The project aims to exploit transnational cooperation to explore the social and economic potential of Smart Industrial Tourism (SMIT), as a sustainable economic activity that can benefit tourism actors, SMEs, the industry, CCIs, R&D centers, HEIs and technology providers, and the local communities.   The project will create transnational working groups involving 4helix stakeholders to explore industrial tourism and related advanced technologies applications. It will eventually define a common strategy and Action Plan for the development of SMIT in the Med regions. The result will be a diversification of the economy and of the sector, a reduction of over-tourism and seasonalization, and a boost to social and economic growth and to technological innovation of tourism at large.

Today, in the digital era society is evolving at a rapid pace and investing in education have vast social and economic advantages for it. It is the education that allows people to have access to SDGs 4. It is not argued that a better educated people break away from poverty more easily, help to reduce inequalities and achieve gender equality; they are more tolerant, they contribute to reduce crime, to increase political and civic participation and generally to have more peaceful societies with reduced inequalities and imbalances. Within this context the project brings together European, Asia and African academic and non-academic organizations in a staff exchange program, with the goal to explore, design and deploy innovative and context sensitive solutions for transforming higher education systems. This international and multi-sector consortium is created as a platform for collaboration and is united by the principles of innovation, partnership and solidarity with the purpose to research and identify successful contemporary models and modern instruments that can help higher education transformation and support the sustainable and effective adaptation of the higher education systems of the consortium members to the digital age. The aim of the project is study the process of digitalisation in different organisations and offer solutions concerning the improvement of the digitalisation practices. The project consortium comprises both academic and non-academic partners as well as experts in diverse fields such as, but not limited to, economics, law, management, linguistics. This allows a broad and an indepth approach to digitalisation. On the basis of the identified gaps in the digitalisation process, the project will propose approaches and methodologies which will be realised as different disciplines for the academic institutions’ partners in order to build sustainable competences for the transfer of knowledge and skills

SYNCLUSIVE is an innovative, integral, and interdisciplinary systems’ approach to stimulate inclusion of vulnerable groups in the labor market. To achieve this, our six central objectives are: 1) developing and consolidating a coalition of stakeholders in 4 regional Living Labs across Europe along the lines of the Community Coalition Action Theory, using the ENGINE approach. This approach includes an integrated package of interventions that stimulates upward and sideward mobility of vulnerable employees, hereby creating vacancies for inflow of vulnerable job seekers; 2) testing the usefulness and applicability of the ENGINE approach for different vulnerable groups identified as being discriminated against; 3) identifying drivers and barriers for mobility and inflow including discrimination; 4) assessing the impact of the implemented ENGINE approach on the labor market mobility and inclusion of vulnerable groups; 5) identifying transition pathways from the regional to the national and EU policy level; and 6) identifying interoperable and comparative indicators and standards that are relevant for the labor market inclusion of vulnerable groups taking into account the regional, national (legislative, social security) and cultural context.

Blockchain is a key technology for economy and society digital transition. According to  the World Economic Forum, 10% of global GDP will be stored in blockchains by 2027 and the World Trade Organization, citing a study by Gartner, estimates that by 2030 the use of blockchain technology could add $3 trillion to international trade. According to PwC "blockchain technologies can boost the global economy by $1.76 trillion by 2030" with the sectors that will benefit most being public administration, education, and health. Despite this huge opportunity, Portugal has yet to take advantage of it: according to the EU Blockchain Ecosystem Development report, in 2020 Portugal holds an average maturity at European level.  This Agenda brought together several blockchain organizations, creating a cluster of 24 Portuguese blockchain companies, 15 Research and Technology Organisations (RTO), 5 Public Entities, 2 Associations and 10 other Associated Partners, connected by business and technology, aiming to become global players and, thus, contributing  to a significant change in the specialization profile of the Portuguese economy, by investing on cutting-edge technology and hiring highly qualified personnel. 

