The Airframe ITD aims at re-thinking and developing the technologies as building blocks and the “solution space” on the level of the entire or holistic aircraft: pushing aerodynamics across new frontiers, combining and integrating new materials and structural techniques – and integrating innovative new controls and propulsion architectures with the airframe; and optimizing this against the challenges of weight, cost, life-cycle impact and durability.

"<< Background >>The COVID-19 pandemic has already devastating effects that are likely to have long-term social and economic consequences. It is considerably impacting the global economy, and its effects may already be noted in several quarterly macroeconomic indicators as suggested by several economic reports. Economic activity has been hit hard and experts argue that the real pandemic impacts will only be measured in a few years. Most governments around the world temporarily closed educational as a response. These nationwide closures were “impacting over 60% of the world’s student population. Several other countries have implemented localized closures impacting millions of additional learners” as observed by UNESCO. Mitigating the immediate impact of educational institutes closures as well as facilitating the continuity of education for all through remote learning is crucial.However, the pandemic has created new markets and needs and has highlighted the importance of some services and products, creating new business opportunities. The pandemic will provide significant changes in the entrepreneurial activity of all countries, while some of them are positive and others are negative, but several studies indicate that university entrepreneurship can become a pillar of recovery (WEF, 2020). Among the most promising aspects of entrepreneurship is digital entrepreneurship relying on the utilization of digital technologies which enable the creation of new business ventures and digital start-ups based on digitization of business models, offering of digital products or services, digital platforms, digital tools or infrastructure, digital artefacts and more. Most aspiring young entrepreneurs today are students and recent graduates. Looking forward to carve out their own path to success, they look for educational resources and support via coaching, mentoring and networking, usually offered by incubation programmes offered in HEIs, business schools, incubators and accelerators to support students’ and graduates’ employability. In the face of a global lockdown or prolonged shut downs and social distancing restrictions, the incubation resources are difficult to maintain, leading many programmes to end or rely on meeting tools and forums to communicate with their teams without any previous preparation, affecting: (a)education systems and institutions who should maintain educational continuity not only in teaching and research but also in supporting students and graduates employability, (b)the educators who should acquire technical competencies to adapt their training programmes, workshops and material to the new normal of a fully digital education, (c)the students and graduates who should have digital competencies, as well as be granted equitable access to an inclusive learning environment through a high-quality educational experience, making entrepreneurship a key competence for lifelong learning and be able to use it in order to be successful in a new and largely unknown job market (as described by EntreComp Framework) Entrepreneurship education is not novel, but its online form has failed to gain widespread adoption since contemporary approaches to entrepreneurship education stress the need for deliberate practice, real-world immersion, and experiential approaches. To this end these skills must be provided through novel digital methods in order to ensure their efficiency. INFUSSE will analyze the landscape of Digital Entrepreneurship Education, Training and Incubation Programmes in order to develop a successful evidence-based 100% Virtual Learning programme on “Digital Entrepreneurship”, compiled by two core modules: a fully Digital Training and a “Virtual Incubation” Programme that will address digital transformation through development of digital readiness, resilience and capacity, promote inter-connected HE systems, stimulate innovative learning and teaching practices and support digital capabilities of the HE sector.<< Objectives >>For many students, the semester close to graduation is an exciting time filled with internships, job interviews, travel and seeking new entrepreneurial endeavors. But Covid-19 has been hit this young entrepreneurs-in-the-making the most. To build new competencies, they must rapidly learn new skills and mindsets in an era where resources are difficult to maintain. HEIs are called to adapt and evolve, utilizing digital technologies and tools to develop strategies and actions to respond to Covid-19 impact, offering equal opportunities among students without the much-needed digital skills. The emphasis on the development of digital and entrepreneurial competencies can play a major role in impacting student’s development and ensure ongoing support for purpose-driven entrepreneurs. Educators also need to adapt their training programmes and material to the new normal of fully digital education and acquire technical competencies to be able to manage a virtual classroom, but