As a cornerstone and valuable cultural heritage of Europe, linguistic diversity needs effective measures to ensure its safeguard and promotion. Any sustainable policy in this respect cannot ignore the digital world, as a prominent context of use of the languages. The mission of DLDP is to advance the sustainability of Europe’s regional and minority languages (RML) in the digital world by empowering their speakers with the awareness, knowledge and abilities about the actions that can be concretely put in place to make their languages survive and possibly advance in the digital context. In the short term, the immediate objectives of DLDP were the following:- fostering the notion of digital language diversity and vitality and creating awareness about the risk facing regional and minority languages of not being adequately supported from the technological point of view. This has been done extensively and has become (thanks to DLDP) a tenet in the field; - define strong, clear and actionable recommendations about what needs and can be done for a language “to go digital”: which are the challenges and difficulties, which areas need to be addressed first, which tools are available. The recommendations - named “Digital Language Survival Kit” - also contain a tool (the Digital Language Vitality Scale) for assessing the digital vitality of languages other than those comprised in the case study. This objective has enlarged to become a complete methodology about digital language planning;- provide a widely applicable training programme, targeted to RML speakers to guide them towards effective production of digital content and in their languages;- lay out an indication for the immediate future, especially in relation with other projects and initiatives, with a view to national governments and EU institutions.The DLDP Consortium is composed of five partners: a research department in computational linguistics (CNR-ILC, Italy, Project Coordinator), an NGO working for the protection and promotion of Europe's regional minority and endangered languages (ELEN, France), an association for the safeguard of Karelian language and culture (Karjalan Kielen Seura, Finland), a foundation devoted to the promotion of Basque in science and technology (Elhuyar Fundazioa, the Basque Country) and the Department of Northern European and Baltic Languages and Cultures of Johannes Gutenberg University, Mainz (Germany). The main activities of the project revolved around the development of a complete methodology for RML speakers communities for digital language planning, i.e. for evaluating the digital needs of a given speakers’ community, assessing the degree of digital vitality of its language, and then to learn the range of possible actions and activities that can be put in place according to the identified level of vitality.We thus developed a range of instruments that are the building blocks of this methodology:- the Digital Language Vitality Scale - the Digital Language Survival Kits - a virtual, self-paced training programme, containing self-instruction material and structured into modules, each one addressing a specific topic- a roadmap, aimed at stakeholders and policy makers, detailing the institutional and technological challenges as well as the proposed solutions for paving the way to a more widespread use of all European languages over digital devices.Results and impactFirst and foremost, the spreading of a new awareness of the issue of digital language diversity and vitality. Over the three years of the project, its contribution to further promote these concepts is without doubt. The partners and project coordinator were often invited to give speeches about the project and its goals, and we can assert that the DLDP “brand” is nowadays strong and well recognised, not only in Europe but overseas as well.In addition to this, the digital language planning methodology is a completely new instrument in the field of language planning. The Kit is the first collection of recommendations in the area of language digital activism and to date there is no such a comprehensive guide. It is also the first of its kind to be explicitly addressed at the grassroots level. Moreover, the kit is designed in order to be fully flexible and adaptable to suit the needs of any language and linguistic community.By virtue of its social presence, on Facebook and Twitter, the DLDP has become a hub for news, projects, and initiatives connected with the topics of digital use and usability of (minority) languages.Last but not least, on 11/9/2018 the European Parliament voted upon the joint CULT/ITRE report on “Language equality in the digital age”, a Report that DLDP helped to draft and highlights the necessity of setting up such a focused and coordinated, long-term research and development action specifically tailored to Europe’s needs and demands in terms of its linguistic diversity.

"Both within scientific literature and on the work floor of educational institutions, education is often evaluated in terms of learning outcome, mostly interpreted as an increase in content knowledge. In the case of STEM teaching, the effectiveness of the teaching process is then judged in terms of the content learning outcome. Within this consortium we feel that the focus on content knowledge transfer, while very important, should not be the only variable to be taken into account. So we asked ourselves the question: what are innate values of the teaching process apart from actual knowledge transfer? And how can these sometimes elusive factors be made quantitative and measurable? We hypothesize that the way knowledge is acquired and transferred can have a major impact on students - apart from the actual subject knowledge being acquired. We refer to, e.g., Inquiry Based Learning (IBL), instilling in students the true spirit of discovery: hypothesizing, observing, experimenting, failing, succeeding, and critical thinking. But we also consider group processes and emotions (such as thrill, excitement, or boredom) accompanying the learning process as major factor. What do these factors demand from a new generation of STEM teachers? What does this imply for the nature of teacher education? The partners of this European consortium are experts in the field of innovative teacher training. We believe that sharing our experiences in this field will enable us to get a grasp on the above questions and define ground-breaking research. The program therefore will organize 4 events (international meetings) per year over a period of three years. Examples of these events are: "" Interdisciplinary School in France "" Boswell Beta Physics teachers conference in Netherlands "" Science fair in Bilbao "" Summer Science Factory in Croatia "" Final Dissemination Event in Bidart (France) Objectives Mobilize European STEM teachers, facilitating them in the exchange of their good practices and the identification of common factors, making them knowledgeable in the field of IBL Create a network of ""sharers"", centers of excellence that disseminate these good practices. The ""sharers"" will label, name, list, organize, apply, evaluate, analyze and synthesize the created content, contextualizing them for their audience of European teachers and teacher trainers. SPOON will disseminate the practices using an open license (Creative Commons Attribution-NonCommercial 4.0 International - CC BY-NC 4.0) and an a free and open-source content management system (Wordpress or similar) with photo and video input (embedded Flickr and Youtube files). Website visits will be monitored by software (Google analytics). Improve the awareness of scientific literacy by exchanging best practices in promoting scientific literacy in the classroom and within teacher training programs. Increase reflexivity and critical thinking within teachers by facilitating contact with trainers and peers. Assess the impact of these innovative practices in STEM education from the perspective of both teachers and other actors involved (e.g. researchers, trainers…). Translate recommendations from scientific literature into classroom materials shared among teachers in workshops. These meetings and evaluations lead to an assessment report and an online white book with recommendations, tools and innovative ideas about STEM education. Impact: For teachers : (using concrete and shared tools) Improve the way STEM teachers are trained, including working with IBL. Improving confidence when teaching STEM by non-traditional methods teaching Increase the pleasure in STEM teaching Increase creativity in STEM teaching situations and investigations Improving their knowledge in science methods, history and instruments Improve their communication and collaboration skills to make them being able to work with researchers Improve their critical thinking and reflectivity on the scientific and research practice"

