One of the main challenges for the education systems in Europe is to increase the low level of basic skills achievement, including math and science. STEM education is often carried out in a schematic manner, regardless actual conditions, and is focused on preparation for external exams instead of real development of skills and interests. Technological development and dissemination of research results, which are obligatory in most projects co-financed with the public funds, contribute to increase the availability and open access to research results shared by leading research centers. This allows to increase the attractiveness of science education through the introduction of real scientific results into school practice and to familiarize students with scientific work through contacts with scientists. This requires diligent preparation of materials and equipping teachers in good quality, comprehensive teaching materials and educational resources, and showing the benefits of using inquiry-based learning methods and getting familiar with scientific methods of work. The aim of the project was to increase interest of students in lower and upper secondary schools in mathematics and science, and in making a scientific career through the development, pilot implementation and dissemination of educational packages and methodological materials which allow the exploitation of research results in education systems in 3 European countries. The project was dedicated to teachers of mathematics and science, and students from at least 30 schools: lower and upper secondary schools in each partner country: Poland, Romania and France. ERIS project was divided into 2 parts: testing phase and dissemination phase. In the testing phase teaching materials (total: 60 packages) in national languages and in English to work with students in lower and upper secondary schools were prepared. Packages were tested in schools, which enrolled for the testing phase in each partner country. Packages were adapted to the needs of end-users: teachers and students, according to the results of the evaluation studies. In the dissemination phase all interested schools in partner countries, as well as in whole Europe, had the opportunity to take part in the project for free. They may use prepared packages during their lessons and take part in the webcasts of online lessons conducted by scientist in national languages and in English. Such virtual meetings with scientists give a closer look at the specificity of scientific work, the measurements and research in the field of mathematics and science. That meetings can also be an inspiration for students and encourage them to continue an independent exploration of science. Moreover, a guide for teachers on the effective exploitation of research results in school practice with examples of good practice in this area and the project website containing teaching materials were prepared. In addition, in the dissemination phase conferences and workshops for teachers were organised, which helped to increase the level of use of project‘s products among schools that have not participated in the testing phase. The success of these activities is proved by transferring of packages to almost 1000 users.Furthermore, the project contributes to the growth of students' ability to search for reliable sources of knowledge, which is important in today's world overloaded with information. Usage of modern technologies and forms of communication (e.g. teleconferencing system that allows students to participate in international broadcasts) also positively affects the increase of interest in STEM. Participation in the project allowed schools to exchange experiences and establish Pan-European cooperation. Participation in online lessons and usage of educational resources in English contributed to the increase of students’ language skills and expand specialized vocabulary in STEM. It may be very useful for future students of STEM studies, which are crucial for knowledge-based economy of Europe. In the long term, the project will also help to increase the understanding of the language of science and scientific messages.

"Education systems in most European countries face the same challenge: to raise the level of achievements in the field of basic skills, including reasoning in STEM. In addition, students' rhetoric skills - argumentation, oral presentation- are insufficient, which leads to inaccurate use of language and susceptibility to 'fake news'. Rhetoric education supports critical thinking and the ability to use various sources of knowledge, with an emphasis on verifying their credibility, civic education and contributes to creating the ambiance of tolerance and democratic values. The main goal of the ODYSSEY project is to increase the reasoning skills in STEM by participating in Oxford debates among 40% of students (13-19 years) taking part in the project from at least 32 schools: in Poland, Estonia, Serbia and Greece, during the project duration. Additional goals: 1) To increase the interest in STEM and encourage students to undertake a scientific career in this area among 40% of students participating in the project during the test phase of the project. 2) Development of communication skills in mother tongue, argumentation and public speeches among 40% of students participating in the project during the test phase of the project. 3) Development of the ability to use Oxford debates in school practice among 75% of teachers taking part in dissemination events. In addition, the project will contribute to development of the ability to successfully convince, argue, reason and speak correctly, it will improve the ability to compose texts and use rhetoric apparatus in oral statements, speak in accordance with the rules of language culture, interpret texts, it will also improve following skills: public presentation and presentation of texts, discussions and negotiations, and participation in debates. Project target groups: - within the testing phase: students (13-19 years old) and STEM teachers with at least 32 schools, at least 8 from Poland, Estonia, Serbia and Greece, including at least students and 32 teachers - at the dissemination stage: around 300 STEM educators and teachers and their students (about 7,500 people) aged 13-19, from at least 4 countries of Poland, Estonia, Serbia and Greece. The project includes 5 phases: 1) Preparatory phase - development of a desk research report, preparation of project implementation methodology for institutions / scientists, national project implementation framework, guide on the rules of Oxford debates, educational packages for use in STEM school practice (5 packages in Polish, Estonian and Serbian , Greek, 19 packages in English), elaboration of competition regulations for school debates; 2) Recruitment of at least 32 schools in 4 countries; 3) Testing phase will begin with a workshop for teachers, during which the rules for conducting the debates will be presented and the proposed topics will be discussed. Next, the teachers will prepare their students for the competition using the prepared materials for the debates. Each school will use ""expert mentoring"" - meetings with scientists. At the end of the test phase, in each partner country, there will be a competition in which two winning teams will be selected. 