also develop entrepreneurial thinking qualifications that will keep the students engaged in their lesson and help them understand the knowledge that they would like to transfer to them. In the face of recovery, several opportunities arise and HEIs should prioritise the human factor when managing a crisis. INFUSSE will provide essential coaching and mentoring services to help aspiring digital young entrepreneurs navigate these uncertain times and make them feel part of their community. It will leverage new tools for online support services and business opportunities, making business models resilient; enhancing the capacities of both educators and students. INFUSSE’s main goal is to strongly support the digital entrepreneurship education uptake in HEIs, through an innovative learning methodology based on competency-based logic and emphasizing on authentic learning situations. INFUSSE consortium will deploy an innovative pedagogical methodology, designed to support both Educators and Learners to develop digital and entrepreneurial competencies in three competence areas, as suggested by DigComp 2.0 and EntreComp EU Frameworks: Ideas & Opportunities, Resources and Into Action. INFUSSE Virtual Incubation Program with its two pillars: the national and transnational one, enables participants to collaborate, grow their co-creation spirit in seeking new digital business ideas tackling joint challenges. The participants will live authentic learning experiences resulting from the COVID-19 reality during and after the pandemic, acquiring skills that allow them to adapt in virtual environments, as well as leveraging digital entrepreneurial skills to develop state-of-the-art digital solutions. This specific approach will promote the development of transversal skills, risk-taking culture, creativity, co-creation and open innovative thinking and provide a high added value to the initial training of learners as well as educators, beyond the specific technical and disciplinary knowledge and competencies. INFUSSE will support its target groups across EU, ensuring equitable access to an inclusive learning environment and a high-quality educational experience through its educational HUB. The HUB will allow end-users to customize our approach, pillars, modules and tools according to their specific needs and projects and considerably increase the likelihood of INFUSSE uptake to develop digital and entrepreneurial competences’ building, as well as sustainable partnerships at local, EU and international scale.INFUSSE will deploy a learning methodology to stimulate virtual cooperation and transnational teams’ formulation towards co-creation and co-development of digital solutions and projects to solve a joint challenge: mitigating the impact of the Covid-19 crisis by leveraging digital entrepreneurial skills. Moreover, stimulation of partners’ extensive networks and expertise will maximize the opportunities for its consideration and consolidation in European policies and initiatives.<< Implementation >>INFUSSE project aims at tackling these post pandemic effects by combining two significant pillars that will strengthen the HEIs Entrepreneurial activity and strengthen the labor market with reskilled and upskilled graduate students. This will strengthen the obstacles and deficiencies in skills and qualifications that many students, graduates and educators may not yet possess, as well as cover the need for the creation of a new balance in the field of Higher Education, adjusted in the demands of the post Covid-19 era. To achieve this a work programme has been defined, dividing all tasks to be carried out into 4 work packages to reach the results of the project. INFUSSE will produce 9 PRs in which all partners participate. Leadership of the tasks and responsibilities assigned were based on the competencies and experience of the partners.Analysis of “Digital Entrepreneurial Education” initiatives & Good Practices and Development of INFUSSE pedagogical scenarios: This is the introduction to the implementation of the PRs. It is including the PR1 - “Digital Entrepreneurial Education” pedagogical scenarios extraction including specifications for training, methodology and learning tools and the following activities under it: PR1/A1 Identification & Collection of initiatives and Real Life Case Studies, PR1/A2 Qualitative analysis of Case Studies resulting in Best Practices, Key processes & KPIs extraction , PR1/A3 Mapping and development of a database of key stakeholders of interest and PR1/A4 ""Digital Entrepreneurial Education"" stakeholders needs analysis. These activities form the studying phase of the project, where different aspects, stakeholders, and best practices of “Digital Entrepreneurial Education” will be examined toa set the base to design the following activities.Digital Learning Programme, Modules & Tools Development: This consists of PR2. INFUSSE Educators’ Training Path (digital skills, tools and guidelines to “train-the-trainers”), PR3. INFUSSE Virtual Incubation Programme : “Run a Digital Entrepreneurship Solution against CoVid-19” challenge, PR4 - INFUSSE Open Educational Resources HUB and PR5-INFUSSE Assessment Framework. In the WP, the methodologies, modules, and tools for the training of the trainers, the virtual incubation programme for the learners, the e-learning HUB, and the Assessment Framework of these activities will be developed. The proper