<< Objectives >>HeritAccess aims at democratizing the acknowledgment of traditional rural heritage with so much educational and historical value, not yet adapted for an elder and disabled visitor. Specific objectives of the project are to:- Exploit the huge wine tourism-related heritage in rural areas;- Use 3D technology to supply with a high-quality educational experience people with certain physical impairments;- List a series of guidelines that will allow other sites in Europe to adapt to their visitors.<< Implementation >>Project implementation will be linked to the direct target group participation in several activities, starting from the analysis of needs and ending with tools that solve their exclusion from non-formal adult education. More specifically, the project will be held on designing, developing, testing and improving activities, as well as quality control and management ones, that lead to the project results, and sharing, promotion and exploitation of those results, through green and digital tools.<< Results >>HeritAccess will realize the following results:- a database, containing a list of public and private rural heritage open to the public that concentrates traditions;- a digital learning experience, where the virtual tours of the less accessible identified rural heritage, will be exposed and available for free;- a collection of guidelines to turn an old historical space into a ready-to-be-exploited site;- events in every project country to approach the information about the project's results.

<< Objectives >>We aim to create a non-formal educational environment to support inclusive education and digital skills development of adults form partners counties on their path towards digital transformation, by improving the competences in digital social inclusion of social educators and social volunteers working for adult education organizations. Our goal is to integrate new educational tools, practices and social inclusion initiatives for adult education into partners organizations, and even beyond.<< Implementation >>Research activities, survey, desktop research, data analysis and publication of resultsPilot with adult education staff to validate the developed teaching toolkitTransnational learning activity to improve digital competencies of educators3 seminars with staff from partners and associated partners3 stakeholders roundtables to promote active education and social coaching in adult educationPiloting activities with adult learners during 3 Local workshopsSocial media campaign + 3 newsletters<< Results >>- Training course for social coaching for adult digital integration- Toolkit of 12 social inclusion initiatives for implementing programs for reducing digital divide- 10 activities with 100 relevant stakeholders- Cooperative network of 15 European adult education organizations to motivate social educators - Improved digital skills of 60 adults to access digital services and overcome digital barriers - 15 Adult educators’ empowered to use quality indicators and online educational tools

<< Background >>CONTEXTCOVID-19 urged the digitalization and raised the bar opening new digital divides. Concerns are particularly acute for adults, as the internet and digital devices play important role in allowing people to access services, attend medical appointments and stay in touch with friends and family. Even if most of adult are having the skills and knowledge to understand how to access ICTs (i.e., WhatsApp), there are several limitation to access, knowledge, services, and financial constraints (i.e., online banking).The main PROBLEM is the reduced level of digital capacities of the adult to be active technology users – not just passive recipients of technology. Urgency: adults are at higher risk of online harms such as misinformation, fraud and computer viruses and digital isolation. CONSORTIUM Upon evaluating internal capabilities, discussions with stakeholders, analyses of existent resources and strategies at national and European level, partners concluded that a high-performing digital education ecosystem can support educators create, update, share and re-use digital educational programs. The programs needs to be easily customizable to be delivered in online and offline (Bring your own device) to meet the needs of adults 55+ with low digital skills.Nevertheless, proposed results require high technical expertise and costs, which represent two of the main existing challenges and barriers for educators that would like to innovate their digital teaching strategies. DIFA project is an opportunity to bring together a multi-disciplinary, complementary partnership consisting of four partners from Romania (NGO specialized in digital education and an NGO providing support to elderly center), Spain (institute specialized in design training processes), and SHEM (adult education centre). In order to face these challenges, the main need of partnership is transdisciplinary expertize. In particular, they need: •Engaging education ecosystem to incorporate and digital technology within activities with adults provided to associated partners in Agigea and Constanta cities (T4E)•To implement a digital education ecosystem in adult training centers, 12 Public Education Centers and Public Education Centers (PECs) in Turkey (SHEM)•Increased digital competencies of 15+ adult staff, to consider and apply ADDIE and 5E educational model for creating attractive educational programs (AVV)•To spread their scope of providing qualitative innovative solution for education and to promote synergies with experts in other fields so that, together, they can solve the problem and foster social wellbeing of people province of Valladolid, Spain (FFSL)TARGET GROUPEDUCATORS AND OTHER ADULT EDUCATION STAFF need improved digital skills for adapting to digital education on the path to digital transformation. They need digital competence and a toolbox of instruments for creating engaging & active learning, improve the quality of existent one, and ensure learners reach the desired learning