At the time when European societies are facing dramatic changes and dealing with complex inter-linked global problems, leading to an unpredictable future with conflicting visions of better society greater attention must be given to the insights Social Sciences and Humanities (SSH) could offer, to promote social innovative solutions addressing societal challenges.Insights coming from SSH disciplines/professionals are critical for better and informed practice, especially when talking about sustainable innovations/transformations, or when trying to understand social disruption processes on broader socio-economic environment. The effects of social disruption, brought by the technological innovation, has dramatically affected economy, culture of institutions and changed people’s lives. Being on the verge of 4th industrial revolution, bringing more disruption in our economy, institutions and lives, there is an urgent need for greater attention to be given to SSH-based research which will encourage moving towards sustainable innovations and brighter future.The SHOUT consortium aims to strengthen SSH students and professionals innovation capacity and transformational role of HEIs, SMEs and NGOs when dealing with complex problems presented in Sustainable Development Goals (SDGs) and developing innovative sustainable solutions. To reach this objective, SHOUT alliance will deliver the following results: • three innovative educational programmes (educational materials and webinars) for SSH academics, research support staff, SSH students and SSH professionals.• a replicable research mission-based traineeship scheme and problem-focused learning approach.• a self-sustaining SSH research and innovation HUB for students and professionals.• improve visibility of SSH research and strengthen its impact on broader socio-economic environment.• strengthen collaboration among different sectors, improve networking channels bridging the gap between research and practice.

Chemoinformatics is a major discipline in theoretical chemistry, using artificial intelligence and data sciences to tackle the current social and innovation challenges. Chemoinformatics concerns the development, creation, organization, storage, dissemination, analysis, visualization and use of chemical information. As a Chemistry discipline, it is rooted into experimental skills, on which are based the essential expertise for data acquisition, processing and modelling, to solve chemical problems and innovate in chemistry with the help of chemoinformatics techniques.The ChEMoinformaticsplus project describes an EMJM about Chemoinformatics, proposed by a consortium of eight academic sites: the University of Strasbourg (France), the University of Paris (France), the University NOVA of Lisbon (Portugal), the University of Milan (Italy), the University of Ljubljana (Slovenia), the University of Bar Ilan (Israel) and the Taras Shevchenko National University of Kiyv (Ukraine). The project federates an existing network of double diplomas in Chemoinformatics into a joint master program. Through this proposal, the consortium aims at increasing the number of students in this international program while improving scientific excellence and employability of the graduates. The consortium expects also, from the support of the European Commission, a gain of recognition and visibility for the scientific community in Chemoinformatics. Finally, this will give us the opportunity to restructure the network, enhance specialization of the different partners and increase our capacity to answer to future innovation challenges.

<< Objectives >>This project result will undoubtedly lead to a better understanding of how to teach and to learn the different topics related to IoT. In addition, it will be possible to take advantage of the experience of various partners to improve the development strategy of new materials on IoT-related topics. Moreover, indirectly, these results will certainly provide an interesting opportunity to attract students or other stakeholders to discover and learn these emergent topics<< Implementation >>All activities in the project will be focused to achieve the final goal, so all planed packages will be finished. We will make guidelines for IoT Fablab development, then we will develop learning materials, make CPD courses for teachers, and at the end we will create a final toolkit.<< Results >>Besides the conveying of knowledge to partner teachers, FabLab operators and students, will get an open access EduFabLab toolkit which will include validated learning materials, pedagogical guidelines and tools aimed mainly for European schools, but also for other stakeholders (Schools, FabLabs, etc.) to use the results for further training purposes.