design of these activities will allow the partners to organize better the activities of the next work package and monitor their impact.Training/Piloting: This is the testing phase of the previous, where methodology and tools will be used and tested by the participants of PR6 - Pilot test of the INFUSSE Educators’ Training Path enhancing the digital pedagogical competences of educators, PR7- Pilot test of the INFUSSE Virtual Incubation Programme for Digital Entrepreneurship in national level and PR8-Pilot Test the Transnational pillar of the INFUSSE Virtual Incubation Programme. These activities will enhance the digital skills of educators and prepare them to coach the learners in the local and transnational “Run a Digital Entrepreneurship Solution against CoVid-19” challenge. Additionally, students and graduates will develop their digital and entrepreneurial competencies.Aftermath - Guidelines & Recommendations: This includes the PR9-Development of local and pan-European conditions to incorporate the INFUSSE Approach in the education systems, as well as in the recently launched Digital Edu Action Plan, and the multiplier event of the project, E.1 - INFUSSE Final Conference. These activities have a crucial role in the sustainability and the impact of the project as well as to the efforts for INFUSSE Approach uptake and fostering Digital Entrepreneurial Education in HEIs. The ultimate aim is to develop, pilot test and incorporate an innovative ecosystem empowering participants to develop digital and entrepreneurial competencies and initiate their own endeavor.<< Results >>Our project aims at bringing together HEIs and innovation support organizations to develop a common educational mission to learn from each other in real-time as they coordinate initiatives to support educators with digital, technical and educational competencies to deliver high-quality virtual training programmes on digital entrepreneurial education. Learners will find their pathway by developing new ideas, co-create, innovate openly and start their own ventures supported by digital entrepreneurial competences (including both digital and entrepreneurial competences) and implementing digital aspects of entrepreneurship in sectors that have been hit by the Covid-19 crisis. This will be triggered by inviting, training and coaching them to leverage digital entrepreneurial competences mitigating the impact of the crisis on some of the hardest-hit sectors and ensuring business continuity as well as strengthening the labor market with reskilled and upskilled graduate students. The ultimate aim is to develop, pilot test and incorporate an innovative ecosystem that facilitates more open, effective and efficient use of digital content, tools and services (specifically online//virtual educational programs and virtual collaboration tools) specially adapted for personalized, collaborative or experimental learning by students/graduates, empowering them to develop digital and entrepreneurial competencies and initiate their own endeavor. INFUSSE will accelerate sustainable and impact-driven solutions. New challenges require new solutions, and HEIs are already showing incredible resilience to the challenges raised by the pandemic. Some of the key factors that will support HEIs become more dynamic, resilient, and ultimately competitive by enhancing their Entrepreneurial activity and strengthening the labor market with reskilled and upskilled graduate students. INFUSSE project aims to strengthen the HEIs Entrepreneurial activity, nursing the labor market with reskilled and upskilled graduates by limiting the obstacles and deficiencies in skills and qualifications as a response to the Digital Transition and the Recovery and Resilience Facility (RRF) challenges”. This will cover the need for the creation of a new balance in the field of Higher Education, adjusted in the demands of the post Covid-19 era.Through this process INFUSSE is shaping the next generation of entrepreneurs by scaling the networks of social, financial and knowledge capital that provide the foundation for successful and sustainable start-ups and scalable businesses in the post-pandemic era.The INFUSSE project results that will be available upon its completion will be the following:- The validated INFUSSE innovative learning methodology based on a competency-based logic and authentic learning scenarios- The proven INFUSSE Educators’ Training Path, providing subject matter expertise in Digital Entrepreneurship and digital pedagogical competences enhancement aiming at enhancing them to be digitally-competent and confident to run the Training Programme on “Digital Entrepreneurship” and support the Virtual Incubation as coaches/mentors for the participants.- The proven INFUSSE Virtual Incubation Program, aiming to reinforce the digital entrepreneurship capacities of learners (students and graduates), as well as empowering them to cooperate virtually with national and transnational teams towards co-creation and open innovation. -The tested INFUSSE high-quality digital learning material, available to any interested party via the INFUSSE Open Educational Resources Hub in English, Greek, Romanian and Polish-The INFUSSE guidelines, key assessment outputs and recommendations consolidating the experience gained throughout the project activities and providing a solid delivery mechanism for future exploitation to all target users."

