The project THREE C has aimed at integrating the concept of the Circular Economy as an attractive new learning field in European school education.The “Circular Economy” refers to the concept of saving natural resources and to reuse and recycle them. It is a more profound approach than the solely technical (end-of pipe) concepts of waste management sector (like the German Kreislaufwirtschaft) and focuses on the active participation and capacity building of citizens.It is an increasingly relevant, popular and attractive theme that is being boosted by major economic, ecological and political stakeholders worldwide. Young people need to acquire skills to be able to contribute to and work in a circular economy.In the THREE C project 8 project partners from 7 EU member states collaborated in a multi-stakeholder partnership:The lead partner, Landkreis Kassel(1) is a regional authority which has been active in environmental protection, climate change mitigation and adaptation and in the circular economy since several decades.Q21 (2) has been developing full time qualifications in environmental and climate change management. It is member of REVEAL, the European network for promoting and validating informal learning and it’s unique competence oriented learning and validation system Tallinn University(3). Centre for Educational Technology (CET, established in 1998) is a department within TLU’s Institute of Informatics, being one of the leading R&D centres in the field of eLearning within Baltic countries. It is part of the EMMA (European Multiple MOOC Aggregator )project.Euneos (4)has been involved in European projects, organisation of KA1 courses and international networking since 2005.Fontys(5) is one of the leading teachers’ training institutes in the Netherlands and developed, together with Q21 the holistic didactic and validation approach Sint-Lambertus 4 (6) has experience with European projects since 2000: LLP Comenius and Vetpro. The school has general education, technical and vocational training.IES Las Indias (7)is very much oriented to international projects since 2010. The school has an extented network of companies for internships.Universidade portucalense infante d. henrique porto (8). This institution has a network of schools and companies and promoted the THREE C MOOC and post graduate course.Results and impact attainedTHREE C achieved the following results:•A framework of competences related to circular economy was set up. The competences were thoroughly described and converted in so called reference systems (3 competence dimensions (knowledge, skills and attitudes and 5 competence levels), based on the LEVEL5 holistic competence oriented learning and validation approach.•A didactical approach with teaching and assessment strategies was developed to enable teachers to teach their pupils skills in the context of a circular economy and to equip this approach with a inventories (growing catalogues) for informal learning and assessment methods)•A competence oriented assessment and validation approach was set up including a catalogue of suitable assessment methods and a link to a THREE C-validation tool.•An interactive and holistic learning environment for teachers that receive training on THREE C (on how to teach Circular Economy) was developed including practical projects on competence based learning in internships (guidelines) and links to the validation environment•Diverse learning resources for teachers and educational staff were developed includingoA MOOC on how to teach Circular Economy oA Training module for teachers (blended learning), which was piloted with 20 teachersoA KA1 Erasmus course concept was derived from the pilot course•An active conferencing format programme for teachers on circular economy was developed and delivered during the multiplier event.•A proposal of a post-graduation course with an academic degree (ECTS) on competences for a circular economy degree with teachers as target group was developed, approved by the scientific board of the PT UniversityLong term benefitsThe project team intensively disseminated and valorised the THREE C concept. The course has been officially accredited in the German state of Hesse which makes it an official CPD for teachers. The THREE approach has been introduced as officially accepted concept in 3 teacher training centres in the Netherlands. A master course will be developed in the FONTYS University in 2017. The THREE C community has become part of the European REVEAL network which cares for the maintenance of the connected learning technologies and supports the marketing and distribution of the project products such as the KA1 course and the Post Graduate Course.The availability of the project's materials beyond the project lifetime and the visibility for policy makers, other teachers and school managers is secured both by the project website (www.threec.eu) and the e-Learning platform (threec.my-VITA.eu).

