The 24-month Womenture project aligns its efforts with the European Commission's objective to create interconnected, inclusive and more efficient innovation ecosystems across Europe that draws on the existing strengths of European, national, regional, and local ecosystems and pulls in new, less well-represented stakeholders and less advanced in innovation territories, to set, undertake, and achieve collective ambitions towards challenges for the benefit of the society, including green, digital, and social transitions. The overall objective of the project is to empower innovation agencies and accelerators to generate and embed new joint services and activities into their initiatives to boost female entrepreneurship and women innovation in the participating ecosystems. The consortium brings together innovation agencies and accelerators from strong, moderate, and emerging innovator regions with the aim to support women innovators, spread the entrepreneurial mindset, present them the already existing initiatives of the partners, projects, and networks dealing with women innovators and connect each other. Through the delivery of its activities (co-creation, co-design, co-assessment, capacity building, business support programme, innovation ecosystem hub creation), the project will result in enhanced connections, strengthened and more effective capacity of innovation ecosystem actors, improved visibility and increased involvement of women innovators in innovation initiatives towards economic development and growth.

<< Background >>In the XXI. century, the rapid development of IT based solutions are reshaping our world in our social life, work environment and education. The digital transformation has been especially apparent over the last decade and restrictions resulting from the Covid-19 pandemic have significantly accelerated this process. Well-established digital competences to a satisfactory level are very important to broad range of social groups of different ages. In the field of higher education, e-learning methods can provide an effective, standardized and relatively easy-to-share solution for teachers to share knowledge and provide tools for co-creation and collaboration. Digital education tools are also important for engaging younger generations in higher education, and can serve as a means of communication with citizens and the wider community.Medical and STEM education is essential for the continuous progress of our society through greater innovation, research and science activity, and the development of regional, national and international healthcare systems. The lack of medical professionals and healthcare providers is a national and international phenomenon. STEM skills combined with medical training results in the concept and professional field of “biomedical engineering” that generates solutions for multidisciplinary medical issues. Biomedical engineering represents one of the most rapidly growing branches of industry in the developed world and aims to provide revolutionary and innovative healthcare professionals that operate beyond the bounds of classical treatment. These specialists use their expertise to develop novel technical solutions, for example, using robotics in medicine. The demand for IT specialists, engineers and natural scientists is only partly covered by graduates from universities. International trends and the experience of our Consortium show that there is a huge demand for skilled and highly motivated professionals in these sectors. VR (virtual reality) technology has been found to be a highly effective, reliable and interactive method for a wide range of education. VR technology offers a unique and modular training environment for both commonplace and specialised situations. It allows participants to gain practical skills in a safe, replicable setting, supporting functional competence to an advanced level. However, there are several challenges regarding this immersive and innovative e-learning tool, VR based platforms are not readily accessible, potential users do not have the proper knowledge and information about the technology, and in most cases, the stakeholders do not have the necessary digital competencies to successfully implement VR technology in everyday teaching. Preliminary needs analyses show that PhD courses, joint degree programs and part-time education programs have not yet been developed in VR spaces before, despite the large number of students involved in this sector.Distance education methods can be used not only in teaching theory, but can also be useful in developing practical skills in a non-invasive environment. It is also important that in practice-orientated education of medical and STEM science, an innovative, reliable, and accessible tool is needed to enhance interdisciplinary project work, which is especially important in the field of biomedical engineering. Based on previous collaboration of the Consortium Partners, the needs are clearly defined in terms of digital transformation, they are committed towards reshaping online and distance education using innovative technologies and good practice guideline of the proposed V.I.B.E. project, involving the target groups and wider public.<< Objectives >>The goal of the V.I.B.E. project is to develop and strengthen the digital competencies and educational cooperation of the participating organisations, as well as to share the knowledge and good practice guidelines with the wider community. The stakeholders include young people interested in medical and STEM higher education, university students and staff, and citizens who are interested in this field . By implementing the project, we aim to attract and retain students and encourage them towards ongoing, life-long education with practice oriented tuition. Along with the Consortium members, we believe that VR technology is a compelling and powerful e-learning method. It is interactive, easy to standardize and has innovative features that can be easily adapted and implemented in virtual platforms. When preparing future biomedical engineers, VR technology lets us to create dynamic clinical environments and allows a more authentic approach for continuous improvement and problem-based teaching. Based on the detailed needs analysis, we aim to thoroughly explore the possibilities that VR platforms can provide and critically evaluate available solutions. The criterion for the evaluation includes the following: accessibility, availability, adaptability and sustainability. Standardization, the possibility for continuous feedback, and analysing data are key elements in the project. All results and conclusions will be disseminated on a scientific and public basis. Building on data and previous experience gained by our institutions, our aim is to establish VR based BSc and MSc training, as well as a joint degree program in collaboration with our partners. PhD courses and part-time courses will be organized for lifelong learning, along with sustainability and continuous improvement of the project. The Consortium would like to gain a deeper knowledge about digital and VR based online learning platforms, and share this knowledge, not only with the participants, but with the wider population as well. In addition to benchmarking and evaluation of different IT solutions, getting experience about virtual learning and course development is among the main goals of the project. The possibility of co-creation and collaboration using VR tools is especially important in STEM and medical education, therefore exploring the process of online, VR based project work will also be examined.As a result, we expect an increased level of digital competencies in the participating higher education institutes, a growing number of students interested in applying to the STEM and medical fields, including a major increase in female professionals and candidates from rural areas. The Consortium believes that the results of the project will create a new, immersive and inclusive digital environment for all stakeholders.