The main objective of the Science Education for Action and Engagement Towards Sustainability (SEAS) is to establish, coordinate and evaluate collaboration among six open schooling networks led by universities and science centres with partners in Austria, Belgium, Estonia, Italy, Norway, Sweden, and the UK. As part of these networks, and drawing on principles of inquiry-based science learning for transformative engagement, students in formal schools are given the opportunity to engage in addressing real-life, complex sustainability challenges that are identified and dealt with together with participants and stakeholders in the local community. SEAS develops and makes us of models for open-schooling implementation that supports schools and out-of-school institutions to collaborate in the promotion, among students and citizens in the larger community, of 21st century scientific literacy and skills for responsible citizenship. SEAS delivers enhanced opportunities for students and citizens to develop deeper interest in science and inclusive scientific literacy, both in the target communities and beyond them taking into account gender, socio-economic status and geographical differences. By providing facilitation and mediation tools and methods for the identification and implementation of sustainability challenges in the participants’ local communities, SEAS makes it possible for students to collaborate with families and stakeholders from civil society and industry in becoming agents of community well-being. SEAS provides participants with the necessary expertise, networking, and sharing resource experience to address these challenges and, in doing so, develop deeper scientific literacy skills and interest in science education and careers. SEAS also contributes to generating models and experiences for ways in which science education inside and outside of the school may become part of the solution to some of the greatest challenges of our times.

The EU has set the ambitious goals to “promote smart, sustainable and inclusive growth, to find pathways to create new jobs and to offer a sense of direction to our societies” (2010). As the world becomes more interconnected and competitive and as research and technological know-how expands, new opportunities along with more complex societal challenges arise. Overcoming these challenges will require all citizens to have a better understanding of science and technology if they are to participate actively and responsibly in science-informed decision-making and knowledge-based innovation. Furthermore CEDEFOP reported recurrent shortages of STEM related skills in European economy. STEM skills attainment is not confined to higher education level but rather can be acquired through upper and post-secondary school-based VET and also through apprenticeships in several countries. The project “Mobiliteach - In-depth sectoral specialisation of VET teachers” aims at increasing the quality and efficacy of VET provision improving didactics and developing WBL european development strategies. Specifically developing and integrate cross-disciplinary didactics in VET provision and improve VET teachers and managers relevant competences; integrate work based learning mobility experiences in students curricula and improve VET teachers and managers relevant competences; structure collaborative international network among VET providers, mobility experts, education institutions and companies.The partnership is characterised by the presence of VET providers, VET mobility experts and education institutions from 6 countries. The project address mainly VET teachers, managers and administrative staff. It will reach indirectly VET students, business actors, educative institutions, public authorities in the field of education. Methodologies approaches are the main elements of innovation in the project: interdisciplinarity, collegiality and experience based approaches are geared toward the creation of a cross-disciplinary training methodology for teachers. The project will deliver a innovative training prototype designed, tested and developed through 5 international coordination meetings and the joint-staff training events. The training prototype for VET teachers is aimed to be replied in local, regional, national and European after the project end.Specific project results are: a cross-disciplinary training methodology for VET providers will be developed, tested and delivered by the project; teachers increase their knowledge on cross-disciplinary approaches and apply them to their teaching methodologies; managers increase their knowledge on cross-disciplinary courses and integrate them to their school didactics; three training events in which the partners will put together their best practices to develop and test a cross-disciplinary methodology for a training prototype for VET teachers; teachers increase their knowledge on how to plan, organise, manage and evaluate high quality WBL experiences in mobility; managers increase their knowledge on WBL mobility project and integrate them in school programmes and students curricula; developing and test a training methodology interactive and based on experience and reality: teachers and mobility experts staff will be put in places of students when participating in a mobility internship abroad; increased collaboration among VET educational system key actors to improve didactics and students curricula; partners’ internationalisation strategies and european development plans are developed/updated and implemented with the involvement of local network of stakeholders; VET providers staff and mobility experts will put in practice knowledge and competences acquired by producing development strategies after participating in transnational activities and in collaboration with local stakeholders (especially other schools and business actors); innovative forms of cross-disciplinary approaches and WBL in mobility are identified, shared, integrated and tested by participating organisations.The project’s impact at local, regional, national and European level is based on the creation of networks of stakeholders, and the intense dissemination activities foreseen. Every partner will be in charge during the entire length of the project of establishing a network of stakeholders which have interest in improving the quality of VET. This networking process will also be part of the training modules taught in trainings as well as activities carried out in local working groups with stakeholders for the development of participated didactic and internationalisation plans.

CLIMADEMY aims to create a European network to offer a comprehensive program where teachers will learn by using an efficient methodology how to educate the next generation of European citizens on climate change issues. The consortium (four EU countries) will develop and establish a network and community of practice, to create innovative strategies and programs for preparatory and continuous professional development for serving and student teachers on climate change and its impacts. Once established, it will be open to new members. Educational material focused on the drivers causing the human-induced climate perturbations, the impacts of climate change and the measures for sustainability, will be tailored for initial education and professional development and made openly available to all education institutions across Europe. The material will be jointly developed, designed to be easily accessed, adopted and replicated, using modern educational practices and tools, with teachers acting both as trainees and co-designers. It will be the basis for the Teachers’ Academy for climate change education to be established through one common virtual Climate Auditorium (CLAUDI) and four hubs in separate countries with specific foci driven by the regional particularities. The CLAUDI platform will host the material, online courses, and the forum where all teachers and learners meet and exchange ideas and experiences, thus building the Teachers'. The material will be developed in English, German, Italian, Greek and Finnish. During the three years of CLIMADEMY, the first 200 serving and student teachers across Europe will have piloted the activities through online, physical and blended training and will be the seed that will lead to the growth of the network and distribute its aims. Substantially more teachers will be virtually trained and schools involved, contributing to the Education for Climate Coalition of the EEA.

