The Coastal Hazards – Risks, Climate Change Impacts and Adaptation (COASTHazar) is an EMJM Programme that aims at providing master’s students with state-of-the-art knowledge, skills and competences to meet challenges that coastal hazards and associated risks may pose, to assess and tackle the impacts of increasing human activities and climate change in coastal areas, and to design adaptation measures to minimize those impacts. The COASTHazar EMJM programme will increase the number of professionals with holistic and multi-disciplinary knowledge across the world, who can contribute to safeguard society against coastal hazards and global change at the coast line, and associated risks. The COASTHazar EMJM programme is intended to address the objectives of Key Action 2 (Erasmus Mundus actions), aiming at fostering excellence and worldwide internationalisation of higher education institutions via study programmes, jointly delivered and recognised by higher education institutions. The COASTHazar EMJM programme is an integrated and multi-disciplinary master’s programme, offered by three eminent higher education institutions: IHE Delft (coordinator), from the Netherlands, University of Algarve, from Portugal, and University of Cantabria, from Spain, together with a group of 34 Associated Partners, public and private (academic and non-academic). The proposed COASTHazar EMJM programme (120 ECTS, 2 years long) is based on the shared vision and complementary expertise of the three partner institutions. A vision that coastal areas and coastal settlements face increasing hazards and risks, due to climate change, population and economic growth and increased urbanization, that need specific and dedicated holistic and multi-disciplinary knowledge and competences to deal with proper adaptation and management measures. This vision is shared by the consortium associated, that have stated the current need of these professionals in the labour market.

Promoting LLL in HE by implementing innovative practices in RPL - EDUPROHigher education institutions and lifelong learning education keep searching for new ways of coexistence and cooperation. The important task of finding the right framework and right solutions to recognize prior learning outcomes resulted from everyday life experience, work environments and numerous social practices became a priority task in integrating HE and LLL.HEIs in Poland are currently in the stage of intense search for their own strategies and solutions when it comes to integrating LLL and RPL. Erasmus+ creates possibilities of learning from the experiences of more advanced partner institutions in EU, analysing their policies and strategies and build its own systems and tools of RPL while allowing European partners critical view of their own practices through action research process and the exchange of their experiences in the field. EDUPRO project was responding to the need of: widening participation in education for adult learners ( over 25 years old), promote and validate learning in non-formal and informal learning settings (i. e. workplace learning), create new curriculum and educational programmes for learners without prior academic experiences. Added value of the project was the involvement of other stakeholders (employers, local government, NGO’s) in the process of shaping key competences and skills essential for the market, local communities and active citizenship practices. There were four HEIs involved in the project, all of them experienced in participation in international research projects: DSW (University of Lower Silesia) – non state academic HEI established in 1997 in Wroclaw, Poland. University of Algarve, Portugal - HEI well known for its reach network of international cooperation and strong ties with local stakeholders. University of Warwick (UK) – one of the biggest and most prominent HEI in Great Britain with reach offer in LLL. University of Gdansk – one of the top state founded HEIs in Poland.Activities within the project led to create and test best practices and solutions (organizational, institutional, procedural and staff related) in LLL and RPL based on more advanced partners’ experiences, and to analyse current state of the art in RPL in EU based on resources of HEI. Main tasks of the project were: sharing experiences between partners, sharing resources and working materials, comparative studies between institutions as LLL leaders (case studies, action research, documents analysis), experimental implementation of RPL solutions in Poland based on recommendations for Polish practitioners in HEIs, creating an educational offer for learners from non-academic environments (non- traditional learners of all age and background).The outcomes of the project are both intellectual (institutional profiles, recommendation, research report on action research, guidelines for staff, website, papers and articles) as well as promotional and linked with dissemination of the project results (conference, workshops for the stakeholders). Long term results of the project are: raising awareness of LLL significance as a key learning practice through disseminating the outcomes of the project after its finishing, involving every possible open access resources to promote it.Long term results of EDUPRO are focused on HEIs and address the necessity to open up towards new groups of learners with diverse learning experiences, social and cultural capitals as well as new learning resources.

