<< Background >>Most of the students that finish their courses at HEIs get the technical skills. But, do they know the purpose of such skills? Are they prepared to apply them to their jobs? And, the technical skills do not represent the full story. Businesses live in a global digital connected world. Although actual students are digital natives do they get the necessary digital competencies, like do collaborative work using digital technologies?The aim of D-PBL project is to combine digital teaching-learning with project-based learning, applied in an international context. PBL focuses on problem solving and solutions seekers, providing students with a rich learning path, given that the job market increasingly demands transversal skills in teams to achieve a better collective intelligence effort. D-PBL promotes outcomes-oriented learning while integrating transdisciplinary approaches with innovative active pedagogic practices.Students, mainly, and lecturers, jointly, are the target groups to be addressed in the project. The former benefit from increasing their digital competencies, above all those that will be structural when they enter into their jobs, and also benefit from a recent, but effective, pedagogical learning process that focus, both on the technical competencies, and the transversal ones. The latter benefit from actualization of digital competencies and improving their pedagogical skills, likewise becoming more effective while lecturing, and, at the same time, establishing a mutual communication platform with their students. Together, all benefit from the inclusion in Europe, exchanging learning experiences and progressing with other European mates, but avoiding the awkward traveling costs, time consumption, and settling.Collaborating in the creation of methodologies and tools aimed at developing specific students’ competences will enable teachers/lecturers to act in correspondence with the HE institutions’ strategy and better respond to the actual societal needs. Developing core competencies in higher education graduates has become an actual and trend issue due to the greatest concerns of students, governments, and employers about the quality of higher education outcomes.<< Objectives >>The objectives of D-PBL project ground on three dimensions: give sense to the technical skills by providing a real context to the learning path, give effective business-useful digital competencies, and integrate students in real multi-national teams. Partial specific objectives include: assess lecturers digital skills (as lecturers digital skills should be solid in order to teach them to students); train the lecturers with the necessary blend of digital and pedagogic competences; conceive the space (room) where students and lecturers will work on their projects, enabling both the technical context and digital apparatus, i.e. create the D-PBL cell; organize multi-national teams working on business problems, finding solutions, while communicating over digital technologies.Students will gain new competencies in distant project work based on real problems, combining and using the benefits of new technologies. Disadvantaged students, as well as those already employed, will have an opportunity to engage and benefit from international mobility despite the barriers they may face preventing them to go on physical mobility. Teachers/Lecturers will get the opportunity to explore new methodologies. All the intervenient will get involved with digital technologies, getting used to participating in digitally mediated work sessions, acquiring skills in the use of specific hardware and software, internalizing the best practices in virtual environments in such a way that their levels of productivity in such environments will get increased and their motivation and readiness to participate in virtual mobility and exchange will lift. This project will contribute to streamlining innovative teaching-learning paradigms and technologies aimed to develop soft skills in different contexts. Multiplier effects will be facilitated since all partners will be able to demonstrate to newcomers the D/BPL pedagogies in practice at their digital cells.During the project implementation, the team will deliver a set of Outputs (Results) developed, mostly, to train and empower HE lecturers in the usage of EAD and PBL methodology for the benefit of the students, as well as to enhance the adoption of innovative technologies and pedagogies in Higher Education.