This (secondary) school-based project seeks to create a multi-player ‘serious’ game to educate and train the next generation of responsibly enabled consumers. This will enhance the social and civic competences of those between the ages of 12-14, helping them better understand the consequences of their actions, both for themselves, their local and national communities, and examine the influence consumers have internationally.Gameplay will enable pupils/players to investigate how their individual and collective behaviours affect issues such as plastic pollution, by engaging in clearly visible and easy to discern behaviours. This includes, for instance, making choices around the purchases of products with different forms of packaging. It will also encourage them to evaluate the outcomes of more subtle choices, such as the purchase of clothing with different fibre compositions and their choice of laundry routine. These actions will then have spill-over effects and inter-relationships with social and trade issues. For example, the movement of waste to be recycled, the development of fast-fashion manufacturing cycles, and the movement of goods and money across the globe to support consumers requirements for product choice and variety.The action of making game-based consumption choices also offers opportunities to help pupils/players comprehend data privacy and security issues, as well as modelling the potential for the accumulation of debt and material goods. This then develops player knowledge surrounding issues that will affect them personally, both in the short and long-term, but again have social and economic consequences.The application of serious games also provides a learning environment that is familiar to many of those between the ages of 12-14 and offers both complex and simple game mechanics to be deployed - for instance, the accumulation of points and the creation of league tables. These league tables can initially be attached to the individual player, but also aggregated to offer opportunities to play at the level of the ‘group’ - including classes, schools, extra-curricular clubs etc. These can then also be developed to provide regional or national positions, and the tracking of the influence of multiple individual decisions to these aggregated outcomes offers a powerful learning opportunity to explore how personal choices shape wider social and planetary outcomes - mirroring metrics such as the Consumer and Consumption Footprint (EU, 2019).Outputs:- Serious game: RESPECT - two key focuses: i) Planet, Society and Trade; ii) Privacy, Security and Technology.The game will offer a multi-player experience that engages with different inter-related and connected consumption choices - for instance, food, fashion and personal transport, to engage with social and planetary issues. It will also enable interaction and choices to be made that have consequences for privacy and security - particularly in increasingly digital consumption environments.- Online interactive learning materials to support and explore issues raised by the game - acting as a resource for pupils/players and teachers etc.- Training materials to support teachers on how to implement the serious game in schools/classes.- Case study materials.

“True youth engagement requires a fundamental shift. Young people must have an authentic voice in the design, development and day-to-day functions of activities. It is impossible to overstate the importance of this shift from adult-directed to youth-owned.”“Engaging youth in community decision-making”Center for the Study of Social Policy, Washington DC, 2007Young EuropeansCountering increasing disinterest among the young generations in politics, democracy and European values through the creation of innovative ways of fostering early politics interest and engagement in school - based on an open schooling approachMISSIONYoung Europeans will, through innovative work methods, address the urgent challenge of young Europeans’ increasing disengagement in politics. The project asks: how can open schooling in secondary schools contribute to engaging young people in politics, democracy and European values? Co-driven by young students themselves, the project will create innovative open schooling guidelines to secondary schools on how to organise engagement in political initiatives.A SCHOOL PROJECTDespite a longstanding commitment to citizenship education in secondary schools, this has not resulted in the widespread political engagement of young people. It is understandable that those working in the formal education sector will have some reticence about using the term ‘political’ so we must be clear that this is not an issue of party politics but it is in line with European Commission calls for systematic initiatives to re-engage young people in politics based on their own understanding and their own voices.The only context in which young people can be systematically re-engaged in politics is in school. Few young people are engaged in non-formal youth activities that address various forms of politics. Engagement in politics and global challenges should take place as early as possible, and certainly in secondary school, as these are the years in which young people form their identity – and can also develop a resistance to traditional politics.Young Europeans is consequently not a non-formal Youth project but a school project, engaging young students systematically in politics.CHALLENGETo tackle this challenge, the traditional understanding of politics, democracy and European values must be fundamentally questioned and deconstructed (as strongly recommended by state of the art critical research). The young students themselves must be allowed to take the scene and co-create what politics, democracy and European values mean in their world and how schools can provide the necessary space for such youth-driven innovation.RATIONALEYoung Europeans will invite secondary students to co-create attractive and practically useful guidance to secondary schools on how to prevent disinterest, and foster engagement in politics, democracy and EU values.The guidance will be developed through