"<< Background >>The APATCHE project is grounded in a clear need, in the partners’ institutions and all over Europe, which is the result of 3 concurring factors: (1) As many European policy documents acknowledge, competence in several languages is a ""conditio sine qua non"" of mobility, cooperation and inclusion, which are key to good higher education (HE) in Europe. However, EU-funded training programs were mainly aimed at secondary education. Projects involved with HE were aimed at creating principles, descriptive frameworks and benchmarks. Little to no effort was undertaken to train HE teachers in the actual use of plurilingual approaches. (2) Scientific evidence shows that plurilingualism has many advantages. Plurilingual individuals do better in society (they are better at stress-management, team-work, problem-solving and learning abilities, get better jobs and incomes, are happier and have fewer chances of neurodegenerative disease) and in language learning (plurilingual approaches generate increased learning efficiency, autonomy and motivation). (3) Nonetheless – although there is currently no empirically validated data, which is a knowledge gap the APATCHE project seeks to fill – awareness of plurilingual approaches in HE is low and language learning is still conceived under monolingual approaches, either by teaching L2 in isolation, or by considering it to be a non-problematic vehicle for knowledge transfer (as can be the case with EMI – English as a medium for instruction). As a result, the plurilingual competence of HE staff needs to be developed, in order to prepare universities in Europe for the challenges of (a) increasingly international student audiences; (b) the increasing weight of the dominant Anglo-American monolingual view on science which isolates scientific knowledge from Europe’s multilingual diversity; (c) as well as the need to foster and develop a multilingual, multicultural ethos in our students, as a prerequisite for the EU’s diversity and inclusion policies. Therefore, the project’s target group, in the partner institutions which we consider to be a laboratory for further implementation in HE throughout Europe, is composed of: (1) a primary target group, i.e., language teachers in HE, for whom we will provide state-of-the-art publications usable in the HE classroom, curriculum recommendations, a descriptive scale of plurilingual competence usable as learning outcomes, and an open online training course. Although primarily aimed at language teachers, this target group includes all teachers in HE, of whatever knowledge domain, confronted with various languages in the internationalized, multilingual classroom; (2) our secondary target group, specifically with regard to the policy and curriculum recommendations we shall produce, comprises HE curriculum and policymakers, at the institutional level (rectors, deans, presidents of curriculum commissions), as well as in local, national and European educational politics; (3) Finally, we firmly believe that an indirect impact of the program in the long-term may be that language students in HE that will have been confronted with more efficient and motivating plurilingual approaches during their training, may consequently adopt these in their own future teacher careers, rather than repeat the monolingual approaches they are learning today. This way, the project tackles tomorrow’s need for teacher training at its source, i.e., by having pre-service teachers profit, for their future careers, from the training provided to their trainers.<< Objectives >>The aim of the APATCHE project is expressed by its acronym and title. It is to “Add Plurilingual Approaches to language Teacher Competences in Higher Education”, by raising awareness through various publications, dissemination events, a methodology for curriculum development and an online training course. Plurilingual approaches to language learning and teaching are approaches that value all languages present in the increasingly multilingual international classroom in higher education (HE) as a single, comprehensive set of competences. The APATCHE project wishes to raise awareness of the importance of such a plurilingual approach and to provide the necessary means of introducing them in HE all over Europe. To that end, we shall try to answer three questions, namely What is it?; Why is it needed?; and How can we implement it?(1) With respect to the ‘What?’ question, our objective is to raise awareness of, and to collect, provide and disseminate knowledge on the importance of plurilingual approaches in HE (and knowledge construction in general), embracing national languages as well as English as the predominant lingua academica and allowing for learners to develop language skills more effectively, while increasing autonomy and motivation, and fostering positive intercultural attitudes; the advantages of plurilingual learning as compared to monolingual approaches; the importance, for reasons of dissemination and societal impact, of scientific knowledge development in local and national languages as well as in English; necessary skills and attitudes to be developed and fostered; ways to develop these.