SHARPER brings together young generations, citizens, and researchers to develop roadmaps to a better and desirable future. Researchers are passionate about future, and they constantly design, adapt and implement roadmaps to contribute to build it. This process increasingly involves young generations and citizens at large and make researchers and citizens “travel mates”. Curiosity driven choices and social needs together mould researchers’ agendas and generate roadmaps that need to be constantly enhanced to effectively tackle new challenges. Researchers are increasingly at the heart of this process and the acronym SHARPER – SHAring Researchers’ Passion for Enhanced Roadmaps describes their attitude to constantly evolve action plans to be key players within the society. SHARPER 2022 and 2023 will let citizens and researchers share this endeavour through engaging activities focused on the 5 missions of the Horizon Europe work programme. SHARPER involves 14 cities in 8 regions across Italy: Ancona, Camerino, Cagliari, Catania, Genoa, Macerata, L'Aquila, Nuoro, Palermo, Pavia, Perugia, Sassari, Terni and Trieste through a diverse network of 9 consortium partners including Universities, Research Institutions, Museums, Social Enterprises and more than 200 stakeholders from the civil society, the cultural creative world, industry, research and education. A special collaboration is developed with the Education National System through association of teachers and regional educational offices. The project will consolidate and innovate the experience developed over the last 9 years triggering researchers’ and citizens’ engagement across Italy. SHARPER has a solid European dimension through a collaboration with 7 ERNs in 7 countries to develop creative online contents and formats, common strategies on impact assessment and researchers’ trainings. SHARPER also collaborates with other Nights in Italy to share ideas, communication and awareness actions.

The OLEUM project will generate innovative, more effective and harmonized analytical solutions to detect and fight the most common and emerging frauds and to verify the overall quality of olive oils (OOs). By a core group of 20 partners from 15 countries OLEUM will undertake RESEARCH ACTIVITIES based on the development of IMPROVED and NEW ANALYTICAL METHODS by targeted and omics approaches with the aim: i) to detect new markers of the soft deodorization process; ii) to discover illegal blends between OOs and other vegetable oils; iii) to control OO quality (e.g. freshness); iv) to improve the organoleptic assessment with a Quantitative Panel Test, based on current official methods, and supported by tailored reference materials for better calibration of the sensory panels coupled with rapid screening tools to facilitate the work of the panelists. The most promising OLEUM solutions will be subjected to VALIDATION in conformity with internationally agreed standards by peer laboratories. OLEUM will recreate a realistic “deodorization scenario” by producing tailored, soft deodorized OOs by lab-scale and up-scaled pilot plants to apply analytical solutions to known samples. Substantial KNOWLEDGE and TECHNOLOGY TRANSFER activities will be envisaged to aid in implementation of: a) a web-based easily-accessible, scalable and constantly updated OLEUM DATABANK, containing all the information from OLEUM research and other reliable international sources, will be available for download data and spectra and to help achieve satisfactory harmonization of analytical approaches among control laboratories; b) the OLEUM NETWORK of relevant OOs stakeholders to maximize the impact of proposed analytical solutions. Finally, a robust dissemination strategy by the OLEUM project aimed at effectively sharing results with all stakeholders in the OO supply chain has the potential to improve consumer and market confidence, and preserve the image of OOs on a global scale.

In childhood, adolescence and young adults (CAYA), melanoma is under-studied and non-existing tailored clinical guidelines and standardized approaches lead to a very low diagnostic accuracy. The MELCAYA project aims to understand risk factors and determinants of melanoma to improve the prevention, diagnosis and prognosis of melanomas in CAYAs through a strong international consortium with experts from 10 countries in different disciplines (e.g. oncology, paediatrics, ethics, policy making), and sectors (e.g. academic centers, SMEs, hospitals, patient associations). MELCAYA will work on different approaches. 1) By integrating existing reference European cohorts and registries, studies of genetic and environmental risk factors and progression of melanoma in CAYA will be performed through different omic methods, and a novel taxonomy of CAYA melanoma will be generated. 2) MELCAYA will also develop image-based robust and trustworthy machine learning tools and a pan-European second-opinion platform for better diagnosis specifically designed for CAYA. 3) Moreover, the validation of minimally and non-invasive disruptive tools based on artificial intelligence and volatilomics detection from exhaled breath and skin will lead to earlier detection and more accurate prognosis of melanoma in CAYA. 4) Finally, through the evidence gathered, MELCAYA will design and implement public health strategies and will actively involve patients and the general population. The results of MELCAYA will maximize its impact by making its data and results accessible and re-usable through integration into UNCAN.eu. This action is part of the Cancer Mission cluster of projects on ‘‘Understanding".