<< Implementation >>By implementing the project, the first step will be a detailed analysis regarding digital competences and preferences for the participants of the Consortium. Surveys will be conducted among the faculty staff and students, using the IKANOS platform. The next step, a detailed, and critical benchmarking activity, will be started, involving not only professionals from the academic field, but with the help of companies and industrial partners. Knowledge transfer and collective learning will be ensured by online and personal meetings (when possible due to the pandemic). After evaluating existing online VR educational and co-working platforms, experience gained will be shared with the wider public, using online communication and virtual presentation tools. All the materials must be clear and available on multiple online platforms to ensure the engagement of the citizens and allow them to understand the basic concepts of digital worlds and virtual reality.Based on the requirements and results of market analysis, an innovative VR platform will be implemented at the participating organisations. This platform will be tailored to create a valuable tool for course-development, project management, curriculum development and enhancing marketing activities. A pilot program in Biomedical Engineering BSc will be developed, which will be based on the knowledge transfer and examples of good practice learned within the Consortium. Innovative, practice orientated distance education protocols will be evaluated, for example, laboratory practices or to provide hands-on practice in skills like basic surgical techniques online. These activities correspond with previous studies and projects from the participants. The optimal VR platform needs to also support course development, therefore a successful interdisciplinary course that already exists, will be modified for the virtual world (for example, Innovations in Healthcare Technology at the UP). Within the course, co-creation and virtual collaboration will be key elements where the VR platform will be tested as a project management and support tool. All activities and the number of attendees on the virtual platform can be continuously monitored. According to the preliminary findings, at the moment there are no digital or VR platforms for those who are willing to learn on a part-time basis. V.I.B.E. aims to fill this gap, opening new horizons in education for part-time learners, upskilling within companies, retraining or group building activities. This provides an innovative solution for life-long learning. To ensure the continuous and effective sharing of good practices, workshops and study visits are planned, both online and, when possible, in person. The outputs of each milestones will be widely publicised, and during the final phase, a public online virtual event will be held to demonstrate the possibilities of VR technologies and enhance digital transformation at the international level.<< Results >>As results and outcomes, a significant increase in the level of digital competencies and knowledge about virtual reality based online learning for all participants at the regional and international level is expected. The aim is to establish a system which is sustainable and supports STEM skill implementation with biomedical education based on VR platforms. The effectiveness of the V.I.B.E. project on education will be measured by the number of attendees, which will be monitored, as will the involvement of faculty staff and high school students at virtual and personal events. An important priority is to achieve a significant increase in female participants and applicants from rural areas for each of the developed training programs. Continuous monitoring will be provided using the corresponding online tools. The results of the benchmarking activities related to VR and digital based e-learning platforms will be available to all stakeholders and the wider population as well. The results will also be accompanied by a handbook on VR technologies. To gain experience in terms of course development, four courses will be transformed on to the Massive Open Online platform, three in medical and STEM education, and an additional PhD course in biomedical engineering. The Consortium will take part in international Higher Education Hubs, with the members joining at least one hub to ensure further international collaboration. A completely new curriculum (Biomedical Engineering BSc) will be developed using the VR platform as a co-creation and collaboration tool. The implementation of this system allows us to use VR as a tool for project management and project support, meaning that the development and trial at least three different projects using the platform is possible. At the Consortium level, the protocol of one hands-on laboratory skill development and another practical, simulation course protocol will be developed. The final content for the VR platform will target part time learners, developing an online course in 3D visualization and printing techniques.Based on the detailed needs analysis performed in the first year, a novel STEM skills VR based training platform will be developed to overcome current shortcomings in the biomedical field. The course materials will be publicly available and disseminated to encourage increased participation. The project will be freely accessible and continuously updated based on feedback received to enable constantly up-to-date training materials. The documents and results will be available through commonly used media platforms. To accomplish long-term sustainability and international growth of the V.I.B.E. project, an international joint degree program will be developed by the Consortium and Partners. As a result of the cooperation and development of V.I.B.E., a user manual will be prepared based on the data gained with guidelines to ensure good practice. Through the user manual, developed graduate and postgraduate courses, and joint degree program, V.I.B.E. will establish an international cooperation network to sustain the Project beyond the scope of EU funding. All the findings and conclusions will be constantly disseminated online and at relevant public and professional events. During the project, accessibility is a key factor, therefore to effectively share information inside and outside the consortium, instructional videos will be created. The results will be critically and scientifically evaluated, allowing the consortium to publish a high-quality, internationally peer-reviewed paper based on this work.

