Search Results (111)

Hackathon events have become increasingly popular in recent years as a modern tool for innovation in the education sector as they offer important learning advantages. Within the “INVITE” Erasmus+ project, four distinct hackathons were organized to bring together academic institutions, teachers, and students in the design of innovative international virtual and blended collaborations. In addition, as part of the “INVITE” project, an Open Interactive Digital Ecosystem (digital platform) has been developed to facilitate hackathons organization and was tested within two of the events. This platform can enhance hosting action-training programs providing a shared open resources space for educators to contact peers and design projects. All four hackathons were held during 2024 and their duration and type (onsite, blended, hybrid, and online) varied significantly. However, all hackathon topics were related to sustainability, SDGs, and Green Agenda. In total, more than 220 participants enrolled in the four events, including students, researchers, and professors from different disciplines, age groups, and countries. All participants were provided with qualitative surveys to explore their satisfaction and experiences. The results compare different hackathon setups to reveal valuable insights regarding the optimal design for higher education hackathons. Full article

Integrating sustainability into STEAM education is crucial for fostering environmental awareness among students. The Erasmus+ project Clean Environment–Clean School Climate with Creative Environmental Practices in School Education—Clean&Creative aims to develop environment-themed curriculum content that seamlessly integrates into ten different STEAM school disciplines. This initiative enhances multidisciplinary learning by connecting scientific knowledge with creative environmental practices, equipping students with the skills and mindset needed for sustainable problem solving. This paper presents the project’s key findings, highlighting innovative pedagogical approaches that merge sustainability with STEAM and humanities-based education. By incorporating hands-on, creative activities into school curricula, the project fosters active student engagement and a deeper understanding of environmental challenges. The results demonstrate how multidisciplinary strategies can bridge the gap between scientific principles and real-world sustainability issues, reinforcing the role of education in shaping eco-conscious citizens. Furthermore, the study discusses the challenges and opportunities in implementing these practices, providing insights into their long-term impact on students and educators. The findings contribute to the ongoing discourse on sustainability education, offering practical solutions for integrating environmental themes into diverse educational contexts. Ultimately, this research underscores the importance of creative, inter- and multidisciplinary methods in promoting sustainability within STEAM and humanistic education. Full article

Commonalities between linguistically and culturally sensitive pedagogy (LCRP) and education for sustainable futures (ESF) suggest the benefits of connecting these transdisciplinary themes in teacher education. This paper reports on a qualitative study of how educators made sense of connections between LCRP and ESF as part of a European teacher education project, using secondary analysis of project evaluation data. The context for the study is the Erasmus + Teacher Academy Project ‘Teaching Sustainability’ (TAP-TS) (2022–2025), which aimed to develop the sustainability competences of student teachers, teachers, and teacher educators through the co-design of learning and teaching resources during online, hybrid, and face-to-face events as part of an international community of practice. Activities linking LCRP and ESF were presented and evaluated in four discrete teacher education courses, as part of TAP-TS. The study found that connections between LCRP and ESF were meaningful for educators but that this differed between individuals related to their personal and professional experience. The transdisciplinary and international nature of TAP-TS provided learning opportunities, but significant changes are likely to require sustained support for teachers in schools and as part of school communities. Full article

This study investigates the integration of youth work into school environments as a response to contemporary educational challenges. Drawing on the implementation of selected best practices in four European countries—Greece, Finland, Estonia, and Portugal—within the framework of the Youth Work in Schools (YWIS) Erasmus+ project, this research explores the potential of youth work to enhance school communities, promote sustainability, support student well-being, and deepen democratic practices. Employing a mixed-methods approach that combines case studies and survey data from educators and youth workers, the study examines the transformative impact of youth work in promoting inclusive, engaged, and resilient educational settings. Preliminary findings indicate that youth work contributes meaningfully to holistic youth development by creating collaborative school cultures, supporting emotional and social well-being, and encouraging active civic participation. Youth workers’ interventions—ranging from peer mentoring and participatory governance to sustainability initiatives—demonstrated the value of experiential, student-centred learning. However, the sustainable integration of youth work in education requires institutional openness, professional recognition, and systemic support. By analysing the reflections of practitioners across diverse national contexts, this paper offers critical insights for policymakers, educators, and practitioners aiming to bridge the gap between formal and non-formal education. It argues that embedding youth work in schools can serve as a catalyst for educational transformation, cultivating more democratic, sustainable, and supportive learning environments. Full article

