Gaining students’ attention by presenting Nobel Prize winning ideas and offering activities using technology and everyday life is seen as one of the key ways to stimulate students and contribute to the discovery of the next generation of innovators. The project aims can only be accomplished with the full collaboration and engagement of teachers and their schools. The Frontiers project consortium, coordinated by Dublin City University included partners from Ireland, Greece, Italy, France and Portugal. Five project outputs included:1.Select a series of scientific research outreach programmes that successfully introduce the scientific methodology in school science education, by utilizing existing research infrastructures of frontier research institutions enriched with online tools (data analysis tools, simulations & games) and web-interactive educational material (O1). 2.Integrate these initiatives under a common educational approach and develop the FRONTIERS Demonstrators that could be exploited and widely used from the educational communities in Europe and beyond (O2). 3.Create virtual learning communities of educators, students and researchers and involve them in extended episodes of playful learning. The proposed project will involve teachers, students and researchers in collaborative learning activities. The development of the virtual learning community will be enhanced by the FRONTIERS Community Support Environment (O3). 4.Systematic validate the proposed approaches and activities in order to identify their impact in terms of the effectiveness and efficiency. The project will be implemented in schools, science teacher training centres, and research centres in different countries and a detailed evaluation report will be prepared (O4).5.Design and implement a systematic raising awareness strategy that will contribute to the effective communication of the project’s results and outcomes. A devoted Tool Kit (O5) will be developed that will be uploaded to the eTwinning collaboration space to act as a starting point for numerous collaborative projects between schools.The main results from the proposed project included the following: • The creation of 21 FRONTIERS inquiry based and technology enhanced demonstrators, a series of innovative educational activities in the fields of High Energy Physics, Astroparticle Physics, Astrophysics and Gravitational Wave Astronomy. The demonstrators were developed by experts and translated into 5 languages (English, Greek, French, Italian, Portuguese). Educators can utilize the educational resources on the Frontiers website at (http://www.frontiers-project.eu/frontiers-educational-resources) and then link to the full demonstrators on OSOS . • The creation of 20 educational activities by teachers who attended the Frontiers international teacher training events. The educational activities are linked to the school curricula (http://www.frontiers-project.eu/frontiers-educational-resources).• FRONTIERS Community, the following online FRONTIERS Project resources have been utilised Facebook, Website, Open Schools for Open Societies Platform, Summer and Winter Schools, Google Classroom.• To mobilise 1,000 teachers within the framework of the project. It has been demonstrated, through the range of activities and platforms employed by the project to engage and mobilise teachers (Output 4), the consortium has mobilised well in excess of the target figure. • 15 multiplier workshop events were held by the project partner countries (Ireland, Greece, Italy, France and Portugal). 303 workshop participants• International Summer and Winters schools, 277 participants fully completed the International e-Schools so far, with many others joining for virtual visits hosted as part of the e-School events. This group of teachers who have been engaged, trained and supported in integrating Nobel prize winning physics into their classes, is evidence of the active FRONTIERS Community of motivated teachers of physics across the EU and beyond.• 8 Masterclass events were organised by IASA, held both in-person and virtually, 405 students and 71 teachers took part.• 1,100 students and 192 teachers took part in 11 virtual visits, allowing access to real-world physics experiments and the research scientists that work there.• The student mobilisation was 10,000. This is based on the given ratio that the mobilisation of 1 teacher would deliver the mobilisation of 10 students. This equivalence is arrived at as teachers employ resources and training with students in the classroom, at a minimum of 10:1. As the FRONTIERS project achieved its goal of mobilising over the stated goal of 1,000 teachers, it can be stated that the project also achieved its stated aim of mobilising over 10,000 students. • The FRONTIERS Tool-Kit “Effective Ways of Introducing frontier science in Schools”, is available as Output 5 and through the etwinning collaboration space to all European schools.