4) Dissemination phase, during which national conferences and workshops for teachers in partner countries are planned. The conferences will allow to present the experiences gathered by schools, present materials, discuss the role of the debate in STEM education. During the conference, the final debate of the winners will take place. During the workshops, the teachers will play ""mini-debates"" and get acquainted with the materials prepared within the project. 5) Wrap-up phase includes the preparation of reports on the implemented activities, as well as practical possibilities of using the materials and the proposed method in school practice, including in other European countries. It is assumed that participation in the project will positively affect both students and teachers, as well as institutions participating. Among pupils there will be an increase in interest in natural sciences and of reasoning in STEM. Students will be more eager to look for information about natural phenomena. The increase of rhetoric skills will be extremely important - the freedom of oral expression, selection of arguments, principles of debate, discussion culture. STEM teachers, thanks to ready-made tools to work with students, will begin to use the Oxford debate in school practice, also within science clubs, extra-curriculum activities etc. Scientific institutions will become more open to presenting the results of their research to a wider audience, including recipients who do not yet use professional scientific vocabulary. Representatives of the institutions involved in the implementation of the project will enrich their tools base and develop skills in using modern information technologies in scientific and didactic work."

According to the 2019 report of the Lancet Countdown on health and climate change, the Human wellbeing, the stability of local communities, health systems, and governments, all depend on how they interface with the changing global climate. An average temperature increase has already resulted in extreme climatic and environmental changes. Left unabated, climate change will define the health profile of current and future generations, challenge already overwhelmed health systems, and undermine progress towards the UN SDGs and UHC. Education is a critical agent in addressing the issue of climate change. It encourages people to change behaviour and helps them make informed decisions. It paves the way for the implementation of the future European Climate Law. Carbon Act suggests a bottom-up approach, including three complementary blocks of activities aiming to develop a set of exemplary practices and guidelines for introducing climate change in the classroom and to ensure their large-scale dissemination and uptake:1.A foundational phase, including desk research into existing climate change initiatives, and development of a curriculum analysis for introducing climate change into schools2.A Piloting Phase, co-development of learning scenarios on the topic which will feed into an online catalogue and MOOC for the large-scale implementation in countries across Europe3.The large-scale deployment phase, development and running of a MOOC, a set of videos, a competition, and a final report, meant to ensure participation of schools and institutions interested in bringing climate change to STEM teaching and strategies at the school levelVia its intellectual outputs and activities, the project will have an impact on:A/ Schools, teachers, and pupils – MOOC to potentially reach a minimum 1000 teachers (and an additional 12000 students) B/ Impact at the level of research institutionsC/ Impact beyond the project at policymaker level and at systemic levelD/ Structural impact

The general objective of the EDU-ARCTIC project is a cross-country adaptation of innovative practices in science education in Europe. EDU-ARCTIC will provide a custom-designed large-scale program to strengthen schools’ science education. EDU-ARCTIC will use innovative online tools for interactive open-access available for everyone to link Arctic research and school education in Europe. The program is dedicated to young students in the age of 13 to 20 and their teachers. The program will be based on 5 main components: 1) Broadcasts (webinar transmissions) of online lessons from polar stations on natural sciences and polar research related to important societal challenges. The content of webinars will be adopted to school curricula at various levels (regional, national and European); 2) “Polarpedia” – an online developing encyclopedia with scientific expressions, educational resources and dictionaries in at least 5 national European languages; 3) Arctic competitions for European pupils cooperating with their teachers, in which prize winners will be able to participate in polar expedition; 4) Monitoring system: all schools in Europe will be invited to participate in a program based on monitoring of phenological observations in schools’ surroundings, a web based portal for registrations and access to accumulated data. 5) Teachers workshops and trainings. The novel educational programme elaborated within EDU-ARCTIC will give European pupils the opportunity to get insights in Research and Innovation process by access to (two-way communication) lecture transmissions from polar stations, participation in arctic competitions and environmental monitoring in their own surroundings. The interaction with real-time scientific work will contribute to increased interest among young boys and girls in choosing STEM careers. The innovative EDU-ARCTIC program will attract young boys and girls by its novel approach to STEM skills, especially science.

