Over the years, Education for Sustainable Development (ESD) has been evolving and been adopted across all levels of formal education while gaining the interest of non-formal education. However, in most cases the approach is sporadic and disjoint; that is, the curricula promoting ESD do not reflect the way various educational institutions are run, while the connection with the surrounding community is not prominent. What is needed is an approach that brings together all these different components into a holistic functional unit that is more in line with the systems thinking promoted by ESD. This approach was formerly referred to as a Whole School Approach, but with the need to extend ESD beyond schooling, the term has changed to Whole Institution Approach (WIA). SUSEDI targets all Educational Institutions (EIs) and aims to transform them by supporting them to adopt the WIA. The term EIs refers to any institution offering formal or non-formal learning, independently of the level.The aim of SUSEDI is to support EIs to adopt the WIA through a series of transformational steps, and to certify them on achieving milestones. Additionally, SUSEDI aims to develop the sustainability competence of educators/leaders/administrative staff as their role is critical for institutions in terms of adopting WIA. The main deliverables of the project are an open educational resource for the development of the sustainability competence of EIs personnel, the methodology guide “Route map for the transformation of Educational Institutions into WIA to sustainability” that will include steps to transformation and proposed activities in the pillars and domains of the systemic framework for WIA to sustainability, as well as a certification standard aligned with ISO for EIs to certify their transformation into the WIA to sustainability in three different levels: Awareness, Into Action and WIA to Sustainability. SUSEDI will produce 15 deliverables and will benefit directly 240 educators and 52 EIs.

AI4EDU seeks to innovate school education by investigating, implementing and evaluating forward-looking, innovative research approaches, technologies and applications of Artificial Intelligence in Education that enable new, innovative, flexible, personalised, engaging and effective ways of teaching and learning, in the context of the growing challenges created by the digital transformation of education. More specifically, AI4EDU will contribute to the following general, underlying goals:a.Facilitate, enhance and personalise learning by developing and implementing student-facing AI applications. b.Empower teachers and support teaching and assessment goals by developing and implementing teacher-facing AI applications.c.Increase our knowledge and understanding about AI and cultivate knowledge and skills of students and teachers about how AI applications work, their potential and limitations.d.Evaluate the educational impact, usability and acceptance of AI applications in real educational settings. e.Provide evidence of realistic AI use cases in education, addressing issues of ethics, transparency, equity and reliability. f.Understand the implications of the integration of AI in education. Accordingly, the general objectives of AI4EDU are: 1.to investigate, develop, implement and evaluate next generation AI-powered educational assistants, designed to conversationally interact with students and to support teachers and students in fulfilling their teaching and learning goals, in a way that makes them acceptable as engaging, flexible, effective, reliable and helpful partners. 2.to investigate the implications of the adoption of the developed AI applications for teaching and learning and the aspects of their ethical, transparent, inclusive, and equitable use in educational settings, and to produce evidence-based recommendations for the educational community, as well as policy guidelines for the effective deployment of AI in education.