<< Implementation >>The D-PBL project is scheduled for 24 months. The first stage will be dedicated to diagnose digital skills weaknesses in the lecturers and train them. In parallel, the working environment (the D-PBL cell) will be conceived, assembled, evaluated, and replicated among the six participants. In the final activity, the cells and procedures will be tuned in real working multi-national PBL student groups and all the emerging knowledge will be recorded.The project's sequence of activities towards the main results starts with the assessment of the lecturers/teachers' digital literacy levels, and for that the project will deliver the EAD Digital Competencies Survey (R1). The project will then develop the EAD Training Toolkit/Course for Teachers (R2), which will include user manuals (in video and e-book format) in technical, pedagogical, and behavioral features. By the same time the project will be designing the Architecture of Digital D-PBL Cells (R3), considering that most of its building blocks already exist in the university partners. Next, happens the Piloting phase that will follow a 2-stage format: 1st) training the trainers, and 2nd) the application in real context with students carried out through experimental courses. Finally, a set of Guidelines for Digital Problem-based Teaching-Learning (R4) will be conceived.The D-PBL project encompasses four main groups of participants, being the main targets students and lecturers. Their involvement in the project activities is planned as follows: A) Students: students will come from the six HEI partners and will be integrated in the piloting phase; they will work on the real projects proposed by companies (PBL) under the advising of the lecturers. B) Lecturers: like students, lecturers will come from the six HEI partners; they will also participate in the piloting phase, as they will be advising the PBL student groups, and the more proficient lecturers on digital technologies will also participate in the preliminary training phase, teaching their colleagues according to the EAD Training Toolkit/Course for Teachers. C) IT support staff: each HEI partner will select the respective IT staff that will support students and lecturers and maintain the IT systems purposefully working for the D-PBL project. D) Companies: actually every HEI partner already has established relationships with companies, but they will call them to action, participating with real problems and challenges suggestions; the real problems and challenges are the core of the work of the PBL groups.<< Results >>The main project results, for which all partners will jointly contribute, will be: ●EAD Digital Competencies Survey (R1) where the actual digital competencies of the academic staff will be assessed;●EAD Training Toolkit/Course for Teachers (R2) where manuals (in video and e-book format) and a training course are produced/designed according to the weaknesses detected in R1;●Architecture of Digital D-PBL Cells (R3) where the working space (cells), respective furniture, decking, hardware, and software are conceived, designed, assembled, tested and replicated;●Guidelines for Digital Problem-based Teaching-Learning (R4) where the D-PBL cells and pedagogical techniques are taken into practice in multi-national student groups working in projects, while all the knowledge and savoir-faire that emerge in the project is recorded; this will work as referential for other HEIs.Developing and piloting the D-PBL proposed model will both allow to introduce pedagogical and methodological novelties in the partners’ study processes, as well as contribute to the development of the new educational models in the EHEA (European Higher Education Area) while contributing to sustainability targets. The most important long-term benefit envisaged by the D-PBL project is the effectiveness of the students’ competence while working in companies, mastering both the technical and the digital skills, after D-PBL had a role during their educational path at the HEI. Then, HEIs’ mission would have been accomplished. In addition, the method of D-PBL project is disseminated and extensively applied, turning HEIs more effective while educating well-equipped citizens, ready for the XXI century. The D-PBL partnership will contribute to further enrich the quality, inclusiveness, digital and green dimension of EU Member States education systems. D-PBL will help shaping the European Education Area based on freedom for students and teachers to learn and work internationally and for institutions to freely associate with one another in Europe and worldwide. The project outcomes contribute to build a high-performing digital education ecosystem with enhanced digital competences for the digital transformation, as foreseen by the “Digital Education Action Plan (2021 – 2027)”.

