<< Background >>ContextCultural Tourism (CT) is an integral part of today’s economy, even if seriously hit after the pandemic. Although it accounted for more than 37% of the tourism sector until 2019, there was a massive blow of 80% with the COVID-19 (TexTOUR Project, 2021). As the European Commission is committed to safeguard cultural heritage focusing on sustainability and innovation, advanced technologies together with hybrid skills required in businesses’ digital transformation are providing endless possibilities in the field of CT (European Framework for Action on Cultural Heritage, 2018). In fact, technologies such as 360o photo, 3D printing, Augmented/Virtual Reality and serious games have been recently introduced in tourism for enriching tourists’ experiences through cultural heritage. An example is depicted in the Tourism 4.0 Heritage+ approach which aims at bridging the gap between the needs of local communities for promoting heritage values and sustainable development (Arctur d.o.o, 2019). Another example is EU UNESCO 4ALL TOUR, a project that has made art accessible to visually impaired people by combining tactile exploration with audio data (www.unesco4all-tour.eu). Those examples imply that cultural tourism is increasingly moving towards digitization, with accessible tourism being a game changer for destinations (UNWTO, 2020).Nonetheless, the pandemic was a huge shock for the tourism-related cultural sector, bringing into the forefront both the challenges endured by people working in the sector and the ways of how cultural life is weakened by the lockdown (Compendium of Cultural Policies & Trends, 2020). With almost 70 million fewer travelers, the pandemic jeopardizes the most important parts of cultural tourism (UNESCO, 2020). With more than 13% of museums being at risk of never re-opening, more than 80% of UNESCO World Heritage properties being locked, 75 million jobs in tourism being under immediate threat and most people working in the field of cultural tourism being currently unemployed, the need to turn into sustainable smart solutions becomes even more urgent. As digital jobs become more vital than ever, new skills are needed among the professional profiles of tourism. It is thus rational for digitally low-skilled adults pursuing job opportunities in the sector to be more equipped with digital competences so as to form a stronger workforce (UNWTO, 2020). Therefore, as there is an increasing need for digital designers with a deep understanding in usability, accessibility, interaction, narrativity and dramatic composition for exhibitions, digital jobs are constantly being developed with the view to make cultural tourism accessible (Compendium of Cultural Policies & Trends, 2020).Needs / ProblemWith the COVID-19 onslaught having forced cultural life to retreat implying a massive impact on the sector, the pandemic and economic crisis can be also regarded as a cultural one (A & Al-Said, 2020). In fact, the pandemic has revealed the true power of culture as an expression of humanity towards establishing sustainable development (Ottone, 2020). On the other hand, beyond its control, travel and tourism industry, as a vital resource for the cultural sector, has been significantly affected as well, with 75 million jobs in the industry being under immediate threat in 2020 (World Travel & Tourism Council, 2020). However, as there is an urgent need for digital designers with a deep understanding in usability, accessibility, interaction, narrativity and dramatic composition for exhibitions, digital jobs opportunities are constantly being developed under the prism of making heritage accessible (Compendium of Cultural Policies & Trends, 2020).<< Objectives >>The current project addresses innovative up-skilling practices based on experiential learning in order to equip low-skilled adult with the creativity and digital skills required in the cultural tourism sector within the context of a digital post-crisis world. The purpose is to enable them to create their own digital cultural tourist guide, while promoting local culture towards sustainable tourism.More specifically, the project aims at empowering low-skilled adults especially from rural areas to promote Cultural Tourism (CT) resources by developing their skills in Digital Design & Digital Thinking towards the digital transformation of CT. As the new era in cultural tourism integrates the concept of digital cultural tourist into cultural life, adult job seekers should be up-skilled with competences that allow them to become competitive among the close and yet vying industry of CT.Upon project completion, participants will have a deep understanding in digital design principles and be able not only to map out digital content that promotes local culture values but also to manage the tones of resources available in cultural life (museum