"<< Background >>GreenEnter4Future project combines two of the most important challenges in 2st century. Activate, involve youth in solving environmental issues, which have harmful effects of human activities as the next generation will basically design our future and the future of a whole planet and empower Youth Workers to help counter the dramatic increase of unemployment situations among young people – with the mission to generate educational value, green employment horizons for long-term capacity building, from the dynamic interaction between these two groups. As stated by the European Commission, social innovation is not something you do to citizens but with citizens.As EU citizens, we all have a duty to protect and improve the environment because it means living better. Numerous aspects of our daily life are directly related to the environment: children's asthma, floods, traffic congestion, the dream of a clean beach, etc. The environment and climate change is priority for the protection of the environment. Youth must be aware of the negative impacts climate change (DG CLIMA, EIONETsdg13_50) has for individual and community health as they are the generation who will suffer the greater consequences (Arjen Wals), thus they must have more say in environmental decisions and policies. Turning the spotlight on the growing urgency of the climate crisis was highlighted by Fridays for Future movement that took off, leading to an increasing number of young people around the world to participate with this intention. Fighting climate change is ""the challenge that will define our generation, a political and moral obligation"": (President of EU Commission) continues to reiterate the centrality of the environment in the action of his Executive.Therefore green growth is at the heart of EU policy to ensure that Europe’s economic growth is environmentally sustainable. EU, in the last 30 years has multiplied its initiatives: policies, regulations, controls, anti-pollution interventions, research on environmental innovations, awareness actions etc. Youth will primly benefit from entrepreneurial learning. Whether or not they go on to create green businesses, social or other enterprises, young people who benefit from entrepreneurial learning, develop business knowledge, essential skills including digital, green and attitudes including creativity, initiative, tenacity, teamwork, understanding of risk and a sense of responsibility. This is the entrepreneurial mind-set that helps entrepreneurs transform ideas into action.EU 2020 strategy for growth aims to create ""smart, sustainable and inclusive growth"", and have set clear objectives to guide European environment policy until 2020 and a vision beyond that, of where to be by 2050: protect, conserve and enhance the EU’s natural capital, turn the EU into a resource-efficient, green, and competitive low-carbon economy; and safeguard EU citizens from environment-related pressures and risks to health and wellbeing.Furthermore, environmental protection and innovation help to create new business and employment opportunities, which stimulate further investment. UN Environment Program for the green economy translates into ""an improvement in human beings and social equity, significantly reducing environmental risks and ecological scarcities.Green startups represent the major driver of change, transformation of the global economy towards a more sustainable economic model. It is essential for young Europeans to understand the importance of active engagement in the protection of the environment, and that green business are an opportunity to find jobs and help make the world a better place.<< Objectives >>Becoming the world’s first climate-neutral continent by 2050 is the greatest challenge and opportunity of our times. To achieve this, the EU Commission presented the EU Green Deal, the most ambitious package of measures that should enable European citizens and businesses to benefit from the sustainable green transition. The project aims to improve global environmental standards, stresses the need to empower youth workers who will then empower youth in eco-friendly entrepreneurship, fast track to transition in the green economy not only to restore after the pandemic but to provide new opportunities to the younger generations, with more collaborative business models. Green startups find their natural outlet in different sectors.Among the most receptive areas to start green startups we find the sustainable tourism, cultural and creative industries, urban revitalisation based on heritage, important economic sub-sectors capable of generating employment, stimulating local development, and promoting creativity. The new generation will be trained on the potential growth in green alternative tourism, innovation in agriculture and food chains. However, there is an untapped potential to take a path that can create other green jobs. Green companies need qualified personnel in order to expand their markets who very often fail to meet their demand.Climate change is here but not everyone can feel the impact yet. Youth workers turn to digital technologies to help youth better “experience” it. With our Green Online Game, youth will feel the impact of climate change with well-explained