ARTISTICC’s goal is to apply innovative standardized transdisciplinary approaches to develop robust, socially, culturally and scientifically, community centred adaptation strategies as well as a series of associated policy briefs. The approach used in the project is based on the strong understanding that adaptation is: (a) still "a concept of uncertain form”; (b) a concept dealing with uncertainty; (c) a concept that calls for an analysis that goes beyond the traditional disciplinary organization of science, and; (d) an unconventional process in the realm of science and policy integration. The project is centered on case studies in France, Greenland, Russia, India, Canada, Alaska, and Senegal. In every site we analyze how natural science can be used in order to better adapt in the future, how society adapt to current changes and how memories of past adaptations frames current and future processes. ARTISTICC is thus a project fundamentally centered on coastal communities. These analyses allow for a better understanding of adaptation as a scientific, social, economic and cultural practice in coastal settings. In order to share these results with local communities and policy makers, this in a way that respects cultural specificities while empowering stakeholders, ARTISTICC translates these “real life experiments” into stories and artwork that are meaningful to those affected by climate change. ARTISTICC is thus a research project that is profoundly culturally mediated. The scientific results and the culturally mediated productions will thereafter be used in order to co-construct, with NGOs and policy makers, policy briefs, i.e. robust and scientifically legitimate policy recommendations regarding coastal adaptation. This co-construction process will be in itself analyzed with the goal of increasing science’s performative functions in the universe of evidence-based policy making. The project involves scientists from natural sciences, the social sciences and the humanities, working in France, Senegal, India, Russia, Greenland, Alaska, and Canada.

In India, China and Vietnam there is common requirement to qualify teachers in both theory teaching and practice in vocational education as well as integrating education, teaching and information technology. The national documents mention the development of education and teachers as key priority. In addition, the professional development programs for university teachers and the international teacher training programs at HEIs should be established, so as to continuously improve the capabilities of university teachers in education and teaching, academic research, innovative practices and international exchanges. The FRACTION central objective is to deliver unique opportunity to enhance education of teachers and gain recognition for high-quality professional practice through developing postgraduate program in the field of education with innovative teaching methodologies, enhancing pedagogical competencies.This will enable the teachers to respond to the increasing complex and diverse educational and social environment, by delivering effective & innovative teaching and learning experiences in the classroom to enhance the quality and employability of graduates. To achieve this aim following outcomes of the project will be outlined: - modern courses with new curricula to enhance effectiveness and innovative pedagogical competencies to foster professional development - teaching materials with innovative methodologies for new curricula in post-graduate program- capacity at partner universities through training the teaching staff in new program and methodology- life long learning resources through developing - Center of Teaching Excellence (CTE) with ICT-based distance learning platform with technology-equipped classes as a sustainable solution to support implementation of the new curricula and to foster innovation in pedagogical practices. CTE will offer career orientation offers for graduates as well as new courses developed after project lifetime.