exhibits, local products/food, places to visit, etc.) in an entreating manner.This will be facilitated by the creation of a practical interactive online course for adults already working, willing to work or left jobless in the field of CT due to the crisis. The course will be complemented by a cloud-based tool that will allow them to create their own digital cultural tourist guide, based on a pre-defined scientific methodology.Specific objectives:- To create a series of handbooks for adults' up-skilling including practical examples of how Digital Thinking & Digital Design is applied in Cultural Tourism- To develop a virtual assistant that will guide and support the participants in creating their own project, namely their ownl Digital Tourist Guide- To build an online European Network serving as a community of practice and giving the opportunity to the project network to work towards affecting European policies for cultural heritage tourism.Target groups:-Direct:o Low-skilled adults from rural areas that already have working experience in heritage tourism or are interested in promoting heritage tourismo Low-skilled adults that are interested in improving their digital competences-Indirect:oAdult trainers/educatorsoAdult training organizationsoTourism organizationsoOrganizations related to the creative/cultural industryoNGOs or other organizations/authorities taking initiatives towards sustainable developmentoDigital designers / Digital design / e-Learning companiesoPolicy makers<< Implementation >>In alignment with the aforementioned objectives, specific activities based on Agile methodology are going to be implemented:-A needs validation report serving as the basis of the white paper stating the current situation in partner countries regarding the post-COVID heritage tourism activities and the skills required to overcome tourism unemployment-The development of practical handbooks for low-skilled adults with useful guidelines and examples of Digital Design principles in Cultural Tourism Promotion-The configuration of a virtual tool that will foster the hybrid skills of participants towards empowering them to promote their own Digital Cultural Tourist Guide-The establishment of a strong network inside and outside the partnership towards the creation of CulTour Design synergies of practice through a digital community especially developed for the project enthusiasts-Project, Quality, Sharing & Promotion, Piloting and Exploitation plans supporting all the horizontal activities that will establish the impact of the project through top quality results-Development of an Intellectual Property Rights (IPR) agreement to be signed among all partners ensuring the exploitation of the project and including succession schemes and revenue models<< Results >>The intangible results that will insure the project impact after its completion are:-Raising awareness about the current situation and actions taken in-response to COVID-19 as well as the impact on cultural tourism.-Implementation of novel ICT-enabled training methods for skills development helping rural citizens and tourism professionals to acquire digital skills while safeguarding the cultural sector.-Enhancement of smart solutions and e-learning strategies in E&T within the context of cultural and creative sectors turning to online solutions due to the crisis confinement.-Incorporation of open educational resources (OERs) and open software in the learning process complemented by motivating online learning activities-Development of a wide network of stakeholders providing the opportunity to open a dialogue among cultural tourism communities-Affecting policies related to cultural tourism initiatives across the EUThe main tangible project results to be available upon its completion are:1.A series of inclusive handbooks especially developed for adults seeking job opportunities in the cultural tourism sector. The handbooks aim at enhancing the digital skills of low-skilled adults with a focus on those from rural areas, focusing on the main aspects of Digital Design and Digital Thinking for efficient Cultural Tourism Promotion.2.A cloud-based assistant that provides pathways to users allowing them to put their newly acquired digital skills into practice while enhancing their hybrid skills (technical and non technical). Through this tool, low-skilled adults will be able to create their own cultural tours, utilizing digital thinking principles to design virtual products that promote their local culture and safeguard tourism sustainability.3.The CulTour Digital European Community that constitutes a dedicated online space serving as a single point of information and communication for the project practitioners and interested parties under the scope of increasing the project network and thus impact among European creative/cultural industries and policy making authorities.

