<< Objectives >>-Implementation of six selected Sustainable Development Goals (SDGs) in accordance with United Nations guidelines- Curricula analysis according to the selected SDGs and adaptation of school curricula- Conception of teaching/project ideas for the selected SDGs- Innovative approaches to digital teacher training- Cooperation between educational institutions/schools and companies on the selected SDGs<< Implementation >>-Implementation of six selected Sustainable Development Goals (SDGs) in accordance with United Nations guidelines- Curricula analysis according to the selected SDGs and adaptation of school curricula- Conception of teaching/project ideas for the selected SDGs- Innovative approaches to digital teacher training- Cooperation between educational institutions/schools and companies on the selected SDGs<< Results >>Three-part survey (incl. report) of teachers(2) Curricula analysis (incl. conclusions) on six sustainable topics(3) eBook: concrete suggestions on six sustainable topics(4) Six escape rooms as teacher coachings(5) Surveys (incl. report) on six sustainable topics(6) eBook: student workshops on six sustainable topics(7) eBook: cooperation between educational institutions/schools and companies(8) eBook: sustainable excursions of learners/students

"“I’m more interested in the future than in the past as I intend to live in it.“ (Albert Einstein) The challenge of vocational education in the next couple of years will be digitalization and all the changes accompanied by it. To be in a position to keep up with global competition, our students have to be prepared to cope with a different world of work. This preparation can be achieved by applying new (smart and digital) education and teaching methods. The project ""Digital Europeans"" has facilitated the digital profiles of teachers as well as students. All parties concerned have discussed issues that have so far not been explored in detail and for which training programmes for teachers or modern teaching ideas were not available: (1) Globalization and digitalization change teaching and learning: How does (digital) globalization change teaching and learning? (2) Learning 4.0 - tradition and future: How has learning changed and how will it change in future? Which aspects will have to be considered in (individual) learning processes? (3) eClassroom - virtual and digital learning: In which war are learn management systems used in distance learning and hybrid teaching? (4) Learning@room of the future: How can medial and didactic concepts be combined? Digital and smart competences of teachers as well as students have been facilitated before, during and after project meetings (by means of evaluation). Together with the students lessons regarding the above mentioned questions habe been created, tested and evaluated. The lessons have been published on eTwinning and other project platforms (e.g. Weblog, Social Media) and can be used by anyone interested. Another important aim of the project is to develop a teacher training programme that can be used and adapted on a long-term basis.The future of teaching and learning will be influenced by digitalization and artificial intelligence. To prepare Europe for this challenge, educational institutions will have to cooperate to develop new ideas and concepts. The project “Digital Europeans“ has supported the partner schools and other European educational institutions in this process."

"B.Smart4Europe - “Learning to read is lighting a fire” (Victor Hugo, Les Miserables)With increasing digitalization in all situations of life, but especially in professional life, it is becoming increasingly important for young people to develop the appropriate reading skills or comprehension strategies. They need to develop an awareness of responsible use of texts and information. This is particularly challenging for young people with a migrant background.At the same time, young people are increasingly losing interest in reading texts or deciphering core ideas. By focusing on smart media (e.g. smartphones, iPads), young people are strongly prone to unreflective knowledge consumption and blunt in their problem-solving creativity.With the B.Smart4Europe project, schools from Belgium, Germany, Finland, Italy and Austria tried to counteract the decreasing enthusiasm for reading and reading skills of students in a smart and innovative way. The aim was to highlight the importance of reading and reading comprehension in an increasingly digital world and to work together with the students to promote student-activating and creative (smart, digital) teaching concepts for the use of texts and literature.The participating project schools are vocational schools from five European countries which have recognised that the above challenges are similar in all project countries and that this problem is best addressed through European cooperation. The project schools are:- Belgium: Vrij Technisch Instituut Voorzienigheid (Diest) - Germany: Max-Weber-Berufskolleg (Düsseldorf) - Finland: OSAO (Oulu) - Italy: Istituto Istruzione Superiore Alfredo Panzini (Senigallia) and Landesberufsschule für das Gastgewerbe SAVOY (Merano) - Austria: Landesberufsschule Hartberg For more than three years, the project schools have worked intensively on smart and digital teaching approaches to promote reading skills in the classroom and/or complementary teaching modules/concepts. The schools chose different approaches to implement the ideas, depending on their organizational structure:- Working groups (Senigallia, Diest, Hartberg),- Foreign language teaching (Merano) or bilingual teaching (Oulu, Dusseldorf)- Teaching modules (Senigallia, Hartberg, Düsseldorf)- and at six transnational project meetings.The students have also made a decisive contribution to the success of the ""B.Smart4Europe"" project. Before and during six transnational learning activities, the students intensively applied, tested and gave feedback on the smart learning concepts developed. They dealt with youth books in English in a smart/digital way and herewith developed a creative approach to reading and reading competence.The following youth books have been selected for assignments including smart media (e.g. tablet computers and apps) to promote reading skills:- As red as blood- The Wave- Tschick- Fly away home- In the sea there are crocodilesThe assignments and examples of the student results are published on the project blog: www.bsmart4europe.eu as well as in the eTwinning project B.Smart4Europe.Already during the project, the results were presented and discussed in schools in various ways (e.g. information at conferences, in-school training). In the long term, each project school has defined a specific concept for continuation (e.g. implementation in curricula).With the B.Smart4Europe project, students were inspired to read youth books in an innovative and creative way. At the same time, they were shown that tablet computers and smartphones could be used in various productive ways in learning processes. In the long term, the project has improved the concept of teaching and school development as follows and has supported the partner schools in their process of professional digitalization:- Smart, digital teaching strategies- Individual support (incl. self-organized learning)- Promoting language and reading skills- (In-school) teacher training- Innovative and forward-looking organizational changes (e.g. project teaching, teaching modules)- Adding (digital, smart) teaching sequences or teaching content to the curricula- Internationalizing teaching and taking the international background of pupils into account"

Changing paradigm of education: integration of new media and integration of competence-based learning (CPE) - Teaching with tablet-PCs pan-EuropeanFreedom of movement, European job market, personal responsibility and media competence – these were only a few challenges for apprentices and vocational education. School as an institution needed to react. Therefore the conception of school and ways of teaching had to be altered: more competence-focused, more self-organized, more student-dependent and more media-based lessons and the use of ECVET. The partnership focused the following questions: (a) Which European-competences should be the focus to prepare the students for the European job-market?(b) In which ways could school as an institution facilitate “digital competences” of the “digital natives”, for them to become responsible users of new technologies in their lifelong learning process?(c) In which ways could school teach cross-border, competence-based and possibly bilingually?The four project schools brought their experiences together with the aim of cross-border European instructional development: (1) self-organized and practise-oriented learning (Landesberufsschule Hartberg, Austria), (2) the use of tablet-PCs and smartphones in practise-oriented learning environments (Max-Weber-Berufskolleg, Germany), (3) experiences with the use of ECVET (Oulu vocational college, Finland), (4) cross-cultural learning in projects (Landesberufsschule Savoy, Italy). Complementary to this the market research company ACADEMIC DATA (Germany) developed, coordinated, conducted, evaluated and published the results of two studies (observation of lessons, online-study of companies about the facilitation of competences).The learning arrangements had to comply with the following criteria: practise-oriented, competence-based, self-organized and help the students work independently; the lessons needed to facilitate the capacity to act and the media-competence; the learning outcome was verified using ECVET. The learning arrangements was tried out, evaluated and possibly optimised for further use.It was our aim to get the critical focus on pan-European facilitation of professional competence and digital competence as well as the long-term development and use of tablet-based learning arrangements.