outcomes.ADULTS 55+ need digital skills to access support services, medical appointments, welfare activities; and to stay safe while online. They need accessible tools to understand own level of digital competency and attractive courses to become digital competent.ADULT EDUCATION ORGANIZATIONS need initiatives to empower adults to be active technology users. The innovative digital education ecosystem let the educators the chance to create, update, share, adapt and re-use attractive educational programs.Collection of best practices, exchange of experiences during C1, innovation, supportive tools and tutorials, transferring through MEs, seminar for educators and piloting with adults will improve individual skills and organizational capabilities to face that actual challenges. The matrix of complementary competencies and capabilities recommend the partnership as being the perfect shape to develop a high-performing digital education ecosystem.<< Objectives >>The very fast digitalization, forced the educators to make the education offer available online and the quality of online pedagogy was not the first concern. It is urgent to increase the quality of the instructional design, to improve the quality, and ensure learners reach the desired learning outcomes. This does not only require providers and staff to have digital competences, but also – and even more so – requires strong tutoring and assessment skills and the ability to be flexible and adaptable to changing circumstances.DIFA project aims to develop, test and implement an innovative digital education ecosystem to let educators create and share attractive learning activities for adults. In order to do this, the educators and other adult education staff will develop digital skills and will use appropriate teaching methods and tools adapted to digital education. OBJECTIVESTo “enhance the capacity of 40 EDUCATORS and 20 adult ORGANIZATIONS in their support for 150 ADULTS to be active technology users”, by:-extending the competences of EDUCATORS and other adult education staff making them digitally competent and confident teachers and education and training staff, in line with Romanian objectives for Education 2030 and with the priorities of Digital Education Action Plan, 2021-2027-creating a an digital education ecosystem to increase capacity and readiness of adult education ORGANIZATION to manage an effective shift towards digital education, which is in line with the Erasmus+ priorities of partnerships for cooperation 2021.-operating at transnational level and create together an digitally inclusive environment for promoting ERASMUS among all citizens and generations - ERASMUS+ priority in the field of adults and with the Council Resolution- ‘EU-level targets’ related to the Participation of adults in learning: “At least 47% of adults aged 25-64, by 2025.”SPECIFIC OBJECTIVES:•Specific Objective 1: Improve the digital facilitator competencies of 40 EDUCATORS AND OTHER ADULT EDUCATION STAFF from partners’ countries to adequately contribute to development of digital skills of adults 55+, in 10 months, by using a toolbox of instruments for creating engaging & active learning and digital pedagogies adapted to proficiency level.•Specific Objective 2: Facilitate access of 150 ADULTS of 55+ to digital learning opportunities, in 14 months, by using different modes of assessment for digital skills and by participating in attractive learning activities.•Specific Objective 3: Enhance digital transformation in 20 ADULT EDUCATION ORGANIZATIONS from partners countries to empower older people at 55+ to be active technology users, in 10 months, by implementing an high-performing digital ecosystem to create and share attractive learning activities for adultsThe above objectives were identified by partners upon evaluating internal capabilities, discussions with stakeholders, analyses of projects and strategies at national and European level.In addition, transnational interaction with adult learners will increase social and digital inclusion and diversity helping those individuals struggling to tackle with digitalization to express particular needs and be supported by educators and other adult education staff.<< Implementation >>PROJECT MANAGEMENT&IMPLEMENTATION activity guarantees effective project implementation, the achievement of the project objectives, efficient management of time and resources, coordination of the activities as planned. Project Management Board ensures administrative and financial management; scope, task, resources, knowledge, quality and risk management; project communications and meeting management; management of stakeholder engagement. QUALITY ASSURANCE&EVALUATION activities ensure that the project meets the proposed goals and achieves its outcomes. It includes control, monitoring and evaluation of the quality of each project’s process and output. Quality Assurance Committee set up indicators and targets for activities, deliverables, dissemination materials, stakeholders involvement; evaluate meetings, monitor the dissemination activities and conduct quarterly evaluation. DISSEMINATION&EXPLOITATION activity aims to share information on the DIFA Digital education ecosystem among the TGs and ensure sustainability of the project. Activity coordinator consults and guides each partner organisation appointed specialists for implementation; create links to the project webpage; develop and share press releases and newsletter, organize and implement exploitation actions as well as cross-disseminate at third-party events. TARGET GROUP INVOLVEMENT activity aims to create engagement of all categories of target groups, including surveys, third party and knowledge transfer events, pilot courses, app web tests, dissemination seminars and reviews of the Digital facilitator map and of the guidance material. TGs are involved in elaboration and testing stages to ensure that the results are adapted to their needs.Elaboration of DIGITAL FACILITATOR TOOLKIT comprise: design the methodology to conduct the research and