<< Background >>Today, knowledge accumulation is growing very rapidly and overflowing beyond the walls of the classroom. Within the education eco-system; developing analytical, critical thinking and problem solving skills became an important goal in order to become a productive society. We all have a collective responsibility, more than ever, to support the development of today's young people from a holistic perspective for a sustainable economy and society and to prepare them for the 21st century skills-based system.There is a rising momentum all over the world to keep up with the technology revolution.Today's students will grow to pursue careers that do not yet exist. More than ever, it is necessary to prepare our students today so that they have the confidence to invent the world they want to live in. It is important to equip them with 21st century skills in STEAM (Science, Technology, Engineering, Art and Mathematics) and Social and Emotional Learning (SEL) (Self-awareness and management, Social Awareness, Relationship Skills, Responsible Decision Making). According to the article of the World Economic Forum titled “New Vision for Education:Promoting Social and Emotional Learning Through Technology”:“People who can cooperate, have high communication skills, can produce solutions to problems with rational methods will be able to exist in the business life of the future. This social and emotional competence equips students to succeed in the evolving digital economy.”Also,UNESCO recently sent a call to schools to implement SEL practices.By 2027, jobs requiring STEAM skills are expected to increase by 13%.EIGE's economic benefits of gender equality study (2017) show that reducing gender discrimination in STEAM education alone leads to 1.2 million additional jobs in the EU. In this context, our aim is to empower teachers, especially girls and secondary school students with multiple disadvantages, in STEAM and SEL areas and to motivate them to use their skills in a wider way.E-STEAMSEL is to give every student the opportunity to learn about technologies and to help them define themselves as innovators and changers who can take an active role in finding solutions to the problems they care about. In addition, to support them to be individuals who are sensitive to environmental problems and have an aesthetic point of view. It is now a necessity for our youth and girls to have STEAM and SEL learning skills in order to take part and struggle in the challenging business world of the future.STEAM mainly focuses on skill development in the fields of science, technology, engineering, arts and mathematics. SEL provides life skills in the fields of teaching and developing the skills needed to manage great emotions, build relationships, gain self-awareness, solve problems, make responsible choices, and set goals. These two complement each other. The world of the future needs individuals with mathematics, science and technology literacy, self-actualized in social and affective learning, creative problem solving and aesthetic values.In this context, our project has adopted the STEAM and SEL fields as a whole and develop them at the transnational level with an e-learning Platform as itsmain objective is to prepare our students for the digital world of the future.The main aim of the project is to empower and increase the qualifications of school students and parents who have fewer opportunities.The project especially aims to support students in the fields of mathematics and science where they have the most difficulties and to strengthen their creative thinking skills with art classes. In addition, the project will produce materials to develop students' SEL skills. We aim to produce e-materials by using gamification (digital game) and problem-solving-based learning method and to empower our students in these areas. İn addition the project focuses on presenting the guidance service portal to our students and parents by moving it to the digital space too.<< Objectives >>OUR AIMS ARE TO;* Ensure creative and meaningful participation of girls and young generation with multiple disadvantages in STEAM and SEL education, preparing them for the future labor market* Raise and spread awareness and sensitivity among teachers, schools and parents in the field of STEAM and SEL learning* Ensure inclusion, equality and easy access in STEAM and SEL learning areas, and to raise the skills-based literacy of especially disadvantaged youth and girls to higher levels.