<< Background >>The project GeoExplorer aims to improve the quality of teaching-learning in the high school system through an innovative learning approach that links natural science and language education through Content and Language Integrated Learning method in cross-curricular collaboration (or in the natural science curriculum in respective partners language).Besides school partners, partners of the project are part of UNESCO Global Geoparks (166 Geoparks in 47 countries). Geoparks are tools to conserve and enhance the value of areas of geological significance in Earth history and to promote sustainable development through geo-tourism and education. Global Geoparks are living, working landscapes where scienceand local communities engage in a mutually beneficial way. One of the key aspects of this cooperation is to develop new services in geoparks and new teaching methodology and tools for teachers of high school’s science and language teachers based on innovative approach aligned on the needs of school’s system, schools, teachers, Geoparks and guides to offeran attractive new way of science and language education to the pupils. UNESCO Associated Schools Network is focusing on sustainable development as well, and our partnership approach could be an example for a wider school community and education (ED) system, curriculum and cross-curriculum integration. Following quality and interdisciplinary approach,we aim to become the best practice in forming better connections and synergies between the ED system and natural heritage sites. UNESCO’s work in Science Education is important for dissemination and explanation since they push for updating curricula where needed, offering hands-on workshops, providing kits and guidebooks free of charge, training teachersand students.<< Objectives >>The general objective of the project is to improve the natural science and language teaching process in combination of cross-curriculum activities and new teaching methodologySpecific objectives (to):- acquire information about the needs, proposals and improvements in science and language education by teachers- study (cross-)curriculums, existing toolkits and materials used in natural science/language teaching of science- ensure high-quality toolbox and methodology of science and language teaching designed in collaboration with teachers, experts in the field of science, interpretation of the natural heritage and in the field of CLIL- increase the frequency and effectiveness of the cross-curriculum integration in the teaching of science and languages- increase level of competence and confidence for teachers- increase level in foreign languages for teachers and pupils- enhance education services of UNESCO Geoparks<< Implementation >>The following outputs and activities are going to be implemented: (O = Objective / A = Activity within the objective)- Review of (cross-)curriculums, existing toolkits and materials used in natural science teachingO1-A1| Desk research about curriculums and cross-curriculum in the participating countryO1-A2|Two structured questionnaires for natural science teachers and English teachers in schoolsO1-A3| Focus groups with teachers in partners schools to review the materials, tools and propsO1-A4| Preparation of joint document with findings- Young European GeoExplorer toolkit concept and examplesO2 - A1 I Geopark Homework – specific geopark informationO2 - A2 I UNESCO Global Geopark Homework – general geopark informationO2- A3 I Nature Education Homework – specific nature education informationO2 – A4 I GeoExplorer Toolkit - Concept paperO2 – A5 I GeoExplorer Toolkit – Production- Young European GeoExplorer cross-curriculum activities and new teaching methodologies implementation (CLIL)O3 – A1 I Cross-curriculum material for pupilsO3 – A2 I Guideline for pupilsO3 – A3 I Cross-curriculum material for Geoparkmanagement and teachersO3 –A4 I Guideline for teachers and guidesO3 – A5 I Cross-curiculum connection- Recommendations for teachers, schools, Geoparks and national education systemO4 – A1 I Summery and clarifying recommendation for teachers and schoolsO4 – A2 I Summery and clarifying recommendation for GeoparksO4 – A3 I Summery and clarifying recommendation for national education systems<< Results >>The project GeoExplorer aims to improve the quality of teaching-learning in the high school system through an innovative learning approach that links natural science and language education through Content and Language Integrated Learning method in cross-curricular collaboration. That can happen in the class or nature of (UNESCO Global) Geoparks in theform of living labs for pupils, as being an innovative learning environment. The project will result in cooperation between stakeholders in local communities and abroad (UNESCO Geoparks, schools and project partners schools).To sum it up, the project is addressing the following target groups:- UNESCO Global Geoparks* on