survey, coordinate the partners' work to produce competence map supported by a toolbox of instruments for creating engaging & active learning. Each partner will identify, collect, validate and report instruments for creating engaging activities using digital pedagogies; proceed to identify and engage participants in target for the surveys, produce Digital facilitator competence map for educators. DESIGN WEB APP includes design the user interface, create quizzes to identify the level of understanding of the use of technology and internet by adults; create guiding answers that lead to DigComp improvement; review and finalize the app. Development of the DIGITAL EDUCATION ECOSYSTEM comprises re-useable and adaptable educational materials for adults and educators to support digital transformation; tools for tracking progress and give recognition to make adults 55+, digitally-competent citizens in accordance to DigComp. During the elaboration, we will recruit TGs to participate in seminars and internal testing of the platform for validation purpose. We use evaluation questionnaires for the platform's users to collect and further integrate feedback.CO-CREATION LAB activity for digital skills assessment (5 days). Brings together 12 educators from partners’ organization for joint learning & knowledge & best practices in digital pedagogy for attractive learning experiences. They will co-create sections for app with focus on User experience and User Interface.Four transnational project MEETINGS and quarterly skype meeting will take place in order to discuss the project strategy, tasks, organisational details, and to monitor the project achievements.MULTIPLIER EVENTS will be organized in each partner country to promote the results of the project and enhance transferability. Activity includes: applications collection, screening and evaluation, communication of the results, reporting and follow up.Structured COMMUNICATION will focus on finalization of a comprehensive list of all potential recruitment channels; identify communication methods, development of appealing materials and distribution.<< Results >>TANGIBLE RESULTSProject result 1 – Digital facilitator toolkit comprising: competence map supported by a toolbox of instruments for creating engaging & active learning, using digital pedagogies adapted to proficiency level.-Created based on primary and secondary research to design the map competences and methodology adapted to educator digital needs.-Collection of digital instruments for non-formal education compatible with adult 55+ educational needsProject result 2 – Web App to allow adults to identify the level of understanding of the use of digital technology and internet and provide advices for improving their online behaviour and become more digital competent in the 5 areas of DigComp. Include:-Web questionnaire for adults digital behaviour with advices for skills improvement-Guidance material for educators to deliver and interpret the questionnaire in offline to adults 55+Project result 3 – Digital education ecosystem comprising educational programs to make adults 55+, digitally-competent citizens in accordance in the areas of: Information and data literacy, Communication and collaboration, Digital content creation, Safety and Problem solving. Include:-Educational Materials for digital skills improvement – for online learning-Guidance material for face to face course delivery for digital skills improvement (BYOD-bring your own device)CAPACITY BUILDING OF PARTNERS and Associated partnersR4 Enhanced digital transformation of 20 adult organizations to incorporate digital technologies by implementing the high-performing digital ecosystemR5 Improved knowledge of 12 staff members for creating highly engaging courses by participation to C1;R6 Increased the effectiveness and quality of their learning practices by using new tools instruments for creating engaging & active learningR7 Extended portfolio and consolidation of partners’ capabilities with attractive courses for adults, to reduce the digital divide produced by COVID-19.OUTCOMESR9 Increased digital skills and competences of 40 educators to make efficient use of learning platforms needed for digital transition; experience in creating digital teaching contents.R10 Improved quality and effectiveness of online learning practices of adult education organizations, able to increase adults 55+ engagement and motivation in digital skills improvement.R11 Developed sense of belonging to society. Promoting gender equality, social and digital inclusion and non-discrimination while selection the TG, will raise the awareness of social inclusion of more than 150 people reading the recruitment announces for pilot courses.R12 Community network. The project will create a self-sustainable eco-system where there is much learning and experience to gain for all participants, including 40 educators.R13 Consolidation of transnational partnership by identifying the strengths of each partner, complementary capabilities and opportunities for further partnership collaboration.R14 Improved level of partners’ know-how. The project assists partners in attaining knowhow beyond the current levels through sharing and collaboration during project implementation.R15 Increased professional network and visibility of partners. One of the project strengths is that it aims at placing together adult education organization, research training centre and NGOs providing digital solutions for education. The numbers and diversity of stakeholder categories, along with the wide dissemination using direct and online interaction increases the visibility of partners, project and Erasmus+.R16 European dimension and internationalisation. Project deliverables are online with application across borders, closely linked to the European dimension and internationalisation.R17 3 newsletters related to project main activities distributed to 20 adult education organizations; 4 press releases; 8 external events, 4 knowledge transfer initiatives to stakeholders and associated partners.

