IMPACT EdTech will set up a hybrid incubator-accelerator to support 43 promising EdTech prototypes from digital learning disruptors in validating and testing Minimum Viable Products, in collaboration with education players, and prepare them to reach the market by providing early business and go-to-market support. 3 Open Calls will be launched to select Disruptors developing promising and innovative personalised digital learning solutions aiming to shape the education of the future. IMPACT EdTech will focus on: (A) K12 EdTech solutions; (B) B2C content-based solutions open to any age group and/or level of education. Personalisation implies a specific focus on adaptive & interactive solutions. Inclusion implies support of targeted/niche learning solutions for specific vulnerable or underserved groups, including children with special needs, but also of mainstream learning solutions, if they are accessible and inclusive-by-design. Selected EdTech Trials will iterate MVP design engaging with targeted end-users and education experts, following a ‘pedagogy-first’ approach. The IMPACT EdTech innovation cycle will incorporate, for the most promising projects selected from two main open calls, pre-acceleration activities to test market interest and facilitate early deals, as well as short-cycle pilots to obtain preliminary impact assessment data that investors and clients require. An emergency 'Remote Schooling' open call will help identify solutions fit to address common challenges faced by schools during the COVID-19 crisis. These solutions will participate in a fast-track 5-months acceleration programme, during which they will be supported in piloting their solutions in schools and bringing them to market. The backbone of the project is a small-sized consortium of 3 experienced partners: high Open Call Management expertise by FBA; proven Business Acceleration methodology by ISDI; Future Classroom Lab validation system and wide network of education stakeholders by EUN. Engagement of other relevant players will be secured via: Digital Learning Stakeholder Group consisting of key education players (knowledge, resources and data); a multidisciplinary pool of experts, mentors and practitioners working hand in hand with the selected EdTech Trials; agreements with schools across Europe participating in classroom pilots.

The SEER - The STE(A)M Education European Roadmap, is an improvement journey with different stages associated to intervention steps based on research and proven experiences with recommendations, to get more STE(A)M-happy motivated and connected citizens. The SEER will be at the intersection of four major dimensions: (1) the need to collect all that currently is in place (such as STE(A)M education policies, innovative STE(A)M teaching practices, and feedback on how existing STE(A)M programs were implemented so far), (2) the importance to foster exchange and dialogue among all STEAM education stakeholders, (3) the necessity to permanently carry out needs analysis activities that would identify gaps, as well as impact analysis of initiatives and policies and (4) provide guidance for future actions and get the buy-in of citizens and particularly major stakeholders (Ministries, schools, parents, teachers) through outreach mechanisms. The SEER will deliver: a) The SEER process: including focus groups, seminars and case studies with supporting surveys, polls, and results, leading to the identification of gaps and the STE(A)M Education European Roadmap; b) The STE(A)M Education European Roadmap: The Atlas of roadmaps that will help improve STE(A)M Education from different stakeholders starting point and using a myriad of paths depending on the goal to achieve; c) The STE(A)M Education European Roadmap Impact Strategy providing a standard impact assessment mechanism for new STEM plans, projects, and initiatives; d) A proposal of how an Integrated STE(A)M education certification framework could contribute to educational reform, why it is relevant for students, teachers, citizens and MoEs, and how schools can self-evaluate. Additionally, to continuously engage the community at large on the options and benefits of STE(A)M in our lives and their connection to a better / greener world, and future degrees and careers, SEER will run an ambitious series of dissemination actions.

ySKILLS starts from the observation that digitisation is changing society and requires a new set of digital skills, which many children and adolescents currently do not master. This can negatively affect their educational, informational and social inclusion and wellbeing. Longitudinal and robust academic research on children’s and adolescents’ digital uses, the use context and its impact is lacking on national and European levels. ySKILLS examines risks and opportunities related to children’s and adolescents’ (aged 12 to 17) ICT uses and their digital skills to understand how to purposefully use ICTs towards greater cognitive, physical, psychological and social wellbeing. We offer a critical perspective on the notion of skills itself: by extending traditional conceptions of skills, by recognising children’s critical views on their skills as young citizens with agency, voice and rights. ySKILLS will predict which children are more at risk of having low levels of wellbeing because of their ICT use, and to understand how digital skills can function as building resilience against negative impacts. This results in a comprehensive, evidence-based explanatory and foresight model predicting the complex impacts of ICT use on children’s and adolescents’ wellbeing in Europe, and the role of digital skills that can enhance their wellbeing. ySKILLS will conduct a longitudinal three-wave survey in six countries, selected based on their ranking as low, medium and high on the 2018 Digital Economy and Society Index. Adding to this survey, cognitive wellbeing will be investigated with fMRI in two countries. ICT use patterns will be analysed among at-risk groups in in-depth studies in six complementary countries. Through an effective dissemination strategy and practice and policy recommendations, framed in terms of children’s rights, the interdisciplinary ySKILLS consortium will strengthen the necessary interaction among the relevant stakeholders and practitioners involved.