<< Background >>For many people, digital working became a reality, especially last year through on-the-job training during the pandemic. Students were home-schooled,companies and offices operated in distance working. However, unemployed (young) people, school leavers at the transition to work, not embedded in a supportive institutional framework, widely missed this capacity building opportunity.They now need to become familiarised with forms of new digital professional life, as dealing with these new digital job realities is assumed by potential employers.<< Objectives >>This project aims to close precisely this gap of digital divide during job onboarding for vulnerable target groups, especially young unemployed people without academic educational backgrounds. Together with partners from Cyprus, Finland, Italy and Czech Republic theAustrian lead FH JOANNEUM, University of Applied Sciences, plans to develop a training program and evaluate its application within the frame of work-related sustainability projects. These projects, having both strong relations to sustainability, digitalisation and innovation, which are defined by the participants during the training under the supervision of partner Fondazione Fenice Onolus are an important part of the training for several reasons: First, in order to practice what they have learned in the course modules, second to support self-management and independent and team work, third as basic sustainability knowledge is now also a must in every job profile – not only because of the Green New Deal wave.<< Implementation >>The activities in the project will be1) Study to get the big picture about the situation in the partner countries2) Development of a training course to make young people fit for the digital job market3) Run the training with at least 40-60 participants4) Conduct five multiplier events to inform our target groups including multipliers5) Dissemination of information and discussions about the project in our national and international networks, offline and online6) Secure long-term use of project results by anchoring them in several ways also beyond the consortium and the partner countries<< Results >>The following major results are planned: 1. A study on (new) digital professional life and the current situation at working places,the needs of employers and employees, available as White Paper 2. Curricula and content for a training program targeted especially at the 18- to 25-year-old unemployed youth consisting of 5 modules: a. Digital Tools b. New forms of work and work organisation c. Personal work life d. Professional social responsibility in social media e. Security aspectsHere we want to add significant resources with this innovative, multi-disciplinary, combined approach, that is – compared to other initiatives - not only focusing on the technical digital skills, but aiming to support a smart and “healthy” digital transformation. Healthy for humans and for the planet, with a view on all relevant aspects: the technology, the context, self-management, legal and ethical and security aspects, sustainability, theory and practice. 3. Implementation in the form of eLearning with links to physical learning (blended learning), suitable for learning at home but also in the context of the workplace. 4. Training program successfully applied by 10–15 young people in four partner countries during 12-16 weeks work-related sustainability projects with a weekly workload of 10–15 hours Dissemination measures such as a website and platform, social media activities, multiplier events (1 per country with approx. 50 participants), networking and publications as well as conference participation will expand the number of young people enrolled in the training at least once by the end of the project to a total of around 300 and other people personally and provenly reached in principle to around 600.

