Today, human pressure on environment has resulted in dramatic declines in natural capital and threaten the health of social and ecological systems. Human society is now face to face with complex environmental problems that require innovative solutions. Each individual should gain ability to apply what they learn about their impact on the environment to make changes in their behavior and live more sustainably. Several studies confirmed that for raising awareness, “ecoliterate worldview” is prerequsite to recognize that the earth is an intricate system of relationships that we are part of, and to live accordingly. An “ecologically literate person” has the ability to use ecological understanding, thinking and habits of mind for living in, enjoying, and/or studying the environment. However, it is not enough; it is required to understand the social–ecological systems (SES). Natural resource management issues are not just ecological or social issues, but have multiple integrated elements. These systems, in which cultural, political, social, economic, ecological, technological, and other components interact, are referred to as social-ecological systems. Using SES to improve ecoliteracy of young people will help to create possibility for combining different societal actors who are often times in each other’s vicinity and share common concerns but rarely find a way to collaborate. Along this line, this project aims to serve a platform for teaching ecoliteracy enhanced with SES approach. Emerging interdisciplinary endeavors of social-ecological systems, resilience, sustainability science, complex systems, are well-posed to contribute to finding solutions to contemporary environmental problems, and have the potential for increasing ecological mindfullness, environmentally behaving youth. Project consortium is comprised of 8 partners from 5 different countries; 2 universities (biology and environmental sciences dept.), 1 Research Institute, 2 SMEs working in the field of environment, and 3 NGOs dealing with environment-human related issues and education. These diverse perspective will strengthen the effectiveness of the project activities and provide it with a multisectoral, multidimensional approach. Young people ages between 17-26; leaders and members of youth clubs, scout leaders and scouts, members of environmental clubs in high schools/universities and young members of environmental NGOs are chosen as target group. The outputs of the project will be both theoretical and practical. The theoretical part will be textbook explaining ‘ecoliteracy’ and ‘social ecological system’ frameworks which will be contributed by different professionals in the project team. Then, for guiding practical part, outdoor training guideline focusing on teaching intrinsic value of nature will be prepared. This will be learner-centered and provides participants with opportunities to construct their own understanding through hands-on investigations. Once people & the participants value those assets, they will more likely be disposed to care for the environment and protect them. It will be problem-based and project-based, e.g., through case studies, experiential learning opportunities, or real-world applications, learning offers much promise. The toolkit used in the “mobile application” will permit examination of how relationships and social processes function to support or disrupt young people’s positive identity development which, in turn, shapes their actions and behaviour. Finally, establishment of e-learning training modules containing above outputs will be done. We consider learning systems composed of individuals interacting with their biophysical environment as embedded in the larger system of an environmental education program, which in turn interacts with natural resources management practices, environmental policies, and other elements of a local social-ecological system.The SES_ECO project is expected to achieve the following outcomes:- Building trainers’ capacity in the areas of ecology and systems thinking,- Increasing an awareness for the environment,- Improving the understanding of ecological science and its usefulness for real-world environmental issues,- Creating a sense of place and encouraging teaching with multiple learning styles. - Quantifying ecoliteracyThe use of project outputs will offer opportunities for personal growth by encouraging teamwork, collaboration, and the development of leadership skills, which serve participating groups who are well in their academic & professional futures.The overall impact of the project is that it will increase the ecoliteracy skills enhanced with SES approach. This will improve their environmentally-friendly behaviours and render them better citizens for their countries for the EU and eventually for the world. Such ecoliteracy skills will also improve their entrepreneurship in terms of establishing more ecofriendly businesses.

