"Today, many people are active in digital social rooms on a daily basis. Especially children and young people use social media and get a lot of their daily news from the internet. At the same time, social and political processes in real and virtual life influence and interpenetrate each other. But values and norms that apply in the real world are often not applied or cannot be applied to virtual social systems. This is a challenge especially for socially and educationally disadvantaged children. Interaction with people and dealing with conflicts is based on an ethical attitude. In addition, due to its low publication threshold and anonymity, the Internet is an ideal breeding ground for the uncontrolled dissemination of gossip and rumours, slander and lies, conspiracy theories and delusions. This is unsettling, especially if adolescents lack the imparting of values in their parents' homes. Furthermore, an uncertainty regarding the credibility of media content can be observed. This is also shown by a recent youth study of ""Safer-Internet"" about rumours on the net. According to this study, young people use social networks as the main source of up-to-date information, but rate them as rather untrustworthy (86%). At the same time, the American study ""Most Students Don't Know When News Is Fake"" shows that many students are unable to identify well-founded messages. Instead of paying attention to reliable sources, they mainly trusted detailed texts and images. Moreover, they could not explain why they should be critical or suspicious of certain content.The key competence ""digital media ethics"" cannot be found either in the curricula or in the training of specialists in child and youth welfare, even if there are a few learning ideas. “ETHIK” meets this need with two main goals: to work out relevant topics of digital ethics in a first step and to adapt a clear set of rules in a language suitable for young people. In the second step, a card game is developed that increases the reflection power of adolescents and supports the internalization of digital ethics issues. The contents of the card game and background information on digital ethics will be made available both as part of an Internet platform and via a web-based app. In this way, the goal of integrating the debate on the topic into the context of social work is achieved. The project's target groups are children and young people (including refugees and disadvantaged young people), youth workers, teachers, stakeholders and ministries. It is planned to reach approx. 650,000 people with the various activities and multiplier events. There is little well-founded learning material aimed at enabling children to lead a self-determined digital life. Rapid digitalization is a major challenge that we have to face and intensive exploration is becoming increasingly necessary. Therefore, a qualification offer for the promotion of ethical/digital competencies with a philosophical approach is the main result of ""ETHIK"". During the project time, ""ETHIK"" will offer a qualification programme in the form of an e-learning platform with detailed material and background information on the topic, a corresponding web-based app and a card game to learn and reflect on digital ethics, provided in at least 6 languages. The experienced consortium will create interactive learning opportunities to support one’s own critically reflected approach to media as well as a game to help internalize ethical standards, to be used as a working material. These outputs will be tested with at least 90 youth workers in six countries. In order to disseminate, enrich and deepen the work, five national stakeholder dialogues and an international final symposium will be organised. All the resources compiled in ""ETHIK"" will subsequently be made available on the European Results Platform. The learning materials will also be available after completion of the project and the content work, as well as the results, will be further developed and disseminated in the partner organisations. This ensures a sustainable effectiveness of the project."

"Parents of all cultures are interested in ensuring that their children can develop well, learn successfully at school and grow up healthy. Every year in Europe, over 3.7 million children are born into a densely populated media world, whose development involves an unstoppable media influence. From our point of view, this is the greatest challenge in the history of education, combined with a constant task of preventive debate. The European Parliament is also aware of this; it has already called for 2012: ""to exhaust all possibilities in protecting children in the digital world and to systematically train parents"". Parents are therefore the direct target group in @home. The need for European parental education with regard to their own media competence, but especially their media education, is growing across borders. Children and young people today are not only at home earlier and earlier in digital media and find more and more complex online worlds and possibilities. It should also be emphasised that, unlike in the real world, consumption is beyond parental control and parents today often have little media knowledge and media competence. Children quickly realise that they are superior to their parents in this area. A family problem develops in view of the failure of resigned parents to set limits and the increasing helplessness experienced, which as a permanent field of conflict has an impact on family life. Although this increasing need for parental education exists, the form of support that parents need seems to be changing. Parents' evenings at schools are declining and online seminar rooms are in demand. Why? There is no need to travel to school and additional childcare does not have to be financed and organised. Anonymity is given, which can be helpful especially for sensitive topics. Digital learning materials also have the advantage of being able to respond to the increasingly different prerequisites, experiences and interests of learners. With digital media learning can be made even more active and individual. Parental education in Europe today should therefore increasingly take place freely, i.e. in non-institutionalised contexts and, since the possibility of learning with new media, also independently of time and place. With the implementation of @home, involving politics, the community and parents themselves, we in a consortium of AT, BG, GR, SI and DE are facing this sustainable educational task with a double strategy, which on the one hand builds on the teaching of instrumental-qualifying skills, and on the other hand uses above all a critically reflected approach. The declared aim of ""@home"" is to combine both and integrate them into the social context of media education in the family. The following results were achieved in the implementation:1. systematic exploration as a needs analysis: what form of support do parents in Europe need, and on what issues? 