<< Background >>According to the in depth analysis that the partners have prepared in preparation of this application (attached)the partners have found, that in the face of the COVID-19 pandemic, social inequality and societal incoherencedemonstrably increased and also became more visible, particularly through negative communication, fake news,disinformation and cyber-bullying. These societal trends are felt also in universities on two levels: as divisionsgrow, also the bitterness and style of the in-university discourse becomes rougher. There is a risk that alsoamong University members the awareness of considerate and respectful communication is suffering from thesenew trends.Need: Therefore an up to date code of respectful and effective communication needs to be developed. Such acode needs to consider the different literacies and communication styles and expectations of differentsubgroups. A more confrontational and less harmony orientated style of communication impacts on the generalsocially responsible behaviour and practices of University members. Such development is also reflected inseveral needs analyses from different European countries and recent scientific studies, which suggest thatgeneral societal behaviour and impact from habits and attitudes which have grown in social media are impactingon Universities and have significant impact on the teaching process and academic communication. Among thenegative impact of disinformation, also cyber-bullying is a growing problem with well-documented social,psychological, and academic consequences ( Byrne, V. L. (2021) Al-Rahmi, W. M., Yahaya, N., Alturki, U.,Alrobai, A., Aldraiweesh, A. A., Omar Alsayed, A., & Kamin, Y. B. (2020), since due to the COVID-19 pandemic,universities have moved their activities online. On the whole, university teachers are in the focus of attention,as they are or should be the role models of correct, respectful and encouraging communication. Suchcommunication and media literacy therefore need to be a universal part of university teacher competence. Whilemedia literacy as an approach and integrative concept to solve this divide has a strong tradition in social work,pedagogics and especially in youth work practice, there is a lack of imparting these competencies within thewider higher education sector. Also, universities are not sufficiently networked with the wider civil society, asyouth groups, cultural and civic initiatives, so that there is little knowledge of the media consumption and mediacreation habits of students and faculty and therefore little influence on these habits. Cyberbullying poses adouble risk. Children can fall victim to it, but they can also become cyberbullies themselves. Consequently, it isnecessary to focus on the relationship between media and youth culture and on the skills in relation to digitalmedia of young people, not only concerning the use of technology, but the development of cognitive resourcesthat enable them to evaluate information critically. This project calls for educational literacy not only confined tothe acquisition of skills, but to the development of a critical structure, towards the understanding of social,economic and communication contexts.<< Objectives >>To address this need, imparting media literacy has to be approached in the sense of a general values education and thought within the oncept of multiliteracies, which can be defined as “the skills to interpret, to produce and to evaluate different kinds of texts. These skills help students to understand diverse cultural forms of communication and to build their identity”. Students and university faculty have to connect with the civil society, in particular youth groups in order to develop a common, socially responsible code of conduct for media usage, which includes knowledge about media, particularly social media, as well as skills and values in using them in a university and/vs a civil society context.There needs to be an ethics code of conduct concerning factors like correctness of information, bullying, netiquette, communication style, emotional intelligence and soft skills in general. To promote media literacy, the project will establisha transnational training network between those most commonly active in this area, as experienced social workers/multipliers in the field of media literacy and respectful communication in youth work on the one side and general university staff and students on the other side. The aim of the network is to develop and practice a common code of conduct of responsible media usage and training multipliers of media and communication literacy as a resource for university staff as well as civil society activists as role models for the younger generation at universities and in society. The project addresses the topics of Democracy and inclusive democratic participation”, “Media literacy and tackling disinformation” and the “Prevention of bullying” in order to contribute to the horizontal priorities “common values, civic engagement and participation”. This will be done by contributing to “digital readiness, resilience and capacity” of University members. Therefore, the objectives of the project are:● developing the media literacy of University staff and students in order to foster a culture of respectful scientific dialogue within the university and as members of the civil society● increasing the exchange of experiences and interchange with the wider regional civic society to build a knowledge partnership between Universities and civil society for a respectful societal dialogue● develop a code of respectful dialogue in University and (social) media for all University Members● more attractive education and training programmes, in line with individual needs and expectations● modern, dynamic, committed and professional environment inside the organisation ready to integrate good practices and new methods including digital