<< Background >>Artificial intelligence (AI) is expected to play a major role in shaping global competitiveness and productivity over the next couple of decades, granting early adopters significant societal, economic, and strategic advantages. As the pace of AI innovation and development picks up—underpinned by advancements in big data and high-performance computing—the United States and China are both in the driver’s seat. Europe, meanwhile, despite having certain advantages such as a strong industrial base and leading AI research and talent, is punching far below its weight. This state of affairs is especially due to the fragmentation of the EU’s digital market, difficulties in attracting human capital and external investment, and the lack of commercial competitiveness.<< Objectives >>#NEXT aims:- To promote AI through the most simple ways to build trust in AI (why and how to trust AI),- To raise awareness of the importance of AI in social, political, and working life in the EU society,, - To raise awareness in society, train and act as a bridge amongst research, government, and citizens for trustworthy use of AI,- To bring youth operators (youth-led NGOs), youth workers, young people, researchers, policy-makers, and universities to improve young people’ critical thinking, problem-solving, and decision-making skills and give them a chance to improve AI’s norms (legal infrastructure of artificial intelligence); policies, ethics, law, and practice, - To produce value-oriented, human-centric, and specific skills-focus development-related academic studies in the field of AI, - To give a voice to young people on how to shape AI’s norms in developing better AI regulations, policies, rules, and legislation in the EU,- To contribute the EU's AI research policy, and innovation area in developing better, digital, resilient, innovative and trustworthy growth of AI ecosystem,- To increase the critical thinking, creativity, and decision-making skills of young people (18-30) and youth workers and increase their active participation in civic life ​​on how to shape and or build AI norms for leading society to trust AI and AI-related ecosystem.- To try to lead the societies in having necessary key competencies; to trust AI and build a trustworthy AI ecosystem.- To build different skills and competencies on why and how to trust AI and how to build a trustworthy AI-related ecosystem, - To strengthen young people and youth worker's soft skills and digital experiences by applying dedicated tools within the project,- To lead young people to have research, discussion, critical thinking, creative problem solving and analytical thinking skills,- To raise awareness of the importance of AI in social, political, and working life. - To bring youth operators (youth-led NGOs), youth workers, young people, researchers, policy-makers, and universities to improve young people’ critical thinking, problem-solving, and decision-making skills and give them a chance to improve AI’s norms (legal infrastructure of AI); policies, ethics, law, and practice. For this to happen,- To produce a e-learning course on improving young people's critical thinking, decision making and problem-solving skills, and will produce value-oriented, human-centric, and specific skills-focus development-related academic studies in the field of AI. -To give a voice to young people to shape AI’s trustworthy norms in developing better AI norms, policies, and practices in the EU.<< Implementation >>During the #NEXT cooperation, the following activities (A) will be implemented: A1. 5 face-to-face transnational project meetings and 10 online meetings will be implemented to cooperate and communicate about the proejct activities.A2. Local LTTAs: Each partner will implement three local-level LTTAs for young people to increase their soft skills . Each LTTAs will be participated by 20 young people. These LTTAs will be local-level training and will take 2-day-long. In here, each partner will train 60 young people. A total of 360 young people are empowered. During the Local LTTAs, the followings will be covered:- How and why to trust AI, - How to build trustworthy AI ecosystems,- What norms should the AI have?- What should the governments do in terms of AI norms?A3. '''#NEXT AI norm shaping camp''. The camp will be organized for youth workers (youth operators; youth NGOs, youth informal groups). Each camp will be participated by 20 youth workers. A total of 360 youth workers will participate in the '''#NEXT AI norm shaping camp'''. The camps will take 5-day-long. After each camp, a report will be written. During the '''#NEXT AI norm shaping camp'', the following topic will be covered:- What should be the roles of youth associations in decision making process in shaping AI's romps?- What should youth associations do in the process of arranging AI's norms?