illustrated ways in order to be mobilised to fight the climate crisis. Youth workers will be trained to empower youth with green skills, eco friendly entrepreneurship as crucial factors for the development of cohesive, healthy societies.OBJECTIVES- Define sustainable development approaches providing training panorama for green business, circularity and employment opportunities;- Develop and share tools to empower youth with key green, new media, digital skills applied in green economy and development of youth entrepreneurial spirit;- Train youth workers to develop their professional competencies and to provide youth, eco friendly start-ups with specific knowledge in fast tracking green economy, reducing environmental risks and promote social equity;- To promote European climate legislation, for a cleaner energy generation;- To create synergy among stakeholders to restore youth's financial health and build eco friendly initiatives. TARGET GROUP:The project is addressed at strengthening and validating competences of youth, future start-uppers, young entrepreneurs, NEET, youth workers, trainers, experts, educators, staff, stakeholders (policymakers, green businesses, consumers) for environmental change, support investments and related growth.Around 300 unemployed youth and 100 youth workers will benefit of the project activities. The total number of people who are indirect beneficiariesis approximately of 1000, including the local and online community.<< Implementation >>The activities of the project are multidimensional and vital for creating ""smart, sustainable and inclusive growth"". They will introduce practical innovations in the area green economy with startups in sustainable tourism, cultural and creative industries and urban revitalisation based on heritage, important economic sub-sectors capable of generating employment, stimulating local development and promoting creativity.C1 ""Green Your Future"" training:-extremely EU demonstrated network with initiative plans for forming a transnational community of youth workers as an important infrastructure;-training on how to educate youth, NEET, develop activities for key skills applied to green economy;-a unique educative experience for participants to become familiar eco youth friendly approaches;-competence in using projects’ outputs;- exchange, share valuable experiences;-certification.Green Your Future training is addressed to Youth Workers and other professionals who work with and empower young people Green entrepreneurship dealing with the youth!The training activities will be delivered primarily by the experts/youth workers of the partner organisations who are experienced in green startups in sustainable tourism, cultural and creative industries and urban revitalisation based on heritage, important economic sub-sectors capable of generating employment, stimulating local development and promoting creativity.The training will define different sustainable development approaches for youth entrepreneurship, evaluate the level of knowledge and competence in the field, develop and share tools for the implementation of sustainable business models. The training fosters the alignment of business practices to EU objectives of sustainable and smart growth, especially with the 2030 Agenda for Sustainable Development.Local Territorial Training:The local territorial training in all partner cities will be the multiplying practice to partners local communities to empower youth with sustainable development approaches through the comprehensive educational panorama of the project.To achieve project's goals and meet the project's needs the following activities are designed to:-to empower youth with a spirit of green entrepreneurship from early on in life;-initiative, confidence, calculated risk-taking, creativity, organisation, tenacity;-develop youth's full potential and to successfully enter the job market;-meet the role models - entrepreneurial testimonials from young green start-uppers;Dissemination activities:Every partner will organise one national dissemination event in every project town to disseminate and exploit the IOs.Moreover, Multipliers Events in all partner countries will take place to disseminate the IOs and results on a wider scale.The main objective of the events is to spread the project results, facilitate dialogue, and create a learning experience between target groups with the support of innovative tools. Intellectual Outputs Covered:- Toolkit - Be the Climate Change Ambassador- MOOC - Build your Green FutureThe multiplier event will involve at least 30 local participants and 10 online participants.National institutions, regional and local authorities, schools, teachers, civil society organisations, media, and social networks will be invited to contribute actively to engaging them in a constructive dialogue with the partnership.Partners will make their participation in the Erasmus programme widely known within the organisation to create opportunities for participants to share their mobility experience with their peers. Partners will make their participation in the Erasmus programme known in their community and in the wider public, informing all participants about the source of the fund by creating Erasmus+ clubs, social media page, leaflets/ flyers to promote the project among youth.