"The main goal of this project was to create strategic partnership that will increase the quality and usefulness of the training offer in the profession of automotive technician by developing a new and innovative approach to teaching in this profession and supporting the dissemination of the best European practices in this field. It allowed to adjust vocational education and training in the automotive industry to the labour market, development of high-quality education with a strong element of learning based on cooperation with entrepreneurs, while affecting all target groups, i.e. professional teachers in vocational education , improving the skills of training participants - students using the AlterDrive platform and benefits for economic participants - companies receiving a better employee completing vocational education at school, as well as the development of Partners in the field of education and international cooperation. In the project, we focused in outputs on the needs specified in the analysis of the needs of target groups of students, teachers of the profession and entrepreneurs on the labour market, as well as the needs and suggestions of Partners, i.e. we verified and modelled programs, examined the needs of employers, developed methodology and materials, and tested and implemented the AlterDrive platform. Outputs were directly related to professional competences and skills, so that innovation in technology could play an active role in education, and through technology create knowledge and solve conceptual problems in keeping up with technological development. Thanks to international cooperation and partnership consisting of schools, a research center and companies, it was possible to carry out tasks and responsibilities for the joint implementation of the project tailored to their capabilities and best reflecting their nature and development needs within the partner organizations themselves:1. CKZ + all other partners began project activities by verifying the model of teaching about propulsion systems at the level of vocational education both from the side of schools and from the perspective of companies;2. then exclusively ARP + CKZ created a model program to teaching elements related to alternative sources of motor vehicle propulsion and prepared its theoretical scope consistent with the profile of vocational education and the necessary qualifications and minimum curriculum;3. PP together with their Czech counterpart (ERA) and Spanish partner (AIJU) carried out research and verified the needs of employers in terms of staff and their professional skills necessary on the labour market in this industry; PP and AIJU sent 5 employees for training during this time;4. CKZ + all other partners have developed a methodology and sets of practical exercises to create materials course in the automotive industry regarding alternative sources of automotive drives; CKZ and ARP have sent 5 employees for training on the AlterDrive platform, VR applications and alternative vehicle drives;5. ERA + all other partners were responsible for the final version of the materials developed for conducting practical courses in the automotive industry regarding alternative drive sources and in particular by cooperating with schools for conducting the pilot course cycle with students and entrepreneurs; At that time, CKZ and ARP carried out combined mobility for 16 of their students and 2 teachers on the AlterDrive platform, VR applications and alternative motor vehicle drives;6. AIJU in cooperation with all partners was responsible for creating the final shape and functionality of the ""AlterDrive"" platform for learning about alternative propulsion systems in the profession of automotive technician.The platform will be able to be used in classes in the profession of automotive vehicle technician practically throughout Europe (all tools will be available through the website (www.alterdrive.eu), which was popularized at 2 final conferences in Poland and the Czech Republic. It will be able to expand the knowledge on the construction, operation, development perspectives of LPG and CNG power systems, hybrid drives and battery-powered and fuel cell electric drives. The platform includes information on results, meetings of Partners, information about Partners and the project, as well as course materials and tools for checking acquired knowledge such as: kahoot, educaplay, hotpotatoes or classic quizzes. The website also has information about the AlterDrive application made in VR technology and available for free to each user (the condition is to have equipment to support applications in virtual reality technology). The course materials are in three languages: Polish, Czech and English, which makes the AlterDrive platform universal."