"<< Background >>BLISS aims to respond to the 'health need' and the associated need to have the tools to find, analyse and understand health-related news with an integrated educational and social intervention. These skills are part of 'digital health literacy', as defined by the WHO. The intervention is particularly urgent in the current period, in which the effects of the Covid-19 pandemic are evident and severe, particularly in the population segments of developmental age.The acronym chosen, BLISS, is not accidental: the project wants to offer the beneficiaries a better quality of life and well-being for their future, thanks to the acquisition of fundamental skills for personal growth and active European citizenship. The objective of improving citizens' health has in fact a transnational scope, as clearly stated in the European Commission's eHealth Action Plan 2012-2020. In this context, digital technologies play a crucial role, contributing to the achievement of the goals of the UN 2030 Agenda.The data collected from the preliminary surveys carried out by the partners show a fair degree of awareness among young people about what are the most reliable and safe resources in relation to health, as well as the importance of checking and investigating different sources. However, the vast majority of people involved states not to completely trust information on the web and is interested in acquiring appropriate skills and having access to innovative and reliable tools. The school is identified as an important actor, and the BLISS approach contributes to this.The data that emerged and the thoughts of the young people confirm what resulted from the analysis of the literature, both in terms of how information is accessed and the consequences of the pandemic.In particular, the Fondazione Mondo Digitale carried out research in 2020 on the criticality of finding one's way in the world of online news, from which it emerged that young people between the ages of 14 and 19 have gaps in their recognition of fake news, to the extent that 1 young person out of 3 has been a victim of misinformation. The study shows that in order to verify the news, young people mainly check the source (46%), discuss them with their family (42%) and at school (19%). Data are perfectly in line with the results of our survey.The I-Com 2019 index, which analyses the level of preparedness for eHealth use in the Member States, shows that northern European countries (Denmark, the Netherlands and Finland in the top positions) are at the forefront of eHealth, while southern countries, including Italy, are ranked at the bottom. The partnership covers a good geographical diversity in Europe, with countries from Central Europe (Germany and Belgium), the Mediterranean area (Italy, Greece and Cyprus) and the East (Romania). Furthermore, it is stressed the importance of having a partner such as OBESSU, an international student network, which will strongly contribute to the transnational core of the project and the proposed results.The differences between the various countries, as well as the different composition and heterogeneity of the partners, will contribute to cross-sectional validation of the project actions and results, contributing to their possibility of being further developed and replicated. Eurobarometer Flash 404 on digital health literacy also provides some very valuable insights. The main type of information sought is general information on health-related topics or on how to improve one's health (information on lifestyle choices such as nutrition, physical activity, smoking, etc.). Secondly, the search for information on a specific injury, disease or condition and in particular the search for information on symptoms.<< Objectives >>Digital Health Literacy is the ability to search, find, understand and evaluate health information from information sources and apply the knowledge gained to address or solve a health issue (WHO). The project will enable young citizens to better manage their health and illness, improve prevention, enable more accurate diagnosis and treatment and facilitate communication with health professionals. This will lead to benefits not only in terms of education and training, but also in social terms, as the correct use of health-related sources and information enables better behaviour towards health services and healthier lifestyles. With BLISS we aim to contribute to the development of Digital Health Literacy in Europe through targeted training, documentation and experimentation in the school sector.In particular, the project's activities will focus on news recognition and understanding, in line with the EU's ""commitment to protect societies, citizens and freedoms from hybrid threats, including misinformation and disinformation"", as outlined in the Strategic Agenda 2019-2024. With regard to the pandemic and related news, there has even been mention of an 'infodemic' and an increase in cybercrime in relation to covid-19 (WHO): a further incentive to work to ensure that new generations are equipped with the skills to move safely in the online information scene.In addition, it was decided to target the experimentation of the approach and the training courses precisely by involving the age group that is most present on social media channels, through which young people seek information or discussion on the management of their own health, particularly as regards affectivity and sexuality (Keiser Foundation, 2011).Bearing this in mind, the specific objectives of our proposal are as follows:1) Define a framework of digital competences in health (Methodological Framework for Digital Health@School) to facilitate teachers and pedagogical/didactic school staff to plan and propose training paths that are flexible and responsive to the needs of high school students, many of whom come into contact with health-related issues precisely during adolescence. This contact became more and more frequent during the months when schools were closed, so much so that the Ministry of Health repeatedly called attention to the fake-news circulating about covid-19.2) Develop and test a modular training pathway, mapped on the previous framework, which aims at advancing digital health literacy at European level by focusing on the proliferation of virtuous processes of collective awareness, peer learning and crowdsourcing.3) To build a set of training tools (training toolkit) applicable in presence and distance for the formulation of educational pathways on the theme of e-Health, which also contains a ""European Health Charter"", an act of conduct with recommendations on how to promote health literacy in schools.More specifically, for all target groups, we expect to have an impact in the following areas:- Increased sense of initiative and participation in health literacy- Improvement of the level of competence in the responsible use of digital health services- Multiplication and sharing of learning experiences based on real and positive needs through digital health- Increased motivation to promote and take part in health education and digital literacy initiatives in general- Improved levels of independence, self-confidence and autonomous initiative- Improved communication and teamwork skills- Improvement of psychological health (physical, mental and