common good developed strategies there are a lotof differences that are making the mobility among partner countries not easy and in a lot of casesthe implementation of those policies are still inefficient and not practically linked. A review onreports and literature focusing on the transition from HE to work life in the 3 partner countries has showed a lack of research data and information. Generally employers are skeptical about thepossibility of hiring PwD since their concern relates to the ability of PwD to carry out theiremployment responsibilities. Important factor for positive change in the attitude of employers is the level of education of PwD. Furthermore gathering statistical information to build up a clear picture of the situation of PwD within the labor market is particularly difficult. This is due in part to the fact that partner countries do not carry out regular or consistent surveys on the employment situation of PwD at the HE level. Comparison of the situation at EU level is further complicated by the fact that each partner country has its own system for defining the population with disability. Aim of the project is to improve the quality and relevance of school to work transition of HE SwD in RS and ME and BiH. Main objectives are to (a) upgrade and prepare HEIs services to support SwD to their transition from HE to Work following the EU policies, (b) link HE to “disability friendly” work environments, (c) assimilate transition opportunities and skills with EU practices and policies and (d) to prepare employers on understanding the needs of employees with disabilities in order to offer new jobs.

Science is clear: Artificial Intelligence will be the defining development of the 21st century. Experts estimate that due to the rise of AI within only 2 decades aspects of daily human life will be unrecognisable. The influence of AI is about to challenge the very organising principles of our economic and social order. It can generate unprecedented wealth, revolutionise medicine and education, but it can bring existential perils for life as we know it. This makes the EC2020 report that the EU is lagging behind USA and Asia in AI adoption and development all the more worrying. Among many reasons behind that, the lack of skilled workforce is definitively one of the more prominent ones. The objective of AI4VET4AI is to contribute to the digital transformation of the EU labour market by adding new innovative teaching content and methods to VET curricula across 11 European countries and 18 EU NUTS2 regions, in order to support the growth of AI-skilled workers. We start from the ground up: we investigate the most potent sectors for AI deployment in our 17 regions, and for those sectors, in close cooperation with enterprises and their cluster organisations we create 14 MOOCs and TT materials that can easily be implemented in VET programmes (IVET and CVET). We organise 11 innovative AI VET campuses and 7 VET innovation AI incubators, in which VET learners hone their creative and entrepreneurial skills. We use project activities to connect partners closely and to raise awareness of the AI potential in our regions among representatives of public and private sector, as well as civil society. In turn, this helps us to create a joint and active platform of concerned EU citizens and institutions, interested, informed and motivated in supporting AI development further -- this being the basis of our ambitious CoVE, which aims to attract many more institutions (HEIs, VETs, companies, agencies, individuals) in its pursuit of sustainable, inclusive and just AI-powered future for all.

