Women with disabilities have more difficulties to find an employment and to integrate in social day life activities than men with disabilities. This project focuses on the collective of women with disabilities from different perspectives, trying to identify needs and best practices in several EU countries, representing different cultural and socio-economic environments, for the integration and improvement of their quality of life in several respects. By applying a novel analysis method, based on the experience acquired by the exchange of researchers, innovation staff and practitioners in the European area among the participating institutions, the project will identify a set of multi-sectorial research lines, to enhance integration and involvement of this population in the society along several dimensions. The delimitation of the scope of the project to this sector of the population has several advantages. First, it is the first relevant study at a global scale that is performed in Europe on this collective. Second, it allows putting into practice and validating a novel social research method, with a strong multidisciplinary approach, with such a well delimited case study. novel potential research lines can be explored in different settings to assess their opportunity and feasibility. Fourth, it will show the impact that this collective may have on a sustainable growth in economy and society, from different respects, by empowering their capacities, so far undervalued. Fifth, it will establish a platform for cooperation among research groups and associations in EU that are aware of the situation of this collective, looking for their synergies. It is worth mentioning that advances on technologies and measures towards a stronger social engagement of disabled people have finally a positive impact also in the whole population as many examples show on how solutions have been transferred to the rest of society in fields such as computer interfaces, ergonomic solutions, etc.

CONTEXTThe wider context for this project is determined by:a) The unbalanced application of Digital Humanities to education in comparison to its growth as a research field, which is changing perspectives on the history of literature. The application of DH to the teaching of literature has a great potential to understand discourses in context, cultural connections through intertextualities and flow of topics across the time.b) The necessity to further develop distant learning didactics due to growing numbers of working students, the unavailability of specialists in certain areas in all the universities, and the perspectives of future lockdown situations.c) The restriction of syllabi in Hispanic Studies around the world to studies on Spain and Latin America, leaving behind other historical Spanish speaking communities around the world (including the Philippines, Marianas, Western Sahara, Morocco, the US, Sephardic communities and Equatorial Guinea) and thus ignoring transnational and transcultural connections beyond national borders.MAIN OBJECTIVESThis project focuses on the improvement of methods for teaching literature and covering a gap in syllabi in Hispanic Studies around the world. In this way, we intend to narrow the gap between research trends and educational practices in the Humanities. In particular, its main objectives are (1) facilitating the incorporation of Digital Humanities methods and resources to the teaching of Literature in Higher Education, (2) enabling the study of Philippine Literature in Spanish despite the lack of specialists in most of the universities in Europe and (3) improving the didactics of distance learning to get the students to acquire skills and practice them instead of being recipients of the information. RESULTS1) Compile, examine and compare the syllabi and methodologies in literature teaching in different European countries identifying good practice in successful collaboration across borders.2) Analyse the different types and resources of distance learning that involved universities are engaged in and identifying areas for development and improvement.3) Contribute to the debate on transnationalism and on the importance of literature teaching by focusing on the interdisciplinarity of the chosen topic (Philippine Literature in Spanish), which helps to understand trends in History, Sociology, Anthropology, Art, English Studies, Asian Studies, Language evolution and Languages in contact.4) Design guidelines and tools for the development and running of courses on Literature using Digital Humanities, on Distant Learning and on Philippine Literature in Spanish which can be used by any European university.6) Contribute to the training of docents in methodologies of distance learning that allow an optimization of the efficiency to get closer to the actual classroom experience, and promoting open education.PARTNERSThe transnational context in which this project is set is that of a network of 5 young universities from 3 different European countries: Universiteit Antwerpen (Belgium), Universidad Rey Juan Carlos (Spain), UNED (Spain), Université Paris Nanterre (France) and Université Clermont-Auvergne (France). We work in collaboration with an extensive network of colleagues around the world including two associate partners: Universidad Ateneo de Manila (Philippines) and HSE University (Russian Federation). All of them have specialists either in distance learning, in Digital Humanities or/and in Philippine Literature and cultural relations East-West. METHODOLOGYThe methodology applied involves:(i) an assessment of the tasks required to complete a project(ii) a detailed breakdown of the process to monitor their completion.Intellectual outputs and activities have been carefully designed. Every partner has a key role in the project and will be responsible for the coordination of one or more work package(s). Leadership and effective communication are key to the successful management of the project.IMPACTWe plan for extensive and sustainable impact at the institutional level, to enhance the professional development of project members and the opportunities for learners.At the European level, the project paves the way for diversifying the syllabi in Literature and the Humanities, the revalorization of literature te as well as narrowing the gap between research and education. It reaches well beyond the consortium, to have a strong impact on institutions that have expressed an interest in the project as can be in the annexes. It will be ensured with a range of multiplier events.In the short-term, the outputs of this project should provide institutions in Europe with the necessary tools and resources to incorporate Digital Humanities and Philippine Literature to their teaching. Sustainability of the project is guaranteed by the use of both, universities’ and European platforms to publish the expected intellectual outputs (guidelines, teaching materials, and MOOCs).

