"As identified in the initial project proposal, the Promoting Green Games project sought to develop an educational digital game & associated resources to innovate & support improvements in the area of sustainability education in schools, along with a toolkit for teachers to aid in the integration of this game in the classroom. The project achieved this primary goal by creating a game & associated resources to support the introduction, integration & support of sustainability (&/ or climate action) education & activity within schools for both students & for teachers. The developed project outputs have been subject to testing, feedback & re-development a number of times over the course of the project to align them as closely as possible to the needs of the target audience & education sector & the main outputs (primarily the game & associated training material) are currently freely available on all major mobile formats & in public repositories such as the iOS store & Google play store. Feedback from pilot participants indicated an extremely positive opinion towards the use of the game for teaching & learning.The project has exceeded expectation in a number of key areas. In particular, the project has developed a large number of resources, beyond the initial targeted expectations identified in the project proposal. In particular, the project has developed a number of online platforms (3 in total, beyond the single platform - O5 - defined in the proposal) in order to diversify and promote the individual elements of the project - the developed project game (http://penjiithegame.com/), the teacher back-end supporting the game (https://teachers.penjiithegame.com/) and the ""official"" online platform housing all developed resources (http://greenskillsgame.eu/). The project has developed a large and varied amount of training material as part of the game development process and has made this material across multiple formats and media, ranging from the in-game learning resources to classroom-based posters, to online animations. The project has developed an innovative digital game, which not only serves as an engaging tool for supplying and raising awareness about key sustainability/ climate action areas - including climate change, plastic pollution, biodiversity, the SDGs, climate justice, household water, food and energy waste - but has, as part of this development, created an innovative approach supporting sustainability and climate action education in which Game-Based-Learning can be used as part of a flipped classroom approach to support climate action education inside of and outside of the classroom and which can ultimately support teachers and students in creating genuine impact and action. This innovative approach arises from the presence of a “Teacher Back-End”, linked to the developed digital game, through which teachers can release specific levels to students so that students can learn about one or more of the 4 key climate action areas covered by the game - either in-class or outside the classroom. Teachers can then further build on students’ in-game learning by accessing a range of curated existing climate action education resources, alongside bespoke climate action education resources developed as part of the project, through the teacher back-end website and/ or project game website in order to deepen student learning through in-class activities and supports. Teachers can also, as a fourth step, utilise a database of climate action initiatives aimed at primary and secondary schools available on the the game website and teacher back-end to identify suitable initiatives which their students and/ or schools can become involved in, in order to create genuine impact. The project results have been validated with a large audience - primarily the key target audience of teachers and students in primary and secondary schools, but also with organisations/ institutions charged with supporting sustainability/ climate action education alongside policy makers, education representatives, public representatives, etc. Feedback on the project outputs has been uniformly positive and ongoing activities look to embed the resources in the area of sustainability/ climate action education for schools across Europe. The project was widely disseminated to a large range of participants across multiple channels locally, nationally, across Europe and internationally - through face-to-face meetings, conferences, festivals and events, through piloting activities and trainings and through a wide range of online means. The developed project outputs are freely available and have been developed and provided so that they remain freely available indefinitely on open online portals such as the Google Play store and Apple iOS store, (where the digital game has currently amassed in excess of 500 downloads), maximising access and visibility not only to the target audience, but to the general public as well."