<< Objectives >>1) To increase the international competencies of youth sports workers in the sports branches covered by the project and to spread these branches in the local community,2) To increase the awareness of the teachers and parents about sports, introducing them to the sports branches within the scope of the project, ensuring their equal participation in sports, preventing discrimination by improving their perspectives in a positive way.<< Implementation >>In line with these goals, the following activities will be carried out:1) Trainings for the international competencies of youth sports workers2) Awareness seminars for teachers and parents on relevant sports branches3) Inclusive sports activities for disadvantaged early children4) Promotion / visibility activities to increase the number of performance athletes in the relevant branches<< Results >>1) With the increasing competencies of the youth sports workers, the sports branches within the scope of the project become known in the local community.2) Strengthening sports awareness among teachers and parents within the scope of the project3) Providing disadvantaged early children with equal opportunities with this project4) Preparing infrastructure for national teams by increasing the number of performance athletes in these branches

Objectives Our aim is to prevent violence and bullying among teens by engaging them in sports activities as an alternative to delinquency.Sport has become a universal language representing fun,friendship, discipline and achievement, and it seems almost inconceivable that it should be tainted by violence.These project focuses on topics such as tolerance, olving problems in a peaceful manner and contributing to a healthy society. We'll achieve this goal with the pan EU analysis of good practices in preventing bullying,selecting best practices into guide,preparation of the training course for teachers and parents and implement it into school with six months monitoring of improvements. Issues One of the two EU 2020 headline targets for education is to reduce ESL to a 10 % average across the EU.Bullying is directly recognised as affecting early school leaving in the Annex to the Council Recommendation on Early School Leaving (2011): ‘At the level of the school or training institution strategies against early school leaving are embedded in an overall school development policy. They aim at creating a positive learning environment, reinforcing pedagogical quality and innovation, enhancing teaching staff competences to deal with social and cultural diversity, and developing anti-violence and anti-bullying approaches’. General needs According to Commission ET2020 School Policy Working Group of Senior Education Officials from National Ministries/ENSEC/NGOs surveys findings a large number of EU Member States don't have any national school bullying and violence prevention strategy. Moreover,most have no integrated focus between early school leaving and bullying prevention; most have no specific focus on prevention of homophobic bullying. Because of that our project is preparing results for the children and their parents,teachers and school management in order to prevent bullying in schools,teach teachers how to deal with bullying and help parents in supporting their child while involved in peer bullying. School's a place where children learns&molds themselves into someone that they wanted to be.But sometimes the school can be a battle field or a place of survival for students because of peer bullying.The huge problem's that researchers proved students're involved in more serious bullying problems at about once a week or more frequently In all over the world communities run many programs to prevent violence among children, youth and adults.Therefore in this project our aim's to prevent violence&bullying among teens by engaging them in sports activities as an alternative to delinquency.Sport has become a universal language representing fun,friendship, discipline&achievement&it seems almost inconceivable that it should be tainted by violence. Activities undertaken in the project&its results: - I01 -Pan European analysis on how bullying affect schools and gathering good practices in preventing bullying with sports.The result of that will be a report and data base for next steps - IO2 -Training course for teachers how to use sports and physical activities to prevent bullying - IO3 -Training course for parents on guiding their child on involving in sports and physical activities to prevent anger and bullying - IO4 -Development of EU wide study of good practices about how bullying affect students and preparation of a guide of good practices for the students to use work plan every year - IO5 -Preparation of school policy on preventing bullying with sports for adding them into annual. Target groups Grave shortcomings have been noticed in teachers&school leaders since they don't have adequate competences to prevent&take measures against peer bullying(https://www.diva-portal.org/smash/get/diva2:1007576/FULLTEXT01.pdf )Because of that reason we've following target groups with intented IO for them: Teacher(IO2,teacher training) Parents(IO3,parents education) School management(IO5,annual working plans) Students(IO4,guide and regular sports tournaments, IO5) The methodology of that project assumes that at the beginning the consortium is going to prepare the selection of schools engaged in the actions.The surveying will be developed & we'll identify both examples of good practices and analysis of what needs to be improved in the participating school. After those preparatory actions, we'll start collecting data and analyze the schools in the partner countries,but also in the neighboring countries.Our next step will be report on findings and their analysis, together with the preparation of the selected best practices.This output will be also translated in all local languages of the partner countries in the project and this way we'll be able to reach local population and disseminate the results more effectively.The next step will be design of the training for the teachers and parents as well as campaign for youth in engaged schools.At the end of the project is is foreseen to create a policy for engaged schools.