This paper presents the innovative key knowledge breakthroughs achieved as one of the results of the BUILD2050 Erasmus+ project, focused on its contribution to advancing climate-resilient building engineering education and practice. In a recent work, the new methodologies applied in the BUILD2050 initiative were presented. This work discusses the incorporation of new knowledge in the courses and dissemination for the sustainability of the trans-European training experience. The challenge faced by the European Union for 2050 is achieving climate neutrality and decarbonization across all economic sectors, including the significantly impactful construction sector. To achieve this objective, it is necessary to develop technologies in an integrated way, following a holistic approach appropriately adapted to climatic conditions, cultural contexts, and natural resource availability through circular economy methodologies. To this end, it is necessary to develop innovative training methods with multidisciplinary content, incorporating a transnational perspective and scope, enabling continuous updating through learning cycles. These study cycles could be shorter and more complementary, allowing greater flexibility in knowledge acquisition while also enabling the creation of specialized training programs similar to those currently available. The BUILD2050 project has developed a transformative educational framework comprising eight comprehensive “Pilot Training” courses to address the critical challenge of integrating sustainability and circularity concepts into educational curricula at all levels, building engineering training and professional development. Addressing this gap is essential for transforming the construction sector and achieving global climate goals. The results of the BUILD2050 project demonstrate the potential of structured, trans-European training experiences to enhance professional competencies and support the transition to climate-neutral construction. Moving forward, widespread adoption and continuous dissemination of these educational advancements will be vital in ensuring a sustainable built environment by 2050. Full article

Modern sport technology is a rapidly evolving scientific field utilizing leading techniques, such as the internet of things (IoT), augmented reality (AR), virtual reality (VR) and the use of many kinds of sensors. The feedback and the support provided by technology seem to have the potential to bring sufficient changes in sports training following a new trend, which is trying to integrate modern technology into sports. The aim of this study is to integrate responsive feedback and internet of things (IoT) technology into sports mainly in order to support the training of novice bowling athletes, raise their engagement with their sport and boost their performance. Following this direction, this research utilizes a system of sensors to apply step tracking of a bowling athlete during a throw ball attempt. The proposed solution is a European-funded project (ERASMUS+) supporting the “Europe 2020 strategy” to motivate people to transform their learning experiences into a beneficial way of constructing better performance. The results of the proposed system evaluation showed that bowlers and their coaches highlighted its usability and its usefulness. Thus, the proposed system may prove a valuable tool supporting athletes in general, and more particularly, novices’ training in bowling. Full article

Due to climate change, situations that threaten humanity, such as temperature increases, drought, forest fires, sea level rise, erosion, floods, and migrations, are gradually increasing. Understanding climate change has gained more importance day by day due to the negative effects of disasters. Quantitative spatial analyses were carried out with the help of Remote Sensing (RS) and Earth Observation (EO) technology using Geographic Information Systems (GIS) by establishing an Internet of Things (IoT) Meteorological Station (IoT-PWS) with Erasmus+ support. The dataset consists of Road, Meteorological Station, Climate (Temperature, Wind Speed), Land Use—Land Cover (Copernicus LULC), and Population data. As a result of the findings of the research, it was determined that IoT-PWS has a positive contribution to many areas such as agriculture, traffic, scientific studies, local administration, and local public information in the region, and the positive contribution will continue as the station data flow continues. The study is designed as a guide to the use of GIS, RS, and EO technology for educators working on curriculum renewal and project implementation in the field of Environment and Combating Climate Change, one of the four key priorities of Erasmus+. The study contributes indirectly to all indicators in the Sustainable Development Goals as well as directly contributes to Goal 11, Goal 13, and Goal 15. Full article

This study explores the curriculum of Nursing Bachelor’s degrees across 15 European countries, aiming to describe nursing course curricula and admission requirements and to identify differences and similarities in the implementation of the Bologna Process. The research employs a qualitative and documentary methodology, analyzing curricula from selected higher education institutions involved in the Erasmus+ “Innovative Skills for Nurses” project. The findings reveal variations in the duration of training, with some countries adopting 3-year (180 ECTS) programs, while others require 4-year (240 ECTS) programs. Furthermore, discrepancies were found in the balance between theoretical and clinical education, as well as the availability of optional subjects. Countries with longer training programs tend to offer more consolidated practices and greater alignment with Bologna’s principles, fostering better professional outcomes. The study highlights the challenges posed by non-standardized training durations and their impact on mobility and employability of nursing professionals. These findings may inform future discussions on harmonizing nursing education across Europe to ensure consistency in quality and professional competencies. Full article