- How can the youth associations be included in the process? A4. During #NEXT cooperation an staff LTTA will be organized. The LTTA will aim to train our staff. The trained staff will train the young people within the scope of the local LTTAs. Again, the trained staff will organize '''#NEXT AI norm shaping camp''.A5. A project logo will be created. It means that #NEXT partners will create the project's branding value.A6. During the #NEXT cooperation, #NEXT ease AI Documentary'' will be produced in promoting AI though the most simple is a motivational video for leading the society in understanding what AI is, what AI can do now, and what AI will do in the future. The goal of this PR is to demonstrate AI through the most simple and lead the society understand the AI technologyA7. PR 2 #NEXT Curriculum on teaching soft skills.The curriculum will be a material for youth workers to teach young people soft skills on why and how to trust AI.A8. PR3. ''#NEXT Toolkit for trainers'' will be improved. The tool-kit will be a complimentary material for PR1. The tool-kit will include case studies, NFE tools methods and learning/teaching and training materials. A8. PR4. ''#NEXT eLearning platform'' will be created. The web-platform will be for young people and youth workers. The platform will include PR1 and PR2 e-Leaning version. The platform will oleo be used for PR5 ''#NEXT Outreach campaign''.A9. PR5 #NEXT Outreach campaign will be run. The campaign will aim to inform the public; what is AI? What can now and will do in the future? What future does AI provide? Why is it important for society? What norms should it have? Who should be included in shaping the AI's norms? A10. PR6. ''#NEXT Policy Recommendation''will be created. To collect all of our experience, understanding, and knowledge that we gathered during this project, sit down with YOUTH leaders, governors, policy-makers, researchers, politicians, end-users, beneficiaries, and other stakeholders; and come up with a policy proposal for government and quality agencies to assist them finding the answers to the following questions:- How and why to trust AI, - How to build trustworthy AI ecosystems,- What norms should the AI have?- What should the governments do in terms of AI norms?- What should youth associations do in the process of arranging AI's norms?- How can the youth associations be included in the process?A11. 6 National Multiplier events will be implemented.A12. Various dissemination activities will be implemented; stakeholders visits, e-newsletters, virtual conferences. (Not limited to<< Results >>PROJECT RESULTS (PR):PR1. #NEXT DocumentaryPR 2 #NEXT Curriculum on teaching soft skillsPR3. #NEXT Toolkit for trainers. PR4. #NEXT eLearning platform.PR5 #NEXT Outreach campaign PR6. #NEXT Policy Recommendation. Local LTTAs: Each partner will implement three local-level LTTAs for young people to increase their soft skills . Each LTTAs will be participated by 20 young people. These LTTAs will be local-level training and will take 2-day-long. In here, each partner will train 60 young people. A total of 360 young people are empowered.During the Local LTTAs, the followings will be covered:- How and why to trust AI, - How to build trustworthy AI ecosystems,- What norms should the AI have?- What should the governments do in terms of AI norms? '''#NEXT AI norm shaping camp''. The camp will be organized for youth workers (youth operators; youth NGOs, youth informal groups). During the project, #NEXT will organize 3 '''#NEXT AI norm shaping camp'''. Each camp will be participated by 20 youth workers. A total of 360 youth workers will participate in the '''#NEXT AI norm shaping camp''' totally. During the '''#NEXT AI norm shaping camp'', the following topic will be covered:- What should be the roles of youth associations in decision making process in shaping AI's romps?- What should youth associations do in the process of arranging AI's norms?- How can the youth associations be included in the process? OTHER TANGIBLE RESULTS:- 15 newsletters (5 per partner) will be produced during the project,- A Facebook, an Instagram, account, and a YouTube channel will be created to promote the project on social media, - 5 face to face transnational project meetings,- 10 online transnational meetings,- 1 staff LTTA,- 6 local multiplier events,- A proejct logo, EXPECTED OUTCOMES:Young people (aged 18-30) will be able to:- trust what AI can now and will offer in the future, and will engage in AI's trustworthy development,- improve their soft skills; critical thinking, problem-solving, and decision-making skills, - be part of AI's trustworthy development,- lead the society in trusting AI,- be part of changes in research area of the AI, - be decision makers in forming AI's norms, - increase the use of learning outcomes when describing and defining qualifications, parts of qualifications and curricula, in support to teaching and learning,The participant associations will be able to:- increase capacities for blended teaching and assessment,- modernized curricula in the areas of AI,- lead the society in trusting the AI, - increased knowledge of educators and students in the areas of AI development,- increase more inclusive and student-centered IT education,- improved connectivity amongst higher education institutions, youth-led NGOs, research associations and policy-makers across Europe,- improved the management, research reporting and management capacities,- reinforce interaction between practice, research and policy in AI field,- improve more strategic and integrated use of ICTs and open educational resources (OER) in youth education and training,- develop new and increased inter-regional and transnational cooperation of public authorities in the field AI of education, training and youth,