<< Background >>The decade for education for sustainable development launched by UNESCO (2004- 2014) has enabled the development of Education for sustainable development (ESD). ESD is integrated to varying degrees in different countries at the university level and there is potential for intensified implementation in the future (Leal Filho, 2015; Sprenger & Nienaber, 2017). However, the stakes are high. On the one hand, students are already citizens. On the other hand, they are in the process of professionalization. Raising their awareness of global change is a lever to enable them to take into account sustainability issues in their future professional lives. The project proposes to develop ESD at the university level by guiding university teachers towards digital and innovative teaching practices. Intercultural learning aims at providing insights into cultural orientation systems, reducing stereotypes, and counteracting ethnocentric attitudes. One goal of intercultural learning is to deal with commonalities as well as differences between cultures.This will be done in the present project under the perspective of an ESD. The goal is the insight that one's own cultural identity is only one among many and that one's own cultural standards can be put into perspective. If one relates the cultural perspective to the Sustainable Development Goals 2030 that are to be achieved globally, it becomes clear that, against the background of ecological but also economic and social challenges, traditional norms and values must be examined and reflected upon again and again, and that the norms of different cultures can serve to reflect upon one's own perspective and, if necessary, to expand it.Teaching practices at the university have been the subject of great interest over the last twenty years. The reform of these practices is one of the major challenges of European policies. Ensuring quality higher education (London Convention, 2007) enabling European universities to achieve excellence and contribute to the development of a knowledge society (Bologna Convention, 1998). Teaching practices in universities must also take into account the challenge of developing students' digital skills. The health context related to COVID poses two new challenges for universities: to implement blended teaching practices and to ensure the effectiveness of these practices. Especially in these extraordinary times of occasional restricted movement working with the help of computers and networks is very important. The V-Global project addresses the following challenges : The digitalization required by the COVID pandemic brings specific challenges for geographic and environmental learning. The real and intercultural encounter is a central feature of teaching and learning in these subjects. Through the Corona situation and the prevention of travel, a new barrier has arisen that cannot be easily eliminated until today and in the near future. Here, new formats had to and must be found that enable intercultural encounters. Digitization is a central approach here.Another challenge is that many signs of environmental and global changes cannot be visited directly because students, for example, have limited financial resources, have physical disabilities, or their family situation does not allow them to go abroad.Sustainability and ESD is closely linked to values, norms and attitudes that differ culturally, and can to be worked out in a dialogue. Work in the same direction that Global indicator framework for the Sustainable Development Goals and targets of the 2030 Agenda for Sustainable Development goal “13.3 Improve education, awareness-raising and human and institutional capacity on climate change mitigation, adaptation, impact reduction and early warning”. The project deals with the plan to make the EU's economy sustainable. This can be done by turning climate and environmental challenges into opportunities, and making the transition just and inclusive for all.<< Objectives >>The project has 7 objectives : Objective 1: Further development of Education for Sustainable Development (ESD)The first objective is the further development of ESD at the university level through a blended learning approach, based on digital and real teaching practices.In recent years, a process of integrating education for sustainable development into university curricula has begun in Europe, especially in geography. This process has been implemented differently in the individual countries and is definitely not completed, but is currently even being extended.Objective 2: Development of a collaborative blended learning teaching concept in ESDThis collaborative approach is designed to achieve long-term cooperation. Synchronous and asynchronous formats are used.There is already the experience of some partners who have already carried out a project in this way bilaterally - due to the corona situation.Objective 3: Similarities and differences of intercultural ESDThe objective of the project is a content-related and personal dialogue in order to work out similarities and differences with regard to an intercultural ESD. This represents a central aspect of intercultural education besides the mediation of insights into cultural orientation systems.Objective 4: Fostering inclusion and wider accessibility to ESD The project conception enables a wide accessibility. On the one hand for students who have limited financial resources, physical disabilities or whose family situation does not allow participation in a field trip/excursion. On the other hand, there is the possibility that other university institutions or other interested disciplines, can