<< Background >>The environment and fight against climate change are an urgent focus on national, EU and global scenes recognizing key role of higher education institutions (HEIs) contributing to the changes needed to become climate neutral by 2050. Developing competencies and future-oriented curricula that meet the needs of individuals and the respective industries are highly required as the construction industry holds great responsibility and potential for supporting this agenda. Developing green sectorial skills and future-oriented curricula are essential aspects of preparing students, lecturers, and practitioners to become actual change factors.The construction industry is responsible for 40% of energy use, one-third of greenhouse gas emissions worldwide, and has one of the most significant waste streams generated within the EU. This underpins the urgency of addressing the environmental aspects, supported by the EU Green Deal strategy, Paris Agreement and the UN’s 2030 Agenda for SDGs.SUSTAINABUILD will support three HEIs in Denmark, Finland, and Belgium and a construction business association in Spain to develop activities to foster the acquisition of interdisciplinary green skills and awareness towards the environmental challenges of their students and lecturers based on solid input and needs from the construction industry, thus ensuring the triple helix approach throughout SUSTAINABUILD. Therefore, the overall aim of this project is to equip students at construction engineering programmes through increased sustainable knowledge, awareness, and interdisciplinary green sectorial skills in an international perspective using innovative digital didactic learning methods and digital mobility. Additionally, SUSTAINABUILD aims to provide valuable insights into the contribution of the built environment to practitioners and lecturers within the field and to ultimately push the sustainability agenda in Europe and accelerate the implementation by internationally exchanging ideas and good practices.<< Objectives >>The main objective of SUSTAINABUILD is to develop a 5 ECTS hybrid course (WP3) focusing in detail on how construction projects (new buildings and renovation projects) can support the achievement of the 2030 Agenda and implement the course in the educational programmes of the partners. The course will consist of a theoretical and a practical part. It will provide a platform for lecturers to digitally facilitate interdisciplinary and international learning activities, thereby strengthening the interdisciplinary capabilities and awareness of sustainable solutions among students within construction engineering programmes who can participate in group work transnationally on industrial cases using digital mobility.As a foundation for the course, a thorough analysis, with input from the national reference groups will be made (WP2), resulting in a strategy for enhancing SDG integration in construction projects, including details on what the curriculum should cover, along with practical cases of SDG implementation in construction projects. Based on the strategic design framework results, new educational material will be developed for the course and tested twice among 150 students at the HEIs, along with a digital handbook (WP4) aimed towards practitioners, lecturers, and students within the construction industry which will include cases from the industry and the education material. The handbook and the other educational material will be freely accessible and available through e.g. the Erasmus Project Result Platform to all parties interested, thus enhancing lifelong learning.<< Implementation >>WP2 focuses on the strategic design framework, developing a strategy for enhancing SDG integration in construction projects. This WP commence with establishing reference groups of industrial partners and conducting state-of-the-art analysis, based on mapping the explicit links between the SDGs and the built environment and input from the construction industry. These inputs form the foundation for developing the strategic design framework, consisting of (1) a strategy for enhancing SDG integration in construction projects, including an overview of the current state of implementation of the SDGs in the four partner countries along with the needs of the companies. (2) A list of sustainable construction dimensions related to the SDGs and targets that should be covered in the curriculum of the hybrid course (WP3), and (3) a collection of practical cases of SDG implementation to be included in the digital handbook (WP4) and in the educational material of WP3. WP3 focuses on the hybrid course that is designed, developed, tested, and evaluated. Initially, teaching material and online teaching didactic and methods are reviewed. Based on the learning goals, the overall training concept and a specification for a set of e-learning elements based on the learning outcomes will be developed. Educational material will be developed for the digital course and will be improved through a peer-to-peer review process among the lecturers involved in the project, transnationally. Two pilot tests will be run to test the hybrid course at the partner institutions. The students will use digital mobility to work in international and multi-disciplinary teams and planned accordingly to existing semester plans; 150 students are expected to participate. WP 4 focuses on the design and development of the digital handbook, which will provide practical guidelines for practitioners, lecturers, and students within the construction industry on how construction projects can contribute to achieving the SDGs. Initially, the framework for the handbook will be developed, including the digital platform and the structure of the handbook. Then, the actual content for the handbook will be developed, including practical cases for the target groups, and finally, the content will be collected and set up, forming the digital handbook.WP 5 supports a broad impact by regular communication and dissemination of the project results. The final conference (ME1) and local events (ME2, ME3, ME4) will bring together project partners, national reference group members and other interested parties.