(2) With respect to the “Why?” question, our objective is to raise awareness of the need for, and usefulness of plurilingual approaches in HE, both in (foreign) language classrooms and in multilingual classrooms in which languages are not in themselves the object of instruction, but a means of deepening conceptual knowledge, of enhancing student motivation and learning effectivity, and of increasing the ability for future graduates to communicate scientific knowledge to citizens and create future impact in European societies. (3) Related to the “How?” question, our third objective is to create ways of allowing HE teachers to familiarize themselves with possible methods and scenarios to bring plurilingual approaches into the HE classroom and to acquire the necessary competences to do so.Consequently, the projects’ concrete objectives and project results allowing to achieve those objectives are the following:oTo collect and to disseminate by means of publications, both scientific and in laymen’s terms, usable in the HE classroom, the currently lacking state-of-the-art regarding plurilingual approaches and methodologies – by means of a synthesis of scientific knowledge and a review of contributions by past and ongoing EU-funded projects;oTo provide by means of a Europe-wide APATCHE survey, and to disseminate the currently lacking empirical quantitative and qualitative data regarding awareness, knowledge and use of plurilingual approaches in HE in Europe;oTo provide, on that double basis, and to disseminate the currently lacking knowledge- and evidence-based curriculum and policy recommendations for the implementation of plurilingual curricula in HE; oTo provide, on the same basis, and to disseminate the currently lacking descriptive scale of plurilingual competence (knowledge, attitudes and values, skills) specifically for HE; oTo provide the currently lacking online platform for teachers in HE to acquaint themselves with plurilingual competence (answering three central questions, namely What is it? Why is it needed? and How can we implement it?) and to familiarize themselves with the necessary skills and attitudes and with possible educational scenarios to implement successful plurilingual approaches.<< Implementation >>Project activities are open to the public and free of charge. They will be carried out throughout the project lifespan and will include:- a kick-off event in Kaunas in January 2022;- Multiplier Events, open to all, organised in all partner institutions, in Dec. 2022 (Antwerp), June 2023 (Kaunas), January 2023 (Warsaw), June 2024 (Faro), and Dec. 2024 (Milan). During multiplier events, project results are revealed and discussed by specialists in the field, as well as the public. All multiplier events will be broadcast live via the APATCHE YouTube channel, open to all and free of charge;- a survey, launched in Dec. 2022, repeated in 2024 and 2027, in which all HE teachers throughout Europe, either teaching languages or being confronted with multilingual international classrooms are invited to participate; - online open-access publications on the APATCHE webpages- scientific publications in open access- conference papers delivered and scientific articles published by team members- and the creation of a single, comprehensive information hub online (www.apatche.eu), in which all necessary knowledge and tools for successfully implementing plurilingual approaches, thus enhancing learner efficacy, autonomy and motivation while fostering positive intercultural attitudes, will be united.<< Results >>As explained above, our project aims at Adding Plurilingual Approaches to HE, by producing a set of results (referred to as Intellectual Outcomes, IOs) raising awareness of and providing training in such approaches: (1) IO1 comprises a number of publications, both scientific and in laymen’s terms, usable in HE. These publications raise awareness, provide the currently lacking state-of-the-art, as well as materials for a training course (see IO3-4-5 below). All publications are disseminated through multiplier events (ME) in all partner countries and are published in open access, on the APATCHE webpage (IO6, “w”) or with scientific editors (“ed”). IO1.1 – A Vademecum of terminology (w) which defines key concepts related to plurilingual learning methodology; IO1.2 – The Plurilingualism Reader (ed) composed of a critical introduction and a set of 10 to 12 seminal papers, published with Routledge or Multilingual Matters; IO1.4 – Policy and curriculum recommendations (w) additionally disseminated through the ELC, CERCLES, CIUTI and EASSH networks, as well as to local, national and European stakeholders, within academia and the political world; IO1.5 – a collective monograph (ed) presenting all project results, submitted for publication at project completion, in golden open access, aiming at a decisive impact as it will be the state-of-the-art on which to build all future work on plurilingual approaches in HE; In addition, the project will generate and publish new scientifically validated data on languages in HE in Europe, by means of IO1.3 – quantitative and qualitative analysis of a substantial set of data obtained by a Europe-wide survey launched at the ELC conference in Dec 2024. The results of the analysis will