Knowledge and skills must keep up with the rapid changes in today's world. Basic knowledge and skills of great complexity are crucially important for the inclusion of the citizens as active members of the society. The development of modern society is based on the knowledge and skills acquired during the education process which is important for the individual and for society, in general.FutureMath project is addressed to solve backwardness of technology and pragmatic educational methods of the educational institutions. FutureMath project aims •to improve professional competences and to support innovation in the teachers' system of training through pedagogical solutions and innovative practices based on the new computer and multimedia technologies•to provide tools and methodologies to facilitate the acquisition of the mathematical competence by introducing advanced technological tools in the teaching of Mathematics and its application.•to develop skills which can be used in order to contribute to a cohesive society, in particular to increase opportunities for learning mobility and through strengthened cooperation between the world of education and training and the world of work, formulating and solving complex problems autonomously, consciously and constructively. FutureMath project aims to expand and modernize teaching and learning methods used in the field of mathematics and mathematics-based sciences through modernization of Calculus courses with STEAM principles. Based on the experience of using technology before and during Covid-19 crisis, the project tends to expand the knowledge base and implementations to other mathematics and mathematics-based courses. Multidisciplinary approaches in the development of mathematics courses using STEAM principles will enhance employability and improve students’ career prospects. The participants of the project have great experiences in mathematics education in new technology environment and are willing to use their previous experiences in STEAM to develop STEAM methodology and technology for mathematics course at university level. The participants of the project got experiences in teaching during the Covid-19 period, “stay at home”, and decided to improve distance and face to face learning using STEAM principles.There are five intellectual outputs of project:•Analysis report on state of art in using technologies to support teaching in Mathematics after Covid-19 crisis•Development of new STEAM methodology and technology•FutureMATH video collection•Piloting lessons and testing•Analysis and further development and each partner organization is leading one of them.Training in STEAM methodology and technology will be organized for the teachers who will be involved in STEAM pilot courses and STEM students who are interested in new ways of learning.The project partners will organize 5 transnational meetings in order to conduct efficient and successful project management. Analysis conducted within pilot implementation based on appropriate STEAM methodology and technology will enable feedback about the validity of new teaching approach and hopefully justifying its application. Such analysis shared with the partners' experiences will contribute to more efficient project development. FutureMath results will be accessible to wider audience through project's web site, teachers and student trainings, dissemination conferences, and multiple other dissemination events.The consortium will organize 5 dissemination conferences in order to popularize the projects activities and results.The impacts of FutureMath project are as following: • Modernized Calculus and other mathematics-based courses in STEAM context, with created teaching, learning and evaluations materials,• Created Proposals and Guidelines for implementation of STEAM technologies & methodologies, and online materials in the STEAM context, that can all be used by general academic and non-academic public for fostering STEAM skills,• Trained university teachers in state of the art STEAM principles,• Enhanced learning outcomes of graduated students with obtained multidisciplinary STEAM qualifications, which should contribute to reduction of dropout rates and improved research capacities.The proposed project will lead to the creation of an accessible e-learning materials. This material will be accessible for the wide group of students an teachers with disabilities. Learning challenges can include experiencing visual or hearing impairments, facing barriers to mobility, or dealing with learning disabilities. Designers of e-learning will use developed strategies to minimize barriers to learning by structuring the learning materials and its presentation in e-learning platform to accommodate those with learning challenges. This approach has an added benefit in that it not only levels the playing field for those experiencing challenges, but it also makes e-learning more accessible for all learners.

Predictive Maintenance (PM) is a critical element for the optimization of primary resources used in the economy and on fundamental infrastructure systems (while mitigating climate change also). Currently, both industry, academia and VET trainings lack coprehensive PM curricula. The objectives of PreMETS are to introduce an alliance for boosting the European Innovation in Predictive Maintenance through entrepreneurial cooperation, education, and training for the development of a coherent digital platform that covers all aspects of the PM process. In this context, the general objectives of PreMETS (linked to the goals of the call) are: OBJ1: Develop an innovative cross-disciplinary and cross-sectoral PM education toolkit (ECTS and ECVET compliant) hat will be used to train 1000+ PM learners (students, VET learners) and workforce during the project implementation. OBJ2: Develop a cutting edge toolkit for trainers in the field of PM (higher education, vocational education, corporate) that would be uptaken by 250+ trainers during the project implementation. OBJ3: Develop a micro-credential certification framework for PM-related micro-courses that would enable at least 500 learners (students, VET learners, workforce) to receive certification for skill-recognitionOBJ4: Develop a cross-disciplinary platform that would include the PM education toolkit, the package for PM trainers, the micro-credential certification system, an embedded lifecycle analysis process calculation service (that can be used by learners to test various resilient PM strategies and assess their environmental, social and economic impacts) and a virtual space for blended Teaching Factories deployment.OBJ5: Pilot the training courses and the platform via innovative work-based learning blended apprenticeship secondments where mixed learners from academia, VET and industry (under the moderation of trainers and experts) will experiment the gained know-how in cyber-physical industrial settings.