-The project consortium consists of 11 universities from 8 countries in Europe and Southeast Asia. The project aim is to build competencies in digital transformation for higher education institutions in Southeast Asia by developing digital strategic plan, improve the quality of learning and teaching methodologies and pedagogical approaches for digital learning. This project seeks to meet the challenges from impact of COVID-19 where the quality of education in Lao PDR, Cambodia and Malaysia are affected. The motivation of the project encompasses the need of new capacities to better plan their campus digital infrastructure to prepare for delivery of digital education to ensure quality graduates are not compromised. This competency development in digital transformation includes the senior leaders, ICT managers and faculty members. These countries also in need to address the digital divide and to transform their industry workforce in digital economy which the preparation should start at the universities. The main outputs of this project are the institutional digital transformation plan and policy, training materials and Train for Trainers (ToT) for developing campus ICT infrastructure & digital learning management system, developing skills for designing digital content for delivering digital education, effective digital teaching, assessment and monitoring & quality assurance. For sustainability, a Open Educational Resource portal and learning training centres will be established in respective countries for all other institutions in Southeast Asia countries. The direct beneficiaries are all 5 universities in Lao PDR, at least 20 universities in Cambodia and 40 universities in Malaysia. The training is based on the results of the DX.sea Project and uses the materials created by an inter-disciplinary team from partner countries and Malaysia. The expected outcome is the ability of academic and non-academic to deliver quality digital teaching and learning effectively.

The overall objective of the FOODI project is to enhance the institutional capacity of 10 HEI in Malaysia, Cambodia and Thailand by developing a new innovative MS Programme in Food Processing & Innovation. The purpose of the MSc Programme in Food Processing & Innovation is to educate aspiring food entrepreneurs, healthcare professionals, government officials, and food industry professionals in the end-to-end value chain of food processing: from understanding the elements of food, to starting a new venture for disrupting and enriching the food processing industry in Asia. The overarching goal is to enable Programme participants to apply, develop and communicate knowledge in the cross-field between food, health and innovation. To do so, they will be educated in innovation, entrepreneurship, food science/engineering, and elements of social science. Also, beyond coursework, the program will be structured around: a) industry placement, in relevant businesses, government agencies, etc.; b) digital learning, to allow modern forms of learning, as well as to enable contribution from experts across the globe in the development of the program; c) promote cooperation, exchange of know-how and good practices in the subject area between EU and PC HEIs;d) establish viable synergies and links with the regional food industry in order to address their needs in specialized personnel, and enhance the employability of FOODI graduates;e) contribute to local economic growth, by providing to program participants the right knowledge/skills/tools to turn the local food processing sector into a driver of social and economic growth;

BL_TEAE intends to support teacher educators’ professional and learning development through a Blended lLearning (BL) based on innovative constructivist theories. The BL course aim to build a European and Asian countries collaborative community (four EU Member countries – France, Belgium, Danmark, Estonia and four Asiatic countries - Malaysia, Bangladesh, Bhutan, Pakistan) capable to reflect on teaching trainers practices with the support of ePortfolio and Video as reflective tools. The direct aim is to improve teacher educators’ skills, with direct and indirect implication on quality of teacher educators’ skills. In this way teacher educators will be able to prepare future teachers on the assumption of multiple and changing roles in their belonging community. Indeed, the need to improve teaching practices is a common element in all selected partners. Specifically for Asiatic partners, despite the different situations, the quality of the teacher education needs improvement, in particular with the introduction of innovative strategies and practices. For this purpose we consider valuable to provide and to equip teacher educators with innovative teaching practices. The use of technologies to support teaching educators skills also lead to support innovation in teacher educator professional development. The project will be realized in close cooperation with all partners. All partners have been considered in terms of complementarity of operational expertise. Main activities in 8WP: define the technological and pedagogical need; design the BL course with online and face-to face training; build and animate the reflective community through the use of ePortfolio, video and online discussion; sharing scenarios about teaching practices; work on a curriculum design for teacher training; pilot the implementation of draft curriculum and the introduction of innovative practices.