The Master's Degree in Managing Digital Transformation in the Health Sector (ManagiDiTH) is an innovative initiative in the European educational panorama, the result of a project financed by the European Union and led by the School of Applied Digital Technologies (Iscte-Sintra), in collaboration with two other universities: the Laurea - University of Applied Sciences, in Finland, and the AUTH - Aristotle University of Thessaloniki, in Greece. This Master's degree aims to train future professionals, both in the technological and healthcare areas, with essential skills to face the challenges and opportunities that the digital era brings to the healthcare sector. Given the rapid acceleration of technological development, there is an urgent need to equip professionals with the necessary tools to navigate this constantly evolving scenario. With a multidisciplinary and innovative curriculum, the ManagiDiTH master's degree integrates three fundamental components: societal, digital and health. Furthermore, students can choose between two areas of specialization: Data Science or Interoperability. This flexibility allows each student to personalize their training according to their interests and professional aspirations. Thus, students have the opportunity to deepen their knowledge in areas such as artificial intelligence, virtual reality, automation, cybersecurity and other emerging technologies that are redefining the way healthcare services are provided and managed. The study program, consisting of three semesters with a total of 90 ECTS, provides a solid theoretical basis combined with practical experiences and real projects in the sector. Teaching is taught in English, following the most recent pedagogical guidelines related to Distance Learning, which allows the participation of students of different origins and nationalities. The highly specialized teaching staff, coming from diverse academic and professional backgrounds, constitutes an added value of this master's ...

In recent years, flipped learning (FL) has become a popular instructional model across several disciplines by flipping the traditional in-class instruction time with out of class activities (Shand & Farrelly, 2017). The notion behind flipped classrooms is to devote the limited in-class time for hands-on inquiry activities, while the course delivery is done outside the classroom (Bergmann & Sams, 2008; Tomory ve Watson, 2015). This gives students opportunities to examine course content in a flexible time and space, while in class time is dedicated to discussions, lab, hands-on activities, and small group activities and practices.Due to pandemic, hybrid-schooling has become more prevalent (Azorin, 2020) and FL has been identified as an instructional model to support active learning. A recent study showed that students were more satisfied with FL models than any other online modes (such as MOOCs, live audio, and live video) and FL improved their conceptual understanding and attention to the course content (Tang et al. 2020). Empirical research is mostly conducted on STEM areas in post secondaryeducation (Wright & Park, 2021) and in K12 mostly with high school students (Lo & Hw, 2017). Research mostly provides evidence for a positive effect on achievement in STEM (Fung et al., 2021; Wright & Park, 2021), engagement in differentdisciplines (Bond, 2020). Considering the challenges, students face difficulties in accessing help and guidelines and limited student preparation.However, teachers felt overwhelmed with the available online resources and tools and stated the lack of knowledge about online/remote teaching strategies (Trust & Whalen, 2020). This might be because most teachers’ lack of online teachingexperiences prior to pandemic (Mashall et al. 2020). It is expected that even after the pandemic, hybrid learning will be an important instructional revenue for most schools (Babatunde Adedoyin & Soykan, 2020). FL is complementary to EU’s fit ...

The InCITIES project aims to achieve the transformations of HEIs and their surrounding ecosystem centred around on cities’ needs of inclusion, sustainability and resilience. Its specific focus on widening countries (Portugal and Slovakia) will allow to overcome structural, sociocultural, economic, political and institutional barriers to transformation fostering. Addressing the European-global challenges of cities, InCITIES has 4 objectives: 1) Map institutional transformation strategies towards research-based sustainable universities including open science and career opportunities. 2) Build a long-term network of participating HEIs and surrounding ecosystems based on integrated knowledge HUBs. 3) Increase scientific, technological and staff capacity by sharing the best pedagogical, research, management and administrative practices in the consortium, and piloting leverages to widening HEIs. 4) Promote digitally driven universities by creating an open and innovative education and training platform in synergy with the project research and innovation agenda on inclusive, sustainable and resilient cities. The 5 methods jointly developed will set the foundation for the consortium role model: 1) Method for a common research map, 2) Capacity building actions based on the Learning by Developing pedagogical model, 3) Capacity building in talent scout and career opportunity strategy (attractiveness of research careers, including open science incentives), 4) Capacity building on equality, diversity and inclusion, 5) Methods to address enablers and barriers to integration of the InCITIES Alliance. From knowledge co-creation to joint production between European HEIs, surrounding ecosystems and citizens’ involvement, integrated actions play a key-role in achieving the consortium objectives. Capacity building actions implemented are a step towards the submission to the European Universities Initiative; it will strengthen the ERA, the EEA, and Europe’s approach to coope...