<< Background >>The tourism industry, its content, its organisation and design, its regulation and protection, are all undergoing great changes very much accelerated with the advent of the COVID-10 pandemic. Tourism creates employment for people of different ages and skill levels with around half of the tourism workforce in OECD member countries working in small and medium enterprises or SME’s (OECD, 2018). According to Eurostat (2020) 11.7 million Europeans, 9% of the labor market were employed in tourism. Still, COVID-19 impacted negatively the tourism industry as any other sector: the shutdown of the economy in an attempt to contain transmission led to the layoff of 5.7 million EU workers in the first six months of 2020 (EUROFOUND:2021, “Living and Working in Europe”). As employment steadily returns and digital connectivity increases significantly, the need for digital skills is impeative. The Partnership has closely watched the impacts COVID-19 brought to the tourism industry isolating the following needs: EMERGENCE OF NEW SKILLS TO MEET TOURISM INDUSTRY DEMANDS POST COVID-19The need to virtualize work has accelerated digital transformation, as well as deepened differences of digital skills gaps across people and companies. The “Rethink Global Travel Survey” indicates that a significant number of tourism employees will require new digital skills to meet every-day operations (AMADEUS:2020). Digitalization of tourism services will further revolutionized the industry by altering barriers to entry, facilitating price comparison, revolutionizing distribution channels, optimizing costs and improving production efficiency with an internet penetration rate in Europe more than 80%. With international tourism growing more quickly over the past 5 years than the world goods trade, digital tourism services will stay at the forefront of innovation (UNWTO, 2019).EMERGENGE OF SKILLED CONSUMERS: The new demand pattern shaped by the rise of skilled clients, is a challenging opportunity for the industry’s future. Sophistication, social status and connoisseurship are not any more the privilege of an elite, but are associated with tourism, experience seeking and edutainment. Skills in creating experiences, both in the real world and with the use technologies like virtual and augmented reality, multivision, gamification and mobile apps will be important for the future of tourism. The 2018 CEDEFOP report “European skills and jobs survey” shows that in the digitalized economy about 85% of all EU jobs need at least a basic digital skills level. However, to survive in the digital economy, not only good digital skills are required but also “a healthy mix of cognitive skills like problem-solving, creativity, learning to learn and socio-emotional skills such as collaboration and co-creation.EMERGENCE OF MIXED TOURISM EXPERIENCES: The constant use of e-devices in daily life impacts the common sense through the interpretation of visual codes. Digital Publishing 4.0 is marked by fused technologies that promise an unprecedented level of consumer interaction with content through smartphones, e–readers, and tablets, as well as an equally engaging experience through computers. However, travelers are no longer satisfied with superficial tourist activities – instead, they’re searching for an in-depth understanding of their destinations. In other words, they want to experience authentic local lifestyles, customs and culture. Accordingly, millennials from all over the world prioritize authenticity in their travel experience (ITB Travel Report, 2018). The tourism industry needs to learn to develop immersive and pervasive solutions for cultural experience and thus bring the quality of cultural content to unprecedented new levels. Heritage4Growth trains VET teachers to exploit the powers of the digital culture towards the delivery of quality tourism experiences connected to, as it is the only process that can support added value and destination loyalty.<< Objectives >>The mobilisation against COVID-19 in 2020 has disabled the European labor market to perform. Some 40 million European workers were estimated to be in receipt of some state support in May 2020 (EUROFOUND Report, 2021). Tourism and the hospitality industry are one of the most affected sectors and will require a thorough re-organization in the post COVID era. In this vein 3 major challenges have been identified:1. TACKLING TECHNOLOGICAL SHIFTS TO MEET TOURISM INDUSTRY NEEDS: Since the introduction of the internet and later on mobile telephony then tourism demand is shaped by constantly evolving technologies: robots, Artificial Intelligence (AI)and service automation are disrupting the way travel, tourism and hospitality companies operate and raise specific skills requirements for employees. Geographical Information Systems (GIS), Virtual reality (VR), Augmented reality (AR), Multivision Technologies (MVT), Mobile Applications (Apps), Gamification (GMF), multimedia, and digital publishing are not restricted to business operation, but are affecting the cultural landscape at destination level. VR is providing alternatives for tourist experiences in areas where the environment