be part of IO1.5 but will also be disseminated at scientific conferences and in papers presented to Sustainable multilingualism, the Journal of European language policy, the International Journal of Multilingual Education and the International Journal of Multilingualism. As part of the project’s impact, in the long run, partners commit themselves to repeating the same survey in Nov 2024 and Nov. 2027, thus producing a longitudinal study (IO1.3bis), disseminated through the same means, that measures project impact after 3 and after 6 years. (2) Second, the project provides a descriptive scale of plurilingual competence (w) usable as HE learning outcomes (IO2); this scale will be published on the APATCHE webpage (IO6) and disseminated through relevant networks. (3) Finally, based on all previous IO, the project provides didactic materials and training possibilities needed, in the form of a multilingual three-part open online training course (IO3-4-5) related to the questions what plurilingual approaches are (4h. Module 1); why they are needed in HE (2h. Module 2); and how they can be brought about (6h. Module 3). Participants will be invited to submit materials of their making, so that the course pages become a repertoire of educational scenarios and examples in many languages and will receive certification by means of a microcredential. The project results and impact we aim at with these IOs are: -a rise in awareness of plurilingual approaches and their importance in HE, through the promotion and dissemination of knowledge; -a rise in the implementation of plurilingual teaching and curricula in HE in Europe, by providing the necessary tools on which such approaches can be built; -the creation of new, innovative teaching practices and inclusive approaches in HE to linguistic and cultural diversity, that contribute to building inclusive societies in Europe based on plurilingual, pluricultural values to be associated with internationalization; -the availability and dissemination, including after project completion, of relevant publications, scientific evidence, tangible training materials, and a repertoire of good practices and learning scenarios, in English and in a large set of national languages."

<< Background >>Resilience is the capacity of human beings to face adversity, to adapt and overcome tragedies, traumas, threats or severe stress. Being resilient does not mean not feeling discomfort, emotional pain or difficulty in the face of adversity (death of a loved one, serious illness, loss of a job, financial problems, etc.), but adopting a positive attitude towards it. Resilience involves a series of behaviours and ways of thinking that anyone can learn and develop as another area of their education. So, resilience could be taught, learned and trained (Robertson et al., 2015).Interest in resilience has fluctuated over the last half century, but it is now emerging in many fields of research for several reasons. On the one hand, there is a widespread alarm about the increasing threats from natural and technological disasters, pandemics, terrorism and political conflicts around the world (Masten 2014, 2021). For a year and a half, we have been suffering a serious global pandemic (COVID-19), in which we are observing and checking that an attitude of overcoming and resilience in the face of these adversities will help to manage and confront each situation with a greater positivity. Furthermore, we can observe how this resilient management of situations is mainly benefited when we develop experiences in areas such as the arts, performing arts, culture and physical activity (Cepero, 2020).As far as we concern, resilience has not been explicitly worked to forge the personality of individuals in educational fields. Thus, we find the need to establish training on resilience which helps the participants in this study, students and teachers, to face problems, have a critical and positive attitude and overcome any adversity. Therefore, it is necessary to work on resilience in the development stages that precede the consolidation of our students' personalities, hence the present project is focused on higher education, specifically at the university, although with a vision of extrapolation to the whole society of Europe and the World.Therefore, a Pilot Study is proposed with an Intervention Programme based on artistic, scenic, cultural and physical-sports activities, in order to go in depth in the improvement of resilient factors, constructs and attitudes, by measuring the impact of this programme on this aspect of the personality, aimed both at teachers and students.The expected results will involve the creation of means that provide tools for overcoming situations such as the one emerged by COVID-19, with the aim of develop a programme for the dissemination of good practices in university teachers and students (RESUPERES SPREAD. RESUPERES Workshop-Seminar, creating new audiovisual tools which able the online formal education of resilience [Website, App, Toolkit, multimedia products]) through a RESUPERES Pilot Study, as well as the creation of the I RESUPERES International Congress. However, one of the most ambitious results is the creation and implementation of a RESUPERES subject, which develops resilience in the university context, within the different university degrees. Supporting a subject that helps students of any degree to develop resilience capacities and competences, such as self-concept, self-esteem, teamwork, leadership, etc., which will accompany them in all the stages of their life. Subsequently, it will be extrapolated to all levels of the educational community at a European and international level.