PANEREMA is a trans-national project on designing and creating a unique, innovative, highly-integrated, interdisciplinary and cross-border master’s programme on neuromarketing which is of high importance in today’s global competitive conditions for big companies, firms, organisations and institutions.PANEREMA brings together significant researchers from such different fields as marketing, artificial intelligence and health sciences to create a state-of-the-art master’s programme to attract the talented students worldwide. By designing this programme, it will contribute not only to the variety of European Higher Education Area in terms of master’s programmes, but also to the internationalisation of the participating institutions.When successfully completed, there will be an interdisciplinary and cross border master’s programme which requires a compulsory mobility for students in all the four partners with all the agreed procedures and rules from students admission to the graduation accompanied by the join promotional, integrated teaching/training activities, joint degree policy.

Context: Material science is being developed, and major industries such as aerospace and automotive take advantage of cutting-edge technologies in their applications. As light-weight materials along with superior strength are demanded by the market, composite materials have come to the fore as the substituent of metal alloys. Although the technical side of industrial applications is compensated by the rise of composites, sustainability and eco-friendly properties of materials, which have important places within the EU policy areas, still require efforts by institutes and companies. At this juncture, composites produced from natural materials such as cork become more of an issue due to their environmentally friendly properties. There are about 2,200,000 hectares of cork forest; 34% in Portugal and 27% in Spain. Cork production is sustainable because the cork tree is not cut down to obtain cork; only the bark is stripped to harvest the cork. The tree continues to live and grow. The sustainability of production and the easy recycling of cork products and by-products are two of its most distinctive aspects. Cork oak forests also prevent desertification and the refuge of various endangered species. Leading companies especially in aerospace sector make investments on cork. However, there is a lack of human resources in the field since syllabuses in engineering programs focus on technical sides rather than including environmental effects of engineering materials. Objective:ECOCORK aims to develop educational tools for gaining environmental awareness in the manufacturing of cork composites as well as understanding the importance of eco-friendly natural composites in sustainability. Within this scope, partners will develop an educational scheme and project will be concentrated on individuals at the college level. The institutions will develop curricula, course materials, learning platforms, as well as organizing summer schools for the students. Moreover, staff skills will be enhanced in a particular and promising field by the interactions between the pacemaker partners. The industrial partner, ACC will contribute to the preparation of training programs on sustainability and carbon footprint of cork products since this company is a leader cork producer in the world. Within this scope of strategic partnership, there will be an established bridge from the homeland of cork (Portugal and Spain) to Eastern Europe, where vast amounts of investments have been paid for aerospace applications. Hence, there will be a chance to have a good educational partnership in the development of sustainable cork composites for the aerospace industry. Number and profile of participants:ESOGU has a background in aerospace industry since there are several projects conducted in collaboration with major aerospace companies. Moreover, National Aviation Cluster has members from ESOGU staff who take active roles in this sector. In 2019, TAI demanded a prospective human source from ESOGU and thus, ESOGU applied for the Council of Higher Education (YÖK) and a new engineering department, Department of Aeronautical Engineering, was founded in 2019.UA is one of the biggest universities in cork science. It makes broad researches on cork related applications. It has strong relationships with ACC and the other cork focused institutes from all over the world. ACC is one of the largest and dynamic multinationals of Portuguese origin. Its origins were back in 1870 and today it is the world leader in the sector. It is also willing to serve for aerospace industry since cork products have been recognized in aerospace due to their properties. ICSURO is dedicated to cork science researches. The explicit name of ICSURO is Catalan Institute of Cork, which proves that this institutes has strong experience on cork for many years. The Cork Center, the laboratory of the Catalan Cork Institute was created in 2001 to provide services to the different components of the value chain in the cork sector.WUST is notable for cork composites and has joint studied with UA in a long-term collaboration. WUST and UA have applied for several grants and so far, this partnership brought approx. 325,000 Euro to the organizations in grants. VGTU has experience in projects under the Erasmus+, Horizon2020, Marie-Curie and other EU funded programs. It has strong experience that the Dean of Aviation Institute has been awarded Quality of the Year award by National Agency of Lithuania. VGTU has also Erasmus+ projects in contribution with Turkish universities such as Ege University.

Manufacturers of automated systems and the manufacturers of the components used in these systems have been allocating an enormous amount of time and effort in the past years developing and conducting research on automated systems. The effort spent has resulted in the availability of prototypes demonstrating new capabilities as well as the introduction of such systems to the market within different domains. Manufacturers of these systems need to make sure that the systems function in the intended way and according to specifications which is not a trivial task as system complexity rises dramatically the more integrated and interconnected these systems become with the addition of automated functionality and features to them. With rising complexity, unknown emerging properties of the system may come to the surface making it necessary to conduct thorough verification and validation (V&V) of these systems. VALU3S aims to design, implement and evaluate state-of-the-art V&V methods and tools in order to reduce the time and cost needed to verify and validate automated systems with respect to safety, cybersecurity and privacy (SCP) requirements. This will ensure that European manufacturers of automated systems remain competitive and that they remain world leaders. To this end, a multi-domain framework is designed and evaluated with the aim to create a clear structure around the components and elements needed to conduct V&V process through identification and classification of evaluation methods, tools, environments and concepts that are needed to verify and validate automated systems with respect to SCP requirements. The implemented V&V methods as well as improved process workflows and tools will also be evaluated in the project using a comprehensive set of demonstrators built from 13 use cases with specific SCP requirements from 6 domains of automotive, industrial robotics, agriculture, Aerospace, railway and health.