<< Results >>The objectives set of ""GreenEnter4Future"" we will be reached through:O1 Toolkit ""Be the Climate Change Ambassador"" addressed to young persons:-Green Online Game to mobilise youth to fight the climate crisis with impact on their daily lives;-Digital green skills for employment, start a green business ideas and anticipate changes in workplaces of the future;The toolkit will also:-provide a comprehensive educational panorama with practical digital tools for green entrepreneurship education;-introduce youth in a fun way to European policies about environmental issues;-understand climate change;-develop entrepreneurial ideas;O2 MOOC ""Build your Green Future"" addressed to youth workers/experts/educators:-increase the impact at the European level;-empower youth workers to deliver innovative training and practical education for youth's future career opportunities;-youth workers' practices how to empower youth to develop sustainable business models, use their full potential to successfully enter the job market; -key skills applied in green economy;-provide guidelines through existing assessment and certification to increase their employability via non-formal and informal learning.The MOOC is the key tool and instrument for youth workers to lead youth in green market to seize job opportunities and to create synergies and collaboration in green sector. It will facilitate knowledge and transnational cooperation to empower involved territories to learn from others, create solutions to be applied elsewhere at National, European and international level. It is the sustainable development of approaches in a training panorama for green business, circularity and employment.WEBSITE OF THE PROJECT-will serve as an open education digital space for the material developed throughout the project;-easily traced for overcoming physical and time limitations;-equal access to good quality education, everyone will have access to the training material and resources;-addressed to large audiences;-developed materials will be uploaded into different sections, according to the target group; -different levels of access and admins will be applicable;-interactive sources will be included within each module;-user-friendly, with tutoring availability, and relevant user guide;-all project outputs are flexible and easily adaptable to be transferred to other sectors and to other EU countries.Other results:1) Pilot testing of IOs, templates, guidelines and recommendations.2) Dissemination Plan, leaflet, brochure, newsletters, social media key messages; 3) Exploitation strategy at partnership level and national level;4) Evaluation/Quality control/Monitoring activities and products;5) Workplan/Handbook/reports;6) GREEN peer committees structures;7) Video testimonials and podcasts."

"<< Background >>The challenges raised up by the COVID-19 pandemic are constantly requiring a certain degree of adaptation. In this perspective, the virtual reality tool might represent an innovative understanding of digital transformation through digital readiness, resilience and capacity. Specifically, workers in the field of education need to be ready for using technology even in the post-COVID era. It is quite clear that technology use will be maintained also in the future and the labour market will require the adaptation of the training curriculum. Virtual reality (VR) is an eligible tool, since it enhances the digital component and it is highly flexible and easy-to-use. XR_Skill Project combines the digital environment with soft skills' training directed to teachers and educators. This result will be achieved through a training program directed to graduated psychologists for enhancing teachers and educators soft skills through the virtual environment device.<< Objectives >>XR_Skill Project aims at fostering teachers and educators soft skills through an improvement of University curriculum for undergraduates and post-graduates psychologists soft skills in the use of Virtual Reality for training and education. Through XR_Skill Project, psychology students and post-graduates, whose specialization consists in this skill training, will be introduced to a new way for upskilling and reskilling of workers. The other aim is to create and promote the ""digital confidence"", a new skill introduced through this Project that focuses on the feeling to be able to manage technology and transfer it in the other context. The University partners will test and validate the methodology and make it available for the European and the scientific community. The focus is on developing a virtual tool for enhancing soft skills in education to facilitate work return in the post-COVID era. Reducing the negative emotional impact of COVID-19 on teachers and educators, together with a general empowerment by fostering the other soft skills entails a double aim: from one side, it will guarantee an optimal work standard, and from the other side, it will protect them from the detrimental consequences of the pandemic.