The increasing frequency of natural catastrophes and other disasters has underscored the importance of resilience as a core competence for smart cities so that they efficiently manage unforeseen crises. The increasing recognition of resilience in the context of smart cities leads to examining the role and context for the role of the “Smart City Resilience Officer” (SCRO). This article addresses this research gap by exploring the significance of resilience in smart cities and introduces a self-assessment model for evaluating the skills of professionals tasked with its management. Additionally, it emphasizes the role of open data in enhancing smart city resilience, whose utilization offers significant benefits, such as increased transparency, improved collaboration among stakeholders, and the ability to harness data-driven insights for more effective resilience strategies. This article identifies and defines the requisite competencies for SCROs to differentiate them from other city managers and develops a self-assessment tool featuring 20 key competencies. This tool was evaluated by smart city stakeholders in the consortium countries of the OpenDCO Erasmus+ project using a competencies assessment methodology. This study highlights the role of resilience policies in Europe and in launching large-scale training programs that develop competencies and facilitate the sharing of experiences and best practices. The findings underscore the potential of competency assessment and open data utilization in advancing the resilience of smart cities. Full article

Background/Objectives: There is a rising global demand to educate independent and reflective nurses capable of addressing the evolving needs of healthcare systems and diverse populations. The Indonesian Nursing Act solidifies the professional status of nurses, although challenges persist including discrepancies between practice and educational standards. There is a need to increase the competence of Indonesian nurse educators and their ability to facilitate learning that can strengthen the nursing programs’ quality and improve the nurses’ ability to address various health issues in the population. The aim of the study was to describe the nurse educators’ experiences with developing student-active methods in nursing education in Indonesia. Methods: This study is part of an Erasmus+ project: Capacity Building in Nursing Education in Indonesia (CABNEI). A three-year educational program for nursing educators in Indonesia was developed. The current study used a qualitative, descriptive design with a questionnaire containing four open-ended questions focusing on the educators’ experiences with developing student-active methods and conditions affecting this process. Data were collected between January and November 2022 and analyzed using qualitative content analysis. Results: A total of 32 educators from two universities and two nursing schools in Indonesia participated. The analysis revealed the theme “A change of pedagogical approaches to nursing students’ learning” with three categories: “Setting the stage for pedagogical development in the nursing education”, “From correction to reflection”, and “Factors affecting the educators’ learning process”. Conclusions: The nursing educators’ experiences with developing student-active methods in Indonesia were positive. They reported incorporating additional pedagogical tools into their teaching methods and nursing programs. Management is vital in facilitating active-learning strategies. It is important to foster collaborative opportunities for educators and enhance their pedagogical skills to meet the healthcare system’s evolving needs and society’s demands for sustainable nursing expertise. Full article

The growing demand for accessible and effective e-learning platforms has led to an increased focus on innovative solutions to address the challenges posed by the diverse linguistic backgrounds of learners. This paper explores the use of AI-generated virtual speakers to enhance multilingual e-learning experiences. This study employs a system developed using Google Sheets and Google Script to create and manage multilingual courses, integrating AI-powered virtual speakers to deliver content in learners’ native languages. The e-learning platform used is a customized Moodle, and three courses were developed: “Mental Wellbeing in Mining”, “Rescue in the Mine”, and “Risk Assessment” for a European ERASMUS+ project. This study involved 147 participants from various educational and professional backgrounds. The main findings indicate that AI-generated virtual speakers significantly improve the accessibility of e-learning content. Participants preferred content in their native language and found AI-generated videos effective and engaging. This study concludes that AI-generated virtual speakers offer a promising approach to overcoming linguistic barriers in e-learning, providing personalized and adaptive learning experiences. Future research should focus on addressing ethical considerations, such as data privacy and algorithmic bias, and expanding the user base to include more languages and proficiency levels. Full article

This paper presents a case study from the Archaeological and Via Flaminia Museum in Cagli (Italy), developed within the ERASMUS+ Next-Museum project, which explores inclusive approaches through the digital transformation of small museums and their connection to the surrounding territory. A key goal was to “return” bronze statuettes to the museum, symbolically compensating the community for their absence. The initiative integrates accessibility and multisensory storytelling following “Design for All” principles. Three installations were implemented: tactile replicas of the statuettes produced through 3D printing, a sensorized table for interactive storytelling, and a story map displayed on a touchscreen for exploring local archaeological heritage. The design prioritized inclusivity, particularly for visitors with visual impairments, while addressing practical constraints such as the need for a mobile and flexible setup within a limited budget. Verification and validation tests were conducted with visually impaired participants during the pre-opening phase, and the installations were later evaluated using the User Experience Questionnaire, complemented by qualitative feedback. These evaluations highlight the potential of phygital experiences to foster engagement with cultural heritage while addressing technological and design challenges. Full article

