Algae protein and plant protein are considered as novel and primary source of protein for the human being in future as it is now crucial to reduce our dependence on animal-based protein, notably to reduce greenhouse gas emissions. Also, among varied food structure, the powder matrix of the algae-plant-based formula will reduce transportation and storage costs due to lower water content, which is interesting for food industry. Moreover, the algae-plant-based powder can be a replacer to traditional dairy powder, which is namely milk-analogue powder. However, the formula of algae-plant-based solution and its powder has not been studied yet. This project therefore aims to 1/investigate the powder matrix of algae-plant based formula influenced by drying protocol, 2/demonstrate the rehydration profile of the powder matrix, and 3/improve the sustainable production of this powder. Technological and health potentiality of plant and algae protein for the production of functional food powders by spray drying will be investigated focusing on milk-analogue powder as a model. To achieve the sustainability of the process, mass and energy transfer will be modelled to identify optimal conditions for greener production. The physical characteristics of algae-plant-based initial liquid feed and final powder will be investigated. Both are linked and are of great significance on the development of powder structure during drying and on the final powder functional properties. Especially, the rehydration of algae-plant-based powder will be studied stepwise in comparison with the characteristics of feed solution and spray drying conditions, which can enlighten the smart design of powder matrix for instant breakage during rehydration. Lastly, the digestion of algae-plant-based powder and nutrition analysis pave path to alternate the real milk. As a fresh researcher, my career can be facilitated by this advanced research at AgroParisTech, internationally recognized institute on future food.

The COVID-19 crisis has unexpectedly shaken the agri-food sector and the Higher Education Institutions (HEIs) in the first semester of 2020. While the first had to devote all resources available to provide safe, quality and affordable food and drink products to the population; the latter had to rethink education and learning to adapt to the new circumstances, experiencing a forced acceleration of the digital transformation. Project-based learning approaches, and practical classes, that require more guidance and support from teachers and pedagogical staff were particularly affected by this transition. In agri-food related HEIs European-wide, the effects of the pandemic were notably felt by the participants of ECOTROPHELIA competitions – a food innovation competition for higher education students for the development of eco-innovative food products. Since 2000, ECOTROPHELIA has been fostering creativity and entrepreneurship European-wide by promoting the national and European competitions that bring together HEIs and the agri-food sector to rethink the future of food. This initiative has led HEIs to adapt their curriculum to include new product development projects (from raw materials to market launch) promoting the application of the acquired scientific and technical competences, and the development of soft skills and project management. In 2020, the national and European competitions had to reinvent themselves to continue to provide students and HEIs a platform to showcase their talents. While the students participating were motivated and coached to develop their eco-innovative food products, the educators who guided their project-based learning were faced with new challenges to do so virtually.In this context, DigiFoodEdu aims to foster the development of digital skills and exchange of good pedagogical practices in the digital era directed at the guidance of project-based learning approaches. This project intends to study the practices put in place during the pandemic, collect and analyse the experiences from different partners European-wide and come up with a best practices guide for education improvement in the digital era. Ultimately, the project will aim for the modernisation of the pedagogical practices used for coaching and supporting students during supporting students during their project-based learning activities.DigiFoodEdu will involve three countries (France, Greece and Slovenia) and will bring together three HEIs and national food federations to tackle digital education readiness. It targets four groups of participants: 1) teachers/pedagogical staff, notably the ones that provide guidance to ECOTROPHELIA projects; 2) agri-food higher education students, but also students from other courses involved in these multidisciplinary projects; 3) HEIs that will benefit from the evolution of pedagogical practices; and 4) agri-food sector representatives and experts.To accomplish its objectives, the DigiFoodEdu project will carry out the following activities:-1st year, focus groups and surveys with the different target groups for the identification and analysis of the pedagogical practices put in place during the COVID-19 crisis and the assessment of the perception of agri-food sector representatives and experts on the crisis’ impact on future talents;-2nd year, conducting training sessions with peers in each partner HEI, followed by the implementation of the best digital pedagogical practices uncovered in the first year in the different partner HEIs, and finally the development of a white book on good pedagogical practices in the digital era to support the promotion of the modernisation of education.In the long-term, this project will have an impact at three different levels: 1) at an individual level, the teachers would have a better framework for guidance of students that could be the foundation for new and innovative pedagogies, and the students provided with a better experience would be more driven to continue their entrepreneurial path; 2) at an organisational level, by training teachers/pedagogical staff and consequently improving the quality of education, and by strengthening the cooperation and network between HEIs; and 3) at a system level, by contributing to a more innovative food sector through the training of its future professionals and the connection between HEIs and the industry.