use the concept. Objective 5: These experiences and their dissemination will enable the creation of a European network of university teachers. Objective 6: Evaluation of the developed teaching concepts Objective 7: Contribute to the improvement of European higher education policies. Call 2020 Round 1 KA2 - Cooperation for innovation and the exchange of good practices KA226 - Partnerships for Digital Education Readiness Form ID: KA226-80A75193 Deadline (Brussels Time) 2020-10-29 12:00:00 EN 2 / 173<< Implementation >>The kick-off meeting (First transnational meeting) will plan the launch of Project Result 1. We will interview university teachers who work with ESD through blended learning and supported by web-based tools, such as virtual field trips and virtual labs to identify the possibilities and barriers related to taking such an approach (task 1). We will also analyze the curricula to identify the institutional possibilities and barriers for the development of virtual field trips and virtual labs from a PDS perspective (task 2). To achieve PR2, we will list already existing virtual excursions that could be used in an ESD perspective (task 3). A few already exist here, e.g. in the context of sustainable urban development. Then, we will conduct real field trips with students to obtain data that will be used for the later development of own virtual field trips. These data can be photos, 360° videos, digital surveys or mapping (task 4). On the basis of these data virtual field trips will be designed by students from the partner universities on different ESD topics climate change (mobility, housing, energy, economy, social disparities) (task 5). In a second step, these virtual excursions will be used in other courses or subjects in universities (task 6).To achieve PR3, the participatory toolkit will be connected to the project’s website. It will provide step by step instructions, demos, and proposed tools. It will include tools for different digital skills and needs, from simple to use collaborative dashboards to ppWebGIS platforms. First (task 7) will be defined the functionality needs of the toolbox, and then (task 8) the participatory toolbox will be developed To create this MOOC (PR4), we will organize a face-to-face teacher training to test the modules and materials developed for the MOOC. We will therefore first design the training architecture and the training materials (task 9), then test them during the face-to-face training (task 10) and integrate them into the MOOC (task 11).To achieve PR5, EUROGEO will examine and present an analysis structure for the Digicomp 2.1 Framework (the Digital Competency Framework for Citizens (https://publications.jrc.ec.europa.eu/repository/bitstream/JRC106281/web-digcomp2.1pdf_(online).pdf) and DigiCompEdu, the European Framework for the Digital Competence of Educators (https://ec.europa.eu/jrc/en/digcompedu). Partners will contribute findings from the Intellectual Outputs PR1, PR2, PR3 and PR4 to develop an digital competence framework for educators. Task 13: Write and design the recommendations for policy makers. Based on the review and development of the ESD using digital competence framework for educators and the outcomes of the other project results, the lead partner will synthesise the results of the review of recommendations and surveys (task 2) and produce incorporating the expertise of all partners clear and well documented recommendations for policy makers in higher education and other education sectors.<< Results >>The results will be a set of clearly defined intellectual products, divided into specific tasks. These outputs can be summarized as follows: PR1: Challenges and opportunities for a blended learning approach to ESD at the university levelWe will conduct a systematic overview (of state of the art) in blended learning and digital pedagogical practices/digital and innovative educational actions on ESD in higher education. PR2: Developing virtual field trips for global changeThe objective of this Project Result is to design a didactic and pedagogical approach to use virtual field trips in a ESD perspective. PR3 V-GLOBAL participatory toolbox for blended-learning pilots’ support This project results 3 aims to develop a free digital toolkit of participatory methods, tailored to the needs of teachers and students before, during and after virtual and real field trips. The participatory toolkit will support different steps of the blended learning methodology, will teach and encourage the use of methods of participation and collaboration in disciplines related to Global Change. PR4 : Training for university teachers in the use of virtual excursions in ESD perspectiveTo ensure an even wider dissemination, we will produce a MOOC that will allow teachers to train even after the end of the project. PR5: Policy maker reportIn order to ensure the impact of the project on teachers' practices on a larger scale, we will produce a report for policy makers. It will highlight the strengths, weaknesses, opportunities and threats (SWOT analysis) of the development ESD at university.Then, we will use social networks, a website and the websites of the project partners to communicate on the progress of the project and its results . We will also communicate at the national level through conferences (via the Hellenic Geographical Society (HGS), and the CNFG (French National Committee of Geography), European conferences (EUROGEO, EUGEO) and international conferences (IGU, AAG) to reach the widest possible audience of academics and through articles in scientific journals (notably RIPES, Journal of Geography in Higher Education).