<< Implementation >>XR_skill Project will train undergraduate and post-graduate psychologists to skill training through the VR tool. Specifically, they will be trained to the use of VR for the enhancement of teachers and educators soft skills through a course and a VR game developed by the consortium. The Project focuses on four main results, namely:R1 – XR materials and Pilot (From 01/2022 to 01/2023) – lead by University of Palermo.The first stage consists of the development of a training course for undergraduates and postgraduates in psychology concerning the potentialities of the VR tool. Therefore, the first activity is the Desk Research and development of training materials. Once the materials are developed, they need to be adapted for students curriculum and translated into consortium languages. The materials will be administered during a 20 hours course in the use of VR for enhancing teachers’ soft skills. After that, UNIPA will collect the feedback on the overmentioned activity. R2 – XR_tool (From 05/2022 to 03/2023) – lead by Virtual Campus.The results of the main activity is the creation of a VR game useful for the enhancement of soft skills. In this purpose, the main stages relates the definition of a game concept, made by Umeå University and UNIPA, the creation of the virtual game, made uniquely by Virtual Campus, the translation of the game contents, made by all the partners, and the launching and test of the game, made by Virtual Campus in collaboration of all the partners.R3 – Science (01/2023 – 10/2023) – lead by Umeå UniversityThis result aims to validate the game and the methodology used within the XR_skill Project. Umeå University will create questionnaires and instruments for scientifically validate the contents of the previous activities of the Project. All the partners will collect questionnaire results and after the creation of the report, it will be translated in each consortium language and spread at local, national, international levels. R4 – XR_Platform (11/2021 – 07/2022) – Lead by InfinitivityA learning platform for the learning contents will be created by Infinitivity. All the partners will provide the translation of each section in their mother tongue, and then will provide a feedback about its usability. 1 Multiplier Event will be organized in each country (for a total of 5 ME), where trainees will involve teachers and educators in an info-day about the potentialities of the VR tool. CEIPES will be responsible for the dissemination activityCRE.THI.DEV will be responsible for the quality assurance of the Project.<< Results >>The XR_skill lab is expected to increase undergraduates and post-graduates’ knowledge and competence for the soft skills enhancement, and, at the same time, increase their “digital confidence”. Through the ME, the benefits of using the tool with teachers and educators will be experimented and pointed out. A broad dissemination of the methodology at local, regional, national and international level is also expected."

<< Background >>Autism Spectrum Disorder (ASD) is a major public health problem due to the worldwide increase in its prevalence in recent decades (Laura Pérez‐Crespo, 2019). According to recent information available from the World Health Organisation (WHO-2019), one in 160 children has ASD, with higher rates in some countries like France (French body INSERM), where 1 out of 100 kids are born with autism or Denmark, where a study found an autism prevalence of 1.65 percent in 10-year-olds (JAMA, 2018).According to WHO, evidence-based psychosocial interventions, such as behavioral treatment and parent skills training programs, can reduce difficulties in communication and social behavior, with a positive impact on well-being and quality of life for children with ASD and their caregivers. Unfortunately, in many countries, such as Greece and Cyprus, no action has been taken so far to raise awareness and inform parents, the public and health professionals focusing on infants and toddlers. At the same time there are no educational programmes dedicated to the parents of these children hence, this particular need is going to be addressed within TIPS project. Additionally, the current COVID19 pandemic situation has highlighted several challenges in supporting families with autistic members. Therefore, the consortium consists of either, formal and non-formal education providers and autism organisations. Thus, they have diverse expertise- lifelong learning, education and training as well as social inclusion and autism. Therefore, all partners share a common interest- improving the trainers’ professional skills and improving the support parents of children get. By exchanging of good practices and ideas, it is expected that all members of the consortium will gain valuable knowledge and experiences which will not only result in the personal and professional development of their staff, but also in the creation of an innovative and comprehensive training package. More specifically,IDL, an organization with a strong focus on education would like to expand its expertise, products and services to cover people with disabilities, including autism cases. As a result, IDL will contribute to the consortium by providing state of the art technical knowledge towards creating experiences that benefit people with autism.Both Blue-firefly (an NGO working in the field of autism) and Autism Burgos (a parental Association) aim to promote