The DietWise advances the state-of-the-art by proposing systemic changes, a focus on inclusion, and open social innovations with the aim of developing solutions that streamline existing tools and applications to foster healthy and sustainable food provision and to make cooking, eating, and treating of food at home the most attractive choice for all stakeholders. Using disruptive new approaches and voluntary market self-regulation, our activities will help to dampen nutritional noise gradually and organically merge cultural and commercial practices with a healthier and sustainable food consumption pattern. Next, we will empower citizens with novel, citizen science-based solutions that will shift the role citizens play away from passive actors influenced by the food environment to citizens as active participants influencing their decisions and helping to create better digital food environments. The project will generate multiple novel insights to empower citizens to make healthy and sustainable choices and original empirical evidence through 'big data' analysis, large-scale surveys, qualitative research, and micro-level experiments. From a methodological point of view, we will harness novel state of the art methods, such as using artificial intelligence (AI) algorithms with deep learning techniques to analyze big online data. Finally, we will integrate scientific and empirical findings into social innovations powered by AI and develop user-oriented tools to support citizens. As a result, our methodological and empirical advancements will provide a deeper understanding of how various external system-level environmental factors shape attitudes and beliefs towards healthy and sustainable food provision and cooking, how to motivate consumers to follow nutrition guidelines, how to include the ones who are in greatest need, and how to help citizens shape digital food environments.

MOST (Meaningful Open Schooling Connects Schools To Communities) supports European school students and citizens in developing science knowledge, transversal skills and competences in working scientifically. MOST enables and encourages its target groups to pursue scientific careers and long-term, will raise the numbers of scientists in Europe. To achieve this, our Consortium of 23 partners from 10 European countries (higher education institutions, schools, non-formal education providers, ministries, municipalities and enterprises) proposes a powerful Open Schooling idea. The project opens up formal science education and establishes partnerships between schools and their communities (families, science education providers, citizens, businesses, etc.) to work jointly on environmental school-community-projects (SCPs). These participatory projects directly respond to the needs and values of those involved, benefit the communities as a whole and make schools agents of community well-being. MOST’s learning impact is boosted through an educational research-based approach that raises interest in science, scientific literacy and environmental responsibility. MOST works on a threefold geographical structure: within communities (schools as hubs), at regional level in our 10 partner countries (connecting all open schooling communities from one region) and, ‘creates a bigger picture’ by establishing an Open Schooling Network at the European level. MOST fairs in each partner region maximise impact and strengthen regional efficacy. A final MOST Conference connects all SCPs across Europe to a vibrant science-learning network that opens up to further countries and communities. Planning and implementation involve all relevant actors: formal/non-formal education, research /practice, policy, innovation-driven businesses and society as both benefactor and innovation driver. This raises actors’ willingness to engage long-term and thus, helps ensure impact beyond project lifetime.

Climate change is a human problem, caused by humans, affecting humans, and requiring a human-centric solution. CAMPAIGNers aims to make low-carbon lifestyles a major part of the solution by identifying lifestyle transformation potential, and associated barriers and enablers across 5 continents and 16 major cities with over 20 mil. residents. Feasible pathways to GHG mitigation are developed to include the empirically validated lifestyle changes, and are applied to the principal integrated modelling tools used in the EU to provide robust insights into the system-level impacts of large-scale lifestyle transformation. CAMPAIGNers builds on previous consortium-led projects that substantially improved the understanding of societal structures and interventions that encourage lifestyle shifts, and identified limitations to the existing evidence-base. Namely, current lifestyle transformation research is either limited to narrow, specific contexts or groups, or deals in hypothetical behaviours where most citizens do not have real experiences to draw on. CAMPAIGNers’ ground-breaking approach overcomes these drawbacks by implementing a ‘goal-setting network’, where over 100,000 citizens receive and create challenges to try out tailored adaptations to their daily routines via an engaging app. Their responses to these challenges, associated treatments, and short questionnaires will deliver unprecedented data of behavioural processes, (local) barriers to change, and motivators, allowing for empirically-based scientific support of cities in crafting policies to encourage low-carbon lifestyles. Together with local, national and EU policy makers insights are analysed regarding the ‘right-level-to-act’ and policy-ready recommendations are jointly derived. A workshop in the EU Parliament, hosted by First-Vice President Ms. McGuinness, and supported by 9 more MEPs from 6 countries and 4 political parties, will ensure high-level feedback and contribute to consensus building.