Augmented Reality (AR) refers to the real-time digital overlay of information over physical elements. ARETE aims to develop, integrate and disseminate interactive technology via AR methods and tools for the creation and inter-connection of existing digital systems and to build a pan-European competitive ecosystem that supports fast dissemination of augmented learning content to a wide audience, while strengthening the research and industrial capacities in Europe to develop future interactive devices and content for education, taking into account accessibility to a broader community. The ARETE project will support the existing European interactive technologies' effort both through the exploitation of opportunities offered by multi-user interactions with AR technologies evaluated in education in both professional and private contexts within three distinct pilot studies (STEM, English literacy skills, Positive Behaviour Intervention). The authoring tools used within ARETE and the provision of access of the AR content developed for the broader community of users within the EU will increase the European innovation capacity in AR. Through systematic application of human-centred design approaches, ARETE will deliver highly usable, useful and desirable AR technologies and contents, leading to a wider uptake and further stimulate their creative usage. Europe is set to become a global leader in VR and AR, with a production value estimated to increase between €15 billion and €34 billion in Europe. The ARETE ecosystem concept is not just sustaining innovation and developing existing technologies with focus on improving the performance of current products or services. ARETE enables disruptive innovation of AR for interactions, access and distribution of AR educational content to be fully realised through the three different pilots and enhance European innovation capacity in the field.

"European challenges, such as the promotion of common values of equality, democracy and citizenship, bring very demanding tasks for education as they require a (re) consideration of the role of school and teachers across Europe. Thus emerges the project NESTT - New European Settings for Teachers and Teaching, designation originating from the word nest (NEST), associated with birth, growth and space where another value is given to diversity in education, equal opportunities for school success and education, beliefs and core values of the partnership on which the project is based.This consortium, coordinated by Casa do Professor, comprises six other organizations - European Schoolnet Academy (Belgium), which is also holds the ""European Education Observatory"", which comprises thirty-four Ministries of Education, responsible for various projects, such as ""Classrooms of the Future"", Asociatia Edulifelong (Romania), with experience in non-formal education, Stowarzyszenie Nowa Kulture i Edukacja (Poland), dedicated to content development and training - and three more portuguese organizations - the Institute of Educational Communities (Setúbal), as a scientific validation partner, and the Schools Groups of Maximinos and Dr. Francisco Sanches (Braga).The main intention of this partnership was to intervene on the traditional way teachers teach, building a perspective that conceives their formation from two assumptions:i) How children and young people learn in formal and non-formal contexts;ii) How can teachers make a difference, considering the indispensable focus on their professional development.The knowledge that has been produced and continues to spread contributes, in a sustained and innovative way, to the necessary change in teaching professional development and, consequently, in teaching in schools. In fact, throughout the project implementation, new training models were sought and presented, with successful practices and results in different countries, but above all, new forms of teacher education for these new realities were envisaged.The project was developed around nine properly structured, planned and shared activities:1-Coordination, which included the set of actions related to the organization and implementation of the project;2-The transnational meetings, focused on project development, specifically i) the constitution of intellectual products 1, 2 and 3, ii) the preparation of dissemination events, the International Conference, iii) the planning of other moments of dissemination and iv ) the development of the NESTT website;3-Short events, in the course / workshop, distance or in person, were always included and taken care of by all partners; In this context, several communications were also submitted to International Teaching Training Meetings;4-The e-learning course ""Teacher Skills for the 21st Century"" gave rise to the MOOC ""Empowering Students Learning"", certified 1,155 teachers;5-The development of products 1, 2 and 3: product 1 had the main focus in the documentary ""Yes, I can""; product 2, following the review of the policies, practices and approaches used in teacher education, was published…; for product 3, ""Teaching materials and portfolio of good practices for teachers"", is also finalized;6- The availability of products resulting from the dynamization of the project, in semi-structured actions, allowed the constitution of the Hands on Practice version, which is public from the website and continues to be used, serving as a basis for partners to disseminate a new version. field of knowledge;7-The dynamization of the website allows the distribution of resources, the publication of results, the consultation of activities, the search and interaction among participants, the publication of articles; It is within this framework that the NESTT community of practice has been nurtured (https://teacherstrainning.wixsite.com/nestterasmusplus);8- Participants prepared and implemented (in) training actions for non-participating teachers to ensure dissemination; partners produced reports, including photographic evidence and attendance registration, disclosing target group, impact, assessment and results;9-The Making Learning Meaningful International Conference was a privileged occasion for the dissemination of intellectual production; This event was attended by António Nóvoa, Asunción Flores, Manuel Fernandes, Teresa Godinho, Maria Emilia Brederode Santos, Alexandre Quintanilha and, among foreigners, Marc Prensky, Auli Toon, Daniela Cuccurullo and Miquel Amor; The media partners were Agência Lusa and TSF.The activities were developed as planned, always with the purpose of reaching the established goals and honoring the commitments made with the different stakeholders."