Education from the end of the 20th century to the present seems to follow a different path from traditional methods as it is inextricably linked to the economic, social, political and cultural developments taking place globally. At the Lisbon European Council in 2000, the importance of educational innovations for achieving the strategic goal was highlighted, making the European Union the world's most competitive and dynamic economy (European Council, 2000). By recognizing that today's education system cannot follow change and try to meet the demands of a globalized society, it is constantly undergoing reforming education programs by introducing and applying innovative teaching methods and practices. The educational policies of the member states, through innovations, aim at developing and cultivating critical thinking, teamwork, knowledge building, technological literacy, and basic skills that pupils have to have in order to shield themselves from modern challenges (European Union, 2002). Since 2006, on the other side of the Atlantic, the US has considered STEM innovation in education, realizing that they are losing competition in the economy due to low levels of student performance in the fields of science and mathematics (OECD, 2012). STEM training is considered to be a driving force for preparing students for the future.The education system needs to be grasped with innovative elements that make young people more resilient, flexible and ultimately successful as they enter the real world and start to contribute to society. The creation of a STEAM school(with A-arts added to incorporate culture and communication) is an important step towards the necessary educational redesign. Emerging Education systems that want to develop STEAM schools need a model and activity guidelines or even a prototype.In this project we intend to develop a prototype school structure design with suggested dynamic curriculum, activities, learning and creativity plans and methods, developing also a training course for training teachers on how they can work effectively and productively under a STEAME school. The last letter E added to STEAM to make it STEAME may be considered as innovation as we bring the last letter E to stand for Entrepreneurship so STEAME is “Science, Technology, Engineering, Arts, Mathematics and Entrepreneurship”. It is explained further in the proposed project that entrepreneurial mind set and skills are among the necessary components so creativity in STEAM can be transferred into an application for the society at large.The Intellectual outputs planned listed below. Related activities can be found in the full proposal: O1. Guidelines for dynamic and adaptive STEAME curricula O2. Guidelines for STEAME Activities in Schools for two age groups O3. Guidelines for STEAME School Organizational Structure Other results/deliverables include:D1. Electronic Reference Collection of activities and material developed by the 55 projects relating to STEAM approved from 2015-2018 under ERASMUS+.D2. Dissemination Plan and implementation ResultsD3. Contingency Plan and Quality Assurance Evaluation reportD4. Exploitation Plan with a webspace for continuous development , updating, support, networking and sharingD5. A STEAME Observatory with an international committee. Regulations to be developed by the partnership.D6. STEAME Symposium within the annual EUROMATH & EUROSCIENCE Pupils Conference.D7. An announcement and invitation for a new electronic publication called: “Journal of STEAME Creations for and by School students”The desired impact of the project on all levels is as follows:I1. Sharing innovative practices in a multi-layer methodology including international experts.I2. The STEAME as a comfort zone where teachers/leaders and organizations meet (STEAME Observatory in support).I3. The STEAME Guidelines as an instrument to strengthen the capacity of policymaking and to improve the quality of school development.I4. Support a new generation of schools flexible to new Organizational Structures and flexible to change. I5. Support a new generation of teachers deviating from teaching centered approaches to learning centered approaches and eventually becoming facilitators of learning and co-creators with their pupils.I6. Support a new generation of school pupils with creativity and research skills in the centre. Long term Impact on participants, target groups and relevant stakeholders:L1. Better connection on the world of school structures and management.L2. More attention to the core business of learning and creativity.L3. Freedom to focus on education in an experimental and innovative way.L4. Connection to the development of innovative learning material.L5. More opportunities to collaborate and experiment on international scale.L6. More widespread appreciation and use of STEAME subjects.L7. Better skills of school teachers in transforming into learning facilitators.

The EU-INTERCHANGE project aims to create a Digital Ocean Twin encompassing wave, ocean, biogeochemistry, and nearshore models to evaluate Climate Change impacts across Europe and the Pan-Arctic region. Customized models will be developed to assess mitigation and adaptation strategies, focusing on coastal resilience, impacts of Sea Level Rise, and Blue Economy sectors such as aquaculture and marine renewables. Indicators for marine ecosystem health, blue growth, coastal resilience and societal impacts of Climate Change will be formulated, and used in unique fully automated tools. A large ensemble database spanning from 1995 to 2100, including emission scenarios SSP1 (2.6°C) and SSP2 (4.5°C) using CMIP6 data, will be developed, optimized per European Basin and scale, for all European Seas and the Arctic region. A transparent fully open-source automated service for statistical analysis and reporting will be released to aid decision-making for various stakeholders and applications like coastal protection, marine renewables, food, and tourism. Furthermore, an automated dynamic and statistical downscaling tool will be developed, requiring minimal user expertise but offering the potential for higher fidelity data (<500m), for coastal areas that require further analysis. The novel datasets, both hindcast and forecasts, will seamlessly integrate into COPERNICUS and be openly accessible along with model configurations, fostering collaborative research and informed decision-making regarding Climate Change impacts on marine environments.