Students – and young people in general – are more and more interested in engagement issue. When they are invovled, it is most of the time because of their personal conviction and they don’t expect anything in return. However, it is useful for them to have knowledge on practices about their national civic engagement legal frame, to know how looking for an asking structure or to create their own association. On the same way, these engagement activities always enable the young people involved to develop and master news skills, most often extra-curicular, without neither they realize nor they foresee to add them to their cover letters or CV.Partners and associated partners gathered in this project – universities and associations located in six European countries –jointly wish to offer these young engaged people some options they will built together in the three years coming, within one project structured in three main phases : Raising awareness of commitment, by communicating in an innovative manner to the widest possible publicShape young people involved in engagement activities, by making adapted pedagogical solutions (lectures, workshop, teaching paths)Identify and value acquired skills by young people engaged to enable them to use it on their future studies or professional integration projects.The creation of a “Committed Student Status” allowing to replace the mandatory training by a time dedicated to engagement and included in the diplomas obtained, will institutionalise a project entirely dedicated to support young people.

CASE project presented and offered all the needed instructions, material and tools in order to achieve the integration of art and innovation in science education from the early school years. Education policymakers all too often narrow teachers' focus to lists of facts and formulas, which become tempting to resort to so-called “drill-and-kill” teaching methods that cover information in a generic, surface-level way. Unsurprisingly, instead of fostering curiosity—which is much more important in the long term than rote memorization—this approach often causes students to “tune out”. Under this framework enhancing teacher skills, strengthening their ability to motivate innovation and creativity is crucial. It is precisely the enrichment of the creative elements in Inquiry Based Science Education (IBSE) as an integral part of such a system, based on a wealth of existing European knowledge, which is the cornerstone of the CASE approach.Our vision for STEAM Approach in Science education is the development of the innovative and creative classroom of tomorrow, where science education will be taught using an interdisciplinary methodology via arts activities and at the same time the integration of other disciplines such as entrepreneurship and design thinking.The CASE Project achieved to develop several material that were presented to all the teachers (206) and students (2.949) that were involved through their schools (121). These are listed below with the respective links to the documents: •General toolkit (http://www.project-case.eu/wp-content/uploads/2019/06/CASE_Toolkit_Book_FINAL.pdf) regarding the methods of creativity and arts in science education: This toolkit will be comprised of a suite of theoretical and image and video-based examples aimed at supporting primary teachers’ implementation of the CASE approach in schools.•Toolkit for the Learning Science Through Theatre (http://www.project-case.eu/wp-content/uploads/2018/06/LSTT_CASE_Training_material_FINAL.pdf) case: This toolkit will be comprised of a guideline and practical scenarios aimed at supporting primary teachers’ implementation of the LSTT method in schools following Science View’s experience in the field.•Toolkit for the Learning Science Through Puppetry (http://www.project-case.eu/wp-content/uploads/2018/06/Puppetry_CASE_Training_material_FINAL.pdf) case: This toolkit will be comprised of a guideline and practical scenarios aimed at supporting primary teachers’ implementation of the Puppetry method in schools following Speel je Wijs’s experience in the field.•Toolkits for the Learning Science Through Digital Narratives case: These toolkits will be comprised of a guideline and practical scenarios aimed at supporting primary teachers’ implementation of: othe Narratives and Slow-mation method (http://www.project-case.eu/wp-content/uploads/2018/06/Slowmation_CASE_Training_material_FINAL.pdf) in schools following Aristotle University’s experience in the field;othe Digital Storytelling (http://www.project-case.eu/wp-content/uploads/2018/06/Storytelling_CASE_Training_material_FINAL.pdf) approach following Elinogermaniki Agogi’s experience.•Toolkit for the Learning Science Through Ecoscenography (http://www.project-case.eu/wp-content/uploads/2020/EXTRA_CASES/CASE.LearningScienceThroughEcoscenography.tutorial.pdf) case: This toolkit will be comprised of a guideline and practical scenarios aimed at supporting primary teachers’ implementation of the Learning Science Through Ecoscenography method in schools following HVL’s experience in the field.•Toolkit for the Learning Science Through Dace (http://www.project-case.eu/wp-content/uploads/2020/EXTRA_CASES/CASE_LearningScienceThroughDance.pdf) case: This toolkit will be comprised of a guideline and practical scenarios aimed at supporting primary teachers’ implementation of the Learning Science Through Dace method in schools following HVL’s experience in the field.•Toolkit for the Learning Science Through Singing (http://www.project-case.eu/wp-content/uploads/2020/EXTRA_CASES/CASE%20-%20LearningScience%20throughSinging.pdf) case: This toolkit will be comprised of a guideline and practical scenarios aimed at supporting primary teachers’ implementation of the Learning Science Through Singing method in schools following HVL’s experience in the field.•Toolkit for the Learning Science Through Humoristic Stories (http://www.project-case.eu/wp-content/uploads/2020/EXTRA_CASES/LSTHS_CASE_Training_material_FINAL.pdf) case: This toolkit will be comprised of a guideline and practical scenarios aimed at supporting primary teachers’ implementation of the Learning Science Through Singing method in schools following Science View’s experience in the field.

The overall goal with the project AgeSam – Aging and Demographic Changes in late modern society was to create a module/course on PhD /master level focusing on ageing and dementia including the lifelong, lifewide education of elderly people, as well as for professional and informal carers. This goal was fulfilled. Apart from reaching those goals, other accomplishments were reached; scientific publications (5), establishment of an Alumni network, a wider dissemination then originally planned. The project fulfilled the four intellectual outputs: Integrated care teaching tool, A Study handbook, A cross-border method in collaboration and social innovation supportive to the Course module: Ageing societies and Dementia care. The module for PhD/master students used a problem and challenge-based approach that emphasized learning by doing. The research issues as well as research plans among the participants were closely integrated in the course. The 23 PhD students were affilitated to 15 Universities, coming from Sweden (5), Finland (5), Denmark (7), Poland (2), Belgium (1), Netherlands (1), France (2). Out of the application criterias, the participants and the research areas represented several subjects; Health Science, Social Work, Nursing Science, Psychology, Political Science, Media Education. The course in itself had a interdisciplinary focus and the mixture among the participants made a substantial contribution. The Synopsis of the participants was required in the early beginning of the course and the structure/content linked closely to the students own research questions. The final examination linked to the same. This approach enabled students to build cognitive and metacognitive skills for acquiring, analyzing, and applying knowledge. Further, the interdisciplinary competencies contributed to the professional development in aging societies was a part of the module. In higher education, two of the main objectives are intercultural exchange and an international perspective on learning. The project was built both on previous and ongoing projects and network constellation in Sweden and abroad. In addition, a strong collaboration with relevant stakeholders who have been involved in the conceptual and preparation phase as well as implementation of the study design. The cross-border collaboration departs from the CareSam network (caresam.mau.se). Within the frame of the CareSam network, the EU-partner collaboration was a logical way to proceed out of previously results and outputs. Lead partner in this project was Malmö University. The partners involved were: Roskilde University, UC Syd and Univ College Absalon (DK), Univ of Lower Silesia (PL), Klaipeda Univ (LT), Univ of Lapland (FIN) and the Simrishamn Municipality (SE). In addition, other local and regional stakeholders within elderly care connected to each partner has been involved in the project. This has made a substantial contribution to the outcome of the project including knowledge of the Glocal concept and Community of Practice (and research). The results will remain available and visible as an integrated part of the home institutions of the partners. The open access publications that was made under the umbrella of the project will also be available (references to the publications are available at the website). Key words: Education, digital health, curriculum development, aging, dementia, transnational, multidisciplinary, short-term mobility