CEEGS (CO2 based electrothermal energy and geological storage system) is a cross-sectoral technology for energy transition, with a renewable energy storage system based on the transcritical CO2 cycle, CO2 storage in geological formations and geothermal heat extraction. It is a highly efficient, cost-effective, and scalable (small-to large-scale) concept for large-capacity renewable energy storage. Extended capacity is obtained due to the underground system. It can be integrated into the grid, heating and cooling districts and industries. It also has the capacity for partial CO2 sequestration. The main objective of the project is to provide scientific proof of the techno-economic feasibility of the technology, raising the current low TRL 2 to TRL 4 by addressing gaps in the interface between surface transcritical cycle and the subsurface CO2 storage. CEEGS follows a 3-phase approach: i) From theoretical principles to models, simulations and processes in which advanced numerical simulations integrate reservoir behaviour, wellbore design and surface plant design; ii) From models and simulations to systems/experimental verification addressing CEEGS integration and efficiency in energy systems, with digital functional and laboratory models developed and components validated with results from the CO2 pilot-scale projects and; iii) Social, economic and sustainability assessments where social acceptance studies, LCA and TEA tools evaluate impacts and concept deployment with renewables, hard-to-decarbonise industries, district heating and cooling, or in grid balance. The project is completed with WP1 for coordination and WP7 for results dissemination and exploitation. The project integrates the knowledge and networks for a successful implementation in 3 years with a consortium with partners from 5 EU countries, with multidisciplinary skills on energy systems, energy storage, geology, geothermal systems and CO2 geological storage

Cultural sensitivity is essential to effective disaster management and disaster risk reduction, yet disaster plans still largely ignore the needs and capacities of children and young people. Addressing Topic 2 of this call, the ‘given cultural group’ is therefore children, not viewed as a homogenous group, but one which offers diverse cultural perspectives and diverse experiences of roles taken on in disasters. By ‘culture’ we mean more than ethnicity, important though that is; we also refer to social class, vulnerability, age, gender, disability and migration status. Cultures of Recovery and Resilience among children and young people in Disasters (CUiDAR) will address the exclusion of children and young people from the disaster planning and management process; it will provide innovative and creative communication channels for children’s voices to be heard and it will develop a child centred disasters management framework for use by policy/decision makers in participating countries, the EU and beyond. To achieve the objectives we have designed a suite of activities: scoping; dialogues with children (consultative workshops); regional level mutual learning exercises; national level awareness and communication events; framework design/building, and an in-depth ongoing approach to dissemination. Our unique partnership with the major children’s charity Save the Children enables the Consortium to work closely with children to achieve our objectives. Our strong existing links with emergency planners and authorities enables us to access key audiences. Each workpackage is designed to create stronger awareness of needs and capacities of children and will enable enhanced local, national and EU institutional and policy response for what is a growing and urgent societal problem: how to develop meaningful and effective disaster management (including response, recovery and resilience).

Indigenous knowledges are crucial for coping with current global crises, such as climate change, loss of biocultural diversity and rise of xenophobic nationalisms. This pivotal historical moment requires multi-centred thinking and action, bringing together the multiplicity of Indigenous and academic expertise. Universities and academia are critically important in developing knowledge, education, and policy directives. Consequently, EDGES adopts those significant arenas to respectfully advance innovative, collaborative methodologies and new strategies for the entanglement of Indigenous knowledges in research, teaching and policy-making institutions. While there have been efforts to foster dialogue with Indigenous knowledges, these experiences remain elusive, local and not structurally transformative, as the shortcomings of multiculturalism and interculturality have demonstrated. How can we question the existing frameworks and develop new and effective entanglements of knowledges that draw from different epistemologies? EDGES addresses this question through six different analytical layers with the significant participation of Indigenous academic researchers and the active collaboration of Indigenous intellectuals and experts. To accomplish this endeavour, EDGES creates a future sustainable and disciplinary diverse network of more than 150 researchers from 18 European and American universities, one SME and one NGO. The project contributes to a pluralist and multi-scale approach to knowledge production, research and dissemination through symposiums, workshops, mini-courses, open-access scientific publications, policy recommendations and social media. It will provide critical tools for universities, schools and communities to foster critical dialogue with Indigenous peoples and other cultural minorities by entangling Indigenous knowledges into university curricula and praxis, contributing to the education of future generations, improving policies and science renewal.

This project aims to research the educational provision and professional training available for youth in contemporary art museums, and how can these programmes enhance young people’s sense of agency and career opportunities in the creative sector. Focusing on the emergent turn in contemporary art museums across Europe towards programmes that offer young people professional training, this project will further analyse the potential of a tier-based structure when engaging with this age group, as it gives participants distinct access points into the life of museums, as well as new possibilities for their personal, social and professional development outside of formal education. Using a participatory action research approach, the project focuses on a pilot case study to be co-developed with a group of young people and the Museum of Art, Architecture and Technology (MAAT) in Lisbon, and analysed in tandem with three pioneer youth programmes in Portugal (Culturgest), Spain (Museo Reina Sofia) and the UK (Tate). Expected outcomes include a deeper understanding of young people’s sociocultural interests: their perceptions, motivations and expectations about art and museums; and of how long-term youth programmes can inform museums' future programming for this age group. The project will be strengthened by the background and professional experience of the researcher in art and museum education, alongside contribution from other disciplinary perspectives, including youth studies, through researchers at the host institution. It aims to create both academic outputs as well as material and content for public engagement and dissemination.