real-life and real-time open schooling and will therefore be based on practical experience, not on theoretical assumptions.METHODOLOGICAL There are 3 fundamental conditions for preventing disinterest and fostering engagement in politics in education in general:1. DIDACTIC METHODOLOGYTraditional didactics in secondary school must be supplemented with innovative open schooling approaches to generate interest and engagement.2. CO-CREATION METHODOLOGYThe potential issues or areas of interest that can foster a motivation for learning and political engagement, must be identified by the young students themselves and the means by which political engagement is developed will also be co-created by them.3. SUBJECTIVE ENGAGEMENT METHODOLOGY21st century youth is characterised by a number of subjective engagement conditions and criteria (e.g. immediacy, online presence, emotional engagement), often different from earlier generations; if those engagement criteria are not met, they will not engage.WORK PROGRAMME OVERVIEW Phase 1: CAPACITY - 3 monthsPhase 2: DECONSTRUCTION - 3 monthsPhase 3:A: OPEN SCHOOLING / COMMUNITY - 4 months+B: OPEN SCHOOLING / VIRTUAL - 4 months+Phase 4: CONSTRUCTION - 4 monthsPhase 5: CONSTRUCTION+ - 2 monthsPhase 6: PRODUCING & SHARING - 4 monthsOUTCOMESIO1 The Ngager! (working title)The radical school guide to engagement of young students in politics and democracy, including virtual scenariosIO2 Why they (should) disengage?Study of the reasons for the lack of interest in politics and democracy among young peopleIO3 The Ngager! The videoStudent teams explain their engagement in the politics detectives missions and how they, during the project, developed an alternative understanding of and language for politics, democracy and EU values.IO4 Stiffened and cracked Europe (working title) – policy paperA reflection, based on project activities, on why Europe and the European Project are losing young people’s interest.

Children today live in the age of artificial intelligence. Artificial Intelligence (AI) can be defined as a system that has been designed to interact with the world in ways we think of as human and intelligent. Ample data, cheap computing and AI algorithms mean technology can learn very quickly. Children are already using technology based on AI. On average, children tend to receive their first smartphone at age 10, and by age 12 over half of all children have their own social media account. It is estimated that by 2022, there will be 58 million new jobs in the area of artificial intelligence. Thus, it is important that the youth of today are both conscientious consumers and designers of AI.UNESCO (2019) says AI has the potential to accelerate the process of achieving the global education goals through reducing barriers to accessing learning, automating management processes, and optimizing methods in order to improve learning outcomes. Education will be profoundly transformed by AI. Teaching tools, ways of learning, access to knowledge, and teacher training will be revolutionized.A European JRC policy foresight report (Tuomi, 2018) suggests that in the next years AI will change learning, teaching, and education. The speed of technological change will be very fast, and it is important to understand the potential impact of AI on learning, teaching, and education, as well as on policy development.The EU working group on AI in education working group distinguishes between 'Education for AI' and 'AI for education'. Education for AI is about equipping students and teachers with knowledge about AI. AI for Education focuses on AI applications that can be used to improve education and thus learning and teaching. Particular potential is seen in the areas of personalisation of learning, automation of domain-specific knowledge, tackling learning difficulties and automation of assessments. For both teachers are in the focus of attention, because they have to be trained to be able to use AI in educational institutions. The AI@education project seeks to address both AI for education and AI in education. This project seeks to develop and pilot a curriculum for high school students on the topic of artificial intelligence. It also seeks to support the continuing professional development of teachers by creating an online community of practice for exchange ideas and best practices. If teachers are to prepare young people for the new world of work, and to excite young people to engage with careers in designing and building future AI ecosystems, then teachers themselves require training to understand the impact of AI and the new needs of their students. ers.The project aims to enhance teachers’ skills and competences to meet the growing need for children to understand artificial intelligence, its impact on society, and how they might shape the future of AI and to be able to understand the ethical concerns and implications around AI..The main objectives of the project are to develop and deliver:- A curriculum and toolkit for teachers with a set of activities, teacher guides, assessments, materials, and resources to assist teachers in teaching about artificial intelligence- A teacher training course to increase AI awareness both for face to face delivery and as a MOOC Learning Scenarios for teaching with AI in schools- A selection and analysis of best practice exemplars across the world and a directory of Open Source Software and Creative Commons materials on AI for use in schools- Open Educational Resources for AI adapted to the profile and needs of high School studentsThe project brings together a consortium of schools, universities and research SMEs together with UNESCO as Associate Partner, coordinated by Pontydydgu from the UK. Partners are school in Belgium, UK, and Greece. The main results of the project will be a curriculum toolkit, selection of best practice examples, learning scenarios for the use of AI in schools Open education resources and an Massive Open Online Course. The project will support teachers through professional development and resources for the use of AI for teaching and learning and new courses for students in understanding AI in society.