the well-being and the quality of life of the persons with autism and of his families. They base all their programs and actions on the lines of scientific evidence and the most innovative and accredited models on this field. Therefore, getting involved in a project related to an evidence-based intervention for social skills in autism is of high importance and would increase the professional development of our staff.For STANDO, InnoHive, and SOSU, one of the main needs that will be addressed is to manage to bring together the skills of such a diverse set of partners in creating new curricula, in implementing new, media-based training tools, in the exchange of cultures especially through the society, with no boundaries between nations. Additionally, the need to expand previous works (such as in the NEWORK project, the Aclass, Positive Parenting) and knowledge in similar fields will be addressed.<< Objectives >>In 2009, the teaching interaction procedure (TIP) -a systematic social skills teaching package which consists of six steps (Phillips et al. 1974), was first empirically evaluated for individuals diagnosed with ASD (Leaf et al. 2009). The results indicated the TIP was successful at increasing the rate at which all of targeted social skills of all the participants. Since this research, there have been several studies that have evaluated the effectiveness of the TIP for teaching individuals diagnosed with ASD (e.g., Dotson et al. 2013; Kassardjian et al. 2013; Leaf et al. 2012a, b). Within these and other studies, the TIP has shown to be an effective teaching strategy for individuals diagnosed with ASD.Within this context, TIPS project aims to improve the life and personal skills of children with autism and their families. Therefore, considering how important learning social and life skills from an early age is we propose a project with target group parents of children with ASD and with the following objectives:*To design, test and publish an innovative Educational package for adult educators that will guide and support their training on parents of children with autism on how to use digital tools- a digital game and digital comic strip- as a teaching tool for the social and life skill development of their children with autism. Both digital tools will be based on the evidence-based procedure of teaching interactions.*To deliver training courses to directly train educators on how to effectively use the digital tools with children with autism and to deliver these courses to parents of children with autism in order to amplify and perpetuate the ripple effect of those courses<< Implementation >>First of all, regarding the project management of the project and for the successful implementation of the project, procedures and actions will be implemented from the very beginning of the project implementation regarding management and quality monitoring and evaluation of the project activities through the guidance on the agreed Project Management Plan (P1), the Evaluation and Quality Assurance Plan (P6), the Dissemination Plan (P4) and the Sustainability and Exploitation Plan (P5). All the material will be developed with the contribution of all partners to establish a strong foundation in which the project will be developed. These Plans will, also, clearly state and set the rules of the project, the obligations of the partners, the allocation of tasks and responsibilities, the processes of mitigating risks, and many other management actions for the partners to follow.Secondly, ongoing monitoring will be achieved through regular online and 3 face-to-face meetings.Moreover, the partnership is going to develop the project results, starting by the development of R1: Social Skills Curriculum for children with ASD, and at the same time, the digital tools (PR2-3) will be created to supplement the training course. All developed PR will then be incorporated into the e-learning platform (R4) of the project, which will be not only the online training platform of the project, but also a network platform for parents/carers. R3 will also incorporate an Open Badge system which will help validate the knowledge acquired through the training. After the completion of the first drafts of the results, the partnership will pilot-test them during the two LTT activities. C1 will be organized for adult education trainers. During the C1 training the trainers will be trained on how to utilise the PRs to teach children with autism social, so that they can then teach the parents, during C2. All PRs will be pilot-tested by the trainers and parents during the 2 training activities. The pilot testing of the developed PRs will start after the completion of their drafts to allow improvements and modifications during the C1 and C2. The participants with the completion of the training event will give feedback with suggestions for improvements. Provision has been made in order to limit the number of participants up to the limit that fosters project’s objectives and impact while at the same time their involvement produces the minimum environmental cost.Finally, towards the end of the project 6 ME will be oganised to promote the project, its results and outcomes among its target groups and stakeholders (E1-E6)<< Results >>The project outcomes are directly linked to the project results and activities:1. “TIPS” educational Package including 3 interconnected educational material: R1: Social skills curriculum for trainers. The training curriculum will be complemented by R2 and R3, two different digital tools with a common aim, improving the social skills of children with ASD. Finally, the training package will be available through an online platform (R4). The platform will feature an “Open badges” system which will be automatically linked with the assessment process of the courses for recognition and validation of the learning process. The platform will serve not only as an online training platform, but also as a network platform for trainers and parents. 