During the past year, the COVID-19 pandemic has made the need for effective digital education readiness more prominent and necessary than ever. Within a few weeks, there was an immediate demand for teachers to be able to deliver high-quality online/distance learning, support learners in multiple settings and on multiple levels. However, many schools around the globe were caught off guard and were unable to deliver high-quality online/distance learning and support to their students.As the first few months of the pandemic have gone by, and schools are starting to re-open, it is more important than ever, to look back, reflect on how have educational systems responded to this disruption, identify the major challenges that led some schools to underperform, and ultimately find ways to prepare for future similar challenges by equipping teachers and school communities with the necessary digital skills, tools and resources. The lessons learned during that first period of the pandemic can help schools not only prepare for a potential follow-up, pandemic-related crisis and lockdown situations but also take advantage of what has happened to establish a new school reality in which the use of digital technologies are no longer an emergency last resort but a mainstreamed practice harmonically integrated in the current learning processes.Digi-Science addresses the challenges mentioned above by preparing teachers to deliver effective science education courses to their students, within online/distance and blended settings, mainly through online experimentation and the use of virtual and remote science labs integrated within a concrete educational framework that is designed to foster the development of students’ skills while addressing equity, diversity and inclusion challenges. More particularly, the Digi-Science’s objective is to cover the needs of students and teachers mentioned above focusing on:1. Equipping teachers with the necessary skills, methodology, tools and resources for adapting to online/distance learning and offering high-quality learning experiences to their students within these settings;2. Offering open source high-quality, ICT-rich activities – particularly using online virtual and remote labs for science experimentation – and resources apt for direct use in the science classroom, designed based on an educational approach that fosters the development of students’ digital skills, provides motivation and improves learning outcomes during online/distance and blended learning contexts;3. Offering a framework that blends harmonically face-to-face with online/distance learning including options for synchronous and asynchronous learning in formal/non-formal settings;4. Enabling teachers to address equity, diversity and inclusion challenges in online/distance and blended learning settings.In order to achieve these objectives the project will produce i) the Digi-Science Teachers' Online Workroom - a digital infrastructure for teachers through which they will have access to a dedicated educational framework, resources and materials for the effective use of ICT tools and for setting up an inclusive teaching learning environment to implement online, blended and distance learning, ii) a set of 20 ICT-rich science activities for primary and secondary education that focus on online science experimentation, iii) a set of 20 short-videos including demonstrations, guidelines and examples to support the implementation of online experimentation and iv) a Self-Assessment Tool for teachers and students focusing on the development of their digital competences, particularly the collaborative dimension. The Digi-Science consortium is comprised of six partners: The University of Tartu (Estonia), Ellinogermaniki Agogi (Greece), Nucleo Interactivo de Astronomia (Portugal), the University of Deusto (Spain), the University of Cyprus (Cyprus) and the Institute of Geophysics, Polish Academy of Sciences (Poland).