iNEST Cross-cutting Activity #4 - Deliverable Milestone 27

1 Milestone #27 Report Franco Bonollo, Andrea Caprara, Andrea Cangiani, Massimiliano Condotta, Serena Cubico, Francesco De Natale, Gian Luca Foresti, Andrea Furlan, Alberto Marinò, Guido Orzes, Fabrizio Panozzo, Nicoletta Pesaro, Elena Claire Ricci, Roberta Silva, Stefano Salon, Paola Venuti September 2024 2 1. Introduction The objectives of the cross-cutting action “Education & Lifelong Learning” within the iNEST project and in territorial context of the Ecosystem have been focused on the development of knowledge, skills, attitudes and values that enable people to contribute to and benefit from an inclusive and sustainable future. Such approach is based on two pillars: • Education, to equip students with the capabilities they need to thrive and become active, responsible and engaged citizens, • Lifelong Learning, which is strategic to bolster innovation within society, and in particular into SMEs. The state of the art developed in the frame of Milestone #25 of iNEST project [1] evidenced that the effort of iNEST Partner Universities in education and lifelong learning is strong, highly motivated and with relevant attention to innovation. In that report, some challenges have been identified: • developing the capability, in perfect agreement with the mission of iNEST Ecosystem, of sharing, improving, upgrading these excellent experiences among universities, • making such experiences and tools available not only to own students, but also to students still in high schools, • opening new up-skilling scenarios for those already involved in professional activities and jobs, • contributing to exploiting of Nord-Est potential by realizing a systemic vision of the overall Education path of persons. Thus, iNEST is trying to develop, as an ecosystem, an overall and integrated vision of educational path of people, starting from high school and coming up to lifelong learning during professional life (Figure 1). Figure 1 – Overall and integrated vision of Education path of persons Under these premises, the key-areas identified for action at the ecosystem level are: - Guidance, Counselling and Tutoring - Education paths, tools and methodologies - Intere trans-disciplinary initiatives - Lifelong learning 3 As described in the Report summarizing Miletone #26 [2], iNEST elaborated a comprehensive plan for Education and Lifelong Learning initiatives in the Ecosystem: - Guidance, Counselling and Tutoring: organization of a POT-PLS Forum to share best practices and start the design of drop-out recovering pilot-projects; - Education paths, tools and methodologies: 15 initiatives, pilot-projects, tools and methodologies to support advanced and efficient learning processes, as shown in Fig. 2; - Intere trans-disciplinary initiatives: 19 Minors, Challenges and Hackatons addressed to students of iNEST Partner Universities, as shown in Fig. 3; - Lifelong learning: 26 Lifelong Learning initiatives, as shown in Fig. 4. Figure 2 – iNEST Plan about initiatives, pilot-projects, tools and methodologies to support advanced and efficient learning processes Figure 3 – iNEST Plan about Minors, Challenges and Hackatons 4 Figure 4 – iNEST Plan about Lifelong Learning initiatives This Report reviews the actions already performed (Annexes #1, #2 and #3) and those scheduled for the final period of the project (October 2024-December 2025, corresponding to Milestone #28, collected in Annexes #4, #5 and #6). 5 2. Guidance, Counselling and Tutoring iNEST Universities are highly involved in PLS and POT initiatives, as reported in Table 1 [3-4], showing the list of approved PLS (National Plan for Science degrees) and POT (Orientation and Tutoring Programmes) programmes running from 2023 to 2025. The yellow background displays projects related to iNEST and its Spokes thematic areas. Type Coordinator Title U N I T N U N I U D I U A V U N I P D U N I V E U N I V R U N I T S PLS UNIBO Progetto Nazionale Geologia   PLS UNICT Progetto Nazionale di Biologia e Biotecnologie     PLS UNIMI Progetto Nazionale di INFORMATICA      PLS UNIMIB Progetto Nazionale Chimica   PLS UNIMIB Progetto Nazionale LS di Scienza dei Materiali  PLS UNIPA Progetto Nazionale di Statistica   PLS UNIPA Progetto Nazionale di FISICA     PLS UNIPI Progetto nazionale di Matematica     PLS UNIVPM PLS in Scienze Naturali e Ambientali    POT UNICAMPANIA PROMETHEUS 2.0   POT UNIPI UniSco - Azioni Università-Scuola per competenze in lingue, letterature, mediazione linguistica   POT UNIROMA1 MedOdontOrientaDomain-MOOD    POT IUAV POT_Architettura    POT UNIROMA1 SUL - Scuola e Università per Lettere    POT UNISALENTO Scienze delle Attività Motorie e Sportive   POT UNINA INGEGNERIA.POT       POT UNISI Verso. Sistemi di orientamento e tutorato per le professioni educative e formative     POT UNISA Geolocalizzazione Politico-Sociologica per orientarsi nel mondo UNIversitario    POT UNIMOL SISSA3EFG - Sistema Integrato Studenti Scienze Agrarie, Alimentari, Animali, Enologiche, Forestali, Gastronomiche    POT UNISALENTO C.A.R.E: Orientamento e formazione professione insegnante    POT UNIROMA3 Università, scuole e territorio in rete per il patrimonio culturale materiale e immateriale     POT UNIPV V.A.L.E. - P.L.U.S. (Vocational Academic Law Enhancement - Project Law University Student)     POT UNIPD Orientare ed Orientarsi tra le Scienze del Farmaco   POT UNIMI Tutorato Orientamento Professioni Sanitarie - TOP    POT UNITUS IN DIALOGO CON IL RESTAURO POT UNINA ServizioSociale.Pot    POT UNICAMPANIA NEED_new empathic educational design POT UNITO TALENTI - ECONOMIA, MANAGEMENT E TURISMO      POT UNIME OrientaVET: orientamento-tutorato per lo studente  Table 1 – Recently (August 2023) approved PLS/POT programmes [10-11] Furthermore, in the frame of PNRR (section called “Orientamento attivo nella transizione scuola università”/ active guidance in the school to university transition), several initiatives are being planned and some are already ongoing in Italian Universities, such as guidance courses” addressed to students finishing high school. 