Europe Education Area is based on the Digital Education Action Plan. Every year, the EU pays more attention to the development of the information society, which is inseparable from the changes taking place in higher education. EU Commission (EC) encourages taking opportunities which provides with technologies, open education resources and virtual learning environment. The EC's education policy documents emphasize the importance of youth mobility, and there is growing talk of validating virtual mobility. When planning and developing Information and Communication Technology (ICT) based teaching/learning studies, the preparation of content must be based on a certain methodology and theoretical provisions that would help to ensure the quality of studies and address the issues of effective teaching/learning organisation. Preparation of the content of the study subject adapted to the remote work, organisation of the teaching process and ensuring academic integrity are becoming vital teacher competencies.Teachers today face challenges in selecting the most appropriate technologies and the application of unused tools. However, even the best-designed learning course will not work if the learner does not seek for progress, so learner’s self-control and motivation, which he/she often lacks, are essential while learning in virtual learning environment (VLE). Therefore, it is important that in VLE the teacher is able to select the most appropriate study and assessment methods (ensuring academic integrity), provide the necessary support system that would allow steering learning to the right direction. Thus, there is a need for methodology, based on which teachers could effectively choose the appropriate tools and methods for virtual studies, provide information in an inclusive and understandable way. To date, there is no generalized methodology to ensure the quality of the virtual course and conduct studies in an engaging and motivating way. There is also no confidence in the fairness and reliability of the assessments received. These problems exist not only in the HEI applying for this project, but also in other HEI. Therefore, the solution to these problems is extremely relevant for the entire higher education sector.It is planned to use VLE Moodle in this project. Currently, Moodle is already used by all organisations involved in the project and has the largest market share in Europe (57%) according to LISTedTECH.This project will attempt to solve the problems presented above by improving the quality of virtual studies, creating teaching/learning methodology, and implementing technological and pedagogical innovations (teachers' didactic, digital competencies, gamification of the study process), which will increase study accessibility and learners' motivation. This project is dedicated to educate staff about pedagogical and technological innovations (growth of digital literacy competencies among academic staff) and to transfer the good practices for cohesion in Europe. Teachers with a deeper understanding of virtual learning, pedagogical and technological innovations will be able to use this information in their subjects, which will ensure the quality of studies, student motivation and academic integrity. HEI will be able to ensure the quality of virtual mobility and the recognition of study results by developing the internationalisation of HEI at home (virtual student and teacher mobility, inter-institutional studies, mobility windows). The aim of this project is to increase the quality of teaching/learning in VLE and the study process by creating preconditions for the recognition of the acquired results during virtual mobility.The aim of the project will be pursued through three objectives:1. Creating the methodology for teaching/learning in VLE.2. Improving competencies of academic staff.3. Pilot testing of the developed teaching/learning methodology. Three intellectual outputs will be developed through the project activities:1. Analysis report of VLE teaching/learning and assessment methods. 2. VLE teaching/learning methodology 3. VLE methodology application practice report.

"<< Background >>The consortium is applying for this project because it is the ideal official framework to support innovative international educational strategies and resources related to the topic of “Life Sciences and Technology”, in particular, in the first approach for Medicine and Biomedical Engineering. The society and all the partners have the need of adapting to virtual education following the new paradigm supported by the European Commission including I & H, DIGCOMP and DigCompEdu frameworks core values and standards in all their actions. The Health Science sector is finding some troubles while adapting to these, as moving clinical cases to the virtual space needs of a development and innovation effort focused on gamification of the learning-training and the personalization using artificial intelligence for personalized learning and monitoring and smart gamified pedagogical activity.All the universities in our consortium need new virtual methodologies and modules to teach their disciplines related Health Technology. The University of Deusto has a new degree on Biomedical Engineering and one in medicine in hybrid learning that need an innovative virtual implementation of 30% of their ECTS credits, the université ESTIA is expanding the biomedical specialisation in their engineering degrees. Francisco de Vitoria University has found the need amongst the students in Medicine degree, specially after COVID19, to move some learning objectives of clinical clerkships needed for medical studies to a virtual campus and include immersive experiences for simulated clinical cases, a similar situation has been found at the University of Deusto, where medicine students need an effective and useful method to train clinical studies