The strategic partnership (SP) developed innovative teaching-learning modules and guidelines for supporting secondary school students’ aspiration and imagination towards the future. Our inclusive, future-oriented pedagogy addressed the acute problems of EU societies related to science education: the decrease in student interest in pursuing STEM careers and the “skill-gap” between school learning and labour market needs. Furthermore, in the midst of dramatic social change with unprecedented flows of migrants to the region, Europe more than ever needs education that acknowledges and anticipates diversity.Underlying these problems and challenges is students’ difficulty in projecting themselves into the future as responsible and active persons, citizens and professionals. In order to foster this capacity, our SP created novel ways to develop future-scaffolding skills of all upper secondary school students (ages 16-19). These skills include scenario thinking, systems thinking, thinking beyond the realm of possibilities, action competence, managing uncertainty and complexity, and creative thinking.The SP consisted of three secondary schools, two universities, an environmental NGO, a teachers’ association and a private foundation. The partners were from four EU countries: Italy, Finland, Iceland and UK. The SP grounded on two well-established and effective school-university partnerships: one between the Liceo Einstein and University of Bologna (UNIBO), and the other between Helsinki Normal Lyceum and University of Helsinki (UH). The Icelandic Environment Association brought to the SP their expertise in environmental and sustainability education and the action competence approach. Hamrahlid College in Iceland added to the cultural diversity of students and teachers participating in the project. The partnership between the three schools in Helsinki, Reykjavik and Rimini proved to be fruitful in terms of cultural exchange and the generalisability of the results. The Association for Science Education brought added value through their extensive school and teacher network in UK. The Fondazione Golinelli, in Bologna, contributed their network to the partnership that gave the project dissemination access to a wide variety of stakeholders. The SP developed four I SEE modules on cross-cutting and societally relevant fields: climate change, quantum computing, artificial intelligence and carbon sequestration. The modules consist of activity descriptions, resources and a manual for teachers and students for use both in the classroom and in out-of-school settings. The start-up module developed during the first year was implemented, tested and refined in the Summer School in Bologna in June 2017 which hosted a culturally diverse group of 24 students from Iceland, Italy and Finland, as well as teachers, educational researchers and other stakeholders. Building on this experience, the partners developed three I SEE modules through an iterative process of design, cross-testing and refinement that ran over the second and the third year of the project. The modules were implemented at least two times each in Reykjavík, Helsinki and Rimini during 2018 and 2019.In addition to modules, the outputs of the project include a guide for developing further I SEE modules, case studies, and policy recommendations for inclusive, authentic science education to enhance students’ capacity to aspire to a better future. The materials are publicly available through the project website. To increase the impact, national multiplier events were held in Finland, Italy, and Iceland in 2018, and international multiplier events in UK and Italy in 2019. The modules developed by the project have already directly and indirectly benefited hundreds of teachers and students and reached thousands through multiplier events and dissemination.Case studies in the project show that students who participated in modules widened their perceptions of the future and felt the future to come into their reach. They gained new skills that help them imagine new possibilities for themselves in STEM careers and as active, responsible citizens. Through a guided process of designing, testing and implementing modules, teachers gained new resources and abilities to futurize science education. Both students and teachers gained insight into cutting-edge science through collaboration with outside experts in and out of the classroom. The partner schools and institutions continue to share these materials, experiences and insight through their national and international networks. In addition, this project provides longer term benefits for research and researchers by opening interdisciplinary and potentially ground-breaking research opportunities in the field of science education and serving as a framework for further studies developing and studying future-scaffolding learning environments. Studies have begun at UNIBO and UH, and publications have gained international attention.

<< Objectives >>Di-struct! - Digitalise VET by destructuring subjects” is a project focused on equipping teachers with digital skills to shift the way classes are delivered through the use of ICT.The general objective of this project proposal is to increase the level of digitalisation of VET schools by:1. improving the digital skills of teachers in active learning methodologies based on the use if ICTs;2. creating more digital, interactive and attractive content for students.<< Implementation >>A research activity will be implemented in the first phase of the project aimed at assessing the level of digitalisation in 4 countries, the skill gap of teachers, and the practices in use.The partners will then develop an E-Learning course on digitalisation and a training seminar. Teachers trained through these activities will develop new digital content which will be tested in class. The results will be used to create a set of guidelines on how to digitise different subjects in VET.<< Results >>Di-struct! Will create new tools for introducing more active learning activities in VET through the use of ICT. The main outputs will be: an analysis of the state of the art concerning digitalisation, an E-Learning course, a set of subject-based guidelines on digitalisation. Practitioners will increase their knowledge of digital tools available; gain competences to create more interactive activities with the use of ICTs. The project will contribute to making VET more digital and attractive.