<< Objectives >>Through the project we want to increase the interest in astronomy which is an important topic in the development of skills relevant to STEM courses. The astronomy is connected with many courses and topics, such as physics, chemistry, mathematics, etc and through the involvement in such educational practices students will improve their knowledge in these subjects.<< Implementation >>-We are going to produce a material containing information on astronomy topics. -We will create a fun educational game that will grab students' attention and help them be engaged in the learning process.-We will assist teachers to implement these kinds of courses through the production of lesson plans that will help them introduce astronomy immediately in their classrooms.<< Results >>The main tangible results of the project are the following: -A guide that will help teachers introduce the topic of Astronomy to their students-A Minecraft game that will provide a provide a hands-on approach and introduce concepts of astromony that are difficult to be understood

STEMFAIRNET is committed to science fairs as initiatives with great potential in science, technology, engineering and mathematics education (STEM). Despite the great success of this type of events, the fact that the organizations responsible for these fairs have different nature, and that there is no common framework based on how to design and organize them, sometimes leads to these events fall into something anecdotal and isolated from the educational activity of the participants. In this sense, the STEMFAIRNET project seeks to generate knowledge through the exchange of good practices, which will allow European science fairs to go one step further, promoting a model of science fair especially aimed at: 1) optimizing the development of the STEM competences of students between 12 and 18 years 2) promote among the young people the interest in studies and STEM careers; 3) promote the inclusion of all students in the participation of science fairs, not only the students with the best academic performance; 4) to create networks between science fairs, to encourage the exchange of good practices, knowledge, teachers and students. STEMFAIRNET is conceived with the aim of influencing the students between 12 and 18 years of age, STEM teachers, and the organizers of science fairs. Specifically, the project has as OBJECTIVES: 1) Identify the strengths and weaknesses of existing initiatives at European level in the field of science fairs focused on students' acquisition of STEM skills and competences. Good practices and proposals for improvement on the participation of the science fairs and the organization of the fairs will be disseminated in order to assist in the development of the aforementioned scientific, technological and mathematical competences, as well as transversal ones (digital , Collaborative work, etc.). 2) Train, help and motivate teachers with students at risk of dropping out or disadvantage in the participation of science fairs, which are often less represented in such science fairs. The project consists of six partners: three organizers of science fairs, two schools participating annually in this type of fairs, and a European network of organizers of science fairs. Four training courses will be held on the two stated objectives, and best educational practices will be disseminated for students, teachers and organizers of science fairs. To this end, testimonies of students and teachers will be disseminated through the internet, as well as reports of proposals for improvement, both organizational and participative. The expected impact and improvement in the long term is to encourage the acquisition of competences of students through science fairs, proposals for teachers and redefining fairs themselves as more inclusive spaces for all students.

Despite almost 30 years of efforts to attract girls to physical sciences and engineering, the gender gap in technological vocations remains. Moreover, while the demand for graduates in these fields continues to grow, the scientific and technological vocation among young students is decreasing. Responding to this need, the main objective of this project has been to raise and share good practices in STEM education with a gender perspective through an innovative training programme for educational agents related to STEM education. Eight organisations from eight European countries have participated, and the training materials have been published on the project website. The following organisations have participated: Elhuyar Foundation as coordinator (Spain), Experimentarium Science Museum (Denmark), HISA Science Museum (Slovenia), Nemo Science Museum (The Netherlands), European University of Cyprus (Cyprus), Hacettepe University (Turkey), NTNU University (Norway) and St Mary's University College (UK).Thus, the consortium has been formed by one science communication foundation, three science museums and four universities. All partners have participated in trainings in the areas of STEM education, innovative methodologies, gender perspective and/or teacher training. Through the trainings, participating staff have been able to adapt their daily practice of their STEM education activities directly with young people (formal classes in the case of universities, visits to science centres in the case of science museums). In addition, the training participants have been able to apply the new knowledge and content in the training they offer to secondary school teachers. Due to the pandemic situation caused by the arrival of covid-19, since its arrival, training has been carried out virtually.