<< Background >>EArTH stands for Embrace Uncertainty while fighting for sustainable development. The project born from the necessity to support schools in Europe to face the Green Transition while promoting a STEM subject and active pedagogies. In particular, the project partners have identified the following needs: 1.GREEN TRANSITION. Environmental change is an increasingly important driver of labour demand and skills supply across all sectors. Therefore, the positive impacts of the transition to a greener economy can be maximised by simultaneously developing the skills, knowledge and competences required by resource-efficient processes and technologies; and integrating these into businesses and communities (CEDEFOP, Skills for the green economy).According to the COMMUNICATION FROM THE COMMISSION TO THE EUROPEAN PARLIAMENT, THE COUNCIL, THE EUROPEAN ECONOMIC AND SOCIAL COMMITTEE AND THE COMMITTEE OF THE REGIONS (2020), There is only one planet Earth, yet by 2050, the world will be consuming as if there were three. Global consumption of materials such as biomass, fossil fuels, metals and minerals is expected to double in the next forty years , while annual waste generation is projected to increase by 70% by 2050 . As half of total greenhouse gas emissions and more than 90% of biodiversity loss and water stress come from resource extraction and processing, the European Green Deal launched a concerted strategy for a climate-neutral, resource-efficient and competitive economy. Scaling up the circular economy from front-runners to the mainstream economic players will make a decisive contribution to achieving climate neutrality by 2050 and decoupling economic growth from resource use, while ensuring the longterm competitiveness of the EU and leaving no one behind. To fulfil this ambition, the EU needs to accelerate the transition towards a regenerative growth model that gives back to the planet more than it takes, advance towards keeping its resource consumption within planetary boundaries, and therefore strive to reduce its consumption footprint and double its circular material use rate in the coming decade. 2. KEY COMPETENCES The project partners aim at reinforcing the Key competences as there is THERE IS THE NEED TO SUPPORT AND REINFORCE the development of key competences and basic skills for all, from school education. As reported by EC (Key competences and basic skills), “Everyone has the right to quality and inclusive education, training and lifelong learning that develops key competences and basic skills. Key competences and basic skills are needed by all for personal fulfilment and development, employability, social inclusion and active citizenship. Yet, the 2018 Programme for International Student Assessment (PISA) results show that more than one in five pupils in the EU has insufficient proficiency in reading, mathematics or science. In 2018, the underachievement rate stood at 21.7% in reading, 22.4% in mathematics and 21.6% in science. Over the 2009-2018 period, performance in science and reading deteriorated at the EU level, while remaining stable in mathematics”.Furthermore, as reported by CoDeS, “Many scholars agree that it is essential in our rapidly changing world for young people to develop ‘uncertainty competences’ comprising specific sets of skills, knowledge, attitudes and capabilities needed to deal with uncertainty, ambiguity and complexity in diverse contexts” especially after the COVID-19 pandemic. “Learning to handle knowledge uncertainty requires learning environments tolerating, even inviting, uncertainty into the learning process. Education for Sustainability (EfS) features subject areas such as ‘climate change’ hallmarked by complexity and uncertainty. Such topics can be difficult to deal with in the subject delineated world of formal education” (A Pedagogy for Uncertain Times, RESEARCH AND INNOVATION IN EDUCATION FOR SUSTAINABLE DEVELOPMENT).<< Objectives >>EArTH project is a cooperation partnership that gather together 6 partners from 6 European Countries. The EArTH partnership aims at: 1.Provide an innovative methodology and “ready to use” learning material to support secondary schools in Europe to face the challenges set by Climate Change and Education to Sustainability with new and innovative resources. 2.Make the best use of active pedagogies such as inquiry-based learning and project-based learning to promote science and circular economy while working on individual school subject (ex. Chemistry, Biology, Ecology, Economy, and ICT) and interconnected ways of learning. The interconnection will allow to combine individual subjects to move beyond content knowledge and use instructional approaches to teach collaboration, problem solving and cope with uncertainty competences while engaging students in circular economy challenges and real life. 3.Integrate in school curriculum challenges related to circular economy to make engage the students and to make them understand the importance that STEM subjects play in saving the planet. EArTH partners aims at follow the Council Recommendation on Key Competences for Lifelong Learning (European Council) as their focus is to promote the development of key competences and skills by:•providing high-quality education, training and lifelong learning for