emotional)- Raising awareness of open source alternatives in the world of digital health technologies<< Implementation >>The project's work programme is designed for the effective achievement of the general and specific objectives and can be conceived as a three-step pathway that is strongly interconnected:1: DEFINITION OF THE COMPETENCE FRAMEWORK AND METHODOLOGICAL APPROACH OF THE PROJECT (M1-M7) - PR1During the first nine months of the project, the partners, in addition to focusing on the start of the project activities from the technical-administrative point of view, will collaborate in the production of the first expected result: the Digital Health@School (PR1) framework of competences, an essential element for the conduction of the training and research activities envisaged for the achievement of the operational objectives of the project.The project proposes a methodology of participatory planning with the active inclusion of target groups, fully embracing the Commission's suggestions on the need to develop learner-centred training courses that are highly flexible in terms of both the methods of use and the modularity of the contents. For this reason, the first action foreseen in PR1 is the focus groups to be carried out in each partner country with high school teachers in order to allow an accurate response to the educational needs on the specific topic and to confirm the data collected through the research ""A scuola di salute"" (At school of health) and the questionnaire.2: DEFINITION OF THE INFORMATION AND TRAINING ENVIRONMENT (M5 - M24) - PR2 + PR3During this phase, the collaborative platform for digital health (PR2 - lead partner FU) and the MOOC (PR3 - lead partner CA) for teacher training will be developed. During this crucial phase, and specifically in M9, both results will be presented to the partners during the second TPM. On this occasion, the LTTA for future mentors of the training activities will also be conducted.During the LTTA, tools will be prepared to equip the mentors of the trainers in the exploitation of the previously prepared resources and their application with the target group.The conclusion of this phase will coincide with the transnational training of 350 teachers through the training pathway prepared with the MOOC, which will last 5 months and will be conceived and built on the 5 competence areas identified by the Methodological Framework for Digital Health@School.3: CONSTRUCTION OF THE TRAINING TOOLKIT AND EXPERIMENTATION (M10-M24) - IO4The beginning of the third phase corresponds to M10, i.e. right after the LTTA. The mentors will start their activity of guiding and facilitating the teachers who will be involved in the MOOC, while the partner organisations will proceed with the construction of the training toolkit that will then be used by the teachers with their classes or groups of students (20 students per teacher).In fact, from M16 to M22 the actual experimentation phase will start, in which teachers and students will start the co-creation activities of the information content on Digital Health Literacy, thus making full use of the project platform and the tools contained in the Toolkit (PR4).This is the most delicate phase from the point of view of operational risks and the achievement of the planned objectives, but the role of the mentors will be central in the implementation and coordination of activities.The last four months of the project will be dedicated to the development of the European Health Charter, which will also contain guidelines for the future scale-up of the project. During M23-M24 MEs will be organised to disseminate the project results and directly involve policy makers and all other stakeholders interested in supporting the initiative also after the project. In particular, the last ME will be an event of international scope.<< Results >>BLISS starts from the assumption that digital health literacy influences behaviour related to the body and health, as part of an individual's development towards a better quality of life, and will therefore have a long-term impact on the effectiveness of treatment pathways and health costs within the society. The advancement of digital health literacy will progressively enable greater autonomy and personal empowerment of teachers and students. With a forward-looking perspective, building a set of expertise in this area and the progressive adoption of the same by schools and educational institutions will lead to greater equity and sustainability of changes in public health.Starting from the stimulus given by the global crisis, BLISS aims to provide comprehensive digital health skills and knowledge, especially covering the fields of greater interest for the identified target group. In this framework, all project participants will be able to:- Develop skills related to navigation, information search, evaluation, relevance, participation and collaboration when it comes to digital health,- Understand and use open data, mobile devices, applications and social media in an informed way- Create and promote common digital spaces and content, information and exchange on the health sector, using existing tools and resources and documenting possible alternatives.In reference to tangible results, the BLISS project is expected to:- Develop the first Methodological Framework for Digital Health@School, which will be based on DigComp 2.1, including examples of use for all five competence areas at basic competence level (1-2) (Project Result 1)- Map and make available a relevant number of articles (at least 500) , web pages, applications, training resources, legal texts and good practices in Europe and worldwide on the topic of Digital Health Literacy (Project Result 2)- Create an online community of active and experienced users (at least 100) in the field of digital health who will become part of the project’s Crowd sourcing platform (Project Result 2)- Design and pilot a 40-hour-MOOC training course for teachers (50 in each country for a total of 350) (Project Result 3)- Make sure that the educational materials and the Crowd sourcing platform will be used by as many students as possible (with at least 20 student per each teacher involved = 7000 students in total)- To develop a training toolkit (Project Result 4), equipped with tools and materials to involve more schools, teachers and students in digital health literacy. The toolkit will include: pedagogical framework for blended training (10 modules); training content based on OERs; guidelines for trainers and learners; user’s Guide for the platform; European Health Charter.Indicators:- 21 educators to be trained- 350 active teachers- 7000 students involved- Quality and effectiveness of methodology and training material: evaluation by educators and learners with >80% satisfaction .- Quality, effectiveness and usability of the examples of use of the methodological framework (PR1): evaluation by educators and learners >80%.- At the end of the project, more than 50 organisations and schools - which are not directly involved in the partnership - will adopt BLISS materials and tools as part of their training programmes.- Progressive increase in accesses to the platform and materials published: + 70% by the end of the project- At least two formal institutions per country will adopt the Charter."