6 The goal is to support the young generation of a knowledge-based society by improving knowledge about higher education paths, experiential learning, as well as developing: a scientific approach to learning, the availability of self-evaluation tools, transversal competences and employability skills, knowledge on work environments. iNEST activities have been mainly addressed to coordination and sharing of initiatives and experiences. This will be done during a specific Forum, which will be carried out in February 2025, aimed at sharing best practices and at comparing pilot projects about tutoring and guidance to convert students’ drop-out into a new and successful career 3. Educational paths, tools and methodologies The iNEST Education – State of the Art document [1] evidenced the activities performed by Nord-Est Universities to develop innovative pedagogies, tools and methodologies for innovative and efficient learning processes. Annex 1 collects the activities performed in the frame of Milestone #27 (October 2023 – September 2024) by iNEST’s education partners addressed at developing initiatives, pilotprojects, tools and methodologies to support advanced and efficient learning processes. 9 events have been organized and carried out, with more than 250 participants. Annex 4 collects the activities, in the same area, scheduled in the frame of Milestone #28 (October 2024 – December 2025). 12 events are being organized. 4. Intere trans-disciplinary initiatives The need of interand trans-disciplinary activities has been already intercepted by iNEST Universities, as highlighted in the Education Working Group report published in March 2023 [1]. Furthermore, iNEST Project implemented the opportunity of sharing, coordinating and improving inter-disciplinary approaches, leading learners to an improved vision and attitude to problem solving and a sensibility towards interdisciplinary and lifelong learning. Annex 2 to this document collects the events performed during Milestone #27 (October 2023 – September 2024), in terms of Minors subjects, Challenges and Hackathons. 9 events have been organized and carried out, with more than 250 participants. Annex 5 collects the activities, in the same area, scheduled in the frame of Milestone #28 (October 2024 – December 2025). 14 events are being organized. The initiative Erasmus INEST, to be integrated in the recently approved “Italian Erasmus” project (published on the Gazzetta Ufficiale, 27/07/2023), aimed at improving students’ mobility between Italian universities, and consequently to further support the genesis of multiand inter-disciplinary professional profiles, is still under study. 7 5. Lifelong learning The Lifelong Learning programme, fully coherent with the framework of iNEST, have been activated, taking into account - Training programmes aligned with the main topics characterizing each Spoke, - Structure of courses based on flexibility and blended approaches, with on-line synchronous and asynchronous MOOCs integrated with meetings with the board of teachers, - Involvement of teachers and trainers with different backgrounds, both in terms of technical profiles and of professional experience (companies, universities, consultancy services) , - Development of a self-developed certification system, based on micro-credential approach. Annex 3 collects the Lifelong Learning activities performed in the frame of Milestone #27 (October 2023 – September 2024) by iNEST’s education partners, according to the abovedefined strategy. 5 events have been organized and carried out, with more than 220 participants. Annex 6 collects the activities, in the same area, scheduled in the frame of Milestone #28 (October 2024 – December 2025). 23 events are being organized. 6. Status of iNEST Plan for Education and Lifelong Learning At the end of Milestone #27, the status of implementation of iNEST Plan for Education and Lifelong Learning is substantially aligned with the planning defined in Milestone #26.  23 events, in the different areas individuated, have been performed, with more than 700 participants.  