<< Objectives >>To encourage and promote behavioral changes, to succeed more sustainable consumption habits, demanding healthier and more sustainable products. To empower learners to embody sustainability values and embrace complex systems, to boost their imagination and future thinking capabilities, as future changemakers in the domain of food.To expand training and educational tools on future’s and system’s thinking methodologies that are less or not used at all, in secondary education level in Europe.<< Implementation >>With an overview, the activities are: -Project Management, Coordination & Reporting-Development of a comprehensive study based on selection of good practices and case studies on Sustainable Food Systems-Design & Development of the EduNUT Capacity Building Programme & Pilot Testing-Development of the EduNUT Curriculum & Design of an educational Board Game-International Meetings & Dissemination Events<< Results >>A competent training Programme for school teachers in sustainable food system transformation and Futures Literacy Capabilities. An innovative hybrid Curriculum for students to empower them as critical thinkers & competent future changemakers, equipped with 21st century skills and attitudes.State-of-the-art educational material, with innovative methodologies and tools and an educational board game, available for school teachers, youth leaders, and institutions providing non-formal education.

“The programme will also support the testing of innovative practices to prepare learners, staff and youth workers to become true factors of change (e.g. save resources, reduce energy use and waste, compensate carbon footprint emissions, opt for sustainable food and mobility choices, etc.). Priority will also be given to projects that –through education, training, youth and sport activities -enable behavioural changes for individual preferences, consumption habits, and lifestyles.”Erasmus+ 2020 Programme “Students who are best prepared for the future are CHANGE AGENTS”.OECD, “Education 2030”, 2018CHALLENGEThe project addresses two of the most urgent challenges in EU:- creating new, much more attractive and innovative science learning in secondary schools- engaging the young generation in climate change prevention and preparing them to act on climate change in the near and far futureClimate change engagement offers science education the most promising way to create fundamentally new and attractive ways for young teenagers to create deep interests in science, as climate change provides a wide range of scientific challenges, offers the young students a strong sense of relevance and importance – and at the same time offers them hitherto unseen opportunities to learn science through accomplishing important real-life missions in their communities.This unique opportunity, this unique momentum should not be lost to EU science education innovation.EU RESPONSE TO CHALLENGEThe Commission’s long-term strategies strongly support the idea of using climate change prevention as a platform for creating more attractive science education.The Commission has for many years invited experimentation with engaging the young students in real-life science and innovation activities, going far beyond traditional classroom teaching; in particular in secondary school as joint research clearly states that the young people precisely create their “science images” in the teenage years.At the same time the Commission strongly urges all citizens, and the young generations in particular, to engage in climate change prevention: in school, in the families, in the community and globally.One might say that the deep engagement of the young generations in climate change prevention is the most important success criteria for any local or global climate change prevention.KEY ACCOMPLISHMENTThe project is one of the first projects in EU to use climate change engagement as a platform for innovative science learning.Doing this is a major accomplishment in itself and the outcomes of the project will be of tremendous importance to secondary schools, science teachers and students from across EU.Supporting this accomplishment is the fact that the project will not bring climate change action and science learning innovation together at a rhetoric or theoretical level.On the contrary, it will build its results on students’ direct, real-life and mission based accomplishments.The resources the project will offer secondary schools as a result of the project will therefore be intuitively usable to teachers and students.KEY INNOVATIONA series of further Erasmus+ experimentation is expected to build on and refer to this first opening project.The project includes 4 integrated and mutually reinforcing innovations:- it uses climate change engagement as a platform for engaging and re-engaging young students in science learning- it will engage the young students in real-life and important climate change prevention missions, not simply create “awareness” among the young students- it will base the students’ engagement on the new open science schooling methodology, strongly recommended by the Commission and leading research, and tested through successful Erasmus+ projects- it will allow teenage girls to re-engage in science learning, as climate change prevention is known to be of great importance to in particular female students (it is not accidental that Greta Thunberg is a female teenager)KEY RESULTSThe key outcomes will be co-created by teachers and students to ensure a high relevance to teachers and students from across EU.They will be based on the documentation of the student teams’ climate change missions.The project has 4 target audiences, and it will create dedicated outcomes to all target audiences.The 4 target audiences and related dedicated outcomes are:YOUNG STUDENTS and SCIENCE TEACHERS AND SECONDARY SCHOOLSOutcome 1: The school guide to climate change educationOutcome 2: Why teenage girls will engage in climate change based science educationOutcome 3: The climate change education VideoPOLICY MAKERS IN THE FIELD OF SCIENCE EDUCATION INNOVATIONOutcome 4: A future-directed platform to engage teenage students in sciencePOLICY MAKERS IN THE FIELD OF CLIMATE CHANGE PREVENTIONOutcome 5: Engaging the young generations in climate change prevention through innovative science education