"The ERASMUS + ""Traditional Settlements, Cultural Heritage and Sustainable Development"" program refers to all the actions that we can implement for the sustainability and use of adult learning tools.In the area of ​​Thesprotia there are: five (5) Traditional Settlements, characterized as ""traditional"". They were created from the 15th to the 19th century during the Turkish occupation in Greece and have a rare aesthetic, urban and historical value. Our Center has been implementing education-related education programs at national level since 2008.The aim of the program was to educate and train adults to take initiatives that will reveal the beauty of traditional characteristics in each region and at the same time create start-ups in the context of environmental sustainability. The interventions focused on the restoration works that managed to restore and restore the original atmosphere and the original buildings and buildings: the preservation, restoration and restoration of buildings and building complexes and their arrangement Accommodation or other public uses , public buildings, community office, handmade weaving workshop, museums, restaurants, mills, watermills, etc.).The participating partners are 7 and come from different European countries (Italy, Albania, Hungary, Slovenia, Bulgaria, Poland) and through benchmarking we exchanged good practices for sustainable development.There were transnational meetings, educational visits, the organization of meetings, participation in festivals and conferences.The motivation and active role of the participants and the launching of corresponding projects were used as indicators for the positive results of the dissemination. We have been in touch with many local and community stakeholders and have expressed their deep interest in working together (Municipalities, Chamber of Commerce, Regional Prefectural Authorities)."

"<< Background >>The Czech Republic’s largely coniferous forests are facing the worst bark beetle infestation . The lower house of Parliament has discussed both emergency and long-term measures to combat the voracious insect, which kills spruce trees. The amount of spruce wood damaged by bark beetles has risen ststeadily in the past few years, from 2 million cubic metres of spruce wood to more than 5.5 million cubic metres in two years from2015 to 2017. Experts warn that the nation’s forests could be wiped out unless some actions are taken .For Czech Republic the problem is the forests' getting smaller and for somewhere it is the ice getting thinner but the fact is whatever the problem 'storm is brewing' for all of us. In its summary for policymakers of the fifth assessment report ,the IPCC stated that it is “extremely likely that more than half of the observed increase in global average surface temperature” from 1951 to 2010 was caused by human activity. It is also stated that human actions have all sorts of triggering effects on environmental consequences from flooding to disappearing lakes. Regarding that information supplied by IPCC, we also made a survey to understand how responsible high school students, who are the scientifically explained optimal group for environmental education, feel for their environmental actions. During following group discussions we asked: 'Do you need environmental education and Why?' The discussions ended up with a general remark of :' Yes, because we can’t appreciate what we don’t know about .' That project is based on the high school students' need to know much more about environment and aims to provide the necessary knowledge, skills and values to inspire positive behavioural change.EU clearly suggests that an effective environmental education is all important factor in fighting climate change and solving environmental problems. Unless an effective environmental education is provided to all segments of the society, environmental problems will continue to be the most crucial problems of the 21st century specifically for those who are at risk of not being able to rebuild their lives after environmental disasters due to their poor conditions.Despite the need for that education , great majority of schools include environmentally-related topics in some school subjects, and a minority have stand-alone lessons on environmental studies (OECD, 2006) Le_MOON aims to develop an online environmental education for all individuals to understand the ecological balance and their roles in this balance. It is also aimed that individuals gain sustainable perspectives on a correct environmental management and the necessary skills to be active participants who report higher levels of concern for environmental issues. Le_MOON will design its education programme with some high concern in the 21st century must- acquire skills of ""life and professional skills"", ""learning and innovation skills"" and ""information media and technology skills"" in a lifelong learning perspective as traditional education system has become unable to meet the educational needs of today's technology generation. To this end, more particularly teachers and teaching professions but the other professions as well will be supported to promote their digital competences besides their other key competences and to develop digital contents through trainings and practical actions implemented by Le_MOON.Le_MOON, as an engage - understand - impact project, recognises the need for engaging with pupils, parents, and the wider community on the changes to become climate neutral by 2050, the need for the global understanding that 1.5℃ is the socially, economically, politically and scientifically safe limit to global warming by the end of this century and recognises the need for an efficient education which will provide that engagement and understanding to inspire impact and has been designed so as to fulfill that recognised needs.