capabilities into daily activities;To this goal, it is our objective to● develop a Matrix of Media and Respectful Communication Competences for University Staff● develop Multimedia Modules on Media Competences and Respectful Communication● develop Transmedia Learning Platform on Media and Communication Competences for University MembersFurther on we aim to support the ● contribution of science to mitigating societal tensions, as expressed in phenomena like conspiracy narratives, hate speech and cyberbullying ● consideration of European values in the further internal development of Universities and in their collaboration with the Civil Society.The project will consider aspects of multi-dimensional diversity in all its activities. It will also consider eco-friendliness in the execution of all objectives. The project will therefore train in three learning activities 15 socially active advanced students, 15 University members (staff) and 40 additional University members to develop and design social implementation of a code of conduct for respectful communication and media use at the University-Civil Society interface. This core group of learners will reach out to additional 530 beneficiaries. The learning outcomes of the coaches will be certified by a Europass validated by ISSBS.<< Implementation >>We will implement Project Management activities, Learning and Teaching activities, activities to multiply and disseminate the results, internal evaluation and quality assurance activities Project Management and Implementation activities (led by Pegaso Telematic University) to● manage, coordinate, monitor project (incl financial management)● setup project administration and internal communication systems● carry out quality assurance (led by SoWiBeFo e.V.) and awareness raising activity (led by UPT) throughout project● and all other implementation activities requiredTo achieve the material results and outputs we will implement the following activities:● Elaborate methodological guide and instruments for data collection for developing a matrix of University-CivilSociety Competences for Respectful Communication and Media Competences:● Analyse COVID impact and influence of social media on in-university communication in each country● Deliver focus groups in each country● Identify and describe 5 good practices/country (3 p and short video (20 overall))● strategic planning of professional development for staff in line with individual needs and organisational objectives● Draft a preliminary matrix of media communication and respectful communication competences for validation● Survey among 10 university staff members in each country and analyse survey● Finalise matrix of media competences and respectful communication for university staff in skill developmentrecommendation report and info graphic format, translationActivities contributing to the result “Multi-Media Modules on Media Competences and Respectful Communication”(Led by POU) include:● Review of competences matrix and survey results to deduce training priorities● Selecting, adapting and developing national and target group specific content● Synthesizing and translate draft version of 10 multi-media modules (10 p written introduction to topic, ppt,instructional video (5 min))● Obtaining feedback from partner organisations and modify draft versions of multimedia modules● Elaborating final version of modules, translation, introduction of content to online portal● Contributing to the result “Transmedia Learning Platform Content” (Led by ISSBS) are the activities:● Elaborating a framework didactical concept based on transmedia storytelling● preparing content templates● Developing training material on relevant topics in infographics, stories, snippet info and adapting it to use in a webformat● Shooting 50 snippet video/animation sequences, subtitling● Registering Users, Building User Community, Facilitating use of platform (online support)● Collecting User Feedback through Focus Groups (10 users in each country in online group) and analysingfeedback● Adapting the blended transmedia learning platformMeetings:● 5 Transnational Project Meetings (4 face to Face and 1 Virtual)● 1 Virtual, 2 Slovenia, 3 Italy, 4 Romania, 5 Germany● 27 virtual meetings● 3 Learning, Teaching and Training Activities:● C1 International Training of civil-socially active students in advanced semesters from partner organisations withmulti-media modules (2-5 per country) in a blended format of 3 days Face to Face training over 4 weeks of 8 hoursfor 15 learners (● C2 Training for a mixed group of 15 civil society activists and University staff members (2-5 per country) in ablended format of 3 days Face to Face training over 4 weeks of 8 hours for 15 learners (Slovenia)● 8 Multiplier Events in the partner country to raise awareness and disseminate the results. These events will have340 participants● One International Online Conference with 150 participants, among them 40% from countries outside thepartnership (ISSBS)<< Results >>Result 1: Matrix of Media Competences and Respectful Communication for University Staff (Led by UPT):The result takes up the challenges of digitised communication, which has disrupted traditional communication styles The matrix will define a list of hard and soft skills that define a respectful and constructive communication among University members(staff and students) and vs. the Civil Society. The result will be based on a selection and expansion of such competences. The result will help Universities to reflect on negative communication styles and find competencies that need to be improved. Also competencies of understanding and identifying mechanisms of anti scientific narratives, conspiracy narratives, rules of fact and evidenced based reasoning and communication as well as essential skills of effective science communication will be defined. The result will be highly innovative and can be used by a