online and even from home. Finally, Bialystok University need innovative programs and technologies that allow them to teach through virtual campuses everything related to patient-student relations in Medicine and Biomedical Engineering. It was not easy before COVID19 and it is even more complicated nowadays for universities to train students in this relation, controlling environments, ensuring safety and educative feedback. The gamification strategies are designed to provide active and personalised feedback to students, which is improved and grounded in clinical cases. Universities with Health technology related programs need innovative programs using virtual campuses designed with immersive technologies shall solve this situation, including personalized artificial intelligence choices and disruptive strategies for students empowerment. The gamification strategies are designed to provide active and personalised feedback to students, which is improved and grounded in clinical cases.The students also have the need of receiving active feedback and studying in stimulating environments. For these reasons, the gamification strategies will be based on co-creation with students directly so that they are enjoyable and in I&H so that students can have active contact with students from around Europe and the other partner universities. They will also be able to have a more efficient and fast learning, as optimised case studies online allow the reduction of study-time. In real life clinical cases, time is wasted sometimes in displacements or non-educative parts of the experiences, while the online gamified environment allows for a reduction and optimisation of these situations. In the specific case of medicine, increasing European regulations to promote the safety and confidentiality of health services reduce the possibilities for students to act autonomously with real patients and limit their options for training in decision-making and risky interventions. Simulation in virtual scenarios allows for consequence-free performance in complex scenarios without risks and the necessary teaching mentoring.<< Objectives >>The Health Technology sector is rapidly growing worldwide, and the European Commission has recognized this phenomenon, placing it amongst its priorities both in Horizon Europe, Erasmus + and many other similar programs. Many leading universities and research centres have also focused on this field and started educational programmes within it. However, in this context, none of them has designed a virtual campus including a set of courses with the amount of innovations that this consortium is aiming to achieve. This proposal of the virtual campus HealthTEK works around 4 ideas: gamified immersion, flipped learning, internationalization at home and personalized learning. The proposal focuses on developing a “Virtual Campus HEalthTEK” including a set of courses for “Life and Health sciences and Technology” addressed to biomedical engineers and medicine students beyond others. The gamified training platform will include education games, biomedical mobile applications, and virtual patient simulations. There are many potential educational advantages of games for medical and biomedical engineering training as the promotion of the engagement and to offer opportunities for deliberate practice in biomedical reasoning. This proposal will inspire experimentation, stimulate discussions on cross-platform integration, and lay the groundwork for designing an extensive resource website or database useful to health practitioners of all levels—students, residents, fellows, and practicing providers. The general objective of the project is to design, implement and validate a virtual campus HealthTEK including a set of modules focused on training life sciences and technology students through immersive gamification experiences personalized using artificial intelligence. These modules will be based on direct interaction and feedback for students to be able to train in realistic scenarios without actually going to hospitals or acting over real patients. These modules will also increase cooperation between institutions with an integrated and better quality education services dedicated to medicine students and biomedical engineers through exchange of knowledge and good practices between organizations at an international level. The specific objectives are:SO1: Strengthen educational excellence in “health and life sciences and technology “ professions focusing on gamification educational strategies and artificial intelligence for personalized learning with immersive and active feedback technologies. It will be based on a Learning Management System (LMS).SO2: Enhance networking activities between all partners including exchange activities for staff and particularly young educators. SO3: Developing and including an Artificial Intelligence system to personalise the modules and improve the critical thinking capabilities of students and professionals. SO4: Support education in healthcare professions at the European level following DIGCOMP and DigCompEdu standards and LMS systems. SO5: Co-design the architecture and modules of a virtual campus including a set of modules based on serious gamification SO6: To develop new gamified activities for acquiring competences on Internationalization at home (I&H) and critical thinking. To train “critical thinking” amongst students and professionals, thanks to the active feedback systems and innovative contents with clinical cases.