"In Palestine, the undergraduate students encounter several problems to initiate their own businesses even they have several skills in IT tools. This returns to the traditional methods adopted in teaching IT courses that don’t contain innovative orientation methods. The current teaching methodologies concentrate more on how to use the tool but for which purposes it could be used for. These traditional teaching ways used in universities create a systematic traditional way of thinking which consequently makes graduates only seeking for jobs and ignoring creating their own jobs.Thus, there are needs to develop academic IT programs that respond to the needs of the lifelong profession, and to establishing academic-official-professional partnership to develop a vision for career-oriented education.This project aims to develop the curricula of IT programs in the Palestinian universities. This development will enhance the teaching methodologies among teaching of IT courses that will consequently influence the students' ability to use the IT tools. The project will contribute in developing of networked and specialized centers of competences for technology enhanced learning that help IT and non-IT graduates to improve them in innovative and creative thinking. Furthermore, the project will not only results a teaching material, but it will help in creation of a IT specialized portal that exchange the experience, teaching methods, and success stories among the students and the teaching in IT departments.The project belongs to ""Developing the Higher Education sector within society"" which include the following National Priorities as defined by the Palestinian Minister of Education and Higher Education in PS: • Development of partnerships with enterprises.• Knowledge triangle: education-innovation-research.• Development of lifelong learning in society at large.The project set these priorities as a domain to enhance the graduates' thinking to be more reliable and productive."

<< Background >>This project aims to promote innovative ways of teaching STEM outdoors in particular to girls and underprivileged children aged 8-16. The rationale is that the target group is underrepresented in STEM occupations and with the project we aim to motivate them to consider STEM-oriented careers. Recent studies have shown that children are better susceptible to STEM subjects, therefore we want to enhance their curiosity with the possibilities that STEM offers. At the same time, we aim at bridging the gap between digital technologies with real nature by designing and implementing combined STEM activities: online and outdoors. As a result, students will not only have knowledge but will also get equipped with skills for solving real complex problems required in today’s world. Another known problem that children face is the application of theoretical knowledge in nature. To overcome such problems, the project aims at defining difficult theoretical tasks and offer various implementations of the theory in the natural world. Through using a guided mobile application, using gamification elements for motivation, students will be able to easily understand the connection between theory and practice.<< Objectives >>The project has four objectives. 1. Creation of outdoor possibilities, for example, trails, for schools and their pupils to engage in collaborative activities for practicing STEM knowledge by using digital tools but outside of traditional school settings.2. Bridging the gap between theory and practice by introducing educational experiences and interdisciplinary approaches to solving real-life challenges. Tasking pupils with real-life challenges will help them understand the relevance of STEM knowledge in daily activities.3. Flexible and inclusive e-toolkit. E-toolkit will offer teachers and students a description of various possibilities for practicing STEM in nature. It will consist of e-materials and a freely accessible mobile app that will help in discovering activities and outdoor STEM trails for different pupils’ ages and interests. 4. Increase the motivation of girls and underprivileged children to engage in STEM activities.<< Implementation >>Each primary school will develop two trails, or six altogether including the STEM activities on each of the trails. All partners will develop a GREEN&STEM e-toolkit (e-learning space) with a description of all activities and trails for all ages. The e-toolkit is an easy-to-use and ready digital collection for outdoor science and STEM activities, with a specific focus on girls and underserved communities. The GREEN&STEM e-toolkit will be a basis for developing a mobile app by FIS. Development of an outdoor STEM educator guide (e-learning space) to engage students with STEM activities. We will create a project webpage (by FIS), a Facebook page, and a YouTube Channel (by SIM) and organize multiplier events for the promotion of the project results.<< Results >>Established six trails with STEM activities. Preparation of an e-toolkit GREEN&STEM and a mobile application GREEN&STEM. Project promotion and increased motivation in girls and underprivileged children for considering STEM careers by organizing three learning, teaching, and training activities in the partner schools in Slovenia, Spain, and North Macedonia. Organization of three multiplier events for the promotion of the project activities, one in each country. Established project webpage, a YouTube channel, and a Facebook page.