This collective systematic literature review is part of an Erasmus+ project, “TaLAI: Teaching and Learning with AI in Higher Education”. The review investigates the current state of Generative Artificial Intelligence (GenAI) in higher education, aiming to inform curriculum design and further developments within digital education. Employing a descriptive, textual narrative synthesis approach, the study analysed literature across four thematic areas: learning objectives, teaching and learning activities, curriculum development, and institutional support for ethical and responsible GenAI use. The review analysed 93 peer-reviewed articles from eight databases using a keyword-based search strategy, a collaborative coding process involving multiple researchers, in vivo coding and transparent documentation. The findings provide an overview of recommendations for integrating GenAI into teaching and learning, contributing to the development of effective and ethical AI-enhanced learning environments in higher education. The literature reveals consensus on the importance of incorporating GenAI into higher education. Common themes like mentorship, personalised learning, creativity, emotional intelligence, and higher-order thinking highlight the persistent need to align human-centred educational practices with the capabilities of GenAI technologies. Full article

The LBS2ITS project, titled “Curricula Enrichment Delivered through the Application of Location-Based Services to Intelligent Transport Systems”, is a collaborative initiative funded by the Erasmus+ program of the European Union. The primary objectives of the project were twofold: to develop new curricula and modernize existing programs at four universities in Sri Lanka. This effort was driven by the need to align educational offerings with the rapidly evolving fields of Location-Based Services (LBSs) and Intelligent Transport Systems (ITSs). A key feature of the LBS2ITS project is its interdisciplinary approach, which draws on expertise from a range of academic disciplines. The project has successfully developed curricula that integrate diverse fields such as geomatics, cartography, transport engineering, urban planning, environmental engineering, and computer science. By blending these perspectives, the curricula provide students with a holistic understanding of LBSs and ITSs, preparing them to address complex, real-world challenges that span multiple sectors. In this paper, the curriculum development and modernization process is detailed, with a particular focus on the two key phases: teacher training and curriculum development. The teacher training phase was crucial in equipping educators with the skills and knowledge necessary to deliver the new and updated courses. This phase also provided an opportunity for teachers to familiarize themselves with the latest trends and technologies in LBSs and ITSs, ensuring that they could effectively convey this information to students. The development phase focused on the creation of the curriculum itself, ensuring that it met both academic standards and industry needs. The curriculum was designed to be flexible and responsive to emerging technologies and methodologies, allowing for continuous improvement and adaptation. Additionally, the paper delves into the theoretical frameworks underpinning the methodologies employed in the project. These include Problem-Based Learning (PBL) and Problem-Based e-Learning (PBeL), both of which encourage active student engagement and foster critical thinking by having students tackle real-world problems. The emphasis on PBL ensures that students not only acquire theoretical knowledge but also develop practical problem-solving skills applicable to their future careers in LBSs and ITSs. Furthermore, the project incorporated rigorous quality assurance (QA) mechanisms to ensure that the teaching methods and curriculum content met high standards. This included regular feedback loops, stakeholder involvement, and iterative refinement of course materials based on evaluations from both students and industry experts. These QA measures are essential for maintaining the relevance, effectiveness, and sustainability of the curricula over time. In summary, the LBS2ITS project represents a significant effort to enrich and modernize university curricula in Sri Lanka by integrating cutting-edge technologies and interdisciplinary approaches. Through a combination of innovative teaching methodologies, comprehensive teacher training, and robust quality assurance practices, the project aims to equip students with the skills and knowledge needed to excel in the fields of LBSs and ITSs. Full article

The development of existing technologies and the emergence of new technologies aiming at the total decarbonization of the buildings sector by 2050 requires and encourages upskilling and reskilling of existing professionals as well as the development of new subjects from higher education courses to be able to respond to the demands of these challenges. In responding to those challenges, the main objective of the research is to design, implement, and evaluate a novel, integrated, and transnational educational approach aimed at equipping professionals and students in the construction sector with the necessary skills to achieve sustainable and energy-efficient buildings. This study aligns with the European Union’s 2050 decarbonization goals by developing innovative methodologies that address the multidisciplinary challenges of sustainable building design, operation, and renovation. The proposed educational approach was developed in the framework of an Erasmus+ project entitled “Training for Sustainable and Healthy Building for 2050 (BUILD2050)”. Six higher education institutions from five European countries joined forces to create transversal skills in the building sector knowledge for emerging challenges through an integrated training composed of eight training courses for students and professionals of the construction area. In this work, the pedagogical approach used to develop the course contents, curricular development issues, technology, and infrastructure, as well as student support, the results obtained from the evaluation carried out after the pilot training of the eight training courses, and best practices and lessons learned, are presented and discussed. The courses’ learning objectives, the learning material, and the assessment activities were well-accomplished. However, based on the feedback of students and teachers, some improvements for future editions of the courses are required. Full article