Climate change poses significant threats to human health and well-being, impacting not only the EU Boreal region but also Europe as a whole. The increasing frequency and severity of extreme events, like floods, wildfires, rising sea levels, and heatwaves have far-reaching consequences for local communities. The need to adapt to climate change's impacts and embrace transformative solutions has garnered recent political attention. Nevertheless, recent extreme incidents, such as the 2021 wildfires in the Boreal region and similar events in Europe, have underscored the imperative of systemic actions and revealed the disproportionate vulnerability of already marginalized populations. The AURORA project aims to enhance resilience against health risks stemming from climate change and contribute to the overarching Mission objectives. It seeks to achieve this by developing a suite of tools capable of: 1) Monitoring climate stressors, 2) Creating climate and epidemiological models 3) Generating forecasts via simulated scenarios 4) Identifying climate change risks and vulnerabilities in the Boreal region. These risks will be complemented by a reliable AI-driven technology that will 5) Issue early warnings and recommend adaptive measures and nature-based solutions. These components will form a robust Decision Support system providing specific recommendations. The AURORA consortium, with its vast experience in research projects, envisions active engagement with stakeholders throughout all project stages via Living Mission Labs. This engagement aims to foster behavioral change and showcase the project's solutions in 5 Demo cities (Riga, Tallinn, Vilnius, Tampere, Pori ) and 3 replicant cities (Klaipeda, Joniskis, Jurmala). The knowledge and insights generated by AURORA will be disseminated through clustering activities, ultimately empowering local policymakers to make evidence-based decisions, reassess strategies, and develop management plans for climate-resilient cities.

The partners of the e-PPR project (www.e-ppr.eu) carried out a transnational study between Oct-17 and Jan-18 to identify teachers and students’ needs regarding training on response to the emergencies most likely to occur in schools. In total, 677 school teachers from six EU countries (Denmark, Estonia, Romania, United Kingdom, Spain and Lithuania) participated in this study. Results showed that 22.36% of the teachers and 33.37% of the students have not been trained at all. For 41.46% of the teachers and 47.19% of the students who were trained, the training was 'not enough' because it was limited to evacuation in case of fire (87.75% teachers, 94.18% students) and it was too short (less than 3 hours for 62.53% of the teachers, and less than 1 hour for 58.43% of the students). The emergency areas where more training was demanded were: first aid, fire, terrorist threat, earthquake and toxic cloud.In this context, in order to respond to the identified training needs of primary and secondary school teachers and students across the EU, the objective of the project was to develop the first e-learning platform for primary and secondary school teachers and students on how to respond to the emergencies most likely to occur in EU schools.The e-learning platform is accessible from computers, tablets and smartphones in 5 languages (English, Danish, Spanish, Estonian and Lithuanian) at www.schoolemergency.eu and it has the following sections:E-LEARNING for school teachers on how to respond to the emergencies most likely to occur in EU schools.TOOLKITS for school teachers with ready materials for lessons connected to the emergencies most likely to occur in EU schools.EVALUATION TOOLS to assess the learning and get feedback from the students.ONLINE FORUM AND SOCIAL NETWORKS so teachers across the EU can share their experiences and support each other.Once the first development of the e-learning platform was completed, it was tested by the three partners from the sector of school education, and a Danish school as an associated partner: 15 teachers and 271 students in total participated in the testing. Based on the testers’ feedback, the project partners implemented additional improvements before the final publication of the School Emergency e-learning platform. Beyond the partners, the content of the e-learning platform has the potential to be exploited by a wide range of organisations and individuals. Thanks to its deployment as an OER under the Creative Commons license 'Attribution-ShareAlike 4.0 International (CC BY-SA 4.0)', anyone is allowed to, not only use it, but also to modify it. Therefore, the content of the e-learning platform will serve as the impulsion for future innovations and developments in the sector of school education across the EU.This cross-sectoral and cross-border partnership is an initiative of Frederiksborg Fire and Rescue Service (Denmark) in collaboration with Alcala de Guadaira Fire and Rescue Service (Spain), Estonian Rescue Board (Estonia), Vilnius Division of Civil Protection (Lithuania), Vilniaus 'Genio' school (Lithuania), Gaia school (Estonia), and the high school Profesor Tierno Galván (Spain). The School Emergency project is co-funded by the Erasmus + Programme of the European Union.