The MAIN GOAL OF THE PROJECT is to improve the quality of e-learning by designing and implementing the DigiMates innovative method for online game-based learning, which will not only increase the engagement of millennial students in e-learning process but also foster the acquisition of additional skillsets and enable virtual mobility. Due to the progressive digitalization, changing needs of the newest generation of students (i.e. Digital natives) and challenges, posted by COVID-19 pandemic, it is necessary to provide high-quality e-learning and virtual mobility. Innovative teaching method are needed to promote student engagement in e-learning and to enable internationalization at home. The main goal of the project corresponds to the SPECIFIC GOALS: 1. Increasing the quality of e-learning by providing a comprehensive, internationally applicable step-by-step guidelines for development and maintainability of the quality assurance system in e-learning. 2. Increasing the HEIs’s potential to implement innovative teaching methods by employing a comprehensive approach to develop and implement the DigiMates method for online game-based learning 3. Increasing the academic staff’s digital competences by providing an advanced online teaching program to improve the digital readiness of teachers for game-based e-learning. INNOVATIVE and UNIQUE aspects of the DigiMates project are the following: Unlike other related projects that are limited to a specific topics, have broad outcomes, and use very theoretical approaches, THE DIGIMATES METHOD will be designed in user-friendly way, easily modified to different learning objectives and implemented in a cost-effective way. Consequently, the method WILL BE USEFUL IN ANY RELATED DISCIPLINE AND ACADEMIC CONTEXT. The project will use a COMPREHENSIVE APPROACH to the development of the DigiMates method. While majority of previous projects have focused only on the development of the game-based method, the DigiMates method for online game-based learning will be evaluated also from the quality assurance and security perspective. Moreover, we plan to develop and implement the online teachers training program, where teachers will gain specific digital competences to successfully use the method. We will also provide the technical guidelines and tutorials for the implementation of the method for academic staff. The DigiMates enables GAME-BASED INTERNATIONALIZATION AT HOME (i.e. virtual mobility), thereby the method uses an innovative approach to motivate the students to engage in and experience international collaboration (i.e. virtual mobility). Project is unique also because it addresses the needs of higher education institutions, posted by the COVID-19 PANDEMIC. However, the results of the DigiMates project will be HIGHLY RELEVANT ALSO IN THE FUTURE (i.e. after the pandemic). In order to achieve the project goals, we CAREFULLY SELECTED DIGIMATES PARTNERS upon previous collaboration as well as work done on the topic of e-teaching and e-learning. The project consortium consists of 5 partners related to the education from 5 European countries: Slovenia, Germany, Spain, Poland and Turkey. The MAIN ACTIVITIES of the project comprise: 1. Preparing a comprehensive, internationally applicable step-by-step guidelines for development and maintainability of the quality assurance system in e-learning2. Designing, testing and deploying of the DigiMates method for online game-based learning3. Designing and providing online training for teachers to improve their digital readiness for e-learning and ability to use gamification as a teaching resources in courses under e-learning model 4. Preparing security protocol and code of conduct for international academic and professional staff regarding virtual mobility 5. Preparing technical manuals, video and audio tutorials on how to use the DigiMate method INTELLECTUAL OUTPUTS of the project are the following: 1. A step-by-step guidebook on how to establish and implement a quality assurance system for e-learning2. An innovative online game-based teaching method that enhances student engagement and virtual mobility3. Online teacher training program, which will improve the competencies that teachers need for their work in today's rapidly evolving learning environment.4. Established protocol for DigiMates virtual mobility and incorporating the method into subject-specific courses5. DigiMates toolkit, i.e. established technical protocol with guidelines and tutorials for implementation of the DigiMates method for academic staff.THE LONG TERM RESULT: Ensured contribution to the quality of online education and attractiveness of higher education programs in traditional and online environments across the EU, by addressing the needs of target groups (i.e. partner institutions, teachers, staff, students) and encouraging game-based learning and virtual mobility.

Europe's Food and Drink Industry represents 4.57 million people employed throughout the EU, a turnover of €1.1 trillion and €230 billion in value added, which make it the largest manufacturing industry in the EU. There is a strong innovation dynamic in this sector to answer consumer’s expectations, which has been leading to the development of R&D departments and to the increase in agri-food start-ups European-wide. Although students demonstrate will for the development of innovative food products, as comproved by the national and European ECOTROPHELIA competitions, it seems that it is not enough for them to launch their products on the market. European students in food-related courses, i.e. the future professionals of the sector, show skills gaps when it comes to areas such as project management, entrepreneurial mind-set, communication, marketing, finances and business plan, because the HEIs’ curriculum is, in most cases, focused on food sciences and process. These skills gaps limit their potential to create their own company and even to better succeed in the professional world.In this context, FEEDtheMIND project intends to demonstrate that the European food education requires a systemic, interdisciplinary approach based on a food innovation education of excellence and a project-based approach. Thus, the objectives of this project are to adapt, test and implement a digital pedagogical platform focusing on the development of an innovative food product; facilitate the exchange of pedagogical methods between the different European HEIs partner organisations; contribute to the rethink of the curriculum design by enabling HEIs to provide online courses. Ultimately, this project aims to foster entrepreneurship among students attending food-related degrees.The FEEDtheMIND project is supported by a set of seven complementary partners, who bring to the project their skills, expertise, and fields of application necessary to meet the project's ambitions, namely: six HEIs of excellence, among the ten leader HEIs in their domain European-wide, and one federative structure, the EEIG ECOTROPHELIA EUROPE that brings together 8 national food federations i.e. 70% of the European agribusiness, and the CCI Vaucluse the founder of the ECOTROPHELIA food Innovation Laboratory.FEEDtheMIND targets three groups of participants: 1) higher education students that will directly benefit from the digital pedagogical platform developed to tackle their skills gap and to promote their creativity and entrepreneurship; 2) higher education professors/researchers/pedagogical staff that will benefit from the exchange of good practices and the innovative pedagogical methods; and 3) professionals from the food sector that will share their expectations regarding the industry’s future professionals.The major activity of this project will be the development of a digital pedagogical platform that will allow the students to acquire transversal skills and competences by following their individual path. During the last year of the project, the partner HEIs will encourage their students to be part of transnational teams, through a mobility activity and/or virtually, and develop innovative food products supported by the FEEDtheMIND multidisciplinary digital learning tool.This project will link education with research and innovation, by supporting students in the development of innovative food products both by monitoring in person (pedagogical staff) and by providing an online multi-disciplinary course that will address the topics (knowledge or skills) identified as underdeveloped in the participating countries.In the long term, this project will have an impact at three different levels: 1) at an individual level (the students), by proposing a pedagogical approach that delivers knowledge and transversal competences, promotes an entrepreneurial mind-set and creative thinking; 2) at an organisational level, by training professors/researchers and staff and consequently improving the quality of education, and by strengthening the cooperation and network between leader HEIs in five different countries; and 3) at a system level, by contributing to a more innovative food sector through the training of the future professionals of this sector and the connection between HEIs and the industry.