YachaY is the Quechua word for “knowledge” and represents the project entitled “Intelligent personalization and flexibility systems to improve the quality of Virtual Higher Education in Latin America”.The main objective of YachaY is to create and test a series of intelligent technological solutions for Latin America and the Caribbean, which facilitate the implementation of the educational requirements of the 21st Century of flexibility, customization, credentialing, and inclusion; in synergy with the business framework.The fourth industrial revolution requires changes in the education system that involve empowering students in the definition of their learning paths and acquisition of skills, improve the systems of recognition of qualifications and modernize higher education institutions, through the use of intelligent systems for interaction with students. For this, it is necessary to strengthen the university-business relationship, so we intend to create and implement a series of unified tools for Latin America, in line with those in Europe, for customization, flexibility, credentialing and organizational interaction.YachaY responds to the preferences and needs of today's students. Especially to those who choose virtual training, precisely because they are, in most cases, busy people, integrated into the workplace, seeking to improve their skills through lifelong learning, in a way that is really practical for the development of their professional careers, being able to guide their own learning path.Personalization, flexibility, credentialing; they are key words in 21st century education. An education more inclusive and adapted to the real needs of our increasingly competitive and demanding world.

CoAct proposes a radically new approach to face four “wicked” social global issues by engaging vulnerable citizens acting as in-the field competent co-researchers. The approach represents a new understanding of the underexplored field of Citizen Social Science and will result in the implementation of new or improved science-related policies. CoAct’s ambitious Research and Innovation activities will respond to issues related to Mental Health Care, Youth Employment, Environmental Justice and Gender Equality in Barcelona, Vienna, Berlin, Buenos Aires and in European Eastern countries. CoAct will define and develop a general framework for Citizen Social Science as a participatory research co-designed and directly driven by citizen groups sharing a social concern. The methodological framework will be first incubated in a consortium with Research Organizations, NGOs and global networks of Open Science and Open Data activism. Expertises from Computational Social Science, Participatory Action Research, Citizen Science evaluation or Citizen-generated Data will be incorporated to conceive a transdisciplinary Citizen Social Science that place vulnerable citizens at the center of Research and Innovation cycles, as co-designers and co-researchers. Secondly, three mission-oriented Actions and at least three Research Pilots will be led by vulnerable citizen groups with the support of Knowledge Coalitions formed by public bodies, CSOs and social innovators. The common effort will harness novel, simultaneously global and local, socially robust knowledge and scientifically reasoned measures to promote social change. An Open Citizen Science toolkit, Open Source digital platforms, and Capacity Building activities to improve data and science literacy, including a PhD Summer School, will be delivered. To demonstrate the scientific relevance and the social impact of CoAct!, a dynamic co-evaluation process with new tools will be done and shared with the broad Citizen Science community.

EULAC ENERGYTRAN intends to strengthen the cooperation between the European Union and Latin American and the Caribbean research infrastructures to tackle a common challenge: how to get a clean, sustainable and just energy transition. This project pursues its goal through the exchange, generation and transfer of knowledge among entities from a multidisciplinary approach (technological, environmental, social) and through the support to the development of public policies and regulatory frameworks towards climate neutrality. This general goal will be achieved by four specific goals that respond the multidisciplinary approach, in tune with the complexity of the energy transition. Therefore, the project supports technological R&I to overcome the existing limitations of renewable energies but acknowledging these developments may have an environmental and social impact which must be addressed. This proposal wants to come up with ideas about how to achieve an energy transition compatible with environment protection and social justice. Energy transition is at the top of the political agendas of both regions, EU and LAC, so this project may contribute to consolidating it as a priority area of interregional scientific cooperation. This project will be carried out by a heterogenous and interdisciplinary consortium composed of eleven partners with wide presence in the EU and LAC. They include ERICS and an international organization, among other entities, from different areas of knowledge. This way the complexity of the energy transition is better tackled. Under this scheme, EULAC ENERGYTRAN will create a network of an interconnected and sustainable EU and LAC research infrastructures that contributes to energy transition by technological, social and sustainably strengthening the performance of entities through shared knowledge and close interactions among researchers. This common effort will mean a step forward, in both regions, to reach a society that needs to be resilient.

Although Latin American society has gained greater access to education at all levels, government officials in education, schoolteachers, trainers and researchers are calling into question the ability of their higher education institutions (HEIs) to address education professionals' needs. Typically, such groups criticize the bureaucracy of HEI training programmes, their failure to address practice as well as theory and the lack of commitment to society. Regional meetings between education specialists have identified other weaknesses in these programmes, including the following: the poor development of trainees’ professional skills; inadequate training in civic values, competencies for the globalized world and ITC skills; and, in general, the failure to engage in curricular reform). To address the situation, the 2021 Education Goals adopted in 2008 by education ministers in Ibero‐America prioritized “strengthening the teaching profession”.The interuniversity TO-INN Programme adopts a systemic approach to ensuring quality in HEI programmes for trainee educators. It does this by prioritizing the development of programmes with socially and professionally relevant teaching content that encourage trainee educators to play an active role in their learning and make institutions more innovative in policymaking. the Programme comprises 22 institutions from a total of 12 countries (16 institutions from Latin America and six from the EU). The TO-INN Programme is organized along four axes: 1) Culture and tradition; 2) Citizenship and participation; 3) Social cohesion and 4) Digital culture. Taking Spanish as its common language, TO-INN aims to promote well-fundamented changes in university training programmes by creating a virtual platform for collaborative work and learning. This platform will be used to revise curricula structures and frameworks, develop teaching and learning strategies and create a network for HEIs to ensure relevance in curricula content.