an international EU and worldwide level (166 Geoparks in 47 countries)- Natureparks* on a European level- Natureparks, Nationalparks* or other protected areas in Austria, Denmark, Norway and Slovenia- Stakeholders in the educational fields concerning natural science in each partner country- Additional secondary or other schools, their teachers and pupils in each partner country or part of other international Geoparks- Secondary or other schools (schools and teachers) in EU using Erasmus + Project Results Platform, the eTwinning portal and the School Education Gateway- National, regional and local authorities within the educational system in Austria, Denmark, Norway or Slovenia- Local communities including youngsters and adults involved in the partner schools- General and schools visitors of the partner's Geoparks- Other not yet identified decision-makers and stakeholders at local, regional, national and EU level who can benefit from our case and results- Press and media- General public*institutions, management and guides

European rural areas embody outstanding examples of Cultural and Natural Heritage (CNH) that need not only to be safeguarded, but also promoted as a driver for competitiveness, sustainable and inclusive growth and development. RURITAGE establishes a new heritage-led rural regeneration paradigm able to turn rural areas in sustainable development demonstration laboratories, through the enhancement of their unique CNH potential. RURITAGE has identified 6 Systemic Innovation Areas (pilgrimages; sustainable local food production; migration; art and festivals; resilience; and integrated landscape management) which, integrated with cross-cutting themes, showcase heritage potential as a powerful engine for economic, social and environmental development of rural areas. The knowledge built in 14 Role Models (RMs) and digested within the project, will be transferred to 6 Replicators (Rs) across Europe. Through a multilevel and multidirectional process of knowledge transfer, RMs will mentor and support the Replicators in the development and implementation of their strategies and, at the same time, will further increase their knowledge and capacities. A robust monitoring system will assist this process. Local Rural Heritage Hubs, gathering stakeholders and civil society, will be settled in Rs to work as living labs where heritage-led rural regeneration strategies will be co-created and implemented, while in RMs they will reinforce the ownership of CNH. Both RMs and Rs will also benefit of the RURITAGE Resources Ecosystem, a set of tools including, among others, a rural landscape mapping tool (RURITAGE Atlas) and a Replication Toolbox within an online and interoperable platform. These tools will foster knowledge building, providing evidence and supporting replication and up-scaling activities of the implemented heritage-led regeneration strategies and plans, contributing to mainstream heritage in Regional, National, European and global policies.

Increasing global competition for natural resources poses major challenges to the Arctic. ArcticHubs will develop sustainable solutions for reconciliation of competing livelihoods and land-use modes in key Arctic ‘hubs’—important socioeconomic nodes in a geographical network—and their surroundings, considering in particular the needs and cultures of local communities (incl. indigenous people). This will be achieved by applying multi- and interdisciplinary, multi-actor participatory approaches to systematically map, identify and analyse global drivers and pressures with high environmental, societal and economic impacts affecting 33 key hubs examining sustainability of fish farming, multiple use of forests, tourism, mining and indigenous cultures. The outcome of ArcticHubs will be the provision of solution-oriented tools, such as improved public participatory geographical information systems, guidelines for ‘social license to operate’, and future scenarios to Arctic communities, industrial stakeholders, decision- and policymakers, and other relevant actors. This will enable creation and implementation of regional development strategies that reconcile new economic opportunities with traditional livelihoods, and increase the resilience of both new and existing industries and livelihoods against environmental, economic and political changes in the Arctic. The impact of the project will be long-term sustainability and resilience of future environmental, socio-cultural, economic and political factors in the increasingly competitive and globalised Arctic, enhancing social acceptance of increased economic activity. These impacts will contribute to the implementation of the new integrated EU policy for the Arctic, IPPC assessments and other major regional and global initiatives, provide support to the EU Arctic Research Cluster, and enhance engagement of and interaction between local (incl. indigenous), national and global actors.