DivAirCity “recognizes, accepts and celebratesDivAirCity is an ambitious project that aims at shifting the urban paradigm by valuing human diversity (with a focus on gender and multiculturalism) as a resource to define new urban services and models towards cultural-driven green cities. The project focuses on the Urban nexus that combines people, places, peace, economic growth, climate robustness and its impact on Air quality and decarbonization. DivAirCity, through citizen science and creativity will co-design solutions and trace their impact in a transparent and safe way. The project involves 5 EU cities representing replicable case studies: Orvieto (IT), Castellon (SP), Potsdam (D), Aarhus (DK) and Bucharest (RO). DivAirCity aims at creating different solutions: 5 Permanent Living Labs (PLL), 1 Diversity and Inclusion green city index (DIGCI), 5 Smart Cities Climate contracts (SCCo), 1 Community of Practice (CoP), 5 air pollution mitigation services, and 1 EU protocol for decarbonization diagnosis. The PLLs will implement NBS by leveraging over 55 mio budget already allocated by the cities; the DIGCI aims at assessing diversity and decarbonisation strategies; the SCCos will be delivered by co-designing new business models supported by blockchain technologies; the CoP will include the full urban ecosystem; and the air pollution new services have the ambition to enter in the market. DivAirCity presents a project beyond EU borders with an ambitious international dissemination strategy beyond Europe by the involvement of Belmont Forum CRAs, key international networks and H2020 funded projects. The consortium represents a mix of stakeholders selected out of the usual only research-focused organizations, to provide a real route-to-market, with the ambition to bring the project outcomes on the market by the end of the project. DivAirCity visibility will be enhanced by the participation of the Belgian National TV (RTBF) and its associated European and Global channels.

According to the “State of Housing in the EU 2015” there are not enough affordable homes available in European countries to meet the increasing demand. Moreover according to Matthew Rognlie (MIT) studies housing is one of the main sources of inequality. Over 15% of Europeans lives in a housing overburden, having no chance to escape from the poverty trap. There is a burning need to create a new innovative approach that changes the way of financing lives of those who can not afford decent conditions. This approach is SOLACE. The aim of SOLACE is to bring first own house that allows Europeans in need to escape the poverty trap. It is a system of delivery of Basic and Sustainable Housing that generates income for owners and stimulates local economies in poor European regions. Energy needs are being met by renewable energy generated by solar panels while energy surpluses will be sold to the grid generating income for the owner. All building elements are transported in one container to final location makes it effortless and efficient from an energy standpoint. The prefabricated house can be assembled within 72 hours. It's European cheapest house of high quality priced 25.000 €, emission-less, carbon neutral, energy positive and self-sufficient while being 80% recyclable. With those features, we believe we can effectively change lives of poor Europeans freeing them from housing overburden in the regions where no commercial investors want to operate. Project leader is Piotr Pokorski who developed and built the first “modular house” in 2013. He also acquired a Polish right to the industrial design of modular house becoming a legal owner of the concept. SOLACE ambition is to put this concept into life by creating a technological company that focuses on creating and implementing innovative solutions into the housing sector, where they haven’t yet been accessible. We want to rethink house production and construction while enabling people to live in a sustainable and mindful way