The COVID-19 pandemic has created the largest disruption of education systems in history, as teachers were largely both practically and psychologically unprepared to support continuity of learning and adapt to new teaching methodologies. Even in contexts with adequate infrastructure and connectivity, many educators lack the most basic ICT skills and have no previous experience in providing quality online teaching, meaning they will likely struggle with their own ongoing professional development, let alone with facilitating quality distance learning. The crisis has highlighted that there is a strong need not only reform the teacher training in new methods of education delivery, but also new teachers’ emotional health support mechanisms have to be put in place.The project in the consortium of University of Latvia/ LV, Vytauto Didzioji University/ LT and Paneuropean University/ SK aims at providing a support to educators, educational leaders and school support staff to acquire the knowledge and understanding about resilience importance in teachers, and provide them with tools to work with in order to strengthen the resilience power in teachers. Very important aspect of transnational cooperation is the experience that each partner has gathered during for the last 10 years, but within this project, the cooperation and the joint studies will create more significant results and conclusions. International setting and high quality partnership will help to gather information that is more complete on support needs teachers have, to develop a support system that applies transnationally and to summarize and utilize more and various ways how to increase efficiency and quality by improving the teacher resilience.Target groups of this project include working teachers of any experience and seniority and pedagogy students, school administrations and school support teams, officials of education institutions, universities that implement teacher-training, organizations and institutions that provide career planning and support adult further education.Planned project lengths is 24 months.The project creates a new teacher support system by applying accumulated in a long term knowledge, experience, expertise and skills of all partner universities. Since all partner universities provide teacher training and professional development for working teachers, they will incorporate the acquired data and results into their existing programs, thus improving the quality of teacher training in their countries.Project will produce four important intellectual outputs:• Teacher resilience and SEH survey methodology, questionnaire and result analysis document• Online teachers’ individual and group supervision and counseling program• Teachers’ resilience support program as online further education program and E-book • International publication on project and its results.Developed results will be available in four languages – Latvian, Lithuanian, Slovak and English on partner webpages and Erasmus+ platform thus making them available for further actions in other countries and ensuring result sustainability and continuity. A number of international scientific forums will include presentations about the project and its results. Two international publications will make information available for wider scientific community. Prepared evidence-based recommendations to education supervision institutions for promotion of teacher resilience development will provide for further actions on decision-making levels.All developed intellectual outputs will be available online free. Each university will create a section about this project on their webpages, where all materials and updates will be available, including publications, presentations and links to media coverage. All results will also be uploaded to Erasmus+ Project Results Platform.

The "innocult" Teaming Phase 1 project specifically aims to create a Centre of Excellence (CoE) of Creative and Cultural Innovations in Lithuania, The new CoE is targeted to perform research and innovation actions in line with the challenges faced in our country and aimed at promoting participatory culture and socio-cultural engagement of diverse societies by supporting cultural and creative processes of integration and disruption. Investigation and measurement of cultural and creative capital value on the basis of developed methodological approach and means will disclose the wide social and economic role the cultural and creative industries play and, therefore, foster networking, entrepreneurship and innovation potential of cultural and creative sector creating conditions for estimating forthcoming model of participatory culture. The main goal of the Centre of Excellence is to provoke innovative changes in participatory culture and provide a guidance of smart and sustainable changes for cultural and creative organizations and audiences within creative sector to operate in competitive environment for leading excellence based on investigated and measured cultural and creative processes. Therefore, the CoE seeks to promote development of CCI institutions, formation of new institutional strategies leading towards inclusive and participatory culture taking into account the importance and shifts of the economical, communicative, technological and social factors, in order for the cultural institutions and network to start functioning as activating centres of social innovations, as hubs for involvement of new audiences (minorities, youth, seniors etc.) increasing competences of culture consumption in respect to the development of CCI.

Due to the Covid-19 pandemic, in summer semester of the academic year 2019/2020, the online teaching on a massive scale had to be implemented. However, research carried out inside universities showed that while most teachers have quickly dealt with technical skills of working with Internet tools, the problem was the lack of knowledge about the online classes methodology. The literal transfer of academic classes to a virtual network resulted with significantly less students activity than during traditional meetings. For this reason this proposal has been prepared. We assume that it will have a significant impact on the quality of teaching in our universities, as well as in other universities of the Transform4Europe Alliance and universities of our regions. The expected result of the project is to form graduates who - taught to be active and take initiative during classes - will become active knowledge entrepreneurs in their universities environments. The main goal of the Project is activisation of students in on-line educational context. The innovative combination of didactic methods, opened for new didactic tools, intended for implementation in on-line learning systems is proposed. This package was called “flipped classroom based e-methodology”. The outcomes of the project are projected to help academic teachers in their on-line classes, giving them methods, tools and – what is the most important – the opportunity to improve their qualifications and build a new standard of teaching. Our e-methodology will help them to activate students from several academic centers in online teaching. The results of the project will also be presented to teachers working at lower levels of education. They also had to learn how to work online and often asked for help the university staff. Methods developed in the project will be also applicable in primary and secondary schools.