<< Implementation >>This proposal of the virtual campus HealthTEK works around 4 ideas: gamified immersion, flipped learning, internationalization at home and personalized learning. The proposal focuses on developing a “virtual campus” including a set of courses for “Life and Health sciences and Technology” addressed to biomedical engineers and medicine students. The activities we are planning to implement are divided in 3 types: Multiplier events, learning-teaching activities and development tasks. The multiplier events will be 4 as planned, they consist of activities in which the involved partners disseminate the results of the project. These events are key for a successful project, as without a general knowledge in the European Life Sciences field of our results, these will be irrelevant. Our proposal will bring important innovations to this sector, and for this reason, it is necessary to organise these events in which the involved staff from the different participating organisations will explain the diverse features of the platform, the handbook and the AI system to stakeholders. These activities, therefore, will be shaped as conferences. As for learning-teaching activities, one professor training will be necessary, as the platform can be optimised if those in charge of implementing its use have an extensive knowledge of it. This training activity will also erase any conservative tendencies against the implementation of this new technology amongst professors. It will be the best opportunity for a general presentation to the staff of the involved centres. Finally, the development tasks are the ones taking the biggest effort from the partners, as these are the ones that allow for the outcome creation. These include managing the project and coordinating the consortium, distributing tasks and timetables, developing the AI system, developing the gamification strategy, contributing to the methodological guide, developing the virtual platform, testing the virtual platform, modules implementation, designing and developing a set of clinical cases that cover the variety of problems to be solved by students of life sciences, supervising the technological development of the gamified environment that simulates the real characteristics of clinical clerkships, with special emphasis on the necessary interactivity in decision-making processes and feedback from tutors, testing the ""virtual clerkship"" through clinical cases in a gamified format and validating its use in a trial with a voluntary university population (teaching staff and students), measuring its theoretical impact on the resolution of the problems posed and on student satisfaction and assessing the practical effect that training in virtual clerkships produces on the student's clinical skills profile through an end-of-term OSCE, compared to student-controls who did not undergo such training and followed the traditional educational model. These are the activities to be carried out in this project and which shall conclude in the three outcomes: The virtual platform with the gamified modules, the methodological guide and the AI system for personalisation.<< Results >>The main results of the project are the following outcomes:a) OUTCOME 1: A virtual campus HealthTEK including a set of virtual modules based on serious gamification strategies with immersive and active feedback technologies. This shall be Integrated in up to three official degree programmes of the University of Deusto, in ESTIA and Bialystok as part of their specialisation module for Bioengineering and in Francisco de Vitoria and Deusto as part of their medical studies. This new platform will be based on moodle, meet synchronised lessons, link web simulators and, overall LMS, the Learning Management System which is widely extended throughout European educational institutions. The virtual platform will also follow the model of professor Tony Bates which focuses on overcoming the conservative barriers of many universities to improve the teaching and learning quality through technology. We propose a new way of education by innovative Virtual Platform Gamification. The main ingredients of the platform will be rewards, because gamification works on the principle of reward and reinforcement. Interaction is another crucial ingredient of our platform. Virtual Event Gamification Ideas will include the field such as: cardiology, biomechanics, computer-assisted orthopaedics, custom-made implant, rapid prototyping in prosthetic, digital radiology, virtual diagnosis. Moreover, the e-learning courses will be presented in the field: cardiology, biomechanics, computer-assisted orthopaedics, custom-made implant, rapid prototyping in prosthetic, digital radiology, virtual diagnosis.b) OUTCOME 2: developing an integrated handbook / methodological interactive guide for learning to use the modules, adapted to EU requirements; development of common guidelines for the education of biomedical engineers and doctors with the immersive gamification. There will also be online practical training for lectures and professors from all the institutions. The course and virtual platform instructions are key and they shall be well designed and available for everybody to have access. In this line, the involved research teams have experts in psychology, graphic design and technology in their multidisciplinary teams who are specialised in tutorial design and web page visibility. d) OUTCOME 3: Smart module using artificial intelligence for personalised learning and AI systems with the advantage of the personalization to better adjust to the potential profile including lifelong learning. For this purpose, we will follow the Learning Analytics module which includes the following possibilities: Descriptive, predictive, diagnostic, and prescriptive. This module is widely spread in the European educational environment with optimal results and will be effective and innovative in the Life Sciences field and as part of our virtual campus. We propose an Artificial Intelligence system based on the ontology definitions and user data, the skills associated with the education areas will be automatically updated through events. In order to determine the clusters (groups of students with similar features), the system implements the machine learning algorithms.There are also secondary results coming from the multiplier events as an increased awareness amongst the Life Sciences Community of the importance of new technologies in the teaching activities. We aim to expand our approach and virtual campus to an international network of professionals interested in innovating in the learning-teaching activities in this field and some publications and conferences that explain the educational platform based on computer games based learning with critical thinking and its artificial intelligence module for being adjustable to different profiles of students. Additionally, the virtual campus will offer services to different professionals related to “Life Sciences and Technology” needing an update as a Long Life Learning process using the virtual campu"