Project Summary Given a scenario of organised intentional misinformation campaigns, often termed as disinformation, we as a society must be aware not only about fake news, but also about the agents that introduce false or misleading information, their supporting media, the nodes they use in the social networks, the propaganda techniques they use, their narratives and their intentions. Therefore, we must address this challenge in a holistic way, considering the different dimensions involved in the spreading of disinformation and bring them together to really identify, characterise and describe the orchestrated disinformation campaigns. At the message level, we will explore: claim worthiness checking, stance detection and multilingual verified claim retrieval; at the social network level, we will model disinformation propagation and apply social network analysis techniques to identify sources and main players. Then, the challenge is how to integrate both levels. To address this challenge we must be aware about the intentionality of disinformation: agents that create and introduce disinformation in the social media networks carefully select narratives aimed to have a concrete impact such as polarise, destabilise, generate distrust, destroy reputation, etc. This adversarial game has, at the end, benefited and injured agents. Therefore, we must also address the identification of these malicious intents and bring everything together to collect all the evidence and give it to final analysts and users in explainable ways. Identifying misleading messages, knowing their narratives and hidden intentions, modelling the diffusion in social networks, and monitoring the sources of disinformation will also give us the chance to react faster to the spreading of disinformation. Thus, the project is articulated around theses goals: (i) Identify disinformation (claim worthiness checking, stance detection and verified claim retrieval); (ii) Analyse the sources of disinformation and their narratives; (iii) Model the propagation of disinformation; (iv) Develop demonstration applications on video shorts and clips, regular YouTube videos and Tweets; (v) Create evaluation datasets of Tweets and videos in English, Spanish, German, French and Estonian; and (vi) Organize shared tasks for competitive evaluation on stance detection in twitter and claim-checking worthiness on videos. Relevance to the call The project will apply Natural Language Processing, Social Network Analysis and Artificial Intelligence techniques (Machine Learning, Multi-Agent based simulation, epidemic modelling, audio transcription, image recognition, etc.) to aid analysts in the identification of disinformation in messages and video streams in several platforms. Among others, we will develop new methods for stance detection, claim worthiness checking, verified claim retrieval and disinformation propagation modelling. The project will release datasets in several languages (Spanish, German, French, including a very low resource language such as Estonian) and modalities (text and video). We will organise shared tasks for competitive evaluation in other languages than English. By modelling the propagation of disinformation in social networks we aim at developing tools that will allow analysts to evaluate the effect of mitigation actions in the spreading of disinformation. By analysing the sources of disinformation, their narratives and modelling their propagation on social networks we expect to develop tools to raise in society a deeper understanding of misbehaviour in media and help to anticipate the spreading of disinformation. In particular, making explicit the intentions behind the messages, the propaganda techniques they use, the sources that support it, their subjectivity, stance and bias degree will increase awareness in society, helping people to assess the quality of the information.