<< Results >>The expected key results of SUSTAINABUILD are:A STRATEGIC DESIGN FRAMEWORK (WP2) of how the SDGs can be integrated into construction projects, along with a list of SDG construction dimensions and targets that the hybrid course (WP3) needs to cover. The strategic design framework will provide insights into the current state of implementation of the SDGs in construction in the partner countries and current local needs in the industry. The strategic design framework will provide valuable insights and serve as foundation for both developing WP3 and WP4 as well as future education material that can be developed after the project ends, thereby ensuring sustainability. THE HYBRID COURSE AND COURSE MATERIAL (WP3) focusing on how construction projects can contribute to the 2030 Agenda will provide students of construction engineering educational programmes with interdisciplinary and international knowledge and skills. The hybrid course utilizes the results from WP2 and will consist of a theoretical and a practical module based on a reflective learning approach. Furthermore, the course will strengthen digital mobility through international and multi-disciplinary group work between the students. THE DIGITAL HANDBOOK (WP4) will provide practical guidelines on how the SDGs can be implemented in construction projects, focusing on the entire construction process, from early design and programming to renovation or demolition. The digital handbook will serve as an advisory tool and will be targeted at practitioners within the construction industry, such as advisors, professional buildings owners, contractors, etc. as well as students and lecturers at HEIs as the handbook will be included in the hybrid course curriculum as educational material. The handbook will be freely accessible to all interested parties. The project results created in SUSTAINABUILD underline that the challenges within the construction industry cannot be solved by one country alone. We must work together and create shared knowledge and solutions to reach our joint aim – to contribute to the UN’s 2030 Agenda and the SDGs by improving our HEIs through cooperation transnationally and interculturally by including the triple helix approach to develop new innovative educational material which ensures that our students – and thereby the future workforce – have the optimal competences and skills to implement a sustainable construction industry.

"The use of simulation in teaching and learning in nurse education is gaining momentum, as a result of a growing body of evidence which notes its efficiency and effectiveness. The objectives of this project were to address the lack of universal simulation resources particularly in relation to community care. This project sought to develop a simulation kit - comprising three simulation resources- which could be used across different countries. All the ten partners listed in section 2.1 below, participated in the planning, development, and evaluation of a simulation kit named NURSKit, which is now freely accessible for the next two years through the University of Malta website: https://www.um.edu.mt/projects/ispad/about-us-2/. The NURSKit includes three different scenarios. Each scenario comes with a kit for the facilitator who will be guiding the students during this scenario, pre-scenario resources to prepare the students for the activity and post-scenario resources to enable the carrying out of the student debriefing session. Scenario 1 focuses on a person living in the community without established chronic disease, but with multiple risk factors. This scenario was developed by Lahti University of Applied Sciences, SAMK University , University College Dublin ( leader) Scenario 2 includes a person living with diabetes and experiencing psychosocial issues as a consequence of his chronic condition. This scenario was developed by Molise University, Turku University, Cardiff University ( Leader). Scenario 3 focuses on end of life care. This scenario was developed by Middlesex University, Oslomet University , JAMK ( Leader). The University of Malta was responsible for overseeing the development of all three scenarios. Three experts, all authorities in the field of nurse education, from three different continents - Australia (Professor Simon Cooper from the School of Nursing, Midwifery and Healthcare, Federation University Australia), Africa (Professor Abeer Saad Eswi, Cairo University, Egypt), Asia- (Professor Cho Eun-Jung, Yeungnam University College, South Korea) contributed to the project as consultant/ advisors, thus enabling a wide comprehensive universal relevance of the simulation kit. The second objective of the project was to develop and deliver an innovative training programme to two individuals from each of the ten participating universities, with the aim of them becoming ""Simulation Champions"", at their own respective partner institution and championing the development of simulation. This training programme was developed by the University of Lahti and the University of Malta. The programme was delivered jointly by the two universities in 2017. Twenty participants successfully completed the training programme. These participants were academics from each of the 10 participating orgnisations (section 2.1). Two academics from each of the universities were trained in the use of simulation. This training programme entitled ""Simulation In Nurse Education"" (SINE) Champion Award Certificate"" included 5 ECTS at EQF level 6. The training programme and simulation kit were both evaluated. The training programme was evaluated through the use of focus groups with the participation of the trainers who delivered the programme and the students who took part in the programme. The feedback on the training programme was very positive and this programme is now available for delivery by other institutions who may wish to run this programme within their own entity. The NURSKit was evaluated through the use of an online survey which was designed to measure students' knowledge and self-reported competence before and after following the simulation exercise. The students were also included in a number of focus groups to identify their experience in participating in the project. The feedback on the NURSkit was also very positive. The research study indicated that students improved in terms of knowledge and perceived competence with the use of all three scenarios. This suggests that this NURSkit is a useful tool for the teaching and learning of community related nursing. The long term benefits are that both the NURSKit and the training programme which have been developed are available for the use of other Universities via the University of Malta website and can be applied on a universal scale."