"<< Background >>At the core of Agile Management (a management philosophy developed in software management and recently being adapted across other sectors) is the Agile Manifesto (for software development): “We are uncovering better ways of developing software by doing it and helping others do it. Through this work we have come to value: individuals and interactions over processes and tools; working software over comprehensive documentation; customer collaboration over contract negotiation; responding to change over a following plan. That is, while there is value in the processes, documentation, negotiation and plan, we value the interactions, collaboration, change more.” With the success of Agile Management, educators and entrepreneurs in education saw the potential of the method and brought it into a free learning, self-directed learning school in New York, 7 years ago. 2013 was the birth year of Agile Learning Centre. Their approach and success among students and their families grew into a global movement and a growing Agile Learning Centres Network. The Network describes ALCs as “restoring the joy of learning with a surprisingly effective educational approach: intentional culture supporting self-directed learning reinforced by agile management tools.” In Agile Learning we believe in and act on a series of core educational principles, including: learning is natural and happens all the time, people learn best by making their own decisions; children are people; people learn more from their culture and environment than from the content they are taught; accomplishment is achieved through cycles of intention, creation, reflection and sharing. In an Agile Learning context, the child decides what s/he wants to learn and to do in one day/week/semester or year. S/he is creating learning contexts, along with other people, to reach the planned goals, then reflects on what worked and why (what helped), what didn’t work and why, what is the next step and how to accomplish it. The process is complete when the learning/ activity result is shared with other people from the community or outside of it. We value interactions over processes, actions over comprehensive documentation, collaboration over the central authority of the adult/ teacher.It’s worth stating that implementing innovative pedagogies like agile learning is not simply an “add-on” to existing practices, but an avenue to transform teaching practices and school organization, in service of supporting deeper learning and 21st-century skills. That’s why this project wants to offer opportunities for schools to learn using agile tools and instruments, to create the proper learning spaces and to integrate technology in the daily life of students. In times our daily rhythms have so abruptly and fundamentally stopped in their tracks due to the COVID-19 pandemic, the understanding for helping every student and educator develop a mindset towards self-directed learning through collaboration and play never surfaced so unexpectedly on a global scale. Through the activities and resources develped by the Agile4Collaboration project, we are addressing the organizations'/educational institutions' need for a trained workforce - trained Agile Learning facilitators.<< Objectives >>The overall aim of the project partnership is to contribute in a collaborative, agile way, to the development of Agile Learning in Europe as a learning method .that is closer to the natural way of learning of people, and that is highly beneficial for learners who are formed in an interactive, collaborative and self-directed way. To this end, the project sets the following specific objectives:1. Develop and put together a series of manuals, courses and other resources that incorporate the concepts and foundations of Agile Learning, but also a series of practices, methods, (digital) tools, and recommendations on how to use agile peer-to-peer learning. 2. Train and share these resources with a series of teachers, trainers, youth workers and other education professionals on how to use agile learning methods to facilitate agile learning processes and support the development of key competences of their students. 3. Develop a European online community of Agile Learning practitioners to continue the improvement, further development and adoption at a wide scale of these resources to foster the professional development of teachers/trainers/education professionals.<< Implementation >>The following activities will be implemented to reach the project's objectives: - design, development, testing and improvement of Agile Learning materials and tools: the Agile Learning handbook (Project Result 1), Agile Learning Design Toolbox (Project Result 2)- training educational professionals on Agile Learning philosophy, methods and tools: the development of an Open Educational Course (Project Result 4) and a ""Train-the-Trainer"" training with local and international teachers from the community (C1)- setting up and developing a Peer-to-Peer Online Community (Project Result 5) supported by a digital tool to facilitate agile peer-to-peer learning and community agreements (Project Result 3)- communication, dissemination and exploitation activities aimed at increasing the impact of the project ( 4 Multiplier Events - Impact Gatherings, synergies with other similar initiatives, participation to external activities).