The SMAR3TS project arises as a response to climate change and environmental degradation. It orchestrates an ambitious international, interdisciplinary, and intersectoral staff exchange program for research and innovation, aimed at accelerating sociotechnical transitions for inclusive and sustainable growth. It actively tackles grand societal challenges that endanger global stability and prosperity, and adversely impact fundamental human needs such as food, mobility, energy, and housing. Rising temperatures, extreme weather events, sea-level rise, loss of biodiversity, and disruptions to ecosystems all have far-reaching consequences that transcend borders and require collaboration to develop timely and innovative solutions. SMAR3TS builds a Powerhouse Consortium with amplified network effect by uniting cross-disciplinary expertise of researchers and practitioners from 23 beneficiary partners, and 13 Associate/Third Country Partners working on research excellence through secondments, conferences, workshops, summer schools, knowledge-sharing platforms and activities to transform research outputs into tangible outcomes. United in diversity, SMAR3TS network spearheads innovations across various sectors to support resilient, restorative, and regenerative futures. By leveraging Open innovation strategies, SMAR3TS facilitates knowledge exchange, capacity building, and the co-creation of actionable solutions. By enabling a Quadruple-Helix approach (i.e. university-industry-government-civil society collaboration) and offering advanced training opportunities on research translation, futures thinking, foresight and other necessary tools and techniques, it equips researchers with key skills to design pathways for societal impact. Overall, SMAR3TS pursues a proactive strategy to build a fair, inclusive and regenerating world by collectively advancing science, technology, and innovation, triggering behavioural, organization and policy changes.

The EURAXESS TOP IV consortium includes partners from 40 countries (34 beneficiaries and 7 Linked Third Parties), covering the whole EURAXESS network and maximizing the impact for the long-lasting benefit of the research community. The project has been divided into 8 work packages, apart from the WP devoted to Project management. WP2 (EURAXESS Career Development), WP3 (Social Integration Initiatives) and WP4 (Engagement with industry) aim to address strategic issues related to the widening of the services from mainly mobility-related to services also for non-mobile researchers. In particular, WP2 and WP3 aim to expand the set-up and operation of Career Development and Dual Career services within the network; on the other side, WP4 promotes intersectoral mobility of researchers by promoting entrepreneur careers through collaboration with innovation facilitators and launching industry-academia mentoring programmes for researchers. WP7 (EURAXESS Open to the World) aims to attract third country researchers to Europe as well as European scientific Diasporas contributing thus, to brain circulation while WP5 (Capacity Building of the EURAXESS Network), WP6 (Network support and a comprehensive communication and cooperation strategy for EURAXESS) and WP8 (Open EURAXESS portals) aim at the deepening of existing services through trainings, networking and updating of national EURAXESS portals. Based on the results of the project and the future trends in the ERA, a strategy and a vision for EURAXESS towards 2030 will be delivered within WP9 (Future of the EURAXESS Network–New services). Finally, the impacts of the project are linked to increasing the visibility of EURAXESS Network and diversifying the services provided by the EURAXESS Service Centers at an increased quality to enhance the career development of researchers addressing the cross-national and international circulation of researchers in Europe for the benefit of Responsible Research and Innovation under HORIZON 2020.

MILETUS addresses capacity building in the field of virtual, real and blended mobility runs (MR) at Serbian and TURIL (Territory of the Ukraine as recognized by international law) higher education institutions (HEI). By creating the needed governance on a ministerial and institutional level, MILETUS achieves the improvement of Master graduates’ employability chances in companies working internationally and the quality enhancement of PhD students’ research, and thus their contribution to high quality research in the partner countries.To build students mobility capacity, governance of ministries responsible for HE will be improved and functions of existing International Relations Offices at HEIs will be extended or founded newly. Teaching staff will be methodologically prepared for supervision of MR and necessary learning materials will be prepared. Focus on students with disabilities will open up mobility learning experiences to a wider range of students, primarily as a result of tapping into potential of virtual mobility.These virtual MRs for Master students will include tasks that enable mobilizing and developing skills that allow for working in international geographically dispersed teams, under consideration of competences expected of graduates by employers. Deployment of mobility programs addresses the need for broadening collaboration research circle for PhD students ultimately improving the quality of their research.The main outcomes of the project are:• improved governance of students’ mobility programs on a ministerial and institutional levels• framework for virtual, real and blended MRs to guide future implementation also for nonparticipating HEIs• enhanced teaching methodologies during MRs• solid learning basis for students participating in MRs• eased access to mobility programs for students with disabilities• enhanced employability chances for graduates by developing international skills• and broader research collaboration circle for PhD student