2. 18 trained adult education trainers (3 from each partner organisation) who will acquire theoretical and practical knowledge of autism and social skills through a training activity, during which they are expected to learn how to plan and implement a parent training, focusing on social skills of their children with autism. The training will consist of a 3-days face-to-face training (C1) (approx. 20 hours of training)3. 30 parents of children with autism will participate in a blended training activity, during which they are going to learn how to use the two digital tools to help their children with autism acquire important life and social skills.4. 6 multiplier events to promote the project, its results and its outcomes among trainers, families of children with autism and other stakeholders (social workers, SEN professionals, NGOs, educational organisations, Universities, incubators, authorities, other stakeholders) (E1-E6) Other outcomes of “TIPS” project will be:1. Staff and associates of the partner organizations (trainers, educators, etc) will learn about the educational tools created within the project. Expected number: 402. Young children with autism, through their parents’ involvement in the project, will participate in the activities suggested by the project and use the digital tools developed. Expected number: 303. Increasing everyone’s awareness on autism and the importance of explicitly teaching social skills for that population. Social workers, trainers, SEN professionals, NGOs, educational organisations, Universities, incubators, authorities, other stakeholders etc will visit the project’s website and platform which includes all the educational tools (R1, R2, R3) and become aware of the project. Expected number: 1000Moreover, the project is expected to help children with ASD:-learn how to act in different situations-make friends more easily - expand their interests- improve their overall quality of life- improve their TIPS skills (i.e taking turns, sharing etc) -improve their conversation skills- learn how to manage their emotions - acquire problem solving skills- indirectly improve their digital skillsAdditionally, the project also foresees a set of project management, dissemination, monitoring and evaluation, and coordination results.

<< Background >>Civil society organizations have been called in 2020 to answer the new challenges caused by the pandemic effects. This implied to design a new action plan for the upcoming years, identifying new strategies and alternative solutions to engage the target groups who are normally benefitting from the activities. In a framework where physical meetings have been drastically reduced to contain the pandemic, it became evident the need to rethink the way and methods to involve the youth groups. The digital sphere started to gain more relevance and organizations initiated a process to get equipped: both increasing the use of digital platforms and tools and also readapting the non-formal education methods previously used.Even though in the last year an enormous amount of work has been already implemented and a big variety of methods and approaches was applied, at the same time this work can be further fine-tuned. Specifically for what concerns the creation of a pedagogical approach (including different tools and methods for the digital and offline spheres) to strengthen intercultural perspectives among young people from different EU suburbs. Indeed, these spaces are still often the landmark of exclusion and the stage for racism, sexism, bullying and different displays of discrimination. Even though there is a quite strong heterogeneity at EU level, there are still common elements such as the tendency of being “ghettos” for the youth living there, with scarce possibilities of interactions with the other realities. They might become the setting for discriminative events, hate speech and harmful rhetoric. In these realities is getting more and more crucial the raising awareness action targeted to young people, to acknowledge the values of cultural differences and the importance of having open minded approaches toward what they do not necessarily know.Therefore, the consortium expressed the need to re-think some pedagogical pillars and methodological elements in their every-day work, to better meet the challenges, to strengthen the effectiveness of the action and bring innovative perspectives. For this reason the project will have a specific focus on two main axes: “smart youth work-SYW'' and “digital youth work-DYW”. SYW