Education in 2030 will undergo huge changes with generation Z in the classroom. The “real digital natives” will influence economic structures as well as the educational system due to their modified skills, attitudes and behavior. Educators at tertiary level have to be prepared for the requirements and needs of this generation. The World Innovation Summit for Education (WISE) estimates that in future 83% of the course content will be individualized, with only 17% being standardized. Moreover, the role of educators at the tertiary level will be split between guiding and mentoring processes (73%), knowledge delivery (19%) and validation of student’s work (8%) (online: WISE summit). This means a decisive change in the role of future educators and institutions in Europe are not all at the same educational level. The objective of the EU funded project within the Erasmus+/Strategic Partnerships “Future-proof your classroom – teaching skills 2030” is to deliver an innovative educational Blended-Learning course, (TEACHING 2030) including a web based training in an appealing cBook format for teachers, trainers and educators that can be accessed without limitations and is free of charge. The on-line (cBook) and on-site (iLabs) trainings equip educators with the decisive competencies and skills for successful teaching in future. The course comprises eight modules covering topics like the future professional role of educators, producing technological tools for tuition (videos, podcasts, online presentations...), designing holistic learning experiences; combining technology and emotion in class, framing the course contents by using on-line and on-site education and using Social media, including netiquette, for tuition. The project meets the needs of educators, aged around 40, who are still described as “digital immigrants” in contrast to students belonging to generation Z who are skilled in the use of technology. As a consequence professors, tutors, trainers and lecturers have to be equipped with the competencies and skills in order not to follow but to lead this new generation. The work will be carried out by a consortium of nine institutions, each of them having certain tasks within the project management and the course development. The University of Applied Sciences Burgenland in Austria is the applicant organization, working together with the The Eszterházy Károly University in Eger, the University of Maribor, the Faculty of Tourism and Hospitality Management in Opatija, the St. Kliment Ohridski University in Bitola, the University of Perugia, the University of Valencia and the University of Aveiro. Create mediadesign, situated in Vienna, is in charge of the technical implementation. Each partner has outstanding experience in international project management as well as educational technology. The methodology of the project follows five decisive phases, the designing and structuring of the course is followed by the first version; after a cultural adjustment the final version is produced; the testing and evaluation then makes the course perfect. Feedback and production phases are closely linked together for the best outcome. In contrast to many initiatives and courses that only present a collection of electronic materials or tutorials, the final result of the course TEACHING 2030 follows the entire concept of storytelling. The contents of the modules will be arranged within a dramaturgic setting. Each module is structured like an arc of suspense, which means that during the entire module a story of teaching experiences in future is told. Each partner has to write the storyboards for the exercises of the respective module arranging these exercises in a kind of stage play. The project members figure as stage directors involving the audience - the future “learner” - in the “play”. Longer term benefits will emerge on different levels. Personally, learning within the stay-play approach is fun. Thus educators are motivated to be engaged in technological issues of teaching and to reduce anxiety when it comes to electronic teaching formats. At institutional level, the course can be implemented within teacher trainings, accrediting ECTS points. The more individualized use at universities can be enhanced by the possibility that certain e-exercises or modules can be extracted and integrated in LMS platforms at universities via Open Access. Moreover, the on-site training can be enriched by additional exercises and tools according to the specific needs of the educators at the respective university. At European level, the flexible use of the course is a great advantage for its sustainability. The cBook part can be used as a MOOC across Europe without geographical limitations or limitations in access.