The project RURALYOUTH forms a lifelong education system for tourism students who would liketo be an entrepreneur in rural areas so the effective open-source education system as the output of the project providesimprovement of the quality and efficiency of education and training as being indicated under the 2020 EuropeanCooperation in education and training. According to the creativity and innovation features of the projectRURALYOUTH offers education and training at all level on the open access system. This social inclusive educationthe system provides new opportunities for being entrepreneurs at international level with the social aspect. The projectRURALYOUTH creates actions to improve knowledge of agricultural, touristic, rural, cultural andentrepreneurship among young people and will prevent miss-match for tourism students. With this project, which was formed with 5 partners, it wasaimed to support the development of rural areas, to support lifelong learning, to increase awareness of the nationality through education and technology-based distance education model and to develop action plans in line with the European Youth Strategy.

The Project Restart for Education in a Digital Era through Project-based E-learning (RESTART 4EDU) advances solutions for implementation of European policies regarding increasing the quality of higher education. The Project stands for innovating teaching and learning methods at academic level by integrating the digital technology in the educational process. The main innovation consists in the development of methodology of teaching that integrates Project-Based Learning (PBL) with digital technologies. This innovation will lead to a better correlation between the higher education and employers’ expectations, by creating the framework of cooperation between students and specialists from different fields of activity. Also, this will support the internationalization of the academic educational process. The debate about teaching practices in higher education has decades and was the core of Bologna Process. Current developments as the Covid-19 Pandemia reveal that by dramatic changes (i.e., switching from traditional face-to-face teaching to online learning) requires best-practice models, worked examples and vocational training for Higher Education staff to meet the requirements of new emerging situations and demands. These requirements different perspectives as addressed within TPACK-model and affects technological knowledge, content knowledge and didactical expertise as well their interactions. By providing sustainable support with regard to these factors, RESTART 4EDU will be a best-practice model and knowledge source for project-based and related instructional Higher Education approaches (e.g., problem-based learning, service learning, etc.). So, Covid-19 Crisis might be an opportunity for universities to discuss and reflect about the best educational solutions and implement new methodologies in teaching, learning and evaluation activity. HORIZONTAL PRIORITIES: -Innovative practices in the digital era SPECIFIC PRIORITIES in higher education: -Tackling skills gaps and mismatches-Promoting and rewarding excellence in teaching and skills developmentThe GENERAL AIM: Increasing the quality of the teaching, learning and evaluation process in higher education by promoting active and collaborative methods (Project-Based Learning) using e-learning platform and digital resources. SPECIFIC AIMS: SA1. Supporting efforts for integrating ICT in the educational process on an academic level, by creating an innovative instrument: RESTART 4EDU e-learning platform for PBL SA2. Improving teaching skills for professors of partner universities by training them to implement Project-Based e-learning Method in teaching: 50 teachers trained to be drivers for the integration of the RESTART 4EDU e-learning platform SA3. Promoting a high-quality academic education based on a thorough analysis of the impact made by innovating solutions (RESTART 4EDU e-learning platform for PBL): an experimental study on the impact of using the platform will be conducted at the level of partner universitiesThe project beneficiaries: university teachersThe consortium is made up of: - Ovidius University of Constanta, Romania - The Applicant - INFOREF, Liege, Belgium - Universidade Católica Portuguesa, Braga, Portugal - Eskişehir Osmangazi University, Turkey The total amount of the project is 228.245,00 €The implementation period: 1st March 2021-28 th February 2023Intellectual outputs developed in the project will be the following: IO1 - RESTART 4EDU e-learning platform for PBL IO2 - Handbook for Project-Based Learning implementation in Teaching Academic Courses (with examples of projects, interactive training, and video lessons) IO3 - Experimental Research on Implementing Project-Based Learning method via digital resources (1 Scientific Article)In terms of outcomes, this project will lead to training and developing professional competences for teachers: - Digital competences in using online resources - Teaching and learning using Project-Based Learning Methods- Guiding the students into learning and self-assessment process and managing work teamsBeside these, the project contributes to the development of soft skills: - Project assessment and qualitative analysis competences - Decision-making competences in project designing - Critical and creative thinking competences - Problem-solving competences - Teamwork competences Learning, Teaching and Training Activities:- Summer School on Project-Based Learning Implementation at the academic level via digital resourcesMultiplier Events - Discover and Use RESTART 4EDU Resources (2 seminar events) - International Conference on RESTART 4EDU Academic Teaching and Learning Opportunities