This is a higher education student and staff mobility project, please consult the website of the organisation to obtain additional details.

The project addressed the digital literacy needs of the students and teachers in the secondary school sector. As part of the EU ‘Digital Skills and Digital Literacy : European Union policy actions’ the New Skills Agenda calls on Member States to develop comprehensive digital skills strategies. The Digital Competence Conceptual (DigComp 2.0) Reference Model was developed with this strategy in mind (http://aims.fao.org/activity/blog/digital-skills-and-digital-literacy-european-union-policy-actions). Phase 2 of the update includes 8 levels of learning outcomes and examples of the knowledge, skills and attitudes related to each competence. This ERASMUS+ Application incorporated learning outcomes and examples of the knowledge, skills and attitudes related to each competence. This ERASMUS+ Application addressed learning outcomes and examples of the knowledge, skills and attitudes related to each competence: 1. Information and data literacy To articulate information needs, to locate and retrieve digital data, information and content. To judge the relevance of the source and its content. To store, manage, and organise digital data, information and content. 2. Communication and collaboration To interact, communicate and collaborate through digital technologies while being aware of cultural and generational diversity. To participate in society through public and private digital services and participatory citizenship. 3. Digital content creation To create and edit digital content - To improve and integrate information and content into an existing body of knowledge while understanding how copyright and licenses are to be applied. To know how to give understandable instructions for a computer system. 4. Problem solving To identify needs and problems, and to resolve conceptual problems and problem situations. To deliver on the objectives above the project developed two interactive and educational units for each project partner entitled: 1. Introduction to Tourism 2. Careers in Hospitality and Tourism 2. The provision of and open source resources available to target school/VET students to increase their digital literacy through encouraging active learning while promoting information on careers in a given sector. This Interactive Tourism Project (ITP) has identified a gap in that there is no specific open resource to target school/VET students within the regions. Our material was developed in English and in the target language of the partners region therefore each partner has 4 units at project completion stage. There is a total of 28 units; created by seven partners. The project is based on a prototype available at: www.tourisminsight.ie which provides valuable tourism insights to students and industry learners, informing them of career options within the tourism industry. Tourism is everybody’s business and every interaction with a tourist is an opportunity to make them feel welcome and we want everyone to understand the value of tourism and of every tourist. There is a strong need to present the industry as one which offers serious career options with good career prospects and transferable skills. Specifically after the challenges of COVID-19. Featuring interactive tutorials and interviews with young people working in tourism within the relevant project regions, the project will give a comprehensive introduction to the industry and its landscape. Students will learn all about this exciting business, what it means to the respective countries and region, what’s going on in the tourism industry in your region, and how tourism is promoted around the world as well was why tourists come to specific regions. The cohort of the project were secondary level students and VET students, who would like to be informed about their career choices. But it is also addressing school leavers who have not made up their mind about their future career and other stakeholders in the sector. Having international partners in this consortium added value to this project: students can get a feel for what the Hospitality sector is like in other countries; it will support mobilities of students by motivating them and working in an international team will have increased quality of the final results. Furthermore, as modules are also available in target languages of the partners, it enhances language learning of the students. Objectives: 1. Increasing students’ awareness of potential careers in the tourism, culinary and hospitality areas; 2. Addressing a shortage in human resources in these industries. Key features of this project were: • To promote Hospitality and Tourism as a career of choice to students at second level education. • To ensure the sustainability of skilled personnel within the market place in each partner's country. • The Hospitality and Tourism Industry in each partner's country will prosperous and grown. Please see https://t4c.erasmus.site/ for further details.