<< Objectives >>*General Objective:The main aim of this project is to analyse, design and evaluate an Intervention Programme in the educational context of Higher Education, developing the constructs of resilience, such as coping, self-concept, self-esteem, leadership, etc. and based on competences within the areas of health (body expression, inner gymnastics, mindfulness, yoga, physical education and sports), the digital and communication world, the performing and visual arts and culture, which generate resilient behaviour patterns, as they are considered important areas in the development of this construct. Furthermore, it has the aim that it can be extrapolated to the different stages of training, for both teachers and students, considering this concept as a capacity that will help them to face the adversities that will accompany them throughout their lives, due to the current urgency that leads us to emphasise the capacity for resilience in education.*Specific Objectives:To achieve the proposed general objective, this is broken down into more concrete and specific objectives related to Intellectual Outputs (O), Multiplier Events (E) and Activities (O):1. To identify resilience factors present in the classroom for students and teachers, suitable for resilience development in Higher Education (HE) (E1, C1).2. To establish European resilience updating and recycling (M1). Sharing of European scenarios. Characterisation of each department of the university involved in the project, analysis of needs in each country, similarities and divergences (E1).3. To develop a system for assessing the resilience capacity of students and teaching staff, as a consequence of their evolutionary process, social context and as an effect of the activities proposed from the cultural, artistic, narrative, dramatic, communicative, digital challenges and physical-sports activity and health perspective, which are proposed in this project. To evaluate the reliability, validity and sensitivity of these areas and resilience factors (O1, E1, C1).4. To design and create a RESUPERES Manual in Higher Education (O1).5. To implement a website, as a multilingual e-learning platform, for online training (O2).6. To design, apply and assess an implementation plan of activities such as Soft Skills, Coping Strategies, etc., focused on the improvement of resilient competences, using both internationalisation (5 European universities) and work from different areas (cultural, artistic, virtual, communicative, dramatic and sports activities), as a Pilot Study (C2 to C6, RT5).7. To create and disseminate intellectual outputs for the resilience development: digital platform, resilience toolkit, videos, virtual tutorials, etc. (O2, O3, O4; E1 and E2, M1, 2, 3, 4, 5 y 6)8. To create an App RESUPERES, to develop the resilience with autonomy, which serves as a support and methodological resource for Resilience training in Higher Education (O3).9. To evaluate the global effect of the programme (in the whole educational community), create an itinerary and therefore a subject for the development and improvement of resilience in university educational contexts (O4, M5).10. To develop and implement a RESUPERES subject in each of the participating universities, and evaluate the implementation of the RESUPERES itinerary in the partner universities (C7 to C11).11. To disseminate all the results provided by the RESUPERES Project, with the aim of establishing a RESUPERES itinerary in Higher Education (M5, M6, E2).<< Implementation >>The implementation of the project will be developed in 3 phases that organise the development of the transnational meetings (TM), intellectual outputs (O), multiplier events (E) and all the complementary activities (C): - PHASE 1. PREPARATION AND LAUNCH. Project Management, Preparation and Initiation: The Transnational Meeting (TM) 1. Kick-Off, Empezamos! (Spain) will establish the general basis and agreement for the success of the project workflow. The first output of the project will be the RESUPERES Manual (O1) which will be addressed to the consortium, students and teachers involved as well as to local associations and the deadline has been set as 05-22 coinciding with TM2 (Italy). In addition, Activity 1, Updating and Recycling, will take place in Phase 1. Resilient Trends in Current European Contexts (C1). - PHASE 2. RESUPERES PILOT STUDY. Phase of test and previous experience of our intervention: In this phase TM2, 3 and 4 (Italy, Serbia and Norway) will take place, with the aim of developing the RESUPERES Website (O2) and the RESUPERES APP (O3), which will be used to carry out the Pilot Study (C2) with target teachers and participating students in the project as well as the local associations with which the pilot study will be carried out. This