The need to implement complex physics systems is critical across various scientific and engineering domains. However, traditional numerical models for simulating these systems are computationally expensive, requiring significant time, resources, and cost. Recent advancements in AI present a promising alternative, with AI models demonstrating the ability to capture the dynamics of complex physical systems. Despite these successes, AI models suffer from key limitations, including challenges with generalization, vulnerability to bias, ethical concerns, and accuracy, particularly when applied to unseen tasks or variable-range predictions. These limitations are collectively viewed as issues of robustness. The TURING project aims to address these shortcomings by developing robust AI-driven solutions. It integrates multidisciplinary advancements from Machine Learning, Computer Engineering, Physics, and SSH to pre-train generative, multimodal foundation models capable of capturing the physics of dynamic systems that share common properties. Starting with a cautious approach, the models will incorporate representations of increasingly complex physical systems as robustness is ensured. Once pre-trained, these foundation models will be fine-tuned for specific tasks, enhancing their domain-specific robustness. The tasks will target critical engineering and physics problems in nuclear energy, particle physics, and meteorology, which are of high priority for the EU. The task-specific and foundation models, collectively termed "TURING models", will be developed in collaboration with partners from India, Canada, and Switzerland. To maximize the impact of TURING models, the project will ensure compliance of its activities with regulations such as the EU AI Act and then publicly release those models, along with the TURING Framework (MLOps SW tools and web-based app with conversational capabilities), enabling developers and end users to leverage this technology for their applications.

"The socio-economic aspect of data and data related industries are crucial for the further development of the European Union and its competitiveness capacities in the global economy. Every day 2.5 quintillion bytes of data are created by different sources while 6.16 million people in Europe worked in data-related jobs in 2016, with a perspective to see the number of workers increasing up to 10.43 million by 2020. On the other side, the overall value of the EU data economy reached almost 300 billion EUR in 2016 and according to the ""high grow"" scenario the value will reach 739 billion by 2020, with an overall impact of 4% in the EU GDP.However, there is an existing gap between total demand and supply of data workers of 420.000 in EU in 2016, with a forecast to face a data skills gap corresponding to 769.000 unfilled positions by 2020. In order to mitigate potential unbalances and to sustain changes in policy making, regulatory framework and educational approach requested by this rapid deployment of new data technologies, EU has shaped its recommendations which underline the importance of reskilling work force developing digital skills for industry and launched its Agendas to boost human capital, employability and competitiveness by modernising education and training curricula/study programs.Facing stated challenges, universities and other HEIs are often lagging behind in their role of developing and offering educational programmes and materials, providing students with skills which market demands, thus indirectly creating a consistent gap between demand and supply of qualified workers. This is even more evident in non-technical sectors where domain-specific data skills are in high demand. The main objective of the ADSEE project is to deliver useful educational and training programme in data science (DS) through: development of educational modules, adaption of contents and methods according to envisaged needs of the target groups, creation of interactive didactic tools and production of guidelines and recommendations on innovative education approaches in DS. Special attention will be paid to data science in non-technical universities and its application in non-technical business, were previous knowledge in this area is not mandatory. The innovativeness of the project lies in the modular approach allowing tailor-made courses development, according to the participants' specific prior knowledge and competences (or in absence of that knowledge/competences) and in a fully functioning online piloting repository which will contribute to the development of participants' new skills and experiences by delivering material in full-scale training case (""from business problem to business usage"") and to fill the gap between increasing demand and limited supply of business sector for practical training methods and approaches. Thanks to a modular approach used to develop educational and training material, all modules will be transferable and applicable in any study program since they will be structured in flexible end-to-end business case avoiding a pure data scientific approach. The partnership comprises 5 partners : Algebra University College Croatia; University of Amsterdam, The Netherlands; German National Library and Leibniz Information Centre for Science and Technology, Germany; Faculty of Information Studies, Slovenia; Arctur ltd, Slovenia.Whereas the project will contribute to the popularisation of Data Science among wider public, the main target groups are higher education institutions and HEIs employees, students, business/industry sector, institutions (ministries of labour, national employment agencies, employers' associations), Digital Innovation Hubs (DIH). ADSEE project addresses individuals with in-depth knowledge about data science, those who are attending technical universities or are working in DS related sectors and individuals who know DS exists, are aware of its potential but still without an expertise to make decisions based on data science. In order to achieve the main objective, project partners have set up a set of activities that will result with five main intellectual outputs. - Report including a repository of existing DS training courses/study programmes and market needs in respect to relevant occupations, with a special attention to the non-technical sectors;- Interactive online repository as a focus point of the full learning materials, a tool for piloting and simulating use-cases in DS;- Transferable educational/training materials/modules covering wide range of different industries and cross-domain topics - At least four piloted and simulated use-cases - Guidelines for DS studies and for a non DS studies (studies that have implemented DS as horizontal element in curricula and studies that haven't implemented DS in curricula at all) including tailoring recommendations in relation to institutions specificities."