wide audience within Universities and Civil Society organisations to review and assess own competences and to define programs of further training.Result 2: Multimedia Modules on Media Competences and Respectful Communication (Led by POU): The result addresses the need for training for coping with the disruptive style of anti-scientific narratives, hate speech and cyber bullying that currently dominates the public discourse and negatively impacts on Universities. A common competency building programme of good, factful, effective and respectful communication must be developed and implemented to ensure that the public discourse at Universities and between scientists and the civil society is a safe and encouraging space (diversity of origin and opinion, common understanding of rules of conduct).Indicative contents include:Current trends of disruptive digital communication: fake news, hate speech and cyberbullying phenomena, Philosophical and media theoretical foundations of communication and scientific argument, basic rules of respectful communication; the theory of multiple literacies; respect for diversity vs. methods for finding common ground; Communication in different systems: science vs. public discourse, differences in scientific disciplines; development of individual competences (with practical exercises; anger control and appropriate communication styles; success factors of effective science communication in University and Civil Society. Each module will have an introductory text of 10 p. plus teaching material (worksheet, presentation, explainer video) and the overall volume will equal 100 p. of written text.Result 3: Transmedia Learning Platform Content (Led by ISSBS): In order to widely communicate and transmit the findings of R 1 and to communicate the programme of R 2 to a unlimited audience of users in Universities and Civil Society the partners will create content for a transmedia platform which will feed a transmedia outreach strategy by the partners on the topic of respectful communication and dialogue within University and between University and the Civil Society. Snippet sized multimedia messages on Social Media, short videos for the use on YouTube, TikTok, Twitter, Instagram etc., produced to “go viral” to create a dominance of respectful attitudes as a standard of good practice and behaviour at universities and in Civil Society. The material and methodology is designed for sustainability: the consumers of the material will be invited and encouraged to become co-creators and the material is designed as a template for the production ofsimilar media within University seminars and in Civil Society activities. Therefore an impact far beyond the lifetime of theproject is expected. 60 learners trained and certified by ISSBS (Europass). Expert audience of 490 stakeholders involved and engaged in 8 multiplier seminars and one international conference Interim and final Evaluation report of outputs and outcomes for the information of the expert community and potential users from the target groups (30 p. + 60 p.)

The DisArTY project is aiming to promote the cooperation between Europe, Latin America and Asia in the field of youth and explore the potential of youth work in order to increase social entrepreneurship and employability of the young people in the field of community based tourism which represents a great potential for them and represent an important tool for restoring the areas damaged by natural disaster. It is essential to develop strategies that guarantee countries affected by natural disasters the recovery of their human activity, for this reason this project it will incentive to community-based tourism youth-led because this involves the communities that control, manage and develop their own tourism industry and represents a sector in which specially young people have an important role to play as the most dynamic and innovative part of this field. The project activities will be based on the identification and valorization of local community assets that could be used in order to achieve sustainable tourism that will benefit local communities of disaster areas. In order to promote this objective, DisArTY project will organize four main activity clusters: First, research on the principles and best practices related with community based tourism with local youth. This research will also include the identification of important local assets that could be valorised for a tourism related product in each of the local communities that the partners are going to focus their activities on. Second, the enhancement of skills and competencies of youth workers in the field of community based tourism and youth entrepreneurship within the framework of three international exchanges in Italy, Mexico and Philippines. Third, the development of innovative community based tourism offers at local level with active involvement of youth, many with few opportunities and/or hit or threatened by unemployment caused by the disaster. Fourth, the creation of networks and information for entrepreneurial training, business plan development and community based social entrepreneurship. It will include the development of material for an eLearning course offered for youth and a new platform with contacts of entrepreneurship and social entrepreneurship tutors. It is expected that more than 100 youth workers from all the partner countries are going to be involved in the activities of the project both through the participation in the transnational training events and the participation in the e-learning course that the project is going to develop. The project is going to be implemented by a consortium that includes 5 partners from 2 European countries (Italy, Greece), 1 Asian (Philippines) and one Latin American country (Mexico). The project consortium includes NGOs, SMEs, universities and foundations which have diverse and complementary skills.