all•supporting educational staff in implementing competence-based teaching and learning approaches•promoting a variety of learning approaches and contexts from the perspective of lifelong learning•exploring approaches to assessment and the validation of key competences<< Implementation >>EArTH project has been designed according to the ADDIE Instructional Design (ID) methods. ADDIE stands for “Analyze, Design, Develop, Implement and Evaluate”. The overall project methodology is indeed structured according to this sequence as this approach is very useful as it clearly facilitates the implementation of effective educational programs. ANALYSE. During the project application (2021), partners have already started to analyze the overall school approach to circular economy and interdisciplinarity to education to sustainability to investigate about the necessities to apply for funding. DESIGN. The phase of design will set the instructional design of the EArTH program by defining and programming the teaching and learning environment, from the design of the curriculum to the one of the online learning environments. DEVELOP. This phase instead is programmed between M8 and M16 and it will be represented by the development of the learning material, online learning environment and upload of the learning program for distant learning. IMPLEMENT. The implementation phase includes both the pilot testing at local level at Project Result 1 - Activity 4 and the Project Result 2 - Activity 3 - Capacity Building and Project Result 2 - Activity 4- International contests where instead the program will be tested internationally and simultaneously among different class in Europe. EVALUATE. At the end of both implementation phase, both at local and EU level, the project partners will evaluate the project results and, if necessary, will implement the necessary changes. Indeed, after the pilot testing an evaluation will be asked to the participants of the program that they will provide their feedback in terms of completeness, clearness and usefulness of the learning material.<< Results >>EArTH is a Cooperation partnership program that is planned to last over 24 months, starting from the 1st December 2021. The project will develop TANGIBLE AND INTANGIBLE results. TANGIBLE RESULTS are represented by the EArTH learning environment which comprises a set of challenge and problem-based learning challenges adapted to distant learning for Secondary Schools in Europe. The challenges will be developed by teachers in different field (ex. Mathematics, Chemistry, Biology, Economy) and NGOs dealing with circular economy and entrepreneurial learning. The learning material will be necessary not only to support schools to implement innovative learning solutions but also to increase their internationalization capacity as the EArTH project aims to design and implement the first EU EArTH Circular Economy Learning Challenge for schools. The contest aims to be a point of reference in Europe for all those schools that wants to integrate into their daily curriculum circular economy and active pedagogies. INTANGIBLE: The intangible project results that are expected during the project development are: -Increase awareness for students about the challenges related to circular economy and how they can experiment their idea to provide sustainable solutions to promote CO2 savings, circular design of products and biodiversity -Increase awareness for students on how they can use school subject to actually work for sustainability and though data driven research (P1) also understand how they behaviours as citizens and consumers can actually change their environmental footprint -Increased educational offer for the schools involved into the program -Increased capacity for professors to develop inter-connected initiative and make the best use of OER – Open Educational Resources for promoting education for sustainability and STEM

<< Background >>European Union (EU) has announced and placed themselves in a frontline to implement Sustainable Development Goals (SDGs). It has an ambitious policy programme to deliver on sustainability in the EU and beyond. SDGs are an intrinsic part of the political guidelines and lie at the heart of policymaking across all sectors.Unfortunately, COVID- 19 pandemic has negatively affected SDG implementation progress. The latest UN report “The Sustainable Development Goals Report 2020” points out that even before the COVID-19 outbreak, progress had been uneven but the pandemic abruptly disrupted implementation towards many of the SDGs and, in some cases, turned back decades of progress.In order to support the SDG implementation, placing it back on a track, different stakeholders and social groups have to work together. It is crucial to mainstream education for the SDGs by engaging schools (teachers, pupils), future teachers, parents and society. It's particularly essential to involve teachers and schools based the last report on “Progress on Education for Sustainable Development and Global Citizenship Education” (UNESCO) which reveals that “by and large, countries point to a less than sufficient level of support for teacher training on the Guiding Principles in the context of both pre-service and in-service programmes” (https://unesdoc.unesco.org/ark:/48223/pf0000266176). In