"<< Background >>BackroundThis project aims to develop STEM students' and academic staff's competences in using advanced technologies (like Artificial Intelligence and Machine Learning) in processing the information provided by Big Data (open source ) and to facilitate an exchange of experience and good practices to the academic staff regarding new methods of teaching and learning that will be used during post-pandemic period. There are sets of open source Big Data about the environment pollution and climate change. Processing these data, students and academic staff will become more aware, more sensitive to the environmental issues, in the context of existing climate change and will improve their green competences. The project partners are from complementary fields and are led by the same needs, to improve their human resource's (both students and staff) competences and to increase the employability of own graduates, contributing with higher taxes to the development of their local communities.These collections of big data represent a perfect environment for the new Artificial Intelligence applications, and change the way that we have experienced innovation. It is necessary for students and academic staff to develop their skills in using advanced technologies to process and use this information.Into this project, the team plans to address to the following needs:1. At individual level- developing digital, green and STEM competences (for the students at Science and Engineering faculties)- need of training in new methods of teaching and learning adapted to the post-pandemic time (for the academic staff)- applying ""advanced technologies"" in scientific research (for the academic staff)2. At Institutional level:- increasing graduates' degree of professional insertion on the labor market by their training in using advanced technologies- increasing students' degree of satisfaction by improving the quality of educational act given by academic staff-increasing the number of published scientific papers and number of multidisciplinary research projects 3. At Community level:- development of some environmental strategies by the local decision makers based on some information given by the processing existing data- community development based on the collecting higher taxes from the highly skilled graduates' salaries and slowing the rate of labor migration of the graduates from higher education in other more developed European regions- attracting in their region of some companies that need a highly skilled workforceBeneficiaries:-direct beneficiaries: target group (40 students, 10 academic staff), team of project implementation-indirect beneficiaries: other students and academic staff from the partner universities where will be implemented project results and will use them, research community where will be disseminated some of the project results, mass-media that will communicate to the local community about the benefits of this project (increasing the employability of the high skilled graduates in advanced technologies, information about processing data related to the environment protection), partner universities (will have more satisfied academic staff and students, more published papers, more multidisciplinary projects, more international relations), companies (will find easier highly skilled workforce), community (will decrease the migration process of young people)<< Objectives >>Project Objectives:O1.adapting teaching and learning methods to be useful in the post-epidemic period for 10 academic staff and 40 students until begining of academic year 2023-2024O2.to develop digital and STEM competences using big data related to air pollution, green energy in the context of climate change for 40 students (from which 5 has experienced economical issues) and 10 academic staff, until begining of academic year 2023-2024O3. to increase the graduates' employability in their field for the graduates from project with 10% in the first year after they graduated.<< Implementation >>The overall activity is structured in 8 work packages (WP) with start and end time (initial month-final month), shortly presented, in the following:WP1 Project preparation (m1-m3)WP2 Information, promotion and dissemination of the project activities at each partner university (m1-m24)WP3 Target group's recruitment, selection and involvement in the project activities (m1-m4, m12-m16)WP4 Training for academic staff (from the target group and project implementation team) in: 1. innovative teaching and learning methods for the postpandemic time, 2. Artificial Intelligence and statistics, 3. Machine Learning and Big Data (m1-m13)WP5 Intensive training for students/summer school (students from the target group, 2 groups) (m5-m19)WP6 Writing the content of a scientific paper about advanced technologies in working with big data (m1-m17)WP7 Multiplier events preparation (m12-m24)WP8 Project management (m1-m24)Each work packages has established main tasks and associated deliverables and milestones.<< Results >>Tangible results:1. a curriculum for an optional course in Advanced technologies (AI, ML, BD) used in processing data (design and implemented in all partner universities) and a handbook (minimum 100 pages)2. an inovative tool kit of sensors for students (to learn how to build, programm, use them in laboratories and process aquired data)3. a scientific paper that has used the data given by an open BD, using AI, presented to an international conference 4. a book (minimum 100 pages) about innovative methods of teaching and learning usefull for the postpandemic timeIntangible results:1. increasing the degree of satisfaction of the graduates from the target group (who improved their digital, green and STEM competences and choose as bachelor or master thesis a subject connected with the topics of this project)- checked with questionnaires2. positive effect at partner universities in recruiting new students from High schools (the best advertisement of a university is made by the satisfied graduates)3. positive effect on the business environment that will find highly skilled graduates in their region to employ4. positive impact on the community (will collect higher taxes from the graduates' salaries that will contribute to the development of community; educated people related to environment protection and green sources of energy)"

The project implementation under the Erasmus+ Key Action 1, Grant Agreement 2016-1-BG01-KA107-023255, includes mobility of students, academics and staff between Bulgaria as a Programme Country and Serbia as a Partner country. The mobilities were planned and realized on the basis of an Inter-institutional agreement, signed as a result of preliminary talks and personal scientific and professional contacts of lecturers from Plovdiv University. This educational programme was one of the basic instrument for student and staff exchange between the two countries.The aim of the project was study mobilities to be carried out by students of Plovdiv University in the partner university. This activity contributed significantly not only to the acquisition of fundamental and specific knowledge by the participants in their discipline, but also to the enrichment of their cultural and linguistic competence. Erasmus+ develops personal qualities like tolerance, self-confidence, ability to solve problems and studiousness. It provides better career prospects for young people as it broadens their horizons and social contacts.At the end of their study period students obtained a certain number of credits corresponding to the achievements they showed during their stay in the host university.Teaching staff mobility offered the academic community an opportunity to visit the partner higher educational institution with teaching purposes. The aim was a minimum of eight hours of lectures to be delivered within 5 working days.Staff mobility was focused on various types of training and exchange of ideas and good practice useful for both the participant and the university as a whole.The planned project mobilities were as follows:Incoming Staff mobility for training - 2 (2 realized)Outgoing Staff mobility for training - 2 (3 realized)Outgoing Staff mobility for teaching - 2 (1 realized)Incoming Staff mobility for teaching - 2 (2 realized)Incoming Student mobility for studies - 2 (1 realized)Outgoing Student mobility for studies - 2 (2 realized)The participants in the project were PhD students as well as university lecturers of philology. Mobilities were realized in Serbia.The involvement in mobility activities brought a lot of positive results to the university. Students were given the opportunity to become acquainted with different teaching and examination methods, to improve their language skills, to live and communicate in different social and cultural environment.Besides delivering lectures in a foreign language in front of a diverse audience, academics could establish new professional contacts, discuss joint training courses and scientific research and development.During the staff training mobility representatives of Plovdiv University acquired professional skills which they will apply in their daily work.