"<< Background >>The EU and its members signed the Paris Agreement, as well as European Green Deal is currently in implementation. Energy is an essential element of a modern society for its social and economic development, still gaining in importance, especially when considering a well-being of human and natural world and the stability and safeness of any country. Energy consumption can be reduced via technological improvements and innovations, however, education and digitalization have a strategic role in improving energy efficiency and sustainable energy consumptions in terms of attitudes, consciousness and awareness, as suggested by several studies. Especially important is an education of citizens, also in adult life, facilitating the change process in individuals, introducing them new concepts and more sustainable way of living, where individuals act as agents of changes. EU Climate change goals are ambitious and to achieve them, we have to act quickly and efficiently, foster a behavioural change by our citizens and in the society. In addition, 91% of citizens stated that climate change is a serious problem in the EU. European legislation is necessary to protect the environment, according to 83% of those surveyed (Eurobarometer, 2020) Education has been recognized as a key premise towards sustainable consumption and sustainable development. Thus, a strong emphasis should be placed on strengthening the environmental awareness also through non-formal education and capacity building as activates and ""produce"" environmentally sensible citizens. As recommended in the European Green Deal Communication, educational institutions and other organizations, working in the fields are well-positioned to engage with citizens and the wider community on the changes needed for a successful transition to a green economy, in particular during the difficult recovery from COVID-19 pandemics.A change in how individuals consume energy is a key step in fighting climate change since it represents a crucial contribution to a more collective and sustainable lifestyle adoption. To carry out such process, designers and scientists are seeking new ways to increase public discussion and social involvement in energy reduction issues. In relation to this, the emphasis in our project is on raising collective awareness to enable behavioural change and to inspire people in making sustainable decisions on energy consumption. EL-Practice directly relates also to SDG No. 7.<< Objectives >>GOALSIn EL-Practice we will give a special attention in developing interactive and accessible energy literacy knowledge and competencies e-course via mobile-friendly platform, especially focusing on young adults to foster positive energy-related behavioural changes in order to co-create a sustainable Europe we all want.Specific goals:1. mapping of the existing competencies and knowledge levels in the partners countries, regarding energy literacy of young adults (40 persons per country included) – young adults will also define their needs for energy literacy gap knowledgeKPIs: 5 maps/200 completed questionnaires;2. e-course (on a mobile-friendly platform) for gaining knowledge, skills and competencies on energy literacyKPIs: 1e-course, 1 publication manual >18 participants with certificates;3. design and create learning materials and test the e-course with ""short-term staff and adults trainings"", where personnel (12) and 18 young adults, citizens will participate;KPIs: successfully implemented activities and gained knowledge (>12, >18);4. carry out the multiplier eventsKPIs: >150 participants;5. dissemination activities (n>1000).6.organisational networking and NGOs, stakeholdersKPI: signed at least 3 memorandums of understanding (MoU) with organization outside consortia for usage of project results<< Implementation >>METHODOLOGY Project will be realised through the PR1-PR3, C1-C2 and E1-E6.For solving any project issues, the consortium will follow the methodology of a gradually development approach that has a baseline in the theory of change. It is structured to plan changes from start till the end, making possible to fill in the gaps and exploit the partner's synergies. It is based on three development phases:1) problem analysis2) solution design3) impacts.According to the methodology, the project has a phase of problem analysis (modeling the national aspects of educational offer and competencies, use of learning materials, mapping of formal and non-formal possibilities of adults training and gap defining) in PR1. Based on the PR1 results, the draft versions of e-course and e-textbook (PR3) and e-learning app (PR2) are prepared. Following the testing, regarding the participants from multiplier events and learning, teaching, training activities (C1, C2), improvements and optimization will be implemented. E6 is an international final conference in Poland to disseminate and present our project work. Dissemination and promotion activities will begin at the start of the project and carry on during its life cycle. Sustainability and liveliness of the project will be taking place on various levels, via accessibility of the project results (website, app), encompassing e-course into the educational offer of the partner organizations, via personal levels of participants (new knowledge and competencies will help them to actively participate in the society).TPM1: kick-off meeting online (M1);PR1: competencies analysis in the field of energy literacy (lead: MIITR; M1-M10);TPM2: in Slovenia (M12);PR2: e-learning mobile-friendly platform (lead: INNOVATION HIVE; M11-M24);PR3: e-course (lead: KSSENA, M11-M24);C1: short-term training for staff (lead: LEVILO, M18);C2: short-term mobility for learners (lead: RENGEA, M19);E1: national workshop in Poland in M14;E2: national workshop in Greece in M14;E3: national workshop in Slovenia (Velenje) in M14;E4: national workshop in Croatia in M14;E5: national workshop in Austria in M14;E6: final international conference in Poland in M24;TPM3: final meeting in Poland (M24).