We jokingly call them “geeks”, sometimes “nerds”. In the popular “Big Bang Theory” TV show they are portraited as super-smart scientists who possess technical and scientific knowledge and skills to ride the digital and technological revolution but lack social and communication skills to transfer their knowledge.In real life, these professionals, working in education, or in innovation hubs such as FabLabs, are a great knowledge asset to capitalize if we want to increase the number and variety of learners to become aware, acquainted and proficient in STEM and digital skills as key skills for future occupations but more generally social and life purposes. G4E (Geeks for Education) encourages collaboration and synergies between school education, industry and non-formal learning settings. Our partnership intends to support educators coming from such organizations – our geeks - to become proficient teachers/trainers and to use digital technologies and STEM in collaborative, creative, attractive and effective ways, also equipping them with methods and tools to transfer know-how to different learners in an inclusive way.G4E is an alliance of 12 partners coming from 7 EU countries: France, Spain, Italy, Portugal, Greece, Hungary and Luxembourg. It includes schools at different ISCED levels (College Verlaine, Diophantus, AKG, and a dozen of other associated schools) research and technological education (Centrale Lille, CNRS-IEMN) tech hubs (Fabcube, Fablab Budapest, Inercia Digital, InterMediaKT) and NGOs that are active in the field of inclusive non-formal digital education (2050, WIDE and AMC). The objectives of the project are:1.to capitalize on existing practice where non-formal and innovative education provided by tech hubs and organizations becomes added value for inclusive, more attractive and effective STEM and digital education in and with schools 2. to define an innovative cross-disciplinary and inclusive pedagogical methodology for STEM teachers, entrepreneurs and non-formal educators 3. to test and streamline the methods through cross-disciplinary, inquiry-based learning, experiential and connected learning4. to disseminate and promote the G4E tools and methods by making them accessible through blended and OER platformsThe most important results and expected impact during and after the project’s life cycle include:- 4 main outputs, including a collection and assessment of practice through a process of “benchlearning” (IO1), a methodological framework for “connected and transformative learning for Geeks in education” to improve pedagogical and soft skills of educators (IO2), innovative educational formats to attract and improve STEM and digital skills at local level (design IO3 and testing IO4 of the G4E learning experiences), - an Open Education Resource Centre to support the close cooperation among different educational fields.- 6 local events and one final transnational event, to share and disseminate the results of the project and to promote its approach to external stakeholders- 2 short-term joint staff training for digital educators of the expected duration of 5 days each – the material and topics covered in the training will be available for other and educators on the project’s Resource Centre- 16 blended mobilities of educators in four countries for the duration of 8 days each- 6 transnational project meetings, to share, evaluate and make strategic decisions on the project’s progress.Participants are specialists from different fields, we create links among different types of teachers/trainers (formal and non-formal education), technicians and tech experts, entrepreneurs, and students. Pupils, students, trainees are the main beneficiaries of G4E: about 500 will be directly involved in the project’s implementation and evaluation. Schools, decision makers and competent bodies at local and regional level are also targeted because they can positively influence political and strategy change.The foreseen impact at the end - and hopefully in the longer term - will be the improved operational and strategic capabilities of internal stakeholders (partners and their organizations), for external stakeholders (other education providers, schools, NGOs and local partners, research and higher education organizations), increased awareness of the project’s potential to support achievement through collaboration and synergies between industry, formal and non-formal education, training and learning policy- and decision-making bodies. Finally, the most important impact will be on the final beneficiaries (geeks and their students or learners). As a result of testing, implementation and dissemination of the project’s approach, the expected impact on the young generations is: Improved uptake (especially for girls and other groups at disadvantage) of STEM and digital skills, improve digital literacy, transversal and sustainability skills.