is too vulnerable or culturally sensitive to allow visitation; MVT is reconstructing the past in the most artistic way delivering exceptional experiences at heritage places; digital publishing via multimedia i/eBooks are mediating onsite and offsite cultural experiences guiding visitors to mastery an autonomy. Recent tourism market trends point to a rise in popularity for trips that deliver unforgettable experiences, authenticity, sustainability and a sense of achievement for the traveler. It is evident that the use of constantly evolving ICT technologies requires highly skilled human resources to use and manage competitive tourism products and services. Heritage4Growth is ensuring a strategic training in the use ICT to deliver the expected transformation of the tourism experience providing VET teachers with relevance and competitiveness in the digital landscape. 2. ADDRESSING DIGITAL PERFORMANCE IN TOURISM EDUCATION: With a constantly evolving demand side (tourists) preparing and booking their travel experiences digitally via electronic devices, smartphones and other portable devices, the emphasis on skills would be to timely respond to these trends with adequate training. These more digitally savvy tourists enter the travel market require companies to stay permanently connected with their customers, track their preferences over time and build close relationships and loyalty and expect fast and effective responses from the service providers. The effective and efficient use of technology to serve customers and implement the various business processes requires that tourism and hospitality employees have digital skills respective to their job position. Heritage4Growth intends to bridging this tech skills gap and enable VET teachers already in the workforce to become digitally-empowered and support digital innovation in tourism education.3. BALANCING THE DIGITAL SKIILLS SUPPLY IN TOURISM EDUCATION: Heritage4Growth investigates the level of their digital skills among VET teachers: if is lower than the level necessary for the respective job role, the lack of sufficient digital skills could be a hurdle to the development of a competitive workforce. It is thus imperative to put emphasis on digital skills to support job roles and functions that can cut across different job positions as the wide variety of job roles in tourism need to work with more sophisticated devices and software packages. Therefore, it is important to identify the digital skills gaps of tourism and VET teachers according to their role in education and identify those digital skills that tourism and hospitality companies would need to invest in. By providing for novel digital skills Heritage4Growth aims to deliver resilient competencies to VET teachers and promote a holistic tourism education<< Implementation >>Heritage4Growth helps establish a new paradigm for upskilled pathways in entrepreneurial education by addressing the changing nature of ICT, with multiple users interacting with multiple technologies. Boosting green skills considering the 17 SDG and the EU Green Deal. To achieve the goals aforementioned Pact4Skills is structured in a multilayered fashion.PART I: PROJECT MANAGEMENT which includes 3 Activities: ACTIVITY 1: Coordination and management including 4 physical partner meetings and two teleconferecnesACTIVITY 2: Monitoring ControllingACTIVITY 3: Project Management MeetingsACTIVITY 5: Reporting and DocumentationPART II: PROJECT COMMUNICATION is a paper-free and low carbon implementation which includes 3 Activities2.1: Development of the Project Visual Identity (Logo and Project Templates)2.2. Development of the Project Outreach Tactics (Communication Plan; Target Group Strategy; Videoflyers)2.2. Development of the Communication & Social Media Tools (Website; Social Media Campaign)PART III: PROJECT RESULTS, comprising 3 planned results:RESULT 1: DEVELOPING HIGHER SKILLED WORKERS AMONG VET TRAINERS WITH SELECTED DIGITAL TOOLS AND APPLICATIONS which includes two tasks: TASK1: COMPILATION AND TESTING OF DIGITAL EDUCATIONAL TOOLS and TASK2. WEB-BASED TRAINING (12 Web-based Training Sessions) concludes with one Report on the best available free educational digital tools and in the upskilling of 60 VET teachers in the workforce.RESULT 2: APPLYING GAMIFICATION ΤΟ ENGAGE VET TRAINERS WITH A NEW SERVICE DESIGN FOR THE TOURISM SECTOR includes 4 Transnational Study Visits and Training Workshops to train VET teachers into the gamification of heritage. 60 VET teachers in the workforce learn how to signify tourism attractions and plan for outstanding experiences; b) practice in situ the Game Design in the UNESCO listed Medieval City of Rhodes; c) porotype their own creations in Liberec/CZ; d) perform the Game the Unesco listed city of Rome/ITRESULT 3: DESIGN AND DELIVERY OF A NEW TOURISM SERVICE PROTOTYPE WITH A WEB-BASED APP. 60 VET teachers in the workforce acquire skills in game design b) delivering 6 Game Plans in Romania, Greece, Italy, Czech Republic, Netherlands and Turkey and b) by co-creating the WEB-BASED APP that will accommodate the 6 Cultural Games.INTENSIVE COMPOSITE TRAINING IN GAMIFICATION TO REWIND THE TOURISM SERVICE DESIGN: 10 LTTA Activities in the UNESCO listed Medieval City of Rhodes Greece will unlock the detail