Recent years have seen profound societal changes across Europe. The rise of the internet has given students and teachers easier access to information, fundamentally altering the way in which we learn about both current and past events. At the same time, disinformation, fake news and conspiracy theories increasingly find their way into classrooms. Remedying this trend requires a solid judgment on the reliability of sources, for which students often lack the necessary training. With critique, interpretation and contextualisation of sources forming the basis of the discipline’s methodology, history and history educators can play a key role in providing students with the right knowledge and skill sets to counter this worrying trend.The frequent use of history in the public sphere, including in films, games and fiction that youngsters consume similarly provide educators with both opportunities and challenges. While students may arrive at school with preconceived ideas about history that have little root in historical research, there are also opportunities to engage them in topics they care about. Teachers must therefore be up to the task of recognising biases and challenging assumptions, while encouraging their students to critically reflect on what they see, read and hear.New and innovative ways of teaching and learning about the past are also not limited to the internet and the media most frequently consumed by youth. Current discussions on heritage in particular, and what we as a society choose to remember, cherish or commemorate, does not only help students learn about the past, it also forces them to think about the present and the kind of society we wish to live in.European classrooms have over time become increasingly diverse. Still, most history curricula remain centred on traditional, nation-centric narratives that are neither equipped for, nor reflective of, this new diversity present across our continent.This project therefore aims to prepare future history teachers for a critical history education more attuned to the realities of 21st century societies. In order to respond to the aforementioned societal changes and to incorporate these new insights in history didactics, history teachers need to have access to information that is based on the latest research, that is easy to digest and that can make immediate impact in hectic work environments.Future history teachers are the main target audience of this project. These are students currently enrolled in the partner universities’ teacher programmes in Estonia, Germany, Poland and Spain, as well as those reached by EuroClio’s network of both current and aspiring history educators. The project will additionally target more experienced teachers, who will benefit from updating their teaching practice, as well as researchers benefitting from a State of the Field analysis. Ultimately, the project will benefit pupils across Europe who will receive an updated, critical history education responding to 21st century needs.The project will provide future teachers with a ready to use study guide with learning activities and teaching methods and tools on the following topics: Heritage in history education, global dimensions of national history and post-colonial history, public history and history education, and the role and influence of the internet in history education.A State of the Field analysis will ensure that all developed materials are based on the latest scientific insights and current teaching practices. The accompanying literature review will be a reference point for those interested in evidence-based history teaching, including researchers and history didacticians.A visibility campaign will focus on the production of content designed to raise awareness and increase the number of prospective history teachers, teacher trainers, educators, and policymakers using the study guide and State of the Field analysis. The campaign will thus significantly improve the impact of all other project outputs, as will the planned national and thematic seminars.The project’s methodology rests on solid and extensive experience of EU projects by the lead coordinator and a collaborative approach with both internal and external partners. The individual expertise of the different partner organizations are recognised and each Intellectual Output will be developed under one organization’s leadership. The involvement of the partners in all outputs will additionally result in a strengthened awareness of roles and responsibilities in the project’s management leading to a task division compatible to each organization’s capacity.In terms of impact, the project partners have the potential to reach approximately 10,000 prospective and current history teachers. The longer term benefits of the project will have much further repercussions, providing future generations with the critical thinking skills required for active citizenship in democratic and pluralistic societies.

<< Objectives >>The main objective of the project is to implement and put into service for the international educational community an efficient Gate2Math smart library for the optimal selection of open and multilingual educational resources in the field of mathematics teaching in the context of engineering. The scope of the content includes open resources from a theoretical point of view, practical, applied and assessment, covering the contents of Algebra, Calculus, Geometry, Statistics and Probability.<< Implementation >>Major project activities are as follows: Creating a holistic smart library with open multilingual mathematics resources and for docking on the community.Providing training to teachers to create materials. Developing teachers' challenge open to the entire smart library users who wish to participate in creating new digital materials. Organising student competition to students from the partner institutions engaged in the smart library OER.<< Results >>Project major results are as follows: the smart library with OERs and creators' community;research report on the typologies and characteristics that make an OER efficient;inclusive and inter-connected SL of open and multilingual resources which are accessible for visually impaired and color blind students with the creators’ community in the field of mathematics;student competition based on the knowledge acquired from the SL;teacher challenge for creating new learning materials

The Generations and Gender Programme (GGP) is an interdisciplinary research infrastructure on population and family dynamics. It collects, processes and disseminates cross-nationally comparable longitudinal data on young adults, families, generational exchanges, and the life courses of women and men. It is the only RI focused on answering the key scientific and societal challenges related to the causes consequences of demographic changes. The main objective of the GGP-5D project is to enhance the long-term sustainability of the RI (research infrastructure) with a view towards establishing it as a permanent one with its own legal entity. To achieve this, the GGP-5D project will work on enhancing five dimensions: (1) Technical excellence, (2) Scientific and socio-economic impact and engagement, (3) Financial sustainability, (4) Legal frameworks, and (5) Positioning in the landscape of RIs. Together these five dimensions are expected to contribute to the excellence and attractiveness of the European Research Area in the field of population studies, to provide a solid ground for investment in the GGP, and to result in a well-functioning ecosystem of social sciences RIs.