* Provide digital content and digital-skills supported transformation in teaching and learning processes* Develop practical ideas of how to involve students into the learning activities and create environment in which students can study in an innovative way* Ensure equal access to project result for both gendersOUR GOALS ARE TO;* Develop a virtual platform as a resource center for practical and innovative learning solutions that complement the curriculum of schools;* Create a moddle-based e learning platform* Produce materials for three separate sections on the platform* Skill-based learning e materials (STEAM) (IO1)* Produce Social and Emotional Learning (IO2) activities*İnteractive Counseling Services for Parents And Students(I03)The idea of creating and implementing such a tool is the answer to the call for modernity, digitalization, computerization related to every aspect of life.TARGET GROUP;Young people (12-18) with disadvantagesTeachers / educators / school and parents working with 12-18 age groupDECISION MAKERS, Policy formulators, NGOs, youth workers and public<< Implementation >>Our project includes institutions from Portugal, Slovenia, Turkey, Italy and Romania under the coordination of Norway; and has created a network where universities, NGO’s and schools will work in cooperation.Our partnership has a strong structure to empower young people with multiple disadvantages (12-18 age) and especially girls in the field of STEAM and SEL learning, prepare them for the future business world; encourage and motivate schools and teachers to integrate the skills required by the labor market into the curriculum and to contribute to the digital transformation in the entire education sector.Our target group (12-18 years) consists of young people and girls with multiple disadvantages, the institutions responsible for their education, teachers and parents. Our partnership will create an e-platform to meet the needs of our target group.The e-platform will produce activities and E-materials in STEAM and SEL learning areas for target group students and teachers and make these materials available at local, national and transnational level. The project will also contribute to the increasing need for student and parent guidance as a result of digitalization in education by moving the guidance service portal for students and parents to the digital space.For the needs of the target group: IO1; STEAM FOR BOTH GIRLS AND BOYS: E-materials will be developed to improve STEAM skills with an interdisciplinary approach by using problem-solving based learning and creative thinking method, and they will be made available to teachers and students through e-platform.IO2: SEL / SOCIAL AND EMOTIONAL LEARNING: E-materials and activities will be created to improve our students' SEL learning skills. It has been observed in the literature review that printed and digital resources are insufficient in this field. In addition, a manual e-book will be prepared for teachers. The curriculum will include activities and theoretical information.03; INTERACTIVE COUNSELING SERVICES FOR PARENTS AND STUDENTS; Within the scope of this intellectual output, consultancy services that we consider as an integral part of the education for parents and students will be transferred to the digital space. While providing materials that will help students to know and realize themselves, e-materials will be presented to raise awareness for our parents.Throughout the Project;1st LTT; PORTUGAL UPT: LTT, which will last 7 days, will give courses to our teachers in the field of STEAM at the UPT university and the last day 'STEAM FOR BOTH GİRLS AND BOYS Conference' will be held at the transnational level.2nd LTT; will last 5 days in SLOVENIA. The focus will be on producing content suitable for the SEL learning model. 5th day: '' Social and Emotional Learning for All; Lets Think about This' Conference will be held with UNICEF Representatives and academic participants.4 TPMs are planned during the project.6 Multiplier activities and dissemination activities will continue throughout the project. Pilot applications; While all partners are responsible for the implementation of the pilot applications, Turkey / Italy and Romania will apply them to students, teachers and parents. A total of 500 students / 100 teachers / 1000 parents will be included in the Pilot Applications directly.Local level teacher workshops,Youth MeetingsParent Meetings will take place and local administrators and stakeholders will be invited to these activities.6 project bulletins3 project introduction videos (beginning, middle and end)<< Results >>With the intended collaborative implementation process and the possible positive results we expect to see, our project clearly addresses the students and teachers in our participating institutions and schools. As it creates an open access platform apart from participating institutions, it is expected to have an impact on the target group outside participating institutions and organizations at local, national and international levels. PARTICIPATING TEACHERS will;*have information about STEAM and SEL learning model*have the ability to implement these two innovative approaches as a whole*recognize the role of STEAM and SEL applications in the future job market and use them in classroom and extracurricular applications*acquire new pedagogical skills to be used in in-class and out-of-class teaching practices*learn about education systems within the framework of innovative approaches and methodologies*learn new technologies used in partner institutions, countries