2. a multilingual digital parents' consultation in the form of a web-based APP ""You, Media and Me - YouMMe"" in 7 languages including English with the following features: - 12 educational films to support the parents' own critically reflected handling of media - Working materials to teach basic skills. Originally, a monthly meeting of experts was also planned, which could not take place as planned due to the special situation during the Covid 19 pandemic. Instead, an additional ""Dictionary"" was created in which important terms of media education in the Länder were collected and explained to parents. 3. monthly question memory: frequently asked questions from parents, answered by the team 4. The originally planned five stakeholder round tables and the final symposium in Brussels could not take place as intended. They were partly conducted virtually, the final symposium was adapted and held as a hybrid event in Graz. The research situation, the view and the experience in Europe are different, therefore we need transnational learning in professional exchange, in search of possible solutions. With the implementation of ""@home"" we are actively shaping the European cross-sectional topic: ""Media Literacy Education"" through interpersonal, intercultural and social competences in Europe.Since this educational topic is still very young due to rapid growth, we have a lot of catching up to do in Europe in the field of prevention. A political project advisory board under the direction of the patron Eckhart Pols will open doors and ensure the transfer of all results in the project. In this way, we will ensure that this social education topic has a lasting effect on families."

<< Objectives >>KNOW FAKE will contribute to digital literacy in families and adult education. With the help of an analog card game and the accompanying handbook, KNOW FAKE succeeds in implementing the EU action plan against disinformation, educating and building media literacy. The pandemic and currently the Ukraine war have produced a lot of disinformation. That is why critical thinking is needed. KNOW FAKE makes an important contribution in everyday family life.<< Implementation >>- Development and production of an analog card game KNOW FAKE with digital elements in 6 European languages.- Development and production of a manual KNOW FAKE with digital elements in 6 European languages - with didactic-methodical accompanying material for families and educators. - multiplier events in each partner country- Presentation of the results of KNOW FAKE at Didakta 03.2024 in Cologne.- KNOW FAKE website with all results in 6 European languages.<< Results >>- An analog card game on the topic of disinformation with digital elements for media literacy education.- It is produced in 6 European languages and can be expanded at any time.- Manual for the game with pedagogical-didactic impulses for parents and teachers. Content: background information on recognizing fake news and disinformation, knowledge about analyzing social media: working methods, professional codes, quality criteria, forms of presentation, research strategies, etc.- MV's

Our project of strategic partnership of planetariums „Scientists warn: Sufficient but not redundant lights!“ connects partners from 7 European neighboring countries. Planetariums - school, theater and film at once - are unique audiovisual facilities for the promotion and publicity of science. They are dedicated to education in technical and natural sciences, they encourage interest in these disciplines and critical thinking in public. With a few exceptions, sky, stars and space fascinate everybody: amateurs and professionals, the smallest and the oldest; looking at images from orbital stations or from the Moon has an obvious emotional charge. Space research and star observing are connected with a number of fundamental questions of human existence; it often extends into the philosophy and touches upon religious issues. Our project builds on previous cooperation and projects Erasmus+, and focuses on astronomy and on the sustainable development of a high-quality environment, friendly to both humans and fauna and flora. We would like to make the public sensitive and draw attention to the seriousness of light pollution. The project fits into the ideas of the Space Strategy for Europe.Each of the partners is a leader for lifelong learning in its region and the joint project will enable them to follow international cooperation with a large outreach. In accordance with the horizontal priority of the Erasmus Open programme and innovative practices in a digital era as well as environmental and climate goals, the subject of our project is extending and developing the competences of educators and other personell who support adult learners in planetariums - our operators, teachers, technicians, authors, media specialists, scientists. Partial focuses of cooperation will include getting to know the conditions and the process of creating innovative fulldome programmes in major planetariums, the appearance and daily operation of interactive exhibitions, the digital projection technology including its technical aspects, further development, etc.; also getting to know the system of individual education in astronomy, and especially cooperation on creating the joint intellectual