The COVID-19 crisis and the unplanned shift to online content has given an unprecedented push to digital teaching and learning practices. But it has exposed the gap for digital technologies to fully support high-quality and inclusive education. It has also negatively affected planned activities under the Erasmus+ programme, and DIAL4U aims at facilitating the evolution of learning/teaching online in a key discipline supported by Erasmus: foreign languages. This situation requires our full attention as language acquisition mainly takes place through interaction and usage. Following a trend developed even before the extreme context of the pandemic crisis, learners have developed new strategies to keep on practicing and have used an increasing number of external language apps. This relates to the broader crucial question of the integration of informal learning in language education: How to take into account language practice outside the classroom walls? Many aspects of language learning development remain “invisible”: the learners develop informal practice and are hardly aware that it could support their formal learning. At the same time, teachers ignore some practices that are part of the learners’ biography, with no transfer to the classroom context. The project’s goals is to co-develop an innovative approach and digital tools in order to: facilitate mediation in all dimensions of the language learning process (taking into account both formal and informal situations); build capacity and autonomy of all language-learners ; develop or upgrade the digital/blended pedagogy competence of language educators ; facilitate the recognition and validation of knowledge, skills and competences.Overall, the DIAL4U project will contribute to taking up digital technologies and open pedagogies in language teaching and learning. This will be reached through motivating and recognising the students’ and teachers’ skills, including the use of Open Educational Resources. The acquired results will be transferable, easy to share and verifiable at a distance, thanks to open badges, micro-credentials, stored in Europass and in the European Blockchain Service Infrastructure (EBSI).These goals will follow 4 steps, developed through the Intellectual Outputs: (1) Analyse informal and formal online language learning/teaching and provide a database to support language learning mediation.(2) Develop virtual reality and gamification for inclusion and language Learning Interaction (3) Enhance multimodal language learning and teaching material to develop autonomy(4) Allow recognition and validation of non-formal and informal language Learning Process through badges and micro-credentialsThe variety of educational and cultural backgrounds of the 8 partners provides a scientific validity and offers complementary competences for a multilingual collaboration. The answer to the problems raised cannot be found individually at the national level but rather at the European level, with representatives from 8 different countries and 10 languages. The learners will leave university, ready for a lifelong learning process to be continued independently, equipped with effective tools ready to apply to their professional career.The four intellectual outputs will be jointly coordinated by two universities. The other partners will take an active part in the implementation of the intellectual outputs by providing their expertise to perform the tasks identified. Throughout the project, several events will contribute to collaborative work, develop testing and then dissemination. The DIAL4U consortium members will be working closely and openly throughout the project in order to achieving the following results: - share the best practices in teaching and learning methods in foreign languages, and adapting existing open educational resources.- design open badges dedicated to language learning and addressing particularly the informal aspect of the activities and providing links between the learning/teaching process to issue well accepted certificates / badges. - collaborate on a collection of open badges in an open database- issue the open badges within the European Blockchain Service Infrastructure. - disseminating within their own networks the results of the project and through national and European associations of language centers together with institutional dissemination. The synergy of the partnership will lead to the official recognition of language competences at European level and this project is an essential step towards that goal.

At European and International scale, the current convergence of many digital and breakthrough technologies brings a new period of transformation of our economy and society. Artificial Intelligence (AI) is nowadays the main technological challenge, discussed within all industrial and service sectors, with an expected growth between $12.5 billion in 2017 to $46 billion by 2020. In the specific sector of Human Resources Management, AI shows a slow uptake fuelled by a lack of understanding, training and misconceptions on the role of AI in the workplace. Nevertheless, AI-powered analytics tools have proven the potential of AI in HR management processes, and HRTECH is becoming a popular term. In this context, the HIRING project aims to prepare the current and next generation of human resources manager to the integration of artificial intelligence tools in their position. This goal will be reached by providing them, at VET and higher education levels, a innovative training programme based on the following question: “How can AI enhance innovation and creativity within human resources management positions?”Based on this challenge, the HIRING partners has identified 3 specific objectives to achieve this goal: i) Training the HR managers and students to the digital transformation to come in their work environment, ii) Valuing fair and responsible soft skills for implementing AI technologies at the work place and iii) Promoting a more open-minded HR generation opened to atypical career pathways. To achieve this goal, HIRING will use innovative teaching pedagogies tailored to the learners’ needs. In practice, the project will follow a multi-step methodology based on: 1)An in-depth assessment of learners’ skills, pre-existing knowledge and requirements will be conducted, 2)The development of open access training contents including interactive materials and business cases, 3)The creation of a e-learning platform to ensure full accessibility to the contents, 4)The development of a micro-learning application that will enhance the training process and create a collaborative network of students all over Europe, 5)The promotion of mobility activity within start-up in Europe, 6)A breakthrough study on promoting the organisational practices enabling to take up the AI solutions, through an efficient, responsible and fair way. This additional content will be operational to rapid uptake of the concepts by the European companies. HIRING will be coordinated by IPAG, a renowned French Business School who will bring its experience in HR management and innovation. SEDU, a Finnish VET centre specialised in employment training and company competitiveness will implement the project pedagogical outputs within its own human resources services and within existing VET training courses in Finland. From the start-up side, HIRING will benefit from the expertise of HAIKARA, a French start-up specialised in digital learning and of ZAPIENS, one of the top-10 HRTECH start-up in Europe developing micro-learning applications. TUM, a famous German research centre with in-depth knowledge on citizens’ vision of technology will be involved in HIRING to provide perspectives to the project in terms of research opportunities.HIRING will be committed to the creation of valuable open access training contents and will produce a White Paper on human centric approach of technologies in human resources available to ensure the best application of the skills acquired during the project at the level of the companies. Thanks to these activities, HIRING will have significant impacts for the integration of AI processes in workplace, especially in HR management. It will directly improve current and future HR personnel’s understanding and working competences with AI tools. Indirectly, this will impact both employees and companies who will reap the benefits of better work environment, better work perspectives and increased productivity. Furthermore, HIRING will have a positive impact on the scientific knowledge of citizens’ perception of AI processes. On the long-term, the partners expect that it will ease digital integration at the European level, enhancing the citizen’s understanding on new technologies’ potential and promote their fair and responsible use.