and companies in the labor market*improve skills of using advanced tools in ICT*Collaborate with colleagues and educators from different cultures*learn teamwork*explore how young people and especially girls can benefit from the inclusion of arts in STEAM education and move away from sexist stereotypes* have more confidence in Steam applications and maximum benefit from such innovative approaches with STEAM literacy*Learn and use the benefit of Arduino in STEAM education*learn ways to integrate art into STEAM education*understand the importance of motivating more girls in the field of science*Learn creative problem solving methods*strenghten E-content preparation ability. PARTICIPATING INSTITUTIONS AND SCHOOLS will;*have an international e-learning platform in the field of STEAM and SEL learning*develop ability to equip themselves, students, parents and other stakeholders in their sphere of influence on 21st century competencies*contribute to the training of individuals with the “skills of the future” required by the “future labor market” at the transnational level.*be better equipped institutions that catch the digital transformation in education.*Our project will be highly beneficial on the internationalization of the institutions.*This partnership will help the partner organizations in their professionalism both in the European level and on the subject matter of the project.*Teachers and students will have their skills recognized, the institutions will be known in the educational and cultural community as well as atcEuropean level.*The partner institutions will learn how to engage and motivate students by using modern methodologies, by taking them out of their routine learning, by encouraging them to be creative and this will impact teachers as well, local educational authorities too.STUDENTS will:*have the opportunity to improve themselves through the e-platform in STEAM and SEL learning areas that they can use inside and outside of the school*access to science, technology, art and creative problem solving methods easier*have increased skills in science and mathematics literacy at the European level*acquire the qualifications and skills needed by the future labor market with SEL learning and STEAM activities*improve self-knowledge, decision making and problem solving skills*be able to communicate with peers at the transnational level and develop language skills on the e learning platform*contribute to the equal development of girls and boys and raise awareness in gender equality.PARENTS will;*be part of the school system and a transnational network,*increase interaction and communication with their children,*increase the awareness that girls and boys can be successful in STEAM.And Project will have 3 Outputs E- learning platform that includes;IO1; STEAM FOR BOTH GIRLS and BOYS e materialsIO2; SEL/Social and Emotional Learning e materialsIO3; Interactive Counseling Services for Parents And Students

<< Background >>Nowadays, in order to design new educational orientations and resources to develop innovative environments in education, efforts are being made to provide education in the form of formal, informal or non-formal aiming at disseminating e-life cultures from pre-primary education institutions to tertiary education and to ensure its continuity.In addition, computer-based education practices and internet-based projects have been developed in schools to develop student-centered teaching transfer studies from teachercentered instruction. Decisions and implementations of Information and Communication Technologies (ICT) are increasingly taking place within the educational policies of our country, which is in the process of the European Union Council's 2020 Strategic Targets and the process of accession to the European Union. EU countries transfer huge financial resources and implement practices for integrating ICT into education in order to strengthen their economic and technological development. The implementations and projects such as the introduction of smart boards, computers, internet facilities in schools, the development of school network and management systems by Info pack, SEPIE National program of reforms in Spain projects, etc. the realization of e-learning applications by providing digital literacy of all students and teachers, etc... have taken place within the educational policies of both the EU and our country in various time periods. Teachers, who are the stakeholders of education, are at a key position in achieving the highest possible benefits of using technology in schools. In the light of all these developments, what is expected from today's schools is to educate individuals who are equipped with the skills of using and accessing information effectively. The function of computers is increasing day by day and this influence both learning-teaching processes and economic and social functions of education. Additionally, new developments across the world such as the limitations brought by COVID-19 pandemic have shown us the necessity to improve teachers’ know-how in using technology in instruction because they will need it during such times.