design of gamification in tourism with practical experiences in situ. The Training Program familiarizes 60 VET teachers with: A) the conditions under which immersive experiences take place in cultural with special emphasis on the construction of cognitive-emotional heritage narratives for non-captive audiences; B) the gap between monument meanings and the audience in order to propose and apply means for value-driven communication model for non-captive audiences at heritage places; C) how new services are generated in the creative economy through the co-creation of validated contents by non-captive audiences; D) how WEB 4.0 tools are affecting the cognitive paradigm in cultural destinations and how the tourism sector should be addressing the challenges to offer cultural services to experience-seeking customers4 MULTIPLIER EVENTS in Oradea, Romania; Konya,Turkey; Liberec, Czech Republic; and Rome, Italy demonstrate project achieved results to employers and multilevel actors from the public-private and third sector and allow for follow-up projects, academic input and the adoption of heritage policies into the respective VET policies in the Project Area; communicate Project contents in its transnational dimension enabling benefit spread, showcasing Project achievements and beyond networking key actors within the philosophy of transparency and public benefit; disseminate 6 Heritage Game and create followers among employers and customers.<< Results >>The World Economic Form Report (2018) emphasizes that disruptive technological and socio-economic forces swiftly outdate the shelf life of people’s skillsets and the relevance of what they thought they knew about the path to social mobility and rewarding employment. The rise of artificial intelligence is upending the primacy of human expertise in the economy. To succeed, future skilled workers shall complement the work done by mechanical or algorithmic technologies, and ‘work with the machines. However ageing workforce, extension of working life, technological, organizational and market changes become barriers to career paths and social equity. There is a need to apply the technology-intense-experience in heritage tourism and establish the Skills Portfolio for the design and delivery of outstanding experiences at heritage places. To address this need Heritage4Growth delivers a durable set of transversal skills to 60 VET teachers developed in cooperation with the employers and multilevel actors aiming at strengthening employability, creativity and new professional paths. In this way solutions are developed for product-process innovation in the tourism sector bringing together academics, experts, practitioners, businesses and policy makers.Heritage4Growth will have established long lasting partnerships in the Project Area and beyond in order to: a) trace shortcomings, gaps and mismatches in skills supply and demand to rewind the tourism service design; b) stimulate knowledge and exchange between the world of education and the world of work; c) to upgrade tourism education with digital skills and transversal competences. In this way Heritage4Growth builds an unprecedented EU-wide opportunity to invest in human capital and terminate the vicious circle of recycling silent heritage encounters. By applying project-based learning in 6 designate cultural sites, 60 VET teachers engage in culture-driven innovation inspiring new forms of cultural services and attracting generating innovation in the traditional (re)production of tourism. A new skill-mind-set is inducing skills sophistication with tourism generation models built on customer insights, key experiences and stakeholder participation integrating transversal key competences into educational innovation. Heritage4Growth develops a highly replicable VET TRAINING PORTFOLIO, which includes:7 SKILLS-BASED INNOVATIONS―6 Digital Cultural Services generated by 60 VET teachers in Romania, Greece, Italy, Czech Republic, Netherlands and Turkey―The WEB-BASED APP 36 TRAINING ACTIVITIES ―12 Web-based Tutorials ―4 Transnational Study Visits―4 Training Workshops―10 LLTA Activities in Gamification―6 Game Design Plans―6 Game Prototypes 1JOINT METHODOLOGY IN THE GAMIFICATION OF HERITAGE―The Gamification Portfolio for VET Teachers1 QUALITY ASSURANCE PLANPUBLICATIONS (6)6 Digital Publications on Game Design14 LOW CARBON COMMUNICATION TOOLS ―Project Website ―Social Media Campaign―Communication, Dissemination and Visibility Plan―Project Advertisement Spot―6 Videoflyers―2 Press Conferences ―The Visual Identity Kit ―Project e-Brochure12 PROJECT MANAGEMENT, ADMINITRATION, COORDINATION AND MONITORING TOOLS ―Steering Group Committee―Quality Control Committee―6 PM Meetings―PM Toolkit―Evaluation Plan―Interim Report―Final ReportPROJECT EVENTS ―12 Web-based Tutorials―4 Transnational Training Events―6 Press Events ―4 Multiplier Events―10 C1 Training Activities―International ConferenceCOMMUNICATION IMPACT120 Multilevel Actors are informed about Project results in Romania, Greece, Italy, the Czech Republic, Netherlands and Turkey.30 employers are invited to attend the Game Performance at the International Conference30 journalists invited to attend 20 scheduled press events report to industry sector about achieved results and the general public.