Due to the globalisation of the maritime industry it is evident that training and education of students is less isolated to particular regions. As a result many students who begin study in one region often end up working in another region. This complicates matters when further studies are required. Students need to return to their original institution of study due to recognition and possible language restrictions. Therefore the NMU and SAMK after a number of meetings and visits decided to begin a partnership to develop the maritime qualifications and staff and student exchange. SAMK identified the Erasmus+ programme as an opportunity to incorporate other leading institutions in the maritime training sector from Europe and South Africa. All the EURO-ZA partners have a long history in maritime education with some European partners over 100 years. Therefore this is an opportunity to conduct a detailed analysis of the curriculums and facilities to truly evaluate any similarities, differences and opportunity for improvement for both the South African and European partners. It is noted that the NMU is only starting maritime education but has been involved in Engineering (Mechanical, Electrical, Industrial, Civil and Mechatronics) for decades. This programme will conduct an extensive evaluation of all six maritime curriculla. Comparison of these curriculla will lead to an understanding of similarities and differences. Out of this a comprehensive understanding can be established as to what the strengths and weaknesses are in each institution's curriculum. Included in the study a detailed evaluation will also be conducted on the different pedagogical processes as well as facilities.The result will enable a possible alignment of qualifications allowing knowledge sharing, student, staff and research exchange ultimately recognising a global standard and an improved product to industry.

"Energy efficiency, climate and biodiversity protection belong to the EU top priorities and are likewise of considerable and growing importance of the economy in the member states. In order to meet the challenges of growing landfills, scarcity of resources, air pollution, to name a few of them, new ways of thinking and of innovative economic activity are essential. This is exactly what the Cradle to Cradle® (C2C) concept is: products flow in infinite material life cycles thus being economically successful, conducive to the environment and healthy for consumers without producing any kind of waste. Cradle to Cradle® concept, born as vision by Prof. Dr. Michael Braungart and William McDonough in 1990ies, has become real, and now it is well known on the world market: more than 2.000 products have been developed according to the C2C principles. The way of production ""from the cradle to cradle"" is directly counterposed to the prevailing production model ""cradle to grave"", where the material cycles are set up regardless of conservation of resources or environmental protection. So far, though, there lacks targeting of C2C concept in SMEs while increasing energy efficiency and environmental protection is of growing importance in SMEs. Moreover, SMEs with C2C are more future oriented, capture new market segments and create new jobs to reduce their costs and make a vital contribution to tackling the energy and environmental challenges in the long term. Despite the benefits the Cradle to Cradle approach in SMEs can bring it has been used only in individual large companies and in SMEs it is hardly known. For this reason, the project aimed at the development of further training measures that eliminate the knowledge deficit on C2C, meet the specific conditions of SMEs and start with C2C implementations in enterprises.The lead of the project took over the Hanse Parlament being an umbrella organization of 50 chambers of commerce, crafts and industry from 13 Baltic Sea Region countries. In 2010 Hanse Parlament established an association called Baltic Sea Academy to which currently belong 17 member universities from 9 countries. Together they focus on promotion of innovation and qualification for SMEs. Those 50 chambers and 17 universities are important associated partners and disseminated the project results on a wide basis. An important project partner was the Environmental