<< Objectives >>The aims of the project according to the priorities above:• To develop cooperation between the community, school, teachers and students through the use of advanced information technology tools.• To support learning environments with educational software, electronic references, application software and educational games.• To integrate information technology tools into any learning environment.• Providing access to all sorts of advanced information technology tools throughout the life of each student.• To provide all students with the ability to use the right information technology tool at the right time and in the right place, contributing the a school education more inclusive.• To ensure that computer teachers use lesson plans, improve assessment tools, prepare educational materials and improve themselves.• Additionally, new developments across the world such as the limitations brought by COVID-19 pandemic have shown us the necessity to improve teachers’ know-how in using technology in instruction because they will need it during such times.<< Implementation >>The activities under the management are as follow:Project management – leader DESES 3Evaluation, Valorisation, Quality Management – leader URBANDissemination and exploitation – leader KOCATURKCurriculum & Training scheme - leader DESES 3e-Learning Platform and Open Education Resources - leader UPTEducational game – leader KARDITSAPilot evaluation - leader TOROSLAR and BRAINLOGPROJECT RESULT 1Curriculum & training that will be define based on the conclusions of panel of experts activities, but in general we expect following topic for the Curriculum:I. Virtual Reality - how to write learning scenario;II. Virtual Reality - how to design virtual world;III. Design of interactive animations and 3D modelling;IV. How to code mobile application;V. Principles of gamification and how to design educational gamePROJECT RESULT 2The e -Learning Platform and Open Education Resources represents one of the most important output as will provide real valuable learning resources for learners, with attention to teachers and ICT.PROJECT RESULT 3Educational game is the main output of this project and together with the e-platform will give the access to all the OER (textbooks, presentations, multimedia, 3D objects and constructions) developed as well as the training schemes. The environment will be freely available for users to visit and use for self learning purposes.<< Results >>• During the project activities we will develop three Project Results:R1: Curriculum & Training scheme - in this material, the suitable techniques, learning approaches and learning content used in the online courses and game will be identified.R2: e-Learning Platform and Open Education Resources - Within the platform, a training course with 5 modules will be available all users interested to the topic.R3: Educational game - the main output of this project and together with the e-platform will give the access to all the OER (textbooks, presentations, multimedia, 3D objects and constructions) developed as well as the training schemes.There will also be intangible results in terms of improving the skills of the people involved in carrying out this project. Staff: they will improve their skills to design new educational processes adapted to different situations and contexts. Stakeholders will be in contact with new perspectives and tools that they can use in their respective areas.Teachers: they will have the opportunity to have resources that allow them to teach the contents and continue the teaching-learning process regardless of the context. It also allows an improvement of digital skills to update their didactic methodology.Students will have the opportunity to access information, learning content and therefore to continue learning.

Um dos quatro domínios prioritários da UPT, constantes do Plano Estratégico 2030, de Dezembro de 2018, é o da internacionalização. A educação em contexto internacional na UPT tem sido grandemente impulsionada pelo programa Erasmus desde 1995. O programa Erasmus tem envolvido estudantes, staff docente e não docente em projetos de mobilidade individual e de cooperação que se quer ver cada ano reforçados. Pretendeu-se ao longo do projeto, alcançar os seguintes objetivos na gestão da participação no Programa ERASMUS (Ação-Chave 1 - mobilidades individuais com países do programa – KA103): reforço dos vários tipos de participantes; promoção da excelência do ensino; reforço da consciencialização da diversidade do património cultural europeu; contribuição para a aprendizagem da língua portuguesa; simplificação e desburocratização dos processos de mobilidade, através da criação de uma conta no Erasmus Dashboard.Na Call de 2018, fizeram mobilidade 75 estudantes outgoing e ainda 4 membros de staff docente e 2 não docente. Quanto às mobilidades incoming registamos em 2018/2019, 91 estudantes e visitaram-nos 31 membros staff. Após o lançamento