Nous avons décidé de créer ce projet car, malgré la présence de diversité culturelle et de ses effets, nous avons constaté dans l’ensemble des 5 pays – à des degrés divers cependant : un manque de programmes dans l’éducation des jeunes enfants qui les prépare à prendre part à une société multiculturelle, à forger des identités de genre et des conceptions non rigides non non basées sur le refus de l’autre ; un manque de pédagogie interculturelle dans la formation initiale des enseignants, et un manque d’outils pour traiter ces questions d’un point de vue interculturel. Aussi un échec de l’implication des parents.Ce projet a pour objectif de:- Contribuer au développement de politiques et pratiques d’enseignement s’agissant d’éducation interculturelle, incluant le genre ainsi que l’intégration d’enfants et parents issus d’environnements culturels minoritaires – par notre analyse des pratiques existantes et en évaluant la méthode que nous avons conçue.- Contribuer au développement des compétences des professeurs par de nouvelles méthodes de formation professorale et de - Contribuer à enrichir les ressources des écoles pour traiter de diversité culturelle, pour garantir que les enfants de différents contextes culturels, ainsi que leurs parents, ne soient pas exclus et donner aux enfants les armes leur permettant de prendre part à une société interculturelle, tolérante envers la diversité de genre ; proposer des outils et des stratégies permettant de traiter les questions sensibles, telle celle de la réligion.Les partenaires du projet sont présentés ci-dessous avec la production intellectuelle qu’ils ont coordonnés : Cesie est notre partenaire italien œuvre en faveur de la promotion du développement culturel, éducatif, scientifique et économique au niveau local et international par le biais d’approches innovatrices et participatives. En charge du Recueil de pratiques scolaires traitant de diversité culturelle’ Ce manuel est destiné à fournir une source de comparaison entre pays pour les enseignants qui souhaitent tester leurs propres approches avec les élèves, tout en apprenant et en s’inspirant par les différentes pratiques européennes. Il donne un aperçu de la façon dont les différents pays et les différents systèmes éducatifs font face à la diversité culturelle.Elan Interculturel, coordinateur du projet a pour objectif de faciliter le dialogue interculturel et de former les professionnels et le public pour mieux vivre la diversité culturelle. Chargé de créer le ‘Recueil de diversité culturelle’, ce manuel est un outil d’apprentissage pratique pour les enseignants qui travaillent avec des enfants de 3 à 8 ans. Il est basé sur la méthodologie d’analyse de cas développé par M. Cohen-Emerique et il a pour but d’aider les enseignants à analyser concrètement les Incidents Critiques qui apparaissent dans le cadre de leur travail, soit avec les enfants ou bien les familles qui portent des codes culturels divers. Cette méthodologie permet d’identifier de solutions concrètes aux problèmes. La mission de l’Institut Pédagogique Chypriote (C.P.I.) est de répondre aux besoins continus de formation des enseignants à tous les niveaux tels que l’accompagnement de leurs développements professionnels et personnels. Ils ont mené cette troisième production dont l’objectif etait de collecter des études de cas et des bonnes pratiques pour créer la boîte à outils qui servira à aborder des zones sensibles telles que le genre, le corps et la santé entre les parents et le corps enseignant. La Xixa Teatre, est une organisation dont l’objectif est de rechercher et développer des outils d’éducation théâtraux qui ont du sens en termes de transformation sociale. En soutenant que l’éducation est au centre du changement social. Ce partenaire espagnol a dirigé le manuel d’exercices pratiques dont l’objectif est d’équiper les enseignants avec des activités pratiques et interactives à faire avec les enfants pour explorer d’une manière ludique et informative les questions abordées en tenant compte de la diversité culturelle caractéristique de nos sociétés.Le partenaire autrichien Kindervilla est un établissement privé et indépendant d’éducation pour les enfants âgés de 1 à 6 ans. qui a mené ce dernier IO, un outil en ligne pour pouvoir suivre le cours complet que nous avons spécialement développé. Le partenariat est fier d’avoir pu développer pendant la durée du projet des outils concrets qui viennent répondre aux besoin sondés sur le terrain que nous avons partagé lors d'évenement multiplicateurs et de coloques internationaux. Ces manuels sont proches de la réalité et faciles à utiliser par les différents acteurs, cette approche global permettra d’aborder la question de l’interculturalité et l’éducation de la petite enfance de façon intégrale. Le cours enligneassurera la continué du projet. Les productions intellectuelles continueront à être diffusées par les partenaires dans leurs réseaux avec l'ambition d'avoir un impact plus grand.

"It is widely accepted and documented through studies and references that school students lack Competences and skills at the completion of the cycle of their school studies. As one of the key factors that can develop competences and skills in school students is the known project based learning activity. In the last 15 years we have seen the development from STEM to STEAM and now to STEAME (Science, Technology, Engineering, Arts, Mathematics and Entrepreneruship) becoming the subject set that is considered through interplay the kinetic energy for producing the creators and innovators of the future under the digital age. The catalyst in making this a reality are the subject teachers in service and the future student teachers through their initial training at the university level. The project ""STEAME Teacher Facilitators Academies"", will support the change to the future schools with main actors the teacher facilitators as the future professionals and experts of learning change.The STEAME Teacher Facilitators Academies will support the professional development and build a community of service and student teachers. Working together as co-creators for the sustainable development between teacher education providers with impact on the evolution and quality of education in Europe and the continuous professional development of teachers, the project aims to set the groundfor future schools.The main innovations by this project include:1. STEAME Teacher Facilitators Competence Framework for student and serving teachers2. STEAME Teacher Facilitators Learning Modules/Workshops/Webinars3. International Sharing Observatory for STEAME Learning Facilitators4. Development of the STEAME Facilitators Community of Practice/Mentoring and Certification Programme5. Policy Recommendations – European Federation of STEAME Teacher Facilitators AcademiesThe basis for the above is the experiences and innovations from projects that the project partners bring and join forces."