The S-FEST project is aiming to promote the cooperation between Europe, Africa and Latin America in the field of youth and explore the potential of youth work in order to increase social entrepreneurship and employability of the young people in the field of community based tourism which represents a great potential. The project activities wis based on the identification and valorization of local community assets (music, dance, modern art, street art, food, traditional products etc) that could be used in order to achieve sustainable tourism that will benefit local communities. In order to promote this objective, S-FEST project will organize four main activity clusters: First, research on the principles and best practices related with community based tourism with local youth. This research also includes the identification of important local assets that could be valorised for a tourism related product in each of the local communities that the partners are going to focus their activities on. The results of this part are combined in a brochure on good practice community based products.Second, the enhancement of skills and competencies of youth workers in the field of community based tourism and youth entrepreneurship within the framework of three international exchanges in Greece, Cabo Verde and Brazil. During the International Meeting, the organizations has organized a Street Festival with the direct involvement and participation of local youth community.Third, the development of innovative community based tourism offers at local level with active involvement of youth, many with few opportunities and/or hit or threatened by unemployment. Fourth, the creation of networks and information for entrepreneurial training, business plan development and community based social entrepreneurship. It will include the development of material for an eLearning course offered for youth and a new platform with contacts of entrepreneurship and social entrepreneurship tutors. The youth will be supported to develop social enterprises through which they can organise community based touristic events. At the end of the project, local street festivals will be organized from the young people and the youth workers involved in each partner country. It is expected that more than 100 youth workers from all the partner countries have been involved (directly and indirectly) in the activities of the project both through the participation in the transnational training events and through their participation in the e-learning course that the project is going to develop. In each country, youth groups comprised of 15 young people were comprised in order to implement the local activities of the project. The project was implemented by a consortium that includes 5 partners from 2 European countries (Italy, Greece), 1 African country (Cabo Verde) and one Latin American country (Brazil). The project consortium includes NGOs, SMEs, universities and foundations which have diverse and complementary skills.

"The development of today's cities, with their problems of degraded neighborhoods, under-utilized areas and abandoned buildings, is closely linked to the ability to reinvent the use of space, connecting different interests and opportunities but also involving specialized and diversified skills. There is an increasing demand of these skills, both in the field of professions and in public and private organisations.To respond to this need, Pegaso Online University has created the School of Urban and Environmental Regeneration, with the aim of training professionals in the field of planning and management actions related to the intervention on the city, the environment and the territory, with particular attention to the issues of sustainability and regeneration.The project idea is linked to an ongoing initiative promoted by Bimed, in cooperation with Pegaso, aimed at the renewal of degraded urban spaces, through the contribution of local authorities, third sector associations, academies of the fine arts and upper secondary schools, in order to create a collaborative governance of common areas.Thanks to the INVOLVEMENT OF THE SOCIAL PARTNERS, the teachers and the students of the schools will contribute with their projects to redesign the areas making them more suitable to the expectations of the communities.URBES project aims to transfer this innovative practice to European level, bringing together four upper secondary schools from different European countries (Italy, Romania, Greece and e Turkey) that, through Laboratories of urban regeneration, will develop close cooperation with public authorities and private parties operating in the urban planning sectors and energy management, and will share different modes of intervention. Furthermore, the project aims to encourage the training on DIGITAL SKILLS of teachers and students through the development of new training methodologies. Pegaso and Bimed will create for them two innovative tools:• an interactive web platform that will allow teachers to design and share materials through specific software;• an on-line course on ""energy efficiency of urban areas"" for the students.During the project, the students will also make short films related to energy and green economy and will design an App for an European route while the teachers will elaborate Guidelines for urban and environmental regeneration, to be disseminated in the European schools, with the contribution of Pegaso and Bimed and of the students themselves.The schools will finally be involved in the elaboration of memoranda of understanding to be stipulated with the respective local authorities for the execution of the projects.The innovative methodologies and tools will be spread through an effective dissemination plan and thanks to the realization of two multiplier events: in the first one in Greece a short film festival will