da candidatura e comunicação aos parceiros da seleção dos estudantes outgoing, são levadas a cabo várias sessões de esclarecimento de dúvidas e ajuda no preenchimento e submissão dos application forms. O processo é monitorizado em vários momentos até à formalização do processo interno da mobilidade. Da parte dos estudantes outgoing, registou-se uma preferência clara pela mobilidade no 1º semestre e pelos países da Europa Central, em que se destacaram a Polónia, Hungria e Letónia. Através do inquérito de mobilidade interno, no fim da mobilidade, foi possível aferir que as amizades em contexto internacional, o desenvolvimento de autonomia e o enriquecimento cultural foram os parâmetros avaliados com a menção de excelente, pela maioria dos estudantes. Em relação aos estudantes Incoming, verificou-se que o primeiro lugar de proveniência é a Espanha, seguida da Polónia e da Itália.A ajuda do Gabinete de Relações Internacionais (GRI) antes e durante a estadia foi considerada de “muito boa” pela maioria dos estudantes incoming e outgoing, assim como no cômputo geral o nível de satisfação em relação à mobilidade na UPT também foi considerado “muito bom” .Aproximadamente um terço dos estudantes incoming optaram por um período de mobilidade de um ano, na UPT. Contribuíram para a integração dos Incoming: a organização do curso de português língua estrangeira, a organização do curso de cultura portuguesa (em ambos semestres), a gestão do programa UPT Buddy (que selecionou 40 buddies para 91 estudantes Incoming) e a organização da Welcome week. Destaca-se o apoio prestado ao GRI pela associação estudantil UPT ESA – Erasmus Students Association na gestão do programa UPT Buddy e na organização da Welcome week.O acolhimento do staff docente e não docente fez-se através da organização da V UPT International Staff Week, ao abrigo do programa Erasmus+, na última semana de Abril de 2019. O programa de trabalho incluiu aulas abertas, painéis temáticos e respetivas mesas redondas.A experiência acumulada na gestão deste projeto de mobilidade e de outros anteriores permitiu que a UPT visse aprovado em 2018, o seu segundo ICM, reforçando desta forma a cooperação internacional. A mobilidade de estudantes contribuiu para o reforço de competências apreciadas e procuradas pelo mercado de trabalho e para motivar outros estudantes a aderir ao programa Erasmus+. Esta adesão expressou-se através da mobilidade individual e pela participação em ações de internacionalização em casa, como o programa UPT Buddy e a UPT ESA. Já em relação ao staff, as mobilidades individuais contribuíram uma vez mais para o reforço da capacidade de desencadear mudanças em termos de modernização e abertura internacional na UPT, a predisposição para melhorar a qualidade do trabalho e de atividades em favor de estudantes e estagiários outgoing e incoming e o envolvimento em candidaturas a projetos de outras ações-chave. A UPT Staff week permitiu proporcionar ao staff a internacionalização em casa, expandindo horizontes a todos aqueles que não puderam participar ainda no programa.

In this decade we aim to come back to the Moon to stay. It is therefore crucial to develop reliable and safe settlements that adequately protect astronauts physical and mental well-being from all possible threats that the hostile environment of extraterrestrial space presents. ArchiSpace aims to design and build sub-systems prototypes (e.g., walls, roofs, living spaces, etc.) of human infrastructures to be built on planetary surfaces, which will be tested in planetary analogue environments. This project represents the first effort, to the best of our knowledge, to use environmental and geological setting analogues as a base to define architectural constraints, sketch design and prototypes to be used in future space human settlements. Archispace is pioneering a new fields of interdisciplinary and intersectoral research in Europe by bridging geology/space sciences and architecture/space architecture. Geology/space science is crucial because the subsurface plays a fundamental role in the selection of the landing sites and the location of 'human-focused' habitats. Architecture/space architecture has a key role in designing comfortable, safe and functional habitats. Our complementary partners are leaders in their respective sectors and hold the necessary know-how and/or technology level to achieve the Archispace objectives. In addition, the human settlements to be developed will involve (new) low impact, low-cost and light operations and ISRU materials. This planetary “green” approach could also be applied on Earth. The project will create, through the planned secondments, common standards, methods and prototypes for the development of space bases on Moon and Mars in the future; which will be tested in three joint field activities (e.g., in Morocco analogues sites). Thus, Archispace promotes an innovative international, inter-sectoral and interdisciplinary research and innovation collaboration that can contribute to Europe's competitiveness and growth.