With the fast development of electronic devices and computing technologies, various emerging applications (e.g., big data analysis, artificial intelligence and 3-dimensional (3D) media, Internet of things, etc.) have been entering our society with significant amounts of data traffic. While mobile networks are already indispensable to our society for “anywhere anytime connection,” one main characteristic of future mobile networks (i.e., B5G: Beyond 5G) is the very huge amount of data, which requires very high throughput per devices (multiple Gbps, up to Tera bps: Tbps) and multiple Tbps per area efficiency (Tbps/km2). Though some disrupting 5G technologies may provide a few Gbps service, it is still not able to achieve hundreds of Gbps or Tbps rates. In the near future, the peak rate of mobile communication networks is expected to reach hundreds of Gbps or even Tbps rates, which requires either very high spectrum efficiency (e.g., much higher than 10 bits/s/Hz) in millimetre wave bands or very large bandwidth (e.g., more than 20GHz) . While the former is very challenging, the latter can be achieved in THz bands (roughly, 100GHz to 10THz). The design of ubiquitous access with very high rates in mobile and heterogeneous network (HetNet) environments is the key to the development of future mobile networks, and so the objective of this collaborative 6G-TERAFIT is to create a knowledge transfer between the researchers and the engineers who will contribute to the design and implementation of future B5G ultra-fast networks and create the pedestal for them to become potential leaders in the resulting scientific, technological, and industrial fields. This project is committed to creating an “excellent” educational training platform that is multi-disciplinary and inter-sectoral in nature.

The proposed IMEP Project will address wider International Higher Education and Quality Assurance agendas and build on the IHE work done as part part of previous Tempus projects in Uzbekistan and British Council QA and IHE programmes. There are several reasons why we decided to apply for the Project:- our considerable knowledge of the situation and needs of the HE of Uzbekistan which was gained through previous Tempus QAPD Project and other projects we have completed with our partners;- urgent need to train new teachers for the HE which are specified in the Presidential Decrees and Resolutions of the Cabinet of Ministers of the Uzbekistan - please see part E1 of the Detailed description of the project for more information;- education is a national priority and the government takes steps to align the system of education with international standards, enhance the quality of teaching and learning, and equip students with the skills required by global and local markets.The Project will specifically focus on developing the following:- new approaches in CPD for academic staff and managers in the HE: running pilots in partner institutions and new programmes recommended to the Ministry of Higher and Secondary Specialised Education of Uzbekistan (MHSSERUZ);- establishing consistency and enhancement of standards of teaching and learning across a variety of subject areas in the HE: Economics, Business, Education Management, Tourism, Medicine, Language Teaching and Learning and many others, and presenting the analysis of standards and recommendations on the process of enhancement to the MHSSERUZ;- engagement of students in teaching and learning: Guidelines on Student Engagement;- engagement of employers in enhancement of standards, teaching and learning: Guidelines on Employer Engagement.IMEP Project will contribute to Uzbekistan - EU Dialogue in the Higher Education and make proposals to the MHSSERUZ and other public organisations dealing with the HE.