The idea of SUSMILE (Successful online learning for sustainable last mile logistics) is grounded on the recognition that there is a lack of training materials and tools for distance VET teaching of topics covering sustainable last mile logistics.VET teachers and trainers are facing many challenges in their efforts to respond to the current COVID-19 crisis. This period of distance learning, has surfaced a lack of adapted means, training materials and tools throughout Europe and across all VET qualifications. The transport and logistics sector is also sensitive to these challenges of the VET system that have arisen with the pandemic. In France, for example, a Carif-Oref survey on training during lockdown shows that 75% of transport and logistics training was cancelled, one of the highest rates compared to other economic sectors.The SUSMILE project will contribute to building digital education readiness by addressing this challenge through the provision of effective and inclusive teaching tools, materials, resources and methods to ensure distance learning in the area of sustainable last mile logistics.The environmental impact and high costs associated to the last mile delivery are but only increasing, especially since the uptake of ecommerce driven by the pandemic. The new habits together with the social and environmental concerns require innovative training practices for the digital era, which help train logistic professionals to reduce the negative impacts of the digital era itself.The aim of the SUSMILE project is to develop a MOOC (Massive Open Online Course) and related high quality digital elearning resources for VET providers to be able to train their students online on fresh, practical and innovative concepts related to sustainable last mile logistics. The SUSMILE open educational resource will contain the following innovative online resources and tools:• elearning modules to address initial and continuing education, including theory and evaluation materials, to help the user acquire key knowledge in areas such as routing systems, technologies, marketing, warehouse/ consolidation centres/ picking stations, environmental impact and processes and product care.• A serious game that through the aerial/isometric visualization of a city, the player will apply the knowledge gained through the elearning and put into practice the acquired skills.• An adaptive learning kit to provide varied learning materials for the students and help them understand last mile logistics in a dynamic way, with verbal and interpersonal sessions.The target group is represented mainly by VET providers (teachers and trainers) and their students (EQF level 4, 5 or 6), as well as logistics companies, professional organisations, social partners, public authorities, and other institutions.The most relevant expected impact is on the SUSMILE users themselves, logistics VET teachers and trainers will have at their disposal brand new learning resources that will support them on their online teaching processes. These teaching materials will not only be innovative for their online accessibility nature but also for the subject they are based on, sustainable last mile logistics, a topic for which teachers and trainers did not have contents about until now. SUSMILE will support the VET provider in the process of recovery from the COVID-19 pandemic and will help strengthen their ability to provide high quality and inclusive digital education.Learners will be able to access cutting-edge learning from anywhere they like, from their PC’s, laptops, tablets and mobile phones. Furthermore, they will gain focused and market and environmental oriented knowledge and expertise in the last mile logistics field, increasing their future employability in green professions. In the long term, logistics companies or industrial companies in need of logistic professionals will be able to hire eco-friendly and high skilled professionals who have been trained on the basis of sustainability.The consortium covers a wide geographical area including Spain, France, Italy and the Czech Republic, it takes advantage of a range of expertise and it has a close relation with the logistic industry. Eight partners are formally involved in SUSMILE: AFT (FR) and NVF (CZ) are organisations for the development of VET; CISITA (IT) is a VET provider, MLC (ES), ITL(IT) and ČLA (CZ), are transport and logistics associations, IKASPLAY (ES) is a serious game developer and Prospektiker (ES) is a research organisation with environmental expertise. There are also 9 associated partners, not formally participating in the project, but contributing to the success of the project. These are vocational training providers and institutional bodies from the 4 partner countries who have agreed to collaborate with the consortium especially in the piloting and in the dissemination activities.

"Digitalization is transforming the skills needed by Europe's working population to successfully engage in the world of work in a globalized modern economy. Consequently, national education systems must swiftly and appropriately respond to the challenges digitalization poses.Digital transformation is generating a fierce debate among education providers, policy-makers, economists and industry leaders about its societal impact. As digitalization disrupts society ever more profoundly, concern is growing about how it is affecting issues such as jobs, wages, inequality, health, resource efficiency and security. Current estimates of global job losses due to digitalization range as high as 2 billion by 2030 (World Economic Forum). There is currently great uncertainty, with concerns also about its impact on wages and working conditions.Within the European Union, the European Commission's Digital Economy Society Index for 2018 shows that EU countries face deep digital development gap and therefore „it should invest more in digital and also complete the Digital Single Market as soon as possible to boost Europe's digital performance”. Even more, the same disparity is seen on digital skills, „while Nordic countries and the U.K. have populations with notably advanced digital skills, almost half of all Europeans still lack basic technical competences”, according to the index.In this framework, ESCALATE is a strategic partnership composed by 6 partners from 5 different EU countries: Exeter and Stirling in the West, Bilbao and Milan in the South, Frankfurt in the Centre and Timisoara in the East (Romania was ranked in 2018 as one of Europe's least developed digital economies). The project brings together the right mix of university responsibles, educators/teachers, learners, labour market experts, alongside business and local government to offer a coordinated response to the challenges arising from digitalization. We aim to assist universities in implementing activities designed to increase the levels of digital competences for employability, upskilling, according with a growing range of employment generated by the digital economy, aligned with the