Europe only 15% of all countries report that the guiding principles are “fully reflected” in pre-service teacher training and 69% of countries report that the guiding principles are “somewhat” reflected in preservice teacher training. Even less number of in-service teachers receive training regarding 2030 agenda. Another significant obstacle to successfully implementing SDGs in schools is lack of resources and educational / pedagogical initiatives. The report also points out that there are more sustainable programmes outside formal education, meanwhile in formal education there is a clear lack of innovative and inspirational education resources who can support successful implementation of the 2030 agenda. The project team considers that it's essential to make the SDGs easy to understand, engaging, relevant for personal and common well-being and action-focused so that society is aware of how they can contribute.<< Objectives >>Therefore, we want to create a project that AIMS following:Mainstreaming education for the SDGs by empowering schools to use AR techniques in their educational practices thus developing, creating and implementing innovative SDG classrooms. OBJECTIVES:● to create a strong partnership that is based on learning from each other, that strengthens the capacity of involved partner organisations and their local, national and international networks;● to create opportunities for involved partner organizations and professionals to develop themselves as supporters and creators of the innovative learning processes for young people by using AR techniques;● To develop 2 project results that support mainstreaming of education for SDGs in an interactive and engaging manner involving digital tools that are open and accessible for schools, teachers and other stakeholders;● To design and facilitate 1 Learning Mobility to equip and empower involved professionals with self-confidence and needed competencies to innovate their practices.<< Implementation >>For involved TGs and associated partners: interest, enthusiasm and willingness to come out from the comfort zone and innovate their teaching and educational practises. ● 3 Transnational meetings (TNM) for 12 project coordinators/staff involved in R development from 5 countries: Kick- off meeting at the beginning of the project, Mid-term meeting and Evaluation meeting at the end of the project.● Regular virtual team meetings to ensure the proper project implementation and Rs development. ● 1 transnational Learning Mobility (C1) for 24 participants (teachers and educators) in Spain.● 5 local / national Multiplier Events in the 5 partner countries, gathering a total of 240 participants. DEVELOPED 2 PROJECT RESULTS:● AR game that enhances the learning of 2030 Agenda in schools in order to create innovative, interactive and playful SDG classrooms. Game will be created in English and translated to languages of involved partner countries: Spanish, Latvian, Italian, Greek, Dutch. ● Methodological guidelines that support the implementation of modern, interactive and effective SDG classrooms by using AR technologies. Guidelines will be created in English and translated to languages of involved partner countries: Spanish, Latvian, Italian, Greek, Dutch.<< Results >>On projects completion following results are expected:● Teachers and educators from 6 partner organizations coming from 5 countries are equipped with self-confidence and gained needed competencies and skills to innovate their teaching practices working on SDGs by using ICT (AR) technologies.● Teachers and educators have developed competences to use digital tools in their daily work with young people. ●Teachers and educators have used opportunities provided by the project for their professional development, gained experience to work in local and international teams as well as to learn together, exchange ideas, experiences and tools with teachers / educators from other countries. ● Innovative and appealing SDG classrooms are created in schools in 5 project countries. Teachers and educators are equipped with innovative and appropriate tools to work on the 2030 Agenda in their schools and communities.● Students (age 14-18) are aware of the 2030 Agenda and its global and local context, they are motivated and interested to work on various SDG topics using developed AR game. Students have gained knowledge, skills and needed attitude to act locally in order to boost sustainable development for their community and globally.● Developed Rs are tested in schools, university and non-formal education fields (youth associations, youth centers). This will provide more insights on how developed Rs work with different target groups and in different fields. ● Participating organisations and schools have strengthened their capacities, have equipped and empowered staff, and a trustworthy transnational team for new corporations.● Local communities in 5 project countries are more aware of the 2030 Agenda and their role to create a hopeful future. They support the work of teachers, schools and the other way around.● European school education and youth fields are aware of the project and its results. Its positive impact has motivated other teachers, schools and youth associated to use developed Rs and other project results.