<< Results >>GOALSAim of the EL-Practice project is to empower young people with competencies, skills, knowledge and self-confidence to take responsibility of their life choices and actively engage in the aim to become more sustainable society within the EU communities. The project responds to the need of young adults via:- clear definition of gaps in the field of competencies on energy literacy in five European countries;- connecting young people into multicultural and international arena for networking and fostering sustainable identity;- development of interactive and innovative learning material to improve their energy literacy skills and decisions.Expected results will be carry out within the three main forms of project activities, on which the project is based on:- project results;- multiplier events;- trainings/educational activities.OUTCOMES/IMPACTSWe expect various outcomes, impacts and effects.Short-term:1. Impacts of training/education during the project. In the short term, project will increase the competencies and knowledge of > 50 young adults through participation in project activities, validation of the platform, e-materials, ...2. Impacts of dissemination during the project life. In the short term, 1000 people (young adults and other stakeholders) from partner countries will be aware of activities, mainly through multiplication events, dissemination activities, closing conference.3. Impacts on young adults and society - with the new knowledge and competencies, young adults will be able to create sustainable households, become more confident in energy-related challenges, and adopt appropriate skills to form wholesome sustainable lifestyle decisions, which have a positive impact on their lives and society, environment.Long-term:4. Impacts of post-project training. We expect young adults to show great interest in acquiring competencies and knowledge in the field of energy literacy. Long-term, partners will trained at least 10 young adults per year for 5 years after completion of project, thanks to the work invested and the results obtained.5. Dissemination effects upon completion of the project. Long-term, we will continue with dissemination (website) and inform at least 250 young adults and others citizens about it annually. Stakeholders will be able to exchange experiences and gain new knowledge on existing website, e-course.With the explained project results above, young people will obtain a deeper sense of influencing the green policy-making processes in the society, having capacity to deliver critical arguments and sustainable decisions to raise the quality of the social and environmental dimensions in the sustainable development paradigm."

procuRE brings together 6 procurers from 6 countries, responsible for over 21,000 public buildings, to invest over €7 million in R&D to tackle their common challenge of achieving 100% Renewable Energy Supply (RES) in existing stock. Consortia bidding are expected to deliver a comprehensive package of tools enabling delivery across Europe and beyond of customised full-renewable building renovation. The systemic packages comprise services from design to implementation, and day-to-day operation, and contracting/financing, ensuring that the building continues to perform as designed over the full life-cycle. procuRE packages must ensure the following: enable optimal selection of cutting-edge components and configurations for RES generation, storage and management, fully addressing the challenges of on-site RES and eliminating off-site supply; increase SRI by integration across technologies and BEMS providing good occupant control; must deploy advanced BIM to model outcomes in advance in an assessment framework which at speed and low cost delivers procurers and investors with transparent choices of their options to maximise value delivery across the complete life-cycle; must provide simple configuration to match regulatory differences; and must include innovative, embedded and cost-efficient training services to impart necessary skills to both operators and to occupants, whose behaviour is a growing factor to be taken fully into account. PCP competitive tendering and the three phases of R&D and supplier selection is expected to ensure delivery of reasonably mature renewables renovation packages and their entry onto the international market within the expected timescale. Package efficacy will be demonstrated in the types of building which dominate public portfolios and promise replication in the private sector, in a multi-country public demonstration of solutions meeting building stock decarbonisation targets - six configurations achieving 100% RES throughout the year.