European Agenda for Adult Learning ensures high-quality educational opportunities for adults promoting their personal and professional achievements through strengthening their skills, in particular those required in the present knowledge-based society. That is why, the project “Eco-friendly ICT-based training outcomes for adults - ECO-Train” is focused on providing new opportunities for education of adults. A particular area that needs filling of an existing educational gap of adults is the innovative eco-friendly technologies. Green technologies use environmentally sensitive approaches and provide opportunity for social and economic progress. As more people improve their understanding of innovative eco-friendly technologies and more businesses increase their use, needs have emerged for provision of better knowledge and training to adult educators, being the core actors for up-/re-skilling of those affected by unemployment, restructuring and career transitions. To address these needs, ECO-Train introduces blended learning offering tools and data resources in this area, pursuing the following objectives:- To include principles of adult education (AE) in the deployment of modules matching adult educators’ needs;- To constitute and deliver AE experiences respecting the targets’ needs and integrate AE with practice exploiting the vast capacity of mobile learning;- To offer a scheme for gaining competences focused on eco-innovative character of green technologies;- To apply EQF and ECVET validation instruments to facilitate recognition of skills and competences adopted via AE;-To encourage environmentally promising innovation paths for integration of environmental and innovation efforts implementing the concept of “Education for Sustainable Development”.The project consortium is settled with the mutual agreement and perception about the necessity for sustaining the transparency of qualifications in the environmental sector. It unifies 7 partners from 5 countries: Bulgaria (P1–P3), Spain (P4), Greece (P5), Italy (P6), Israel (P7), and comprises a University (P3), 3 NGOs (P2, P5, P6), 3 SMEs (P1, P4, P7).The project operates in 4 phases of ordered work in terms of Activities’ (A) performance and technical, human and financial resources involvement.Preparation (A1–2): ECO-Train managerial and administrative arrangements and start up;Implementation (A3–4): ECO-Train methodological framework and work plan issue;O1-O6 production;Follow-up (A5–6): Approbation of ECO-Train deliverables and performance of Dissemination & Use;Sustainability (A7): Assurance of durable effect of ECO-Train achievements.The methodology to be used in the project activities involves application of good managerial practice and methods for:- Administration: distribution of project tasks by time intervals, type of activity and partner(s) responsible;- Quality management: launch of objectives and processes required to deliver the desired results;- Implementation: processes used to complete the work defined in the management plan;- Monitoring & evaluation: managing and tracking the project activities;- Dissemination & use: studying and evaluation of the project’s influence potential on target groups/sectors/users;- Financial control: documentation and reporting on a regular basis to avoid financial conflicts and violations of contractual obligations.The planned ECO-Train results will be elaborated in compliance with the project development and will be defined by the outflow of the project phases:Preparation: Quality Management Plan, Project Communication Plan, Dissemination & Use Plan and relevant supporting tools.Implementation: Intellectual Outputs: O1: ICT in training – practical instructions to adult educators; O2: ECO-Train blended training Web-2 platform; O3: ECO-Train ICT-based training scheme promoting learning opportunities for adult educators; O4: ECO-Train blended training modules; O5: ECO-Train toolkit: a technical handbook for exploitation of blended training modules; O6: ECO-Train guide: How to prepare and use Learning Outcomes-based modules for adult educators.Follow-up & sustainability: Internal/external project assessment; Multiplier Events (E1–E7) performance.Dissemination & Use and impact provision: dissemination checklist; publication of dissemination materials.Both project players and wide audience at (inter)national level will achieve the envisaged impact. The innovative ICT-based b-training program creates a target-oriented project impact strategy. Its Learning Outcomes-based model will contribute to the introduction of a competence-based approach to training. It can help adults looking for jobs to improve their knowledge’ & skills’ dimension of competence. Thus, potential longer-term benefits of the new practical teaching and guidance tools, and the new teaching materials and training are anticipated. These innovations outline prospects for realization of positive economic and social impact.

EU has established a long-term ambitious policy to promote innovation capacity of higher education (HE) and business, as outlined in EU Agenda and to facilitate the circular economy to achieve sustainable growth and climate solutions.The purpose of BIO-Save project is to bridge the gap between teaching in the academic/higher education world and continuous professional development in the biotech sector respecting climate change to promote best practices for its mitigation based on modern biotechnology approaches. The pillars, addressed by the project are:- Linking HE, research and business for excellence and regional development- Stimulating the development of entrepreneurial and creative skills and promoting innovation in HE through interactive learning environments- Improving skills for development of biotech sectorThe challenges of BIO-Save are grounded on the development of an original multilingual (EN, BG, GR, TR, IT) multidisciplinary modular education programme in the field of Modern biotechnology. It presents the latest innovations and tools in application of biotech approaches for climate change mitigation and adaptation in agriculture. The curriculum is created for students, professors, and practitioners. It is offered together with a learning model of cloud-based blended approach with the use of 3D imaging technology design. The model describes the innovative green qualification characteristics of learners based on EQF/NQF/HE and ECTS descriptors and considers national peculiarities. BIO-Save project will sustain the programme results during and in post project life ensuring vast measures for D&E.The long-term impact of the project is assured by both the development of BIO-Save new educational programme, adapted to the actual challenges and needs of biotech professionals and designed in dialogue with them; and fostering and sharing EU quality standards and diversity of professional practices and learning methods in European Biotech sector.