Confronted with financial problems regarding education and research, the academic environment must deal with well-defined solutions and, therefore, it has to initiate learning partnerships, debates, knowledge expertise and best practices exchanges related to the sustainability of education & research on long term. EU member states have been encouraged to reduce significantly the funds allocated for education and training, with subsequent adverse effects on quality and information access, exchange of best practices, research, etc; actually threatening the future and increasing Europe’s vulnerability to global competition, one solution consisting of innovative and efficient attraction of EU funds. Accounting education is one of the sensible subjects, for which small amounts were directly allocated. Putting under question the accounting education sustainable development, the project wants to find solutions through learning exchange with European dimension, emphasizing the European accounting education&research sustainability in the Information era, based on reduced costs information instruments. The project aims at the increase of adult education volume in lifelong learning, in the context of the new cooperation E&T 2020 strategic framework, promoting peer learning culture, i.e. observation, exchange and mutual learning on common interest experiences at the EU level. It encourages discussion and develops transparency& quality approaches to increase cooperation of the organisations involved in accounting education & research according to the employer's needs in Europe. The project has a direct impact on students, education and research providers but also on civil society-as users, since they have great impact on competitiveness, growth and employment, as Horizon 2020 goals.The project target group is:Academic staff, students, business staff as employers.Activities developed are the following:A1.1. Establishing the project implementation procedures, methods and tools to assess the progress of the project and facilitate its implementation. Elaboration of long term strategy and project sustainability through peer mentoringA1.2. Elaboration of learning materials and curriculaA1.3. Creation of an E- Network center and consultancy provision to national and international companiesA1.4. Elaboration of studies and analyses for 3 pilot enterprises in each countryA1.5. Policy recommendation writing and lobbyA1.6. Creation and updating of an interactive websiteA1.7. Elaboration of Best Practice Guide on Partnership between Research, Academia and private companiesIntellectual outputs are the following:O1. Methodology and procedures for target group and pilot companies selection, monitoring and progress management, Internship agreement, Peer Mentor Application and Peer Mentor Contract O2. Open educational on-line resources - network O3.E-Network center for consultation and researchO4. Direct research/ consultation for pilot enterprises consisting in studies, analyses directly implemented (3 pilot enterprises in each country) O5. Policy recommendation for finance-accounting graduates to stimulate the increasing rate of their employability O6. Interactive websiteO7. Best Practice Guide on Partnership between Research, Academia and private companies Three higher education institutions (HEIs) will work on this project. These institutions are: West University of Timisoara, (applicant), yDidziojo University and Universita Degli Studi Di Messina. All partners do have competence in education in finance- accounting field. The CAREER project main objectives are:Ob1. To increase the adult education volume as regards the knowledge improvement related to the CONNECTION BETWEEN ACCOUNTING RESEARCH, EDUCATION AND THE EMPLOYERS’ NEEDS WITHIN THE EUROPEAN FRAMEWORK. Ob2. To create a long-term partnership among the partners and to improve the partnership quality as well as stimulation of the academic- business partnership.Ob3. To increase the cooperation between the partner organisations involved in accounting education and research according to the employer's needs throughout Europe. Ob4. To support the development of innovative ICT-based content, services, pedagogies and practice for lifelong learning as well as to improve pedagogical approaches and the management of adult education organisations.The project intended to bring the following long term benefits: a) Strengthening the collaboration between students, academic staff and business environment in order to transpose the knowledge added value in practice;b) Provides insights into accounting profession in the international employment context; c) Increasing of the employability of the participants through directly getting in touch with international companies.

Before the COVID-19 pandemic there was as increasing use of digital media and technologies for learning in HE. Almost all staff engaged in teaching and learning in HE used some form of digital technology. Some of these technologies such as PowerPoint and online learning platforms including Moodle were used extensively, with HE Staff feeling they had a high level of competence. However, the range of digital technologies used was very narrow. Since the pandemic, HE staff have been required to use a much broader range of technologies as they have continued their teaching through blended or online approaches. Now almost all HEI staff are required to use video conference-based classrooms and most will produce voiceovers or video presentations. These changes have been made in an ad-hoc way with limited training and thought about the design and pedagogic implications of the way technology is introduced. In addition, there is pressure to use technologies in ways that were not anticipated by HEIs, with concurrent (e.g. in class teaching that is at the same time streamed to students at home and recorded for others) rather than blended use of approaches being used in prototype forms, as HEIs innovate to meet students’ changing and differing needs. There is a need to expand HE Staff competence in using a wider range of digital media and technologies and the ability to embed them in the design of their programmes so that they have the greatest impact. The PRUDMET project will address the need to support HE Staff in becoming competent in a wider range of digital media and technologies, and to embed them in their teaching and learning programmes. Building on the work of other projects that address digital media competence and using workshops, mentoring, and online video guides, it will develop interventions that support HE Staff. The objectives of the project are to: develop a competency matrix for Digital Media for HE Staff; produce workshops and handbooks for Trainers of HE Staff to support them in training; develop and implement a series of workshops, mentoring, and video guides to train HE Staff on digital media and technologies.Led by the University of Gloucestershire (UK), the project will involve three further Partners from three countries: ISSBS (Slovenia), University of Alicante, (Spain); Vytautas Magnus University (Lithuania). The PRUDMET Consortium brings together Higher Education Institutions with expertise in the development of workshops on digital media and technologies, mentoring, and course design for HE. The Partners have experience of creating positive outcomes for individuals through building their skills in a range of sectors.Together, they are experts in the development of HEI diagnosis tools, learning materials, and leading learning interventions that facilitate growth, and the project will use workshops, supplemented by mentoring, and video guides.The outputs of the project will have a positive impact on the skills for digital media and technologies held by HE Staff, and will increase the performance of HE Staff and their impact on students, by embedding the outcomes in the day-to-day activities of HEIs.The project adopts a practical approach that will result in HEIs adopting and embedding workshops and outputs in a way that will ensure their impact is sustained. In the long term, the project results will remain available through a publicly accessible website. The project Partners also expect the materials to be reused and modified by HEIs, providing the platform for long term development of digital media and technology competence across HEIs.