The outbreak of the COVID-19 pandemic has had a major impact on higher education (HE) and international study programmes. The sudden shift to online teaching and learning brought about challenges at different levels, from competences and pedagogies, to teaching and learning tools, collaborative work and quality assurance. In this context, Joint Programme (JP) coordinators, managers, teachers and students have been among the hardest-hit HE players. By their nature, JPs are international collaborative programmes built on physical mobility of students and teachers, joint, inter-cultural and trans-national processes and activities. Due to the pandemic, JP had to respond quickly to avoid disruption in program activities.Responding to the EC Digital Action Plan (2021-2027) and priorities of the Erasmus+ Call Partnerships for Digital Educational Readiness, the main objective of the project is to contribute to the development of a digitalized, innovative and quality-oriented HE, by providing instruments to sustainably mainstream new forms of virtual teaching and learning into the degree courses beyond risk-mitigation approaches. This will be done by focusing specifically on JP, felt to be a perfect laboratory where different innovative pedagogies, tools and resources can be tested and experimented.As the name suggests, GO-DIJIP will be a call to Action inviting approx. 150 JP coordinators, managers, teachers to explore & share existing practices and innovative learning & teaching methodologies; develop their digital skills; integrate digital collaborative environments into JP; collaborate trans-nationally towards quality digital education. Students (up to 25 directly involved) will also play a key role in this all-round innovation process by bringing in the end-users perspective and supporting staff members in assessing key needs, priorities, and values when innovating HE programmes. Finally, Partner HEIs, Networks and, indirectly National/European authorities, will be called to reflect around the importance of adjusting policy frameworks so to allow a smoother and more effective and inclusive transition to digital collaboration in HE.The project be framed around a set of well-defined, realistic and consecutive Intellectual Outputs responding to the specific objectives outlined above, i.e.:•IO1 - AMPLIFIER open collaborative platform will effectively contribute to the sharing and amplifying of best practices & tools related to the digital transformation and integration of JP. It will be designed to provide inspiration for teaching with technology through open access to pioneering practices and projects of particular relevance to JP. As important, it will explore and develop digital spaces for student led production of knowledge in JP •IO2 - APLIFIER contributions will serve as a base to select the best practices for shooting 4 video-testimonials (IO2). They will serve as “tracks of pedagogical practices” that can be transferred and adapted to other contexts in a transversal way, contributing to inspire and raise awareness on the potential and benefits of new forms of virtual education•IO3 - The GO-DIJIP Online Staff Training Course (IO3) will be the core of the project. The course will respond to these needs of JP practitioners by developing an open, technology-sustained, experiential training course focused on how to best integrate digital environments into JP. First a Pilot Training Course targeting approx. 20-25 JP academic and administrative staff members at Partner HEI will be tested. The course will be complemented by a face-to-face training workshop. Based on participatory feedback, an Open Training Course targeting approx. 50 external HEI partners and stakeholders will be developed. •IO4 Previous activities will lead to the creation of a digital Handbook and Policy Recommendations in order to reach a different target and encourage a digital transformation not only with a bottom-up push, but also guided and supported by policy makers.Outputs and results will be disseminated and multiplied extensively during two Multiplier Events, as well as during internal and external events of Partners, Associated Partners and Networks.All project activities are designed to be carried out collaboratively and transnationally, by involving the different practitioners in the field (academics, administrators, students, HEIs governance bodies, etc..) and applying the most advanced teaching/learning technologies in the field. Through this transnational partnership, the project aims to align digital skills, promote common standards and quality guidelines to respond to a sustainable transition to quality digital education. In the long term, GO-DIJIP outputs are expected to contribute to innovate the HE sector, with a specific focus on JP; to make HE more inclusive and accessible through structured and effective digitalization; to integrate such innovative elements and approaches into the wider national policies.

The Global Forestry Erasmus Mundus Joint Masters (GLOFOR) is a two-year English language world-class MSc programme that will prepare graduates to deal with forestry’s tremendous contemporary challenges and potentials in medium and low-income countries. A consortium of five universities with extensive experience; University of Copenhagen, Department of Food and Resource Economics (Denmark), Technische Universität, Dresden, Institute of International Forestry and Forest Products, (Germany), the University of Padua, School of Agriculture and Veterinary Medicine (Italy), The Paris Institute of Technology for Life, Food and Environmental Sciences (AgroParisTech), Montpellier and Kourou Campuses (France), and the Czech University of Life Sciences, Faculty of Tropical AgriSciences, Prague (Czech Republic) offer the programme. Students get a thorough introduction to forestry’s local and global role in middle and low-income countries during their first year. All students will complete their first semester in Copenhagen, where faculty from all partner universities will join the teaching activities. During February, the first year, all students and one teacher from each partner universities participate in a joint field course in a middle or low-income country. Then, students move to either Dresden or Padua to complete their first year. In their second year, students pursue a particular line of specialisation in any one of the five partner universities; Livelihoods and Governance (Copenhagen), Governance and Management and Policy (Dresden), Tropical Forest Ecology (Montpellier/Kourou), Social and Environmental Responsibility (Padua), and Agroforestry Systems (CZU Prague). The expected annual student intake is 40. The teaching staff is very active in research, and students will profit from their global expertise. GLOFOR can readily issue accredited and fully recognised multi-degrees but aims to issue joint degrees. Selection requires a relevant and strong Bachelor’s degree.