Project objectives The project has set out three principal objectives: (i) to cultivate innovative curricular methods that instil a cross-domain entrepreneurship mindset in students, addressing both social and economic challenges in collaboration with relevant stakeholders; (ii) to enhance digital competencies with practical applications in developing skills essential for fostering entrepreneurial activities, ensuring that these competencies are integral to core curricular models; (iii) to operate within a transnational environment, enabling participants to glean insights from each other and share best practices, while addressing pan-European challenges and perspectives that enrich and expand project outcomes. Project activities Our focus has been on transforming transnational cooperation into robust curricular material that addresses the digital skills and cross-domain entrepreneurial competencies of students, equipping them to confront societal challenges. To achieve this, the project has anchored its outcomes in the following activities: (i) mapping digital skills and cross-domain entrepreneurial competencies; (ii) identifying or customizing existing curricular materials in Higher Education Institutions (HEIs); (iii) facilitating international student projects to foster skill and competence acquisition through action learning; (iv) engaging with local communities to implement actions that enhance the entrepreneurial role of universities (the third mission of universities); (v) creating a pedagogical and informative handbook detailing the actions taken and results achieved. Project results The handbook on digital skills and cross-domain entrepreneurial competencies stands as the primary project outcome. It enables educators, teachers, and trainers globally to learn from a meticulously planned process, providing support to local groups associated with civic society in enhancing their understanding of effectively addressing societal challenges through dedicated...

This action is organized around the general objective (G.O.) to strengthen the mechanisms for the integration of immigrants into Cabo Verde society, while reinforcing the contribution to the priorities defined in the cooperation framework between Portugal and Cabo Verde. This objective is achieved by carrying out several activities oriented towards practical and accurate results, based on the exchange of experiences between both countries to improve the services provided, considering the following specific objectives/outcomes: • S.O.1. – To improve instruments and operating procedures regarding immigrant integration in Cabo Verde, by implementing four local units for immigrant support, a multichannel platform to support and strengthen public services available to immigrants and developing instruments for local approaches. • S.O.2. – To develop capacity-building actions for Cabo Verdean authorities (at national and local level), civil society organizations and ACM key staff, in legal migration management and integration. • S.O.3. – To provide certified professional training of immigrants to promote their professional qualification. • S.O.4. – To produce and disseminate knowledge about migration in Cabo Verde, by developing studies, awareness-raising campaigns, and setting up a Migration Observatory in the country.

The iNSPIRE Social Entrepreneurs Network (iNSPIRE) project will create a learning HUB that will develop inspiring apprenticeships processes, based on the identification of transferable lessons from the formal and informal learning environment to support the development of a social entrepreneurship network in several European countries (Turkey, Portugal, Ireland, France, and Belgium). Ireland and Belgium have already an important background in social entrepreneurship and will contribute to creating a strong partnership to support and develop a European social cluster. Evidence from Ireland and Belgium shows that social entrepreneurship demonstrates great potential for employment growth. The iNSPIRE goal is to improve skills for social entrepreneurs and increase the potential for social enterprise creation. The project will engage diverse stakeholders in dialogue and cooperation including non-profit associations, universities, training providers, social innovation organizations, research centers, and public agencies. It will capture the experience, including learning mechanisms, approaches to management, and networking competencies from other projects in the social field, mainly developed by the partners, for instance, capacity building.

This project will meet the EU citizenship education needs of all students at respective partner schools between the ages of 14-18; In the form of written materials with important elements as purpose, content, learning teaching processes and evaluation are defined as "EU CITIZENSHIP EDUCATION PROGRAM". In our project, the number of students who say I know their EU citizenship rights is 30%. With the studies of European Youth and Culture Club and mobile application; We aim to increase the number of students who say I have information about the European common culture by 40%. The subject, scope and goal of this project requires transnational cooperation of different schools and universities from Europe.

Athena Project aims to develop the digital skills of university professors, reinforcing their response to the challenges that universities face today and in the future. The project seeks to foster cooperative learning environments, making them transformative and inclusive through the adoption of new technologies, such as e-learning, gaming platforms, virtual and augmented reality, systematically modeled to activate key competences in digital learning. The project will create models that teachers can adopt and adapt to their classes, using different pedagogical approaches.