output - the program for digitaria in the so-called full dome format, which will be transferable and compatible.The project is innovative in many ways: connecting the makers to produce a transferable program for digitariums is an extremely challenging step in the field of ICT; but it is also efficient in terms of costs and resources. The resulting program in seven language versions, shared by dozens of planetariums, will bring about considerable cost savings, while embracing hundreds of thousands of spectators. Innovative is also the use of synergies for a pan-European awareness campaign to save the dark sky. International cooperation will deepen among the partners, who are experts in this method of audiovisual projection in their respective states. European Planetariums are mostly financed by public funds. This project will enable them to share a superior program for a wide range of visitors - and share costs. Newly acquired information, knowledge and experience from visits to partner institutions (shadowing, professional discussion) and from the joint production of the digital program will be used by the involved partners also in the creation of other new educational programs for all age groups of their regular as well as random visitors. By this, they will contribute to the development of lifelong learning not only in the cities, where the involved planetariums are located, but also in entire regions, where these institutions have their exclusivity.The total of 8 project meetings will take place to enable the transfer of know-how and good practice and during the preparation of the product according to the defined technical parameters; each time 2 educators from each partner country and 3 local experts (together 96) will participate in the meetings. We also plan one multiplier event with the participation of 75 people at least. 15 employees will be involved in the product creation according to the above methodology; i.e. there will be a total of 186 supported experts, who will participate in a unique mindset output and its international dissemination.The resulting synergies can be used in the creation of another joint output; after the project termination, we expect further networking and cooperation at the international level and we intend to continue working together to protect the dark sky, not just for astronomers here and now, but for all mankind in the future.

"Each year, more than 3,7 million children are born in Europe, growing into a tight rearranged media world, whose development entails an unstoppable media embossing. In our view, the biggest challenge in the history of education, combined with a permanent task of prevention debate, because families are the place where the future course for the electronic media use is provided.The Internet has become a formative element in everyday life of growing children. However, in addition to a variety of possibilities and opportunities that new media offer, they also involve risks and hazards. One of these risks, which is increasingly brought into focus of public attention within the last years, is Internet pornography and sexting. Sexual concepts are the most demanded in all search processes and our growing children experience an almost unlimited availability. Thus they can practice an unprotected inconspicuous consumer behavior. Worldwide there are already 200.000 pages with pornographic content. In addition, they are filming or photographing their own sexual activities and disseminating them, called sexting. Hence it is important to make young people aware of their responsibilities. Privacy filters are insufficient and access barriers can be overridden using just one mouse click. This sensitization needs first of all parental education and this has no alternative and is uncompromising. Parents are therefore the direct target group of IPUS 2015. They are an “emotional training camp” between enhancing control and encouragement of autonomy.However, it is a topic for the children, which is full of shame and therefore difficult to discuss with the parents. In addition, pornography is a taboo for parents too. 52% of parents whose children have seen sex pictures on the Internet deny that their children have seen such things, according to the study ""Euro Kids Online"". Anyway, 12% of European children and adolescents between 9 and 16 years have already had experiences with the Internet, which were uncomfortable for them. We worked on this taboo topic with a consortium of 7 European Member States DE, RO, BE, SL, AT, BG and SI. Our aim was to give families access through the language to this ""embarrassing topic"".We counter this sustained educational task with a dual strategy, which is on the one hand based on teaching instrumental-qualification skills, and which serves a critical and reflective handling on the other hand. It is our goal to combine the two aspects and to integrate them into the social context of sex-education in the family.For the implementation,we achieved the following results: 1. An interactive Internet platform in 7 languages with the following content:2. Prevention / knowledge transfer in digital literacy through online learning units.3. Learning modules for intervention and early detection through guidelines for conversation.The Chairman of the Children's Commission of the German “Bundestag” Eckhard Pols as patron of this meaningful educational mission and an European project advisory committee promoted the understanding of this socio-political theme and reinforced the commitment to political participation as an interface to the youth media- protection.The state of research, the view and the experience in Europe is different, so we need a transnational learning in professional exchange, in search of solution approaches. With the implementation of “IPUS 2015” we are working actively on the European cross-section issue: ""Media Literacy Education"" by interpersonal, intercultural and social competences in Europe. The common challenge of strengthening media competencies of the parents softens culturally-traditionally well-established methods of education and creates space for effective, sustainable learning."