Context of the project:This project seeks to prepare health and social care students for the rapidly changing landscape of health and social practice by creating innovative teaching tools and practices. Transversal skills (TS) are crucial to lifelong learning and essential to promote active and involved European citizenship in civic and social life. International and national agencies have stated the need to shift the focus towards teaching-learning strategies that work on transversal skills throughout the training journey. This is especially relevant in health and social care, where these skills are usually taken for granted. These competencies are also important in tackling gender inequities in health and social care, ensuring that the HE system does not prolong entrenched gender bias. The context of this project is the gap identified in the European Higher Education Area: the lack of implementation of teaching-learning strategies for TS for various reason: 1) absence of a framework that defines the gradation of skills development, 2) lack of systematization of teaching-learning strategies that facilitate the acquisition of TS, 3) lecturers’ perceptions of their lack of resources and teaching strategies for working on TS, and 4) lecturers’ difficulties in assessing the development of students’ TS.Objectives:The main objective is to design, pilot, implement and evaluate teaching-learning strategies and resources for undergraduate and postgraduate training. The resources will address learning outcomes related to critical and creative thinking, interpersonal/socio-emotional and citizen-oriented skills and learning to learn. The two specific objectives are: 1.To promote the development of TS in health and social care students, using innovative strategies such as virtual reality. 2.To enable lecturers to teach, guide and accompany students’ development of TS.Description of activities: The project will include the design (1st year), piloting and training (2nd year), and implementation and evaluation of educational resources (3rd year). The educational resources are the project’s intellectual outputs: 1. Pedagogical framework in which TS are defined and levels of skills development are established. 2. Methodological guide with the most appropriate and innovative teaching-learning strategies to support the development of TS, including an evaluative framework. 3. Toolkit with educational resources to work on TS. 4. Educational resources to improve TS using virtual reality tools.The project includes two intensive programmes for HE learners and two short-term joint staff training events. The activities aim to train students and lecturers and, at the same time, pilot the educative resources created. Multiplier events (one per participating country) will help to disseminate the results and project IOs to other HE institutions and are conceived as co-creation workshops which will gather feedback from relevant stakeholders. Participants and methodology: This set of educational resources will be designed in transnational cooperation and co-creation with all relevant stakeholders: a) students and teachers as a target group that will directly use these resources, b) patients and service-users as final recipients and direct beneficiaries of the actions of future trained professionals; c) professionals who provide contextual knowledge about real daily problems. Results: The results expected during the project and on its completion include: 1.Educational materials and resources to foster students’ development of TS, including virtual reality resources. 2.Capacity building of lecturers to implement the educational resources designed in daily teaching. 3.Training and development of students’ TS. 4.Cross-sectoral coordination and participation of all stakeholders in the co-creation process.5.Internationalization of the participating organizations.Impact and long-term benefits:The project impact and long-term benefits include: 1) improvement in students’ transversal and internationalization skills, 2) increased likelihood of sustainability in students’ future working life, 3) greater self-efficiency and increased willingness to work on TS of lecturers, 4) development of new educational products based on virtual reality, 5) greater incorporation in the curriculum of teaching and evaluation activities related to TS, 6) greater openness of HE institutions to society and local networks, 7) higher level of internationalization and visibility of the participating organizations as well as stronger links between partners, 8) improvements in gender-sensitive indicators both in HE and health and social services.