Phase 2 will have a period of one year (05-22 / 05-23) and in this period of time the delivery of O2 and O3 will be carried out and the multiplier event 1 (E1), RESUPERES Workshop-Seminar, will be developed to disseminate the results obtained in this phase. - PHASE 3. RESUPERES SUBJECT IMPLEMENTATION. Implementation Phase of the RESUPERES Intervention in the form of an academic subject. In this Phase 3 the TM5 (Spain) will be carried out with the objective of planning and starting the implementation of the subject RESUPERES (C3) with the students and teachers involved, as well as the local associations where some small practices will be developed. Likewise, in this Phase 3, the RESUPERES Subject (O4) will be obtained as an intellectual output with a implementation period from 10-23 to 02-24, where a last TM6. We Did It! (Portugal) will be established together with the I International RESUPERES Congress.- PHASE 4. RESUPERES FINAL ASSESSMENT.There will be a final evaluation, regardless of the continuous evaluation (iterative) conducted during the whole project lifecycle. In particular, these items will be assessed from the point of view of the management team:• Quality assurance methodology completed and defined• Deviation of plans and timeline• Definition of milestones• Annual Cost of Work Performed• CPI (Cost Performance Index)• Deviation of net present value (NPV)• Deviation of planned break-even time• Productivity Increases• Deviation from the initial Syllabus<< Results >>RESUPERES, promotes a change in European education and training policies, therefore: 1) Regarding to Students-Teachers: Developing bigger and higher expectations; assessing obstacles, diversity as a challenge; creating opportunities for active participation, educational actions aimed at promoting thoughtful practices aimed at cultural decentralisation and the deconstruction of prejudices and stereotypes, making students aware of the existence of other ways of thinking in relation to their own, associated with their own cultural model, that should not be perceived as absolute. 2) In the classroom: Resilience training; support for students and teachers; coexistence, orientation and help plans. Satisfaction with the future profession, improvement of competence. Encourage young people to overcome, to improve and work harder and acquire ethical agreement, with the creation of a supportive and respectful atmosphere, opportunities to socialise; mitigation of academic absenteeism. A pleasant environment where good mood prevails; Teaching ways to combine laughter and learning; showing affection, valuing, supporting, respecting, listening, etc. 3) In the academic institution: Finally, through this project, it is intended to identify and model specific good practices for building a resilience culture, leading to the establishment of theoretical models that guide the actions of resilience management in educational institutions. Develop a resilience toolkit for the educational community. 4) In European and global society, the need for a resilient society, which fights against nationalism and European fragmentation, due to limit situations such as the one we are currently dealing with (COVID-19).Innovative research contributions should focus on the following aspects:- To provide a resilience management model that helps universities to guide their actions for educational success.- Identify the measures that are relevant for its incorporation into an integrated resilience model and that require an implementation at different levels of intervention: STUDENT-TEACHER, CLASSROOM, UNIVERSITY and ACADEMIC COMMUNITY.- The expected results will entail the creation of a programme for the dissemination of good academic practices, the creation of new audiovisual tools (websites, apps, multimedia, toolkit) that will result in an increase in their resilience ability, and the strengthening of the online teaching system, in which we are absorbed.The benefits that can be derived from this project can be classified as the following:A) Benefits related to scientific interest: Manual, articles, congresses, thesis, etc. about the development of implementation plans for resilient activities.B) Benefits related to the practical interest: applied research as formative itineraries, subject, App, Web..., as knowledge acquisition in the improvement of the quality of life of our recipients, through the acquisition of resilient attitudes that allow them to overcome periods of crisis based on economic, social or dramatic phenomena such as terrorism, pandemics (COVID-19), or loss of loved ones.C) Creation of a set of activities based on artistic and creative tasks and physical activity for health, which provide resources to face everyday adversities.D) Advances in online teaching and training, currently in demand in HE.E) Use of positive technologies designed and structured to enhance the quality of the learner experience in order to feel good.F) Design of a programme of dramatic expression, multicultural, audiovisual communication, as a working tool in group dynamics.G) Creation of a resilient intervention programme in charge of physical-sports activities, health, inner gymnastics, etc., that help us to feel healthy, happy, etc.