Protection Encouragement Agency (EPEA), research and advisory centre, which has developed C2C and has all the bases for the realization of further training courses. As further project partners were involved three chambers with their educational institutions: the Chamber of Crafts Schwerin from Germany, the Lower Silesian Chamber of Craft and Small and Medium-sized Businesses from Poland and the Hungarian Ipartestületek Országos Szövetsége. These partners introduced the needs of SMEs, implemented further trainings for SMEs and contributed to the transfer. Satakunta University of Applied Sciences from Finland represented the university sector in the project, developed pedagogical concepts, implemented trainings for lecturers and conducted evaluation. The Project partner Provincial Fund of Environmental Protection and Water Management in Gdansk was involved as relevant public administration and fulfilled advisory and transfer tasks.The developed Train-the-Trainer program addresses universities and chambers so that well qualified personnel are constantly available for SMEs as trainers and advisors for individual support. The second developed advanced training on C2C for SMEs introduces C2C methodology, products and the way to apply C2C, receiving knowledge and skills in an interactive, multi-stage process with the excellent possibility to apply C2C methodology during the training in own enterprise. The environmental management in SMEs is particularly addressed, so that environmentally conscious entrepreneurship and entrepreneurial skills are promoted. The developed advanced trainings was tested in practice in Germany, Poland and Hungary and subsequently transferred to 50 Chambers and 17 universities from all Baltic countries that receive constant consultations to enable sustainable implementation of C2C. As results - in some cases in multilingual form - two curricula with application guidelines, teaching material, etc., an official training regulation and a manual with C2C concepts for SMEs are presented.This created all the prerequisites for SMEs in many countries to be qualified on a very broad basis in the future, and to successfully use these innovative C2C processes in production, marketing and sales, and to be able to make successful contribution to energy and environmental policy."

Terveydenhuolto vie maailmanlaajuisesti n. 10 % BKTsta. Ikääntyvä väestö kasvattaa merkittävästi hoivan tarvetta erityisesti pitkäaikaishoivassa. Krooniset sairaudet, kuten diabetes, sydän- ja verisuonitaudit sekä mielenterveyden häiriöt, ovat maailmanlaajuisesti suurimpia terveysongelmia. Nämä sairaudet ovat usein pitkäaikaisia ja vaativat jatkuvaa seurantaa ja hoitoa. Osallisuus ja terveyserot ovat myös merkittäviä ongelmia vaikuttaen yksilöiden hyvinvointiin, yhteiskunnan tasa-arvoon ja taloudelliseen kestävyyteen. Toimintakyvyn rajoitteet vähentävät osallisuutta. \ \ Lääketieteen kehityksestä huolimatta ihmiskunta kärsii edelleen myös lukuisista tartuntataudeista. Koska infektioiden hoito on usein kallista ja haastavaa, infektioiden ennaltaehkäisyyn on kiinnitettävä enemmän huomiota. Sisäympäristöllä on tärkeä rooli infektioiden leviämisessä, koska ihmiset viettävät yleensä paljon aikaa sisätiloissa. Hoiva-asumisen yksiköt, joiden asukkailla immuniteetti on heikentynyt iän tai sairauksien vuoksi, hyötyisivät tästä merkittävästi. \ \ Projektissa kehitetään SmartCare-konsepti ja siihen liittyviä teknologiaratkaisuja, jotka edistävät erityisesti palveluasumisen asiakkaiden hyvinvointia. Parantunut hyvinvointi johtaa terveempään ja aktiivisempaan elämään ja vähentää hoidon tarvetta. Yksittäisten teknologioiden sijasta keskitytään modulaariseen teknologiakokonaisuuteen, jonka avulla ympäristö pystyy mukautumaan erilaisten asiakkaiden tarpeisiin. Hyvinvointia tukevan sisäympäristön rakentamisessa huomioidaan sekä sisätilahygienia ja esteettömyys, että käyttäjän toiminnan ohjaus. Älykäs sisäympäristö kykenee mittaamaan, analysoimaan ja hallitsemaan tilaansa. Tähän yhdistettynä kehon ja mielen toimintojen mittaamisella pystytään mukauttamaan ympäristöä ihmisen tarpeisiin sekä keräämään evidenssiä uusien teknologioiden vaikutuksista hyvinvointiin. Generatiivisella tekoälyllä louhitaan kerättyä dataa ja tuetaan ihmisen ja ympäristön tarveperusteista vuorovaikutusta. \