"High school students are immediate – “tomorrow’s” democratic force of our society who should actively participate in all aspects of economical, environment and social life in local communities. Unfortunately, performed surveys show they have scarce knowledge and are not interested in getting involved in any aspect of local community existence. The project aimed to contribute in increasing the present and future generations of high schools students’ skills and competences to face different challenges in everyday social life from different perspectives and to become active members of their local communities. To achieve this, the project focused on increased skills and competences of the teachers, for teamwork and cooperation that leads to development and implementation of common education approach for their students. The project aimed to present advantages of using of ""learning by doing"" students-based approach in topics of high community interest. This project also supported teachers in adopting cooperative and innovative practices with their training to apply some of the existing web 2.0 tools (OER) and eTwinning platform to increase their skills in application of ICT-based techniques, which leads to development of more attractive learning approaches towards students. The project was implemented by 9 PP, 3 partners form each country (Bulgaria, Slovenia and North Macedonia) involved, those were: 3 high schools (HS of Economics and Management (BG), HS ""Ljupco Santov"" (MK) and School Centre Velenje (SLO)), 3 local public bodies (Pazardzhik Municipality (BG), Public utility “Vodovod” Kochani (MK) and Ljudska univerza Velenje (SLO)) and 3 NGOs (CSEG (BG), MAGA (MK) and KSSENA (SLO)). High schools participated with teachers (3x3) trained on implementation of OER in school subjects and learning-by-doing methods, and they became part of teachers’ network, and were guiding students during the project; also 45 students (15x3) increased competences and skills in creation of Virtual Cities through team work. CSEG, MAGA and KSSENA had responsibility to deal with coordination and organization of the project activities; preparation of education handbook; training for ICT-based tools, using of RES and implementation of EE measures; dissemination of project’s results; organization of national dissemination events. Local public bodies were engaged in teachers' training for community managements topics, for human rights and anti-discrimination, preparation of Document for strategic transnational partnership and increasing of public awareness. The activities carried out in the frame of the project were the following: project management, coordination and implementation; preparation of materials and necessary IT equipment for transnational meetings and short-term trainings; short-term trainings to increase teachers’ skills and competences; mentors and students’ teams work on development of “Virtual City”; development and printing of the intellectual outputs; development and maintenance of project web-site; preparation of brochures and leaflets; organization of media publications and press releases; preparation of presentations for final dissemination events. Foreseen methodology that was used within the short-term joint staff training events and long-term teaching assignment was a mix of theoretical and practical participatory approaches, accompanied by using of ICT based methodologies. The most suitable is so called “learning-by-doing” method. The results achieved with the project activities were: Handbook for teachers; Document for strategic transnational partnership; 9 HS teachers with increased skills for practical use of OER (web 2.0 tools); Established teachers’ network through eTwinning module; 9 teachers - mentors with increased competences and skills for team work to develop common theoretical and practical teaching approach on the topics related with community issues; 45 students with increased teamwork skills in developing own educational approach for facing the challenges of active citizenship in local community; 9 students with increased skills and competences in transnational cooperation; 190 stakeholders became familiar with new students based ""learning-by-doing"" educational approach and the 2 intellectual outputs; project Web site, which is presenting all project activities and will be active a minimum of 3 years beyond the project end. Joint team work led to establishment of good partnership among project partners, increase their overall competences and skills for the implementation of new joint projects in the future. Secondary schools benefited from students’ satisfaction with the quality of learning methods, new methodologies and opportunities for research and learning, networking opportunities with other educational institutions, enhanced capacity for transnational cooperation."

"<< Background >>The main project aims is to support awareness-raising about environmental and climate-change challenges. The planned activities will support the testing of innovative practices (educational approach based on Virtual Reality software) to prepare students and school teachers to become true factors of change. New educational approach will meet the needs of school students (12th to 14th years age) to increase their overall acknowledgement about tackling of the Climate change phenomenon and to inspire them to take a real actions in „real life“ (e.g. saving resources, reduce energy use and waste, compensate carbon footprint emissions, increasing use of renewable energy sources, environment friendly transportation, etc. Teachers will accomplish skills and competencies about environment protection and together with pupils will become true factors of change.Climate Change phenomenon is the biggest reason why /for the first time in the human history/ the Doomsday clock is set on 100 seconds to midnight /a moment when the nonrecoverable process of destroying of our only planet will be reached/.Performed Surveys, for rang of introduction of Climate Change in education process, shows that besides this issue is addressed in formal education, traditional educational methods which are used for teaching of this topic offers mainly basic theoretical acknowledgement, usually with old facts.Using of VR in education process is advanced education approach, which multiple times is overcoming the potential of traditional educational methods, and education systems must accept and accommodate on this fact. Recent decreasing of the prices of necessary Virtual Reality equipment (for example a high quality VR headset that is using mobile phones for presenting of VR contents are with prices of around 50-60 Euros) makes this innovative educational approach acceptable to many educational institution on primary as well as on secondary level. With stimulation of teachers to accept the new methodology and with appropriated training programs in increasing of their skills and competences in using VR equipment and VR education software, all necessary pre-requests will be met.