needs of and opportunities offered by the labour market and linked to professional profiles. Also, we consider the dual education system and the permanent connection between both university professor (higher education) and business representatives/specialists, by combining school-based learning with work-based practice. This broader comprehensive education approach will ensure the acquirement of new digital skills and improved competences. Our project will explore what constitutes new and emerging innovative practices in understanding and responding to digitalization at university level, but also at regional and local policy levels and then prioritize producing new materials in partner's own 6 key themes, and the project has been designed to include experts within each of these thematic areas.As a result we will be in a position to engage in a second major activity - the transnational trialling (in an identified region within each country) of a successful new innovation - the Digital Skills Escalator - being developed in the Exeter (sub) Region of SW England. This will require a systematic mapping of educational delivery form early school age all the way through to postgraduate and CPD educational offers and is an effective means of identifying not only where the gaps in a region/locations provision may be but also a means of identifying all of the agencies and institutions involved in digital skills delivery. Finally, the new materials and approaches developed by the partners will be combined into a new Training Course mainstreamed through Europe’s expert network of labour market observatories - the European Network for Regional Labour Market Monitoring (ENRLMM) and offered to those seeking to modernize digital skills and associated educational policies/practices in light of the threats posed by the changing world of work.ESCALATE will bring considerable impact on the community of educational providers, teachers, learners, labour market observatories and analysts across Europe to help them advise and support the decision making process on responses to digitalization. The new model will therefore help policymakers to design effective responses to the threat of digitalization, embeding digital literacy as a key educational goal and helping to grasp the job opportunities of the future.In conclusion, ESCALATE aims to understand '""university disruption"" at regional and local levels and the threats posed to universities and labour market from digitalization; who are the educational institutions and organizations involved; what innovations can be employed to help understand and tackle digitalization impacts; and ultimately we seek to elicit more effective local and regional higher education institutions' responses to digitalization across Europe."

Given the cultural differences, economic situations and National legislations among the different EU countries, CSR implementation has reached different level of development, influencing greatly the provision of trainings in the companies and the provision of professional support by business consultant. One of the reasons for the increased level of interest is the participation of many western EU companies on CEE territories and the growing relations and economic interests, as observed by the partners. The present proposal is aimed at finding the best education solution to formulate a curriculum for the production of a training in CSR, that can satisfy the needs of future participants especially the ones coming from Central and East Europe,. The proposed curriculum can offer them a better prospective on how sustainable and ethical organizations operate and to learn how to get enterprises interested in improve their CSR activities. Such care for employees and customers by a company has a direct impact on employees’ productivity, company’s image and with a huge benefit on company's competitiveness. By actively promoting social responsibility at all organizational levels, enterprises can significantly contribute to the European Union’s objectives of sustainable development and creation of the highly competitive social market economy. The partners analysed different aspects and situations related to sustainable and socially responsible organization, ethical behaviours, and sustainable management of resources. Their aims has been to investigate the most appropriate learning approach to be applied for delivering training to managers, business consultants, government officials and other professionals responsible for implementing CSR activities or monitoring them. During the project lifetime, both participants and stakeholders have been invited in taking part in different workshops to discuss the selected topics and assess the products as prepared by the partners. Those are the results that that be sustained after the project conclusion +Curriculum and Training Structure for Business Consultants and Managers+Curriculum of Train the Trainer training: Leading CSR, Certified Program+Engagement strategy to involve participants in the local workshopsFor this reason, the project is expected to have a positive impact on the partners and on the participants as: - Increase awareness on the importance of CSR method - Improved quality of the work developed in the procedures of evaluation of the learning of the participants and their certification;- Enlarged ability to use of simpler terminology, more interesting and engaging for target groups and stakeholders -New and more engaging methodology and tools to implement the CSR oriented tasks and activities

<< Objectives >>By means of our developed innovative self-service teaching and learning material, we optimally bridge theory and practice and raise “greening” competences of teachers and pupils (secondary school level 1). This shall lead to greening of schools (and further spheres of the target groups) with a positive impact on the environment especially climate mitigation, enhancing the school’s microclimate, contributing to a sound learning environment and raising awareness to the significance of greening.<< Implementation >>We plan to ●develop teaching & learning material focusing on greening topics like soil types, microclimate, plant species and ecological cycles with focus on three European climate and vegetation zones (Alpine, Mediterranean, north coast),●validate the material in workshops with school representatives, ●derive a guideline for integration into national curricula in Austria, Germany and Spain and●disseminate the results in partner countries and beyond<< Results >>●Teaching and learning material with hands-on experiments for secondary school level 1, fostering learning and applied environmental protection using the example of school greening ●Target group feedback and validation to the teaching & learning material ●Applicability in the school context through a guideline for matching national curricula ●Dissemination materialThe results shall be available in English, German, Spanish and Basque, digitally accessible and OER licensed.