"<< Background >>The Inclusive Memory project aims at promoting the building of a common shared social memory realised through a museum based social inclusive system, through the link Art-Health-Wellbeing. The core idea of the project stems from the potential benefits of the cooperation between HEIs, Health and Social care Institutions and Museums, as a strategic partnership to advance in museum education as well as in museum experience in order to support the design, realization, monitoring and evaluation of art-based activities and actions specifically addressed to people with social care and health problems. The Covid 19 pandemic has brought many health systems to collapse: in addition to illnesses directly caused by the virus, hospitals, physicians, and health centers have to deal with numerous illnesses, including mental diseases, caused by the spread of the virus and the restrictive measures defined by governments (WHO, 2021). Moreover, the Covid 19 health problem has highlighted some long standing educational issues especially connected to cultural inclusion and the disposal and use of transverse skills that need to be developed in order to take active part in society. Some predictions underline that social marginalisation has increased cultural inequality: already marginalised and vulnerable groups, such as people with disabilities and health problems, will be more affected by physical restrictions and, consequently, have fewer opportunities to enter the labour market (Azevedo et al., 2020) and participate in social life.In 2008, the Foresight Mental Capital and Wellbeing Project defined mental wellbeing as a “dynamic state, in which the individual is able to develop their potential, work productively and creatively, build strong and positive relationships with others, and contribute to their community”. Evidence reviewed within the Foresight project showed wellbeing to be self-perpetuating and inextricably linked to health, to the extent that ‘a high level of wellbeing is associated with positive functioning, which includes creative thinking, productivity, good interpersonal relationships and resilience in the face of adversity, as well as good physical health and life expectancy’.There is an expanding body of research and evaluation to support the case that the arts have an important contribution to make to health and wellbeing. Arts therapies have been found to alleviate anxiety, depression and stress while increasing resilience and wellbeing. However, the potential contribution of the arts to health and wellbeing has, as yet, been all too little realised. Too often, arts programmes for health are temporary, and provision is uneven across the different european countries.For this to improve, culture change is needed. Universities can play an important role in realizing a collaboration across the systems of health, social care and the arts.The project was designed from the educational and social needs of the partners' communities. From the partners community prospective, the lack of participation in the social life and the exclusion from the places in which culture is promoted, such as museums and cultural organizations, leads to their worrying exclusion from active citizenship, with direct consequences such as marginalisation and, sometimes, social tensions. Through the reversed community approach, the Inclusive Memory project tends to stimulate processes of rebuilding troubled communities (""Building Communities from the Inside Out: A Path Toward Finding and Mobilizing a Community's Assets, Kretzmann & McKnight, 1996) through the collaboration of Universities, people working professionally in health and social care as well as of artists and people working in cultural organisations. The project challenges habitual thinking and asks for new collaborations to be formed across conventional boundaries.<< Objectives >>The Inclusive Memory project wants to promote an innovative strategy for social inclusion, derived from the creation of a new teaching methodology, the use of digital tools and based on the development of transverse competences in both university teachers, students museum users, thus promoting well-being, health and social inclusion. The project is based on the concept which sees museums as teaching and learning environments, and Universities as active social actors, both strengthening their role of cultural integration facilitators.The Inclusive Memory project will be developed as a shared process among academics, researchers, healthcare and social care, educators and museum professionals and will involve different partners who already showed their interest in participating and their commitment to the project goals.The main objectives of the project are:- the creation and the start of a new social inclusion system (especially for people with social care and health problems) based on the link Art-Health-Wellbeing, which can prove to be a best practice from which Health and social care institutions, cultural organizations and educational institutions from all over Europe will be able to draw inspiration;- the design of innovative didactic paths for the promotion of social inclusion and the development of transverse skills for future museums professionals, social care givers, school teacher sand healthcare personnel based on the link Art-Health-Wellbeing ;- the possibility to continue organising innovative didactic paths for health and wellbeing promotion, also within school, health and social care institutions and museums thanks to the support of professionals who will have been properly trained on the matter, to compass and put in practice innovative art-based approaches dedicated to social inclusion.The methodology applied in this project is based on the logic of converting the theoretical concept of Museum as inclusive spaces for Health and Wellbeing development into a practical protocol of teaching scenarios adapted to specific local communities needs and newly created open educational resources (the Inclusive Memory MOOC), testing the protocol and OERS into ready-to-use courses and using the test outcomes to enrich the theoretical basis. On a methodological level, the project adopts a Design Based Research methodology, first described by Reeves (2006), who conceptualised it as a cyclic process for a didactic product creation. The model is developed as a process of diverse stages, known by the acronym ADDIE: Analysis, Design, Development, Implementation, Evaluation. Moreover, the Asset Based Community Development (ABCD) approach will be used for the development of art-based activities for Health and Wellbeing promotion within partners’ local communities. ABCD premise is that communities can drive the development process themselves by identifying and mobilizing existing, but often unrecognised assets.