Context/background of the projectThe RU EU? Project was conceived against a background of ongoing change and division across Europe. Issues relating to National and European identity are highly topical and of fundamental importance to our sense of who we are in the world. A better understanding of these issues is urgently required, given the power of perceived differences between groups to lead to conflict. Another influence on the project was the increasing interest in “the use of ICT as a driver for systemic change to increase the quality and relevance of education”. Serious games provide modern digital approaches to learning that emphasise 21st century skills which prioritize what students can do with knowledge, rather than just focusing on knowledge acquisition. Consequently it was thought that a game-based approach to exploring National and European identity might help to provide students with an innovative approach to understanding this complicated topic.ObjectivesThe Erasmus+ funded RU EU? project aimed to develop an innovative digital game, the RU EU? game, to provide an engaging platform for students across Europe to confront some of the complex issues surrounding National and European identity and to help these young Europeans to develop a better understanding of their own and others’ feelings of belonging to or alienation from the EU. The project also developed support materials for teachers to help them use the game most effectively for their students. The game and support materials can be found at the project website: https://rueu-project.eu/Number and type/profile of participantsThe intended audience for the RU EU? game is social science and business students across Europe who need to know something about European identity as part of their degree course. Games design students will also be interested in the game as a case study in game design, looking at how the learning outcomes were specified and how the game mechanics address the learning outcomes. The game will also be of particular interest to Erasmus students and other international students at university in Europe, as well as staff who teach on programmes and modules where European identity is relevant or who support international students in their studies. Description of activities undertakenThe early project activities provided background information to assist in the design of the game: O1: the literature review of European identity summarised varied approaches to understanding European identity and provided a strong theoretical foundation for the game; O2: the resource review identified existing paper and pencil and learning resources (including games) in the areas of politics and national and European identity, and O3: the user requirements analysis provided empirical evidence from potential players of the game about their understanding of European identity, what they would want to and expect to see in such a game, as well as their game preferences. The findings from these activities as well as extended discussions fed into O4: Development of the game content and decision-making scenarios which provided the initial description of the journalist narrative and the proposed game tools: the interview tools, the discussion tool, the Newsflash tools and Final assignment tools as well as the content for the 5 game scenarios (Brexit; Who is European? Different attitudes between nations; The rights of citizens to work in different partner countries; Changes to European identity over time and Immigration and the rights of migrants). O5: Design specification document for the game provided a more detailed and coherent account of how these would fit together to provide the blueprint for the game development. O6: The game and game platform are the key deliverables for the project. The game development implemented the ideas presented in O5 and the final working version of the game can be downloaded from the RU EU? Project website: https://rueu-project.eu. A full description of the final game can also be found here along with O7: The Support materials for the game that describe how the game can best be used in teaching and training activities. 5 best practice case studies and use case scenarios that describe the varied teaching opportunities for using the game can also be found. O8: Piloting and Evaluation: The final project activity was full piloting and evaluation of the game. Results and impact attainedThe project has been very successful in academic dissemination, via journal articles and conference papers to a diverse audience of learning technology experts, games experts, learning and pedagogy experts as well as social scientists, the content experts. The multiplier events extended this dissemination to a diverse audience of educationalists and technology experts.Longer-term benefits.We have a working game and this will be used in classes where an understanding of European identity is relevant, as well as game design classes.

The FORESIGHT project aims to develop a federated cyber-range solution to enhance the preparedness of cyber-security professionals at all levels and advance their skills towards preventing, detecting, reacting and mitigating sophisticated cyber-attacks. This is achieved by delivering an ecosystem of networked realistic training and simulation platforms that collaboratively bring unique cyber-security aspects from the aviation, smart grid and naval domains. The proposed platform will extend the capabilities of existing cyber-ranges and will allow the creation of complex cross-domain/hybrid scenarios to be built jointly with the IoT domain. Emphasis is given on the design and implementation of realistic and dynamic scenarios that are based on identified and forecasted trends of cyber-attacks and vulnerabilities extracted from cyber-threat intelligence gathered from the dark web; this will enable cyber-security professionals to rapidly adapt to an evolving threat landscape. The development of advanced risk analysis and econometric models will prove to be valuable in estimating the impact of cyber-risks, selecting the most appropriate and affordable security measures, and minimising the cost and time to recover from cyber-attacks. Innovative training curricula, guiding cyber-security professionals to implement and combine security measures using new technologies and established learning methodologies, will be created and employed for training needs; they will be linked to professional certification programs and be supported by learning platforms. Aside from the development of skills, the project aims at a holistic approach to cyber-threat management with the ultimate goal of cultivating a strong security culture. As such, the project puts considerable emphasis on research and development (i.e. research on cyber-threats, development of novel ideas, etc) as the key to increasing training dynamics and awareness methods for exceeding the rate of evolution of cyber-attackers

<< Objectives >>The recent EU Green Deal sets the Just Transition as mechanism to low carbon economy while minimizing the socioeconomic consequences of the transition. The Just Transition, as an EU flagship initiative, impacts many regions across the EU and institutions higher education are trying to meet the challenge of embedding these EU policies in their core learning and teaching activities.The project aims to be a timely and innovative platform of supporting institutions and society on the above subject.<< Implementation >>The project is fully innovative as it develops consequential outputs and strategic actions to embed EU Green Deal and Just Transition to teaching and learning. The main idea and concept of this project is that there is a need for innovative learning boost, in a timely subject, through a policy recommndations and best practices toolkit, an e-learning platform fueled with various resources and teaching and learning material and an intensive academic course of 5 ECTS.<< Results >>The progect generates:Best practices of just transition in EuropeInterviews and consultations with local stakeholdersDevelopment of the Policy Recommendations ToolkitCreation online platformTeaching and learning materialCurriculum development Educational methodologyTrain-the-trainer guideIntensive course of 5 ECTSFinally, as a result, the project supports the EU with recent challenges as the war in Ukraine forces the EU to be more independent and exploit its own natural resources.