Context of the projectThe aim of the project was to transfer current developments in International Taxation into the curriculum at the partnering univiersities. Since profound and up-to-date knowledge of national and international tax law is of central importance for the employability of graduates, this project can improve the employability of graduates. However, a key challenge here is that the teaching materials in the field of taxation must be constantly updated and adapted to national legislation. This means that international standard textbooks cannot be used as in other disciplines (e.g. finance). Especially in smaller countries, the supply of up-to-date teaching materials and scientific articles is limited. Through international cooperation, on the one hand, joint teaching materials on current developments in international tax law can be developed and, on the other hand, students and lecturers can gain a deeper and more up-to-date insight into the tax policy developments in neighbouring countries. Thus, for example, a comparative analysis of how the BEPS regulations have been implemented in the respective national tax laws was carried out and served as a base for the collection of case studies.Objectives and undertaken activitiesThe project had two objectives: First, the creation of teaching materials that promote a learner-centred approach in the field of taxation. Second, to ensure that research and education are mutually enforcing. In order to achieve this objective, on the one hand scientific articles that analyse national tax law and the most recent trends in international taxation have been written, on the other hand, a scientific foundation of a learner-centered teaching concept in the field of taxation has been elaborated. To make the outputs accessible to the public, the case studies were implemented in the curricula of the partner HEI and disseminated through events and online platforms, and most of the scientific articles have been already published in peer-reviewed journals.Results and impactsVarious artefacts were developed in accordance with the objective of promoting scientifically based, learner-centred teaching. The scientific foundation is provided by six peer-reviewed scientific articles, one article under review, and three working papers. The papers have been presented at multiplier events and scientific conferences and were subject to a review process. On the basis of the scientific work, case studies on current topics of national and international tax policy as well as on corporate finance with a focus on taxation were developed. The case studies have already been implemented at various levels of higher education (Bachelor, Master and PhD studies) and the level of continuing education at the partner HEI. In doing so, the project reaches 250 students at Bachelorlevel, 250 students at Master level, and 15 PhD students per year. At the level of continuing education the project will reach about 50students per year at the partner HEIs (the figures are based on the subscriptions for the respective exams in the field of taxation atthe partner universities). In total we will reach about 550 students/per year with our teaching lessons in the field of taxation and with ourdidactical concept. In order to share the materials beyond the scope of the partner HEIs, we have published the case studies on our project website.At the level of the local community the practitioner, policymaker and public governance benefited from the knowledge spill-overthrough the multiplier events, which took place in three partner countries (DE, IT, FL). Furthermore, the scientific articles have been presented at international scientific conferences and published in subject-specific scientific journals.It is estimated, that various presentations at national and international level reached about 300 participants in the course of the project.Longer-term benefitsBy implementing the teaching materials in the second project phase, a direct transfer of knowledge could be realized, which will continue beyond the project duration. Since the newly developed teaching materials could already be evaluated in the course of the project, this feedback was used to improve the teaching materials. During the short-term-staff training event, an exchange of experience on best practice between lecturers and students took place. In particular, we were able to benefit from the exchange of experiences already made in the field of distance-teaching, as we had to implement this quickly due to the COVID-19 protection regulations.Beyond the intellectual outputs, the international cooperation between the project partners has solidified and consolidated. Thus, all project partners have used the opportunities offered by Erasmus+ Staff Training Mobility to complete a research or teaching stay at another partner HEI. But also beyond the network, new contacts and collaborations have been established.

Anti-gender politics pose a grave threat to modern democratic formations because they challenge people's everyday survival, bodily integrity, and self-determination. Anti-gender spans the political spectrum and manifests not only in illiberal and authoritarian regimes but also in democracies that are considered liberal and inclusive. Taking a transnational and intersectional approach, RESIST analyses anti-gender formations in their complexity and contradictions and explores the effects of anti-gender politics on the everyday lives of those vulnerable to it and on democracies on the whole. RESIST engages with heterogeneous manifestations of anti-gender across the EU, Europe, and beyond through eight national case studies (Belarus, France, Germany, Greece, Ireland, Poland, Spain, Switzerland) and a transnational case study of people living in exile as a result of anti-gender persecution. RESIST pursues a mixed methods approach to analyse the production and circulation of gender-equality repressive strategies and discourses and their effects on lived experiences and resistances. RESIST innovates methodologically to engender democracy by fostering collaboration between academia and civil society organisations (CSOs), especially amongst people who come to be targets of anti-gender, including women and lesbian, gay, bisexual, transgender, and intersex (LGBTI+) persons. If those social groups whose fundamental rights are most at risk of violation by anti-gender are empowered to resist, then entire democratic societies benefit. RESIST centres feminist agency and collaborative knowledge production in (a) the research contents and results, (b) the methodological design, and (c) the social impact by generating new responsive feminist theories and practical solutions. At a time of increasing political disillusionment, RESIST creates hopeful, imaginative futures, transformative theories, and more inclusive worlds.