<< Background >>Education today needs to prepare students for changing tasks and roles in an increasingly digital and dynamic society. Teacher educators need to be able to teach future teachers how to prepare their students to actively participate in such a society. The teacher educators' impact on the digitalisation of teacher education is indisputable (Carpenter et al. 2019). Likewise, the need to support and train teacher educators in using digital tools is widely acknowledged (OECD 2018). Yet, systematic learning opportunities and overall digitalisation strategies for teacher educators are still rare or non-existent (European Commission 2019). Many authors, along with the European Commission, have identified the general need to strengthen the teacher educator community in Europe to better address the educational issues arising in their complex working contexts (e.g. European Commission 2013; InFo-TED 2019). Based on the precedent needs analysis, the following needs were identified by the consortium and will be addressed by the digiTED@EU Project:*to train and support teacher educators more hands-on in their digital professional development;*to ensure that teacher educators develop the required digitally creative mind-set and become agents of their own professional learning, as well as democratic digital citizenship;*to connect and coordinate professional learning across borders and disciplines, inside and outside institutions;*to pool European resources and create spaces for exchange of good practices and reflective dialogue;*to evaluate and recognise European qualifications for teacher educators;*to develop overall digitalisation strategies and action plans on a European, national and institutional level.We believe that educators are trailblazers of a successful digital transformation. In the absence of formal structures for the qualification and development of teacher educators across Europe in regard to enhancing their digital capabilities, we believe it is crucial to come together with other teacher educators in order to learn and share our experiences. We apply for this project to learn from each other and to jointly promote and facilitate the digitalisation among teacher educators in Europe (and beyond).<< Objectives >>It is the overall aim of the digiTED@EU Project to promote and facilitate digitalisation among teacher educators in Europe (and beyond). By implementing this project, we want to achieve the following objectives:1) Develop a hybrid programme for professional development that:*enhances the digital skills, competences and creativity of teacher educators;*promotes the readiness of teacher educators to teach online and to design and organise digital courses;*provides resources for tech-based assessment and feedback for teacher educators.2) Empower teacher educators to become more involved, creative and active in their own learning and development.3) Stimulate transnational and interdisciplinary collaboration on all levels in regard to digital teaching practices of teacher educators.4) Promote the creation of a European Digital Education Hub.5) Provide concrete recommendations for policy-makers to generate practice-oriented digitalisation strategies on a European, national, and also institutional level.6) Help teacher education to become more professional and reputable.In a nutshell, by implementing the digiTED@EU Project we will follow up and innovatively connect, exploit and rethink what has been developed thus far in regard to promoting digitalisation among teacher educators on different levels. The COVID-19 pandemic in particular has provided new opportunities to teach, learn and research. Now is the time to become active and advance from the crisis together as a whole Europe in the context of the digital era.<< Implementation >>In the digiTED@EU Project we primarily focus on teacher educators as participants. The European Commission (2013) describes them as follows: ‘Teacher educators guide teaching staff at all stages in their careers, model good practice, and undertake the key research that develops our understanding of teaching and learning’. The participants of the digiTED@EU Project will be teacher educators who come from different professional backgrounds as well as disciplines and are working in teacher education programmes for primary and secondary teaching at one of the partner universities (including the associated partners). The participants will profit from their participation in several ways:*professional learning opportunities;*becoming part of a professional community;*possible publication opportunities;* winning a prize if they win a Hackathon.In total, there will be three cohorts of teacher educators. One cohort will include 34 teacher educators, including four from each associated partner. Thus, there will be 102 teacher educators in total taking part in this project. We further intend to integrate a mixed group of at least 24 persons that includes student teachers, in-service teachers, head teachers and external stakeholders to take part in the committee that evaluates the results of the programme (Project Result 1).The participants of each cohort will be involved in the following activities (for further info see Project Result 1):A1: Preparatory Kick-off Meeting (virtual);A2: 2-3 Preparatory Tasks (virtual);A3: digiTED@EU Innovation Week (hybrid - some join physically, some virtually);A4: digiTED@EU Innovation Conference (optional, hybrid).<< Results >>With the digiTED@EU Project we expect to lay crucial and sustainable foundations that help bring about extensive changes in regard to digitalisation of teacher educators in the future. The overarching Project Results are summarised as:(1) A Hybrid Programme for the Digital Professional Development of Teacher Educators;(2) The Design, Creation and Implementation of a Virtual Teacher Educator Makerspace;(3) An Online Catalogue of Criteria to Evaluate Digital Teaching Practices of Teacher Educators;(4) 5 Multimodal and Transnational Case Studies;(5) A European Digitalisation Strategy for Teacher Educators;(6) A Post-COVID-19-Vlog for Ideas and Solutions to Innovate Teacher Education.Other outcomes in regard to experiences and processes are:(1) To support and encourage teacher educators to engage in lifelong learning, processes of change and innovation;(2) To build capacity among teacher educators to become more competent and engaged in integrating the use of digital tools in their teaching practices;(3) To outline and test hybrid formats (a mix of virtual and physical activities) for the professional development of teacher educators.(4) To establish a wide transnational network of teacher educators that strives to promote the digitalisation of teacher education through virtual and physical exchange;(5) To promote a culture of digital creativity among teacher educators;(6) To enhance the European Dimension and internationalisation of teacher education programmes by connecting political priorities and educational initiatives;(7) To explore and exploit innovative perspectives from external stakeholders on rethinking teacher education in a digital era.

(siehe oben - see above)