<< Objectives >>The project's main objectives are focused on: developing Climate Change tackling strategies and educational methodologies based on VR orientated education curricula that better meet the needs of schools' teachers and students; improving quality and attractiveness of the education process in regions of Velenje (Slovenia), Syros (Greece), Ludbreg (Croatia) and Kocani (North Macedonia) by development and implementation of innovative VR based learning methodology; increasing of teachers’ and students' competences and skills in using of online available VR educational contents in everyday classes and establishing of transnational strategic partnership among different types of organizations (Local public bodies, NGOs, SMEs, Education institutions) for increasing of quality level of education by development of innovative education methodsProject have a Specific objectives: to develop own innovative Climate Change orientated VR - based educational software with utilisation of ""state of the art"" VR technology; to improve students' interest and achievements in STEM school subjects with help of VR educational technology; to improve students skills in ""learning by doing"" educational approaches through transnational competitive event in the frame of long-term teaching assignment; to improve students presentation skills (for the best students from four schools); to establish transnational teacher's network by using of eTwinning networking module and to create of a strategic Document that will include an Action plan with developed realistic actions/projects for the future transnational cooperation in the field of education;In the frame of project we will strengthen skills and capacities of teachers and students in primary schools to take problem of climate changes seriously and to foreseen some concrete actions to prevent it and mitigate effectively. Through the project we will promote environmental education and motivate teachers and students to behave in sustainable manner. Also, the project will support project partners schools' teachers in developing innovative teaching and assessment methodology. The school teachers will be trained in using of the Virtual Reality equipment and Virtual Reality-based educational software in their everyday lessons. In addition to this, project partners would like to emphasis that in the frame of joint staff training events teachers will work with Trainers/experts to develop own educational approach to implement Open Educational Resources (web 2.0 tools), as well as a free online available Virtual Reality based educational software in their everyday school lessons, and not just to be passive observers on training events. This will significantly increase teachers skills and competences in implementation of ICT based educational methods in their future teaching process. Planned teachers' training in using of eTwinning networking module will allow future cooperation with their colleagues abroad and exchange of good practices. that will lead to increased capacity for development of new and more efficient educational approaches.<< Implementation >>- Development of an innovative ICT-based educational approach to increase student interest using Virtual Reality (free online virtual reality software and completely newly designed and created educational software related to climate change challenge and developed in Virtual Reality) that will enable students to understand adaptation strategies and climate change mitigation with a significant increase in their digital competencies.- Short-term training events for school teachers on how to use virtual reality equipment and educational software based on virtual reality in their daily lessons.- Long term teaching/learning assignment for students in primary school in using OER and VR-based educational software- Organization of transnational project meetings for project management and monitoring and evaluation of the realized project activities. - Organization of multiplier events<< Results >>Following Concrete project results are expected: Development and adoption of three Project Results; 16 school teachers with increased skills and competencies for using VR technology; Established transnational teachers network (min 56 teachers) by using of eTwinning networking module; min 400 children from four schools with increased competences and skills for using VR technology in the learning process; as well as with increased acknowledgment for tackling of Climate Change phenomenon; created Project web site with best practices from project activities and with included (free for downloading) materials and created IOs that will be at disposal for teachers from other schools aS well as for any other interested stakeholders on local, regional, national level.In addition, to above mentioned, a minimum of 160 local relevant stakeholders will become familiar with advantages that new developed educational approach is offering versus traditional teaching methods /participants on each of the National multiplier events in Greece, Croatia, and North Macedonia as well as on the Final Project Conference / National multiplier event / in Slovenia). The project will not have an impact only on present schools' students, but with trained teachers, and developed VR-based education approach, will ensure that also thousands of students in the next generations will have the opportunity to be educated by using the innovative approach based on VR, for better understanding of Climate Change related topics in school subjects."

While EU policy assigns a primary role to Energy Efficiency (EE), the lack of a holistic understanding of the impact of EE investments has hindered its integration in the policy-making process. Coordination between demand and supply side of energy policy is not targeted, and there is need to gather the evidence on the benefits of EE in ecological and socio-economic terms as well as on its interactions with the broader policy context and energy market. The EERAdata project aims to address this challenge by supporting policy decisions and related stakeholders with an organic set of instruments to prioritise investments in energy efficiency in the context of the European building stock and its potential for renovation. The EERAdata project will develop and test a decision-support tool to help local administrations in the collection and processing of their building and demographic data towards an assessment and prioritization of EE measures in planning, renovating and constructing buildings. The tool will be operationalized through a software application capable of merging data from various sources, formats and fields, which will then model and assess the impact of energy efficiency investment in buildings across several categories of impact, and against a range of supply-side measures. Partner municipalities will participate to the design of the tool and test its application in regional pilots. The pilots will be part of a wider process of stakeholder engagement aimed at ensuring the usefulness of the different instruments, their applicability across different geographical and economic contexts, and its adoption beyond the life-span of the project. To this end, the project team will establish regional networks of stakeholders centred around the partner municipalities. These networks will be engaged throughout the project to bridge the gap between demand- and supply-side of energy policy.