The Europe Higher Education in the World sets out as one of key priority towards a comprehensive internationalization strategy the integration of digital learning practices into the teaching and learning processes, enabling to mainstream the global dimension of education into the design and content of all curricula . The Modernization Agenda for HE calls universities to fulfil their role in society as driver of economic development, creating stronger links to business communities, recalibrating education systems to enhance social cohesions, and entrepreneurial skills which generates value creation for economy, culture and society {COM (2011) 567 final}.Our project InoLearn4BEEs delivered a coherent response to the key priority set by EC in Modernisation Agenda for HE and exploited the transformational benefits of ITC-tools. It enriched teaching practices, improved learning experiences of all participants through a set of interconnected activities that supported personalised learning, equipping students with transferable skills, in the joint attempt to contribute to competitiveness and innovation potential of the market economy. The project overcame the shortage of sustainable collaborations between academia and business and brought forward an innovative solution bounded on Student-Centred Learning (SCL) practices, contributed to the improvement of digital and critical thinking skills of students in Business and Engineering & Entrepreneurship fields based on exploiting the potential of ITC learning environment, enriched with international cooperation between universities and industry.By unique combinations of complementary skills, six EU partners (4 HEIs, 1 HE Association, and 1 SME) brought in the centre of innovation numerous teachers and students in Business, Engineering and Entrepreneurship, and business stakeholders in the joint support of innovation at the level of all parties involved, based on achieved objectives:O1. Transformed the existing teacher-centred culture into SCL practices through the series of modernized disciplines (24 learning syllabus for SCL aimed at entrepreneurial skills development) within the areas of Business, Engineering & Entrepreneurship education. These were innovated and modernized through personalized e-learning practices and new pedagogical methods and tools, with incorporated multicultural views on international resources, innovative pedagogies, methods and teaching skills for SCL. O2. Capacitated entrepreneurship and digital skills of students through the series of 24 intercultural digital teaching modules and 72 learning objects covering all entrepreneurial phases embedded in Innovative SCL toolkit. Given the engagement of 93 transnational stakeholders, from a wide range of local industries, in articulating the thematic maps for cross-disciplinary study case development, the innovative knowledge resources were augmented with real-life challenges from business sectors. O3. Stimulated and enhanced digital skills and critical thinking of 417 bachelor students enrolled in Business, Engineering & Entrepreneurship (BEE) education through the exploitation of Innovative Student-Centred Learning practices in interdisciplinary and intercultural approach fuelled with ITC learning experiences. O4. Multiplied the benefits of Innovative Student-Centred Learning practices by the involvement of 260 transnational participants better connected to the international dimension of higher education and exposed to synergies among 24 modernized disciplines within BEE education areas, and 13 teachers/learners with acquired better use of digital learning and new pedagogies in teaching via SCL. Our project induced positive changes at all parties involved, as per components:- HE institutions with integrated digital learning practices into the teaching and learning processes, giving students more opportunities for interactive learning and entrepreneurial development through innovative SCL approaches, increasing the international dimension of education;- The enterprise with augmented business perspectives, increased intercultural and civic experiences, and improved capacity to generate further international cooperation and shared learning approaches;- The association of HEIs with advanced capacity to support excellence in education and foster societal development, spreading best practices and learning experience by the aid of new pedagogies in SCL approaches.Given the innovative learning environment, the project induced positive and sustainable effects ensured a critical mass of more responsive stakeholders for new educational models and international collaboration via digital learning and expanding use of SCL practices. The project offered a meaningful way for modernizing curricula and relevant disciplines/courses for BEE area, increasing international experiences and competences of the teaching staff, and development of joint courses and strategic partnerships.

There is a strongly need to deliver innovation and entrepreneurship competences to students by making the cooperation between universities and business normal features, since the Europe 2020 productivity, competitiveness, and innovations is enhanced by the entrepreneurial and civic skills of graduates {COM(2012) 669 Final}.Our project, Edu4society, succeeded to deliver innovation and entrepreneurship to different types of target groups, strengthening the responsibility of education to fulfill its role in society and creating ties to business and civil society, as recommended by the 2011 EU Modernisation agenda, through the following fulfilled objectives:1.Defined and transformed needs of professional business conduct and civic behavior of business and socio-economic sectors into the learning needs embedded in the innovative curriculum, based on the engagement of 284 stakeholders from education, business, research and civil society, encompassed by Intellectual Output O1, M1-M23, coordinated by P1.2.Capacitated and harnessed the potential of social responsibility and civic knowledge co-creation through the engagement of 108 learners (students, academics, teachers, experts and business practitioners) in the innovative educational solution based on multi-layer and multi-use educational modules, encompassed by Intellectual Output O2, M3-M23, coordinated by P3.3.Increased the value of cross-border knowledge exchange for developing social, civic, intercultural and responsible business conduct, based on involving 83 learners (students, academics, teachers, experts and trainers) in the Innovative e-Educational Solution, encompassed by Intellectual Output O3, M2-M23, coordinated by P4, and Intensive Study Programmes: 1st IP, June-17 coordinated by P1 and 2nd IP June-18 coordinated by P5.4.Promoted active citizenship, improved equity values and business social responsibility, and exchanged good practices across local and European levels, nourishing the cross-sectorial stakeholders with innovative knowledge from education-business cooperation to 169 participants, encompassed by Multiplier Events, E1 Oct-17 leaded by P2; E2 May-18 leaded by P5; E3 Sept-18 leaded by P6.Our project induced positive changes at the levels of participating organisations composed of a transnational mix of HEIs from Romania (P1-UPB), Slovenia (P5-UM) and Bulgaria (P6-URAK), 1 Romanian SME (P2-ETS) providing professional training for adults, 1 Romanian educational center for upper-secondary teachers professional development (P3-CCD), and 1 Romanian SME delivering management consultancy to the business sector (P4-AVT) as follows: •HEIs with improved curriculum in the area of social responsibility in doing business and with increased scope of their internationalization strategy within European higher education space. For HEIs involved it was a meaningful way for adjusting and improving the curriculum, for the development of strategic partnership and joint courses, increasing thus the internationalization scope of higher education space.