<< Results >>The activities that we will implement in order to reach the first goal of the project will have as result in 2 outcomes: 1) “Agile Learning - a theoretical approach” book and 2) “Agile Learning - toolkit”. Both of the manuals/ books will be the product of the partners collaboration in delivering a kit for new facilitators in Agile Learning (in new or existing Agile Learning centres) and for those interested in education as a field for their career (students in Science of Education, teacher trainers, trainers, youth workers etc.). Using these books will generate as outcomes: 3) less time spent in training new employees for the (new or existing) Agile Learning Centres (no matter if they are in non-formal or formal education); 4) scientific and tested ways to implement self-directed and agile learning in schools and universities offer new ways of learning for learners at all ages; 5) facilitated access to knowledge and know-how in Agile Learning for those who are not familiar with the US democracy in education or those who are not English speakers, as the outputs will be available in different languages spoken in Europe. The activities that we will implement in order to reach the second goal of the project, to train existent or future educators interested in better understanding and/ or working in Agile Learning, by the end of the project will have as results a course that will be hosted by the University Francisco de Vitoria and that will contribute to its development and life after the end of the project. Because of this output: a well defined open course in Agile Learning (with access at the “Agile Learning - a theoretical approach” book and “Agile Learning - toolbox”) we consider that the outcomes will be 6) a significant number of Europeans trained through the open course, 7) exceeded financial and mobility limitations for those interested in a training in Agile Learning (the reality is that the majority of the Agile Learning Facilitators from Europe are trained in United States or Mexico, on their own costs which makes it harder for people with typical or low incomes). The activities that we will implement in order to reach the third goal of the project, to set up, by the end of the project, an online community for European countries, focused on the European administrative, legal and cultural backgrounds will have as results 8) an European network (with different types of members according to the experience in Agile Learning or to the ways of approaching Agile Learning); 9) an electronic working and support space for collaboration between the members of the European network. Using this outputs we are going to have the following outcomes: 10) more active Agile Learning Centres (the reality now highlights that there are people trained in Agile Learning not having the right context to create a school or an educational centre, though they have the intention and motivation and the International Network is in contact with them); 11) (more) collaboration projects between the Agile Centres in Europe and the collaboration abilities will be strengthen and 12) agile management implementers among the Agile Learning Centres and Schools coordinators and managers. The activities that we will implement in order to support the adaptation, innovation and use of min. 4 Agile management tools and instruments in education will have as results 13) a digital tool that will contain different (min. 4) agile management tools as intellectual output; 14) an electronic classroom or learning space to be used by learners at different ages, from schools up to university. Having these 2 outputs implemented the project can generate the following outcomes: 15) increased digital competencies among students and facilitators; 16) lower stress regarding school closure in cases like the pandemic crisis that we are living right now; 17) enhanced communication competence among learners and 18) enhanced collaboration and teamwork set of skills and attitudes."

Phase change materials (PCMs) present a promising solution to address the challenges of intermittent and fluctuating solar thermal energy. However, the widespread use of organic solid-liquid PCMs is hindered by leakage, low thermal conductivity, ineffective solar thermal storage, and flammability. This project aims to overcome these limitations by utilizing the unique growth properties of mycelium, combined with 3D printing technology, to develop high-performance PCMs that present a promising solution to address the challenges of intermittent and fluctuating solar thermal energy. The main objectives include: (1) to develop and optimize 3D-printed mycelium aerogels for effective PCM encapsulation; (2) to improve the thermal conductivity and flame retardancy of the PCM composites through carbonization; (3) to achieve a sustainable and scalable PCM manufacturing process; and (4) to demonstrate the high performance of these PCM systems in practical applications such as solar energy capture and thermal management. This approach offers a sustainable and scalable solution for PCM systems, ensuring high thermal stability, long-term durability, and reduced energy consumption in the manufacturing process. The project has the potential to transform PCM-based thermal storage systems for solar energy harvesting, temperature regulation, and energy efficiency in buildings and industrial applications, providing an innovative, interdisciplinary framework for the development of versatile and sustainable PCMs.