<< Objectives >>According to the data of the International Environmental Education Program, the education level at which individuals can receive environmental education most efficiently is specified as secondary education. Individuals at secondary education level are open to learning, have a strong sense of motivation and a readiness to absorb environmental education. Those data naturally make our target group the secondary school students especially the 15 year-olds as the majority of 15- year-olds in countries participating in Pisa, regardless of family background, gender or immigrant background, report that: ''they feel a strong sense of responsibility for environment''and according to the data supplied by Pisa ''Students’ sense of responsibility for environmental issues appears to have no association with their performance'', though. The students would love to do someTHING Easy Simple and Quick to save the planet but the reality is that ''We are so past that point.''It is clearly stated that although students are familiar with basic environmental issues, they need to gain more comprehensive and complex knowledge to understand and interpret sophisticated scientific theory and evidence. It is all- important to provide young people with an environmental education that will enable them to define environmental problems, collect relevant information and make correct decisions (Uğulu, 2011).It would not be wrong to say that our partneship has mainly been established to achieve to supply an experiencial education for young people which enables effective environmental management. According to the OECD report, ''in most countires environmental topics appear as a part of natural science courses; most schools also include them in geography lessons. The least common way of including environmental science is to have a stand-alone course fully dedicated to this topic.''The current environmental education, either as a part of other subjects or as a stand-alone subject vary considerably across countries in means of teaching hours , teaching topics, teaching methods and sources . Working transnationally and analysing each other's current environmental education with its pros and cons , Le_MOON wants to define the most relevant and commonly applicable environmental curriculum with sound teaching hours, topics , sources and methods . There are, to our knowledge, no materials available that are pedagogically well built, co-designed with the target group, and tested on a relevant scale: Le_MOON wants to develop pedagogically well built and co-designed materials whose learning outcomes will be measured with valid and reliable assessment tools. This quality will make the teaching of environmental science well suited for “hands-on learning” and meaningful to the end users which will provide more inclusion.Environmental issues have got a relationship with Policy, Economics, Culture and Science. Project partners from different sectors with some expertise in different fields need to explore those bonds. As one of the Le_MOON's buried objective is to promote STEAM approach in education through interdisciplinary teaching in cultural, environmental, economic, design and other contexts, Le_MOON wants to support the partners and all other interested organisations to gain a deeper understanding of that relationship. We , the teachers, students, workers, policy makers of any any age - some 40 years old, some 15 or maybe 7 from Czeck Republic, France or Turkey share the same Earth and the same enviromental problems but not the same concerns and perspectives. We need to exchange our knowledge,skills, experience and and ideas . Le_MOON wants to make it happen and offer a common e-platform where we will promote intergenerational, intercultural and interdisciplinary dialogue.<< Implementation >>The project will consist of three phases which will ensure the active participation of the participants at each phase. Each phase will have interrelated activities to achieve the project objectives and create the results - the intellectual outputs. The intellectual output planned for the first phase is e-Curriculum. The second phase intellectual outputs are the e-Learning Platform and the e- Modules including Learning Teaching Training activities and their technologically enhanced material sets.The third phase is generally dedicated to the pilot studies of the co-designed intellectual outputs and their corrections and improvement through the feedbacks and according to the assessment tools. Third phase is also dedicated to the culturally adaptations of the outputs and their translation and localization studies with a unique importance in dissemination and sustainability of Le_MOON. Those studies will also benefit the disadvantaged group as they will remove the lingual and cultural barriers and provide more inclusion in all fields ( = Proudly we have partners from all fields - education, training, sports and youth ) . The intellectual outputs' transcription in Braille Alphabet will also support our most crucial concern, the inclusion.In all three phases there are transnational project meetings (four) , online meetings (six- each January and July ), learning teaching training activities (five) scheduled to achieve the project goals. Below is the summary of the tasks.Phase 1 (Year 1) Tasks: a)Preparation activities before the actual project activities ( press release...etc)b) Desk research to review available insights into climate change and environmental issues of secondary education students, what they do to address these, and the kinds of activities that schools have put in place to address them. This will include, in the first instance, reviewing academic and some non academic (grey) literature. c) Focus group discussions with young people, teachers, youth workers, policy makers and wider community to explore needs and