•SMEs with improved perspectives for resolving critical issues for social innovation, augmented intercultural and civic experiences and improved capacity to generate further international cooperation, to build relationships, exchange perspectives and create shared learning approaches.•Educational center with improved cross border cooperation for developing social, civic, and responsible business conduct, having better prepared upper-secondary teachers to became ambassadors for social responsibility education and civic behaviour in teaching their classes, ensuring thus a critical mass of information for educating young people from upper secondary levels (high schools);Our project stimulated responsible business and civic values of students, company staff, academics and teachers, promoted the European culture and civic competences for students and learners, and strengthened the social responsible entrepreneurship. By bringing talented people into innovative learning environment, our project brought positive and sustainable effects, and ensured a critical mass of knowledgeable and more responsive stakeholders to the economic, environmental and social impacts of business and socio-economic sectors on citizens’ life.Through the fulfilled objectives, our project brings a positive contribution to changing the status – quo in the countries involved, satisfying the main needs of TGs described in the application stage, by enhancing social cohesions, promoting equity, active citizenship and intercultural competence within European borders, as recommended in the 2015 Joint Report for ET 2020, {COM (2015) 408 final}.

The SMART skills 4.0 project addresses the transversal skills shortage with respect to the capacity to think autonomously and creatively, to manage complex information, use resources, including digital ones, smartly, communicate effectively and innovatively, integrating digital progress into the new Business 4.0 models.The 2018 CEDEFOP Skills forecasts for tasks content of jobs up to 2030 shows the shift towards more autonomy, fewer routine tasks, less physical work, more social and intellectual tasks, and a large increase of ICT skills. Also, the 2019 CEDEFOP Skills analysis acknowledges the high-level skills mismatches, the most frequently occurring shortage being associated with high-skills level occupations for which a tertiary qualification is required.Given the challenges of workplace digitization, our project fits into the 1st priority of Renew EU Agenda for HE by tackling future skills mismatches and promoting excellence in skills development. It addresses the horizontal skills mismatches with particular regard to forward thinking skills (i.e. mix of digital, cognitive and social skills) of students, teachers and workforce in sustainability-relevant sectors posed by Business 4.0 which further enable their fully engagement in society as responsible and productive citizens working in a technology-rich environment. The project commits a series of activities which channel transformational change for a coordinated response of education to the complex social issues in a digitize world, strengthening cross–sectoral cooperation between education, training and practices. It addresses the need for shared values, personal fulfillment, sense of initiative and intercultural competences, civic and responsible behavior to drive sustainable Business 4.0 to contribute to well-being of local community.The SMART skills 4.0 project targets developing and transferring collaborative learning practices that shape complex skills for higher education students and practitioners involved in blended learning sessions to foster intelligence skills for sustainable Business 4.0 creation, and HE teaching staff trained to design and deliver future-oriented curricula for forward thinking skills needed to resolve complex social issues. It entails the involvement of a multicultural frame of transnational stakeholders in knowledge exchange for innovation in education and training for a better alignment to the skills for Business 4.0 by means of four project objectives:O1. Studying the emerging knowledge and related Forward Thinking skills required by industry 4.0, and designing future-oriented Curricula to drive innovation in business 4.0 by engaging transnational stakeholders from various sustainability-relevant sectors in survey research, and HE learners in intercultural knowledge exchanges and experience sharing.O2. Unlocking the transformative potential of education and training through developing modern learning, teaching and training resources in line with Business 4.0 trends, and exchanging of good practices, centred on the concept of forward thinking development, through the involvement of HE learners in intercultural knowledge exchanges.O3. Deploying the Educational Initiative by pilot testing the future-oriented Curricula to support the development of forward thinking skills required by business 4.0 through cross-border exchange, making the most use of ICT-based and collaborative learning practices, engaging learners in blended learning sessions and transnational teaching and training activities to foster innovation in business engineering education and training, and to enhance civic and responsible behavior.O4. Scaling-up the Educational Initiative in the area of business 4.0 by promoting synergies between education, training, and labor market, and engaging a multicultural frame of transnational stakeholders (students, teachers, practitioners, educators, managers, and entrepreneurs) in cooperation for stimulating forward thinking skills, civic and responsible behavior in line with new Business 4.0 trends. These give meaningful opportunities for collaborative learning which translates into impactful, measurable and scalable development results for students, teachers, and other practitioners which improve the capacity to take up a sustainable education culture and to make curricula more relevant to societal needs. The added value comes from cross-border cooperation opportunities which channels positive changes at the institutional level, adoption of new curricula approaches for better alignment to current technological advancement and Business 4.0 trends, strengthening cross-sectoral cooperation between education, training and practice for a coordinated response of education to the complex social issues in a digitized world.