can be considered as the general framework of the project, offering an innovative development of traditional youth work encompassing digital practices, including research, quality and policy components and being built upon the needs of young people, youth workers, youth leaders and other stakeholders.In this perspective, youth work-YW will play a crucial key role in the learning process proposed to young people, built up on their needs and on the Project Results that will be created for this purpose. Moreover, it has been chosen to dedicate in the project a specific action to the KA1 (Youth Participation Activities-YPA) which was identified as a specific tool full of potentialities to enrich the youth work practices, both at national and international level. For this reason the P.R.2 and 3 will have a specific focus on activities that can be implemented to support the youth in the design, implementation and evaluation of this action.<< Objectives >>The main aim of Hotspots project will be to develop non formal education tools and methods, within a newly designed pedagogical approach, to enhance intercultural learning-ICL among young people, both online and offline, in general and, more specifically, in national and transnational Youth Participation Activities, within the Erasmus+ program. In order to achieve this goal, a set of specific objectives have been set:SO 1: to build up, in the suburban dimensions involved, the local diagnostic to better understand the situation, needs and profiles of the youth, the challenges they face in everyday life and with a specific focus on the subject of Intercultural LearningSO 2: to share the existing tools, approaches and the smart and digital youth work’s practices, with specific regards to the online and offline dimensions, the consortium members use to promote active participation and intercultural learningSO 3: to design a new, synthetic and innovative pedagogical perspective applicable to smart youth work in the participant countries, and including an educational package with tools and methods usable for the online and the offline sphere. These tools will be designed also for a potential use in the national and transnational Youth Participation ActivitiesSO 4: to strengthen the capacity-building of youth workers’ digital and offline practices, in order to have them ready to face the nowadays challenges and to be ready to offer a wider variety of activities to the young people they work with, motivating them for higher participation and bringing on board new onesSO 5: to connect, empower and engage young people from outskirts and isolated areas in different European outskirts, to equip them to act as agents of change and promoters of new grass-rooted actions.<< Implementation >>HOTSPOTS is structured on logically connected actions to involve different beneficiaries and achieve the project’ outcomes through the implementation of the Project Results.A1. TRANSNATIONAL PROJECT MEETING: aimed to ensure a smooth and efficient cooperation and set the ground for the research criteria and implementationA2. PROJECT RESULTS 1-Toolkit for diagnostic and tools sharing: aimed to share the analysis on the YW’s role, practices, needs in the participating suburbs and to upscale different activities used to work with marginalized young people promoting ICL. The P.R.1 will include:* A2.1. COUNTRY FIELD RESEARCH: diagnostic run by the researchers’ team, covering the participating urban dimensions and showing the YW practices * A2.2. TOOLS AND ACTIVITIES GATHERING: run by the trainers team to gather the different YW tools currently used in the online and offline perspectiveA3. TRANSNATIONAL PROJECT MEETING: to define, with the trainers' support, the main outcomes for the P.R.2 and design its structure A4. PROJECT RESULTS 2-Handbook for a smart youth work: aimed to offer a variety of tools on ICL, within a newly designed pedagogical perspective for SYW, applicable for the online and offline versions. The P.R.2 will include:* A4.1. SUBURBAN HOTSPOTS-DESIGN: run by the trainers team to design the new pedagogical perspective and create the tools combining the offline and online spheres* A4.2. SUBURBAN HOTSPOTS-LOCAL TESTING: local workshops run by youth workers, targeted to young people, for sensitization on ICL and tools testingA5. TRAINING ACTIVITY-TOOLS TESTING (part of PR2): EU training course to run the first tools testing and train participants for the local testingA6. PROJECT RESULTS 3-Blended Learning Board Game: BLBG, combining physical and digital elements, to allow the facilitation of learning events both online but also onsite.A7. MULTIPLIERS EVENTS: opened to different stakeholders to present the main outcomes and P.R.s and further promote the use of these tools in new YPAsA8. TRANSNATIONAL PROJECT MEETING: targeted to PCs to run the overall evaluation of the project and set the ground for the follow up activities (including the new YPAs design)FOLLOW UP: after the formal end to further wide-spread the outcomes creating new synergies to implement the YPAs in suburbs, revitalizing these areas.