experiences. d) Integration of literature reviews and needs and experiences into a framework that offers guidance on the e-curriculum and activities / materials that will be developed in Phase 2. e) Digital competence development training for teachers and others to create open digital resourcesPhase 2 (Years 2 and 3) Tasks:a)Selecting and Building the e- learning platform b)Workshops with students, teachers, and youth workers to creatively co-develop the teaching and learning materials. c)Planning the piloting studies of the developed activities and resources with a sample of learners/teachers and enriching the activities and materials technologically d)Developing e-module for in service teacher training on 'responsible use of technologies'Phase 3 (Year 3) Tasks:a) Developing a Guidebook on the culturally-specific translation of the e-curriculum developed (in Phase 1) and activities (in Phase 2) with a recommendation on how non participatory schools should translate them into their own particular contexts.c) Developing a Handbook with extra curricular activities (sports activities, artistic activities and scientific activities / traditional games, storytelling...etc) and a scenario book complemented with a glossary and manual for mobile learning (how to integrate mobile devices and applications; web based tools and other online services deemed compatible with the scenarios)d) A summary (recommendation) for policy makerse)Multiplier eventsThroughout the project Le_MOON will carry out a campaign with the title of '1,5 ' including a range of local and international activities such as an online photovoice exhibition followed by participatory dramas, virtual mobility prior to the international forum where young people will create a Solutions' Proposal on environmental issues for policy makers, some sport events, online /Intalksessions with invited speakers...etc<< Results >>The Environmental Education provided by Le_MOON , will increase both secondary education students' and all the others' environmental knowledge and performance; It will be ensured that project target groups and the wider community as well, are raised as citizens who are aware of the problems facing the world, know how to solve these problems and volunteer to do so. Thanks to the cooperation of partners ( almost all working in different fields) suggestions will be made to include environmental management in each country's strategic plans. Concrete outputs that will reveal the widespread impact of the project in line with this purpose are as follows; 1. e-Curriculum Program: Le_MOON will design a future oriented climate change and environmental education e-curriculum to be implemented through online educational technologies which will better meet the needs of individuals.The achievements of the current programs will be tailored into our e-curriculum according to our target audience and changing environmental conditions.2. e-learning platform: It is a digital platform where the project works will be implemented and the outputs shared (information, trainings, deliverables and resources). Anyone interested will be able to easily access that digital environment and use it as an OER (open educational resource). This platform will both serve as a digital portfolio to share and keep project actions and results (ecurriculum program and e-modules...etc) and as an interactive communication tool for the project stakeholders and the wider community3. e-modules: E-modules will be developed in accordance with the e-curriculum program. These modules will be goal-oriented and will contain activity and material sets to reach those goals. Learning Teaching Training activities and their material sets co-created by teachers, researchers, youth workers, students and third sector persons will be included in e-modules. Those e -modules will bridge the gap as a great number of teachers suggest that the materials and resources are too limited to provide an efficient environmental education (see at : https://www.schooleducationgateway.eu/en/pub/viewpoints/surveys/survey-on-climate-education.htm) Added benefits: Le_MOON will bring about some positive changes in attitudes and behaviors and some competences built on the knowledge and skills acquired through Le_MOON. Of all the target competences, Le_MOON primarily aims to improve the digital competences of individuals as to fit for 21st century education; While doing the project actions and creating the outputs , secondary education students and other target audience (teachers, youth workers, 3rd sector employees, volunteers, parents, employees of the institution) will make use of the 21st century skills and have a unique chance and motivation of promoting their competency over digital , ecological , information and media literacy . They will also promote their language ,communication and organizational competency. Thanks to the outputs of the project, all stakeholders, especially secondary education students, are expected to grasp the ecological elements of environmental science and the impact of human activities on climate change. Environmental practices that do not cause global warming (ecotourismbased rural development, organic agriculture and nature sports ... etc) will be included; The target audience will be ensured to be environmentally sensitive individuals with a ""zero waste"" understanding by those environmentally- friendly practices. As statistically known, advanced environmental education includes more science and less attention by the disadvantaged and female students. Accordingly there are less females and the disadvantaged in that study field. Le_MOON aims to change that statistic in favour of females and the disadvantaged through inclusion ; Being included, the students will increase their career and entrepreneurship skills and more young people will become environmental scientists."