The proposal is for the preparation of a knowledge tool and start-up of an advanced training path on the subject of energy efficiency in historic buildings. The training process envisaged focuses on a specific question of the complex subject matter dealt with: up to what point is it possible to preserve historic-cultural characteristics while, at the same time, improving the buildings involved from the energy standpoint? The question does not concern the mere energy improvement of existing buildings, but the drafting of flexible indications which, by means of a cognitive-performance type of approach, make it possible to define the most suitable actions, through a process based on an in-depth knowledge of the building and its relationship with the context.At the international level, in particular for Europe and the Mediterranean, this topic is recognized as being of central interest and topicality, as demonstrated by a growing number of studies being conducted internationally: 3ENCULT (2010-1014); GOVERNEE (2010-1013); SECHUrbA (2008-2011); New4Old (2007-2010);BRITA in PuBs (2004-2008); RECITE/REBUILD (1993-1995). A common factor of these experiences is that they highlight the logic of integration of the various pieces of knowledge, as the main strategy for dealing with the enhancement and regeneration of the historic identity and energy and environmental qualities of settlements. What is more, there is a call for the training of scientific and professional figures as a first, fundamental step toward dealing with the various matters being discussed, with the highlighting of the following: 1. the lack of teaching paths specifically oriented toward the interdisciplinary training required by the topic in question;2. the incompleteness of a systematic study on the topics of conservation and sustainability capable of developing research paths that are innovative from both the theoretical and operational standpoints;3. the insufficiency of tools capable of facilitating orientation within complex professional themes, capable of making the best use of the techniques and technologies for building the integrated project.In order to deal with these inadequacies, the idea is to prepare a tool based on conjunctive learning, strongly oriented toward the operational aspects of the specific thematic matter, applied to specific geographic areas. For this purpose, the tool used will be that of “conceptual maps”: a device considered valid for supporting an open, never mechanically determined, cognitive process, capable of fostering the interactions and connections among known subject matters, while at the same time ready to tap into new information and new connections. The tool is used in various fields of scientific research, and is also an indispensable tool for transferring complex mental elaborations in the field of artificial intelligence and multi-agent systems. The use of complex maps and their elaboration will be the subject of study during the first year of work. During the second year, the maps prepared will be discussed and compared among the various participants and discussed in dedicated workshops. The potential targets of the training programme are:- teachers, working in university and post-university education on conservation and energy efficiency subjects, for whom the complex map may be a teaching tool;- researchers, working on the definition and optimization of coded or experimental operating methods, tools, and techniques, for whom the complex map may be a study tool, to be expanded and updated; - students and professionals, learning and knowingly applying state-of-the-art methods, tools, and techniques, for whom the complex map may be a tool of support and technical-vocational guidance.The expected results of the project are:a. proposal of a cognitive model as well-structured and relevant to experimented situations as possible, capable of supporting the critical transfer from general characteristics to specific local needs;b. drafting of a knowledge tool, for the purpose of developing a continuous learning of the skills for mediation between energy requirements and the historic and aesthetic values of historic buildings;c. construction of a single expandable and modifiable framework of methods, technologies, and techniques, as a facilitating tool for a constant updating of the possibilities for managing interrelations between energy efficiency strategies and the conservation of historic buildings; d. innovation of the process envisaging the hybridization of the methods and tools of programmed conservation with a series of energy aspects to be monitored, directing toward differentiated solutions depending on the local geographic characteristics; e. development of highly professional skills, for an ability to work easily within complex and transdisciplinary thematic areas.