The project aims to investigate the impact of the model of Lesson Study on teacher learning and, consequently, on student learning outcomes. Lesson Study (LS) is a teacher professional development model that originated in Japan in the 1870s, but has recently been adapted worldwide. The basic model involves teams of teachers within a school investigating collaboratively the effectiveness of teaching practices for their students. The core model involves: a) plan lessons during planning meetings, b) teach/observe those lessons; c) reflect on lessons during reflection meetings. Variations of the model include the presence of a LS facilitator during teachers’ planning and reflection meetings, guiding teachers as they construct new knowlegde. Despite the promising nature of LS, more evidence is needed in order to establish how teacher learning occurs during LS meetings. Even less evidence exists on the impact of this learning on teaching practices and, as a result, on students’ achievement. We examine this impact in the context of secondary mathematics and specifically mathematical reasoning; a central mathematical competence in curricula worldwide involving exploring, conjecturing and justifying. The results of the 2018 Programme for International Student Assessment (PISA) suggest that the average student performance in mathematics in the EU countries has remained stable over 2009-2018 (European Commission, 2019). The four participating countries in the project employ different approaches for teacher professional development. The centralised education systems in Cyprus and Greece offer optional seminars to teachers. In Belgium and the Netherlands, schools have the autonomy to make decisions about the professional development of their teachers. The stability of student performance in mathematics, however, suggests that none of the two approaches to professional development contributes to the improvement of student performance. The objectives of the project, therefore, are the following: 1.To examine the effects of teachers’ participation in Lesson Study on their own learning and on students’ mathematical reasoning;2.To examine the potential impact of the role of an LS Advisor and LS Facilitators on dialogues and teacher learning; and 3.To examine the relationship between teacher intentions and teaching practices.To examine the above, an experimental design will be employed in the four participating countries. Forty-five mathematics teachers who teach in the first three years of secondary education will be recruited in each country. These teachers will be randomly allocated to one of three groups: 1) LS+Advisor group, 2) LS+Facilitator group, and 3) Control group. Teachers in the experimental groups (i.e. groups 1 and 2) will form LS teams and conduct three-cycles LSs (i.e. total of 9 lessons during the school year). Teachers in group 1 will be supported by an LS Advisor, who will provide consultation in noticing and enhancing mathematical reasoning. Teachers in group 2 will be supported by an LS Facilitator, who will support teachers’ dialogues and help them through the LS process. Teachers of the control group will not conduct LS this school year.Data on the achievement in mathematical reasoning of the students of all 45 teachers will be collected at the beginning and end of the school year, using a battery of tests developed as part of the project. In addition, LS planning and reflection meetings will be video/audio-recorded. From a selection of four case study teachers per country, lessons planned during the LS process will be video/audio-recorded. Finally, teacher qualitative interviews will be conducted after the end of the intervention for teachers’ reflections and the evaluation of the intervention. The data will be analysed both quantitatively and qualitatively. Multilevel techniques will be used in order to examine the effect of teachers’ participation in LS on the improvement of students’ mathematical reasoning. LS dialogues will be examined qualitatively for evidence of teacher learning and emerging factors from this analysis will be entered into the quantitative analysis. The relationship between teachers’ reported teaching intentions and teaching practices will be examined qualitatively. Findings from this project will contribute important evidence in relation to the effects of LS. In addition, findings will shed light on the role, value and cost-effectiveness of the roles of an LS Advisor and LS Facilitator. Based on these findings, policy recommendations will be made regarding the implementation of LS as a teacher professional development model and the promotion of mathematical reasoning in teaching practices. References:European Commission (2019). “PISA 2019 and the EU: Striving for social fairness through education” https://ec.europa.eu/education/sites/education/files/document-library-docs/pisa-2018-eu_1.pdf