<< Results >>The project structure is conceived to achieve the following outcomes and results:BETTER YOUTH INCLUSION IN SUBURBS: at least 900 young people from more diverse backgrounds, in particular those with fewer opportunities facing obstacles to participate in EU projects, will be reached out. It will be increased accessibility and the possibilities for participation. Better opportunities for exchange and for interaction among peers from the outskirts of different EU countries will be offered, being the project aligned with the EC Inclusion and Diversity Strategy aimed to enhance the involvement of young people facing barriers.CREATION OF NEW ACTIONS IN FEWER OPPORTUNITIES BACKGROUNDS: the innovative pedagogical perspective designed and including the educational package with tools and methods for the online and the offline sphere, will contribute to bring new actions and workshops in the suburban isolated dimensions of the participating countries‘ main cities. It will be used to design, in a bottom up perspective, new national and transnational Youth Participation Activities, within the E+ program, leading to a stronger impact of the action and a better knowledge of the program in the realities normally more left out. STRENGTHENING OF THE YW QUALITY AND IMPACT: the capacity-building of youth workers’ competences and skills in the use of digital and offline practices, will be enhanced, in order to better meet the current challenges. A bigger variety of activities will be offered to local young people coming from fewer opportunities backgrounds, with the purpose of further encouraging the development of new activities and interactions with peers from other suburbs of the same city and of other EU cities. Local organizations, youth centers and CSOs will also benefit, in terms of YW quality increase and better capacity to apply SYW practices to respond to the causes of exclusion, consequentially involving a higher number of young people and local communitiesSTRENGTHENING OF NETWORKING: both at local level as well as at EU one. The different local associations, youth centers, CAG and youth groups settled in the different suburbs of the participant cities will develop new chances to cooperate and interact, benefitting from tools and methods developed for a better involvement of their target groups. This will reduce youth isolation and contribute to overcoming some of the factors leading to the exclusion of young people. Moreover the EU, transnational dimension of the consortium will contribute to enhance the interactions among international organizations and local one, favoring the virtual interaction and the physical mobility of young people and setting the ground for the creation of an informal network of actors active in suburban dimensions.The Project Results have been also conceived to lead to the achievement of the project specific objective and the expected outcomes and, specifically:P.R.1: omni-comprehensive diagnostic including the analysis of the urban and suburban dimensions’ needs and methods actually in use. It will contribute to better understand the challenges faced by youth workers and young people and strengthen the incisiveness of the upcoming YW actions.P.R.2: educational package to better equip youth workers, peer educators and young facilitators with tools and interactive methods for ICL, where the digital and the offline spheres are combined. The manual and its newly designed pedagogical perspective will be a useful resource to promote meaningful ICL processes among young peopleP.R.3: the Blended Learning Board Game - BLBG, combining physical and digital elements, will allow for the facilitation of learning events both online but also onsite. The aim is to create an intrinsically motivating gaming layer between learners and the learning material as well as provide a hybrid representation and access to the learning content through both physical and digital means.

<< Objectives >>-Build the capacity of youth workers to use Mobile Augmented Reality to teach young people on how to address climate change and youth unemployment -Develop innovative quality resources for youth workers to promote green skills -Increase awareness about the significance of climate change to young people -Develop green and digital skills of the youth in the labour market -Build the competencies of youth workers and eventually young people to be digitally competent in the new green era<< Implementation >>GreenYOU will develop MOOCs promoting climate action, a Green Curriculum for youth workers and Digital Escape Rooms for youth to help develop green and digital skills to enhance their employability during the green transition. Implementation of the activities will take place, while a Committee will be established to support the success of the project. Promotional activities, events and a final conference will be organised to further disseminate the results.<< Results >>The main results are:-Develop green skills and competences for young people needed to keep up with the green transition,youth unemployment and promote a climate neutral society.-MOOCs promoting skills for climate action -GreenYOU Augmented Reality Technology Green Curriculum to build the capacity of youth workers to cultivate green skills and key competences of young people-Digital Escape Rooms and Animation Videos to develop the youth’s green skills -Setup of a project dedicated committee