be organized, in the second in Italy the stipulation of memoranda of understanding will be promoted to carry out the interventions.Thanks to the European platforms connected to the Erasmus + Program, free access to the public in digital form of all intellectual outputs will be guaranteed, even after the end of the project, and the online course on energy efficiency will be made available for free as MOOC.The project aims to promote MOBILITY, in addition to virtual collaboration: 2 teachers for each school will participate in a course of a week in Italy on the use of the platform, while for students four exchanges will be organized in each partner country on urban and environmental changes. For each school 5 students will participate in each mobility, accompanied by a teacher.URBES intends to promote the qualification needs of urban spaces and therefore the culture of beauty in the European context, through schools. And beauty is inclusion, interaction, participation, solidarity. The choice of identifying, by the school and the territory, a ""degraded"" space means defining the concept of ""degradation"" and reflecting on the connotations of spaces that, on the other hand, represent ideal places for the encounter between cultures. The pillar is therefore the EUROPEAN CULTURAL HERITAGE seen as a common denominator among the nations for the creation of a new idea of active citizenship: URBES will connect different identities to promote the culture of meeting and confrontation, of visiting and sharing, of travelling and transferring good practices."

"The project has been conceived in consideration of the fact that modern languages have become extremely synthetic due to ever more frequent use of modern instruments that support very quick and vanishing contacts. The main objective of the project is to consider narration as a metaphor of life and of an ever changing society that promotes a more inclusive citizenship. The project intends to create a strategic networking among organizations in education and training fields (Bimed and Pegaso Online University) and four secondary schools of different European countries, working on initiatives to promote the active participation of students in social life, with particular attention to students coming from disadvantaged contexts. The project is based on the transfer and implementation at a European level of an innovative good practice called “Relay of Creative Writing and Legality” which aims at providing students the necessary instruments for reading, writing, doing and being during the academic curriculum. This practice has been widely experimented by Bimed nationwide since 2004 and this year has involved about 1000 primary and secondary schools. In 2013 and 2014 the project has been awarded the “Prize for higher educational value” from the President of the Italian Republic. In our project, each European school will involve in the Relay two teachers and two groups of ten students each. The opening words of the story will be given by a famous writer and will be sent to the first school which will write the first chapter and will transfer it to another school which will write the second chapter, and so on until the end of the story. Pegaso University will be responsible for the translation and the publication of the final story in the different languages of the participating schools. Students and teachers will be supported by two innovating tools specifically developed for the project: • the Cyrano online platform, developed by Bimed, that will allow the students in different countries to chat through a dedicated chatroom provided with a simultaneous translation system and will help them to debate around the development of the common story; • a blended training course for the teachers on “Creative Writing for inclusion and citizenship”, which entails one week face to face training in Italy and four month online training, through the Pegaso University e-learning platform, and will provide teachers the necessary skills to assist students in the relay. Moreover, in line with the above, the project will involve developing in students other creative competencies. Therefore, students will be given the opportunity to make videos concerning the topics covered in the story. This way the project intends to promote new types of learning approaches that enrich and complete traditional methods. With regard to dissemination activities, four multiplier events will be organized, one in each participating country. The events will represent the opportunity to spread the four intellectual outputs developed during the project. In fact, in the first and second event the multilingual platform and the course on creative writing will be presented respectively. In the third event a small festival of short films will be held to present videos made by students. During the final event called ""Festival of Inclusion"", the story translated into the languages of the partners will be presented in book form. The intellectual outputs are all tangible products whose usefulness will not be limited to the temporal and geographic scope of the project. In fact, they will be made freely available and promoted through open licenses, in order to allow the use outside the participating institutes and to the public at large. On the occasion of the Inclusion Festival, the students of the four schools will meet and will take part in a Summer school, which will take place in the beautiful natural park of Tremiti Islands, the most marginal area of Europe, an environment among the most beautiful in the world, but, because of the lack of services, completely abandoned by young people between 18 and 25 years. Cooperation between students of four different countries will allows them to acquire the ability to operate internationally overcoming the social, linguistic and cultural diversities."