Dangerous goods (DG) are materials that, due to their characteristics, can constitute a risk to people, animals or the environment. The involvement of DG in an accident could lead to fires, explosions and the release of toxic gases, producing serious consequences to human health and the environment. In order to diminish risks, the transport of dangerous goods (TDG) in Europe is subjected to different regulations with the constant raising need for educated and skilled personnel.The main aims and specific objectives of the project are: -To identify key risks of the transport of dangerous goods (TDG) by road in WB partner countries according to different regulations ;-To improve existing and develop new curricula for undergraduate and master studies in accordance with Bologna requirements and national accreditation standards implementing new subjects studying the TDG by road. These subjects should cover both provisions concerning dangerous goods and provisions concerning transport equipment and transport operations. -To establish Training Centers within WB HEIs.The most important results of the project will be the modernization of the existing curricula in the part related to the TDG and the handling of DG at all WB partner institutions. Among other things, the curriculum should increase students' awareness of the dangers that can occur when dangerous goods are transported and handled improperly. Direct beneficiaries of the project include 116 trained teaching staff, 120 enrolled students, 240 trained TDG professionals and the wider community (TDG stakeholders, public institutions, scientific community etc.)Type and number of outputs include 8 new/modernized study programs, 45 newly implemented TDG related courses, 8 new labs.

Industry 4.0 is completely transforming the manufacturing sector in EU imposing its principle of digitalization of industrial processes. As a result, the new cyber-physical production systems have a high impact on the labour force, especially on technicians and engineers. They require new hybrid “humans-machines” teams, where technicians and engineers should analyze big data, simulate production lines, coordinate robots, diagnose/repair complex automated systems. However, data show that industry employees are not ready to face the above new realities since they lack the “right” knowledge/skills demanded by the new industrial environment, i.e. appear underskilled, thus limiting their employability prospects and access to quality jobs. The Skills and Jobs Survey highlights that 43% of adult employees have recently experienced changes in technology they use at work and 47% have seen changes in their working methods. About 1 in 5 considers it very likely that several of their skills will become outdated in the next years.Taking into account the above needs, their relevance at European level and emergency at regional level, as well as the high demand of flexible continuous TVET on behalf of companies within the partner regions, a consortium of 4 universities, 4 Chambers of Commerce and Industry and a VET provider from BG, GR, PL and RS was established so as to develop an Active Learning Community for Upskilling Technicians and Engineers in the sector of Machine Building and Mechatronics.INTELLECTUAL OUTPUTS1.Elaboration of an on-line questionnaire and conducting a survey on the skills deficit of technical and engineering staff in the sector of Machine Building and Mechatronics 2.A Partnership Report based on the findings of the skills deficit survey 3.An Active Learning Community Platform and its mobile application as an Open educational resources database:•Course curriculum, course materials in the form of PP presentations, additional internet resources, industry-related problems to be used by both VET teachers and learners•Problem-based platform – industry-relevant problems to be used by VET teachers and learners as assignments for practicing in the Learning Factory•Tutor and peer-to-peer support in the form of a discussion forum•Assessment area for assessing the gained knowledge•Questionnaires to measure impact on target groups4.Curriculum for upskilling technicians and engineers in the sector of Machine Building and Mechatronics. 5.14 course materials (PP presentations, industry-related problems, additional internet resources and teacher’s guidelines for each course) as open educational resources for technical and engineering staff employed in the sector of Machine Building and Mechatronics, based on blended and active learning.6.A Partnership Report based on the findings after the pilot testing 7.Webinar on Active Learning for VET purposes so as to boost VET teachers’ competenceMETHODOLOGY- Follow the PMBOK (Project Management Body of Knowledge) guide, in particular the management loop “initiate and plan, execute, control and close”- Quality planned, incl monitoring and evaluation- Pilot testing for validating IOs- Sharing experience and responsibilities within partnership- Joint development of IOs based on teamworkIMPACTTechnicians and engineers•Upskilled STEM, in particular in particular technology and engineering skills •Improved generic skills such as analytical/critical thinking, problem-solving, communication•Easier access to TVET learning platforms (Internet-based and mobile) that best match their learning styles•Easier access to educational resources to be used for upskilling•Ability to quickly and adequately respond to Industry 4.0 fast technological changes in the respective industrial sector •Opportunity for securing their positions within the company and future career development •Opportunity for building a “culture of learnability” in the long runVET trainers•Improved teaching competence by mastering active learning techniques and strategically using ICT •Ability to better motivate learners•Easier access to TVET resourcesCompanies in the sector •Better awareness of the specific TVET needs of their engineer•Upskilled technicians and engineers ready to respond to the fast technological changes in the sector•Opportunity to adequately meet the demands of Industry 4.0 in the long run•Potential of higher economic growth in the long runVET providers, including universities and Chambers•Better awareness of the specific TVET needs of the engineering and technical staff employed in the sector •Access to TVET learning platforms that best match learning styles of end-users•Access to educational resources to be used for upskilling•Opportunity to train their VET teachers on active learning tools•Opportunity to provide TVET to companies that matches the demands of Industry 4.0 and the specific learning needs of their employees.