<< Implementation >>The project will be implemented through 7 main results. Each result will be achieved through the analysis, design, implementation and evaluation of specific actions:(1) The development of the report on the State of the art of Museums as Inclusive Spaces for Health and Wellbeing development.- Desk research on the use of Museums as Inclusive Spaces for Health and Wellbeing promotion- Investigation on inclusive and customized didactic and teaching museum practices for people with health problems- Identification of the disadvantaged groups for which Museums may become key Inclusive spaces and analysis on how to engage them;- Catalogue of Best practices of initiatives and actions to transform Museums into Inclusive Spaces for Health and Wellbeing promotion.(2) Handbook on the use of technology for inclusive educational activities in museum context. - Investigation on the use of technology to support the development of visitor’s cross sectional skills and wellbeing- Analysis of best practices in the use of technologies for museum accessibility;- Short report on evaluation and assessment of museum-based activities for health and wellbeing development through technology.(3) Using 1 and 2 project results, Partners carry out the action plan for the development of a blended Pilot-course to train future museum professionals, social care givers, school teachers and healthcare personnel into the idea of Inclusive Museums. - identification of teachers, trainers and key competences to be developed within future museum professionals, social care givers, school teachers and healthcare personnel- design of the course curriculum for Inclusive Museums for Health and Wellbeing promotion.(4) Based on previous outcomes, IM blended course is designed, translated, implemented and delivered, focusing on museum and social inclusion applied to the best suitable technological solution for each teaching module and adapted to local communities needs, according to the ABDC approach. Partner organisations test the IM blended course in higher education institutions and museum institutions in Spain, Portugal, Iceland, Italy and Greece:- Pilot Course delivery, to be performed in the form of virtual mobility- Design, preparation and implementation of Workshops, Labs and Video-storytelling on the pilot experience- Media enhanced electronic handbook for the replicability of the experience(5) Partners will design IM OER and IM MOOC for HEIs students in the fields of education, social care and medical sciences. Based on the pilot phase, the created OERs and courses are redesigned into MOOC form to be freely available to a large public of (future) museum professionals, social care givers, school teachers and healthcare personnel worldwide.- Guidelines for designing OERs- OER design and creation- MOOC design and realization(6) Starting from knowledge acquired through the IM course pilot-phase, partner organisations will develop art-based activities, Laboratories, workshops and permanent installations to live the Museum as an inclusive space for Health and Wellbeing promotion devoted to target group 2 composed by people with health problems, users with disabilities and disadvantaged learners.- Design the IM paths for Health and Wellbeing promotion- Erogate the IM paths for Health and Wellbeing promotion- Assess the efficacy of the paths in terms of skills, wellbeing and health development within participants(7) The last project result is devoted to the development of assessment tools framework in the field of Inclusive Museums for Health and Wellbeing. A7:- assessment tools for the evaluation of the pilot phase, also in terms of key skills development within participants- assessment tools for museum-based activities, workshops and labs in terms of social inclusion, Health and Wellbeing promotion within participants- assessment tools for MOOC.<< Results >>The main expected outcomes of the Inclusive Memory project are:* the development of a theoretical framework on the museums as inclusive spaces and on the use of technology for inclusive art-based activities for wellbeing and health promotion. This will generate 1. the state of the art on Inclusive Museums for Health and Wellbeing and 2. an Handbook addressed to different kind of professionnel (Healthcare, social care, school teachers and museum operators) on the use of technology for art-based activities for wellbeing and health promotion ;* the realization of a pilot phase of training HEIs students from university partners in which future museum professionals, social care givers, school teachers and healthcare personnel can promote professional and transverse skills and abilities in the field of Inclusive Museums for Health and Wellbeing.* the creation of IM (Inclusive Memory) OERs and IM (Inclusive Memory) MOOC, available at the end of the project, which will contribute to the training of university students, museum professionals, social care givers, school teachers and healthcare personnel s about Inclusive Museum for health and wellbeing.* the realization of permanent labs/installations and activities designed to guarantee inclusiveness in the Museums and promotion of Health and Wellbeing within different categories of users;* the creation of a video storytelling database to conserve the memory of the experiences at the museum. The database will be permanently available in the museums to provide a common memory in the territories involved. * a set of new assessment tools tailored on the project but transferable in similar or related contexts and which will add expertise on assessment methodologies;* a network of actors in different countries from HEIs and museums which work together to promote social inclusion through the link Art-Health-Wellbeing;* 7 different multiplier events in the partner countries that will disseminate the project results and the IM canon for the training of future museum professionals, social care givers, school teachers and healthcare personnel in the field of Heritage for well-being and health development.All the expected outcomes would vary according to the specific needs and cultural contexts of the partners’ countries."