49 events, in the different areas individuated, are being organized and will be carried out in the frame of Milestone #28, from October 2024 to December 2025. Deviations frow the planning are limited to small changes in contents of events or to the replacement of few initiatives. Milestone #28 will see the fulfilment of all activities designed by the Education Working Group of iNEST. References 1) Education & Lifelong Learning – State of the Art, iNEST – Milestone #25 Report, 2023 2) iNEST – Milestone #26 Report, 2024 3) MUR, Decreto del Segretario Generale n. 1295, Piano Lauree Scientifiche 2021-2023, 04-08-2023 4) MUR, Decreto del Segretario Generale n. 1327, Piani per l’Orientamento e il Tutorato 2021 – 2023, 10-08-2023 8 Annex 1 Innovative Education Initiatives & Pilot-Projects Catalogue Performed in the frame of Milestone #27 9 Innovative Education Initiatives & Pilot-Projects SPOKE #1 Reference Persons Morselli Daniele & Guido Orzes Key-descriptors Title Experimental procedure to certify transversal skills to facilitate the transition university to work TAGS #Innovative Education #Engineering #Learning Factories Date I test during a challenge-based learning programme that took place from 26th February to 1st March Participants // Details Description of event and programme This project sought to measure and certify the students’ entrepreneurship competence as key competence to favor the transition from university to work. From 26 February to 1 March 2024 25 students coming from all faculties at the Free University of Bolzano participated to the Student Sprint event at the NOI Tech Park of Bolzano (the event was organized outside iNEST but used as a test for the experimental procedure to certify competences). This Challenge Based Learning event was based on Google Design Sprint. Students were given an important challenge by a South Tirolean company, they worked in group and were coached by experts. They found a solution to the challenge and presented it the last day to the companies. Out of the 25 students participating in the Company Sprint Event, 18 gave consent to participate in the experimental procedure to certify the entrepreneurship related competences they had developed during the week. This procedure was made by: 1) an online survey to be filled out by the students before the beginning of the event. This survey inquired both qualitatively and quantitatively on how students mastered certain competencies, and in what contexts they had developed them. 2) observations from the coaches. We designed a grid where the coaches could assess the students’ performance: write annotations, assess their performance on selected EQF levels. 3) A online survey to be filled out after the challenge were students had to reflect on their competence development and in which future situations they thought they could display this competence. Like in 1 this survey was both qualitative and quantitative. The competence selected for this experimental procedure ware based on the EntreComp framework. Based on previous literature, we selected six specific entrepreneurship related sub competencies such as: the ability to tolerate ambiguity and stress, the capacity to apply new tools, the ability to work in heterogeneous groups, the capacity to present an innovative idea. Beside the European Framework EntreComp, we also used the European Qualification Framework to find levels of competence development appropriate for master and bachelor students. At the end of the event, we triangulated data from 1, 2 and 3 to provide students with a certificate. Results suggest that the student’s self-perception do not correlate significantly with the coaches’ observation. Hence, the observations of the coaches are key for the certification process. Modality of sharing in the frame of iNEST This experimental procedure will be shared with the iNEST partner and the larger scientific community and be further refined in the Milestone #28. Website/link Notes Picture 1 displays a certificate provided to students that took place to the experimental procedure. The first column relates to the selected competences – we preferred to name them “learning outcomes” as these cannot be automatically translated to other contexts. Based on the selected word (i.e., “learning outcomes”), the readers of the certificate should 16 17 Innovative Education Initiatives & Pilot-Projects SPOKE #4 Reference Person Daniela Ruggeri Key-descriptors Title Spoke 4 workshop series: Water and energy: two elements for a unified project TAGS Water-energy nexus, climate adaptation, hydrogeological challenges Date 23 – 27 September 2024 Participants 11 Iuav students Details Description of event and programme The workshop explored the relationship between the Piave river basin’s hydroelectric infrastructure and its hydrogeological challenges, considering the region's historical use of water for energy. It aimed to develop architectural solutions addressing water and energy in the context of the energy transition. Participants worked across diverse spatial conditions within the 220 km basin, identifying key local stakeholders and issues. The final outcomes were shared and discussed collectively at the workshop’s conclusion. Professor: Daniela Ruggeri. Tutor: Matteo Vianello. Modality of sharing in the frame of iNEST The workshop aligned with iNEST's objectives by focusing on sustainable solutions for the Piave basin’s hydroelectric infrastructure and hydrogeological issues. It emphasized handson experimentation with low-carbon materials to develop energy-efficient designs, integrating both historical and environmental considerations. The collaborative outcomes contributed to iNEST's mission of enhancing sustainable construction practices. Website/link https://www.consorzioinest.it/verso-la-neutralita-climatica-progettare-una-transizionesostenibile-ed-equa/ Criteria for Participation Requirements Iuav students of Architecture (both Bachelor or Master Degree) Images from the event 18 19 Innovative Education Initiatives & Pilot-Projects SPOKE #4 Reference Person Rosaria Revellini, Valeria Tatano, Cristiana Cellucci Key-descriptors Title Spoke 4 workshop series: Inclusive move/ability TAGS spatial dynamics in urban areas, urban accessibility Date 23 – 27 September 2024 Participants 18 Iuav students Details Description of event and programme Within the iNEST research framework, the workshop targeted Architecture and Urban Planning students to explore topics rarely covered in regular courses. It focused on accessibility, movement, and spatial dynamics in urban areas, addressing challenges related to climate change and sustainable energy transition. The aim was to consider diverse human needs and their extensions (like walkers or strollers) in public spaces. Activities included field surveys, spatial mapping, and graphical solutions for mobility challenges. The output consisted of a digital booklet and a presentation board summarizing the findings, which were discussed on the final day. Professors: Rosaria Revellini, Valeria Tatano, Cristiana Cellucci Modality of sharing in the frame of iNEST The workshop aligned with iNEST's focus by investigating sustainable urban mobility within Metropolitan City of Venice. It addressed inclusivity, accessibility, and energy transition challenges, emphasizing practical solutions that consider diverse user needs and climate resilience. Website/link https://www.consorzioinest.it/verso-la-neutralita-climatica-progettare-una-transizionesostenibile-ed-equa/ Criteria for Participation Requirements Iuav students of Architecture (Bachelor Degree) and Urban Planning (both Bachelor or Master Degree) Image(s) from the event 20 21 Innovative Education Initiatives & Pilot-Projects SPOKE #4 Reference Person Elisa Zatta, Massimiliano Condotta, DEMOGO studio Key-descriptors Title Spoke 4 workshop series: Renewable + Recycled = Rebuilt TAGS Low-carbon construction, new materials, circular constructions Date 23 – 27 September 2024 Participants 18 Iuav students Details Description of event and programme The workshop aimed to rethink construction practices to reduce the environmental impact of the building sector by exploring sustainable, renewable, and circular materials. It focused on practical design exercises using engineered wood, plant-based materials, and recycled aggregate concrete. Participants worked in small groups to reimagine an existing building with low-carbon construction techniques, developing scalable models and presenting their findings on the final day. The approach emphasized innovative uses of renewable resources to create sustainable construction methods that enhance energy, functional, and structural efficiency. Professors: Elisa Zatta, Massimiliano Condotta, DEMOGO studio. Tutor: Alice Rampazzo. Modality of sharing in the frame of iNEST The workshop aligns with iNEST’s goals by exploring sustainable construction practices through hands-on experimentation. It focused on using circular, renewable, and low-carbon materials to enhance energy efficiency and functionality in existing buildings. The initiative emphasizes practical applications in line with iNEST’s mission to drive sustainable architectural practices in the Venice region. Website/link https://www.consorzioinest.it/verso-la-neutralita-climatica-progettare-una-transizionesostenibile-ed-equa/ Criteria for Participation Requirements Iuav students of Architecture (both Bachelor or Master Degree) Image(s) from the event 22 23 Innovative Education Initiatives & Pilot-Projects SPOKE #5 Reference Person Andrea Gerosa Key-descriptors Title Integrare le competenze di sostenibilità nei percorsi formativi tecnologici e scientifici TAGS Training path, sustainability, technology and scientific university programmes Date 11 September 2024 Participants 30 professors and PhD students Details Description of event and programme Sustainability is a fundamental target in most of the working and production scenarios, in which our students will be involved. Thus, it is important to develop the right way to involve and attract them with respect to sustainability issues. This interactive seminar aims to guide participants to identify the transversal skills relevant to their own context and to design the corresponding experiential learning activities using the 3T PLAY trident framework. Using this framework will ensure that the developed activity includes the three essential aspects for robust skill development: Knowing, Experiencing and Learning from Experience. An example of a 3T PLAY activity “How to support students to develop skills that promote sustainability” will be presented to the participants, providing them with the open-source material needed for future facilitations. This workshop is part of the 3T PLAY project, which mission is to develop the next generation of tangibles-based learning activities to teach STEM and engineering students the transversal skills needed to bring sustainable and ethical principles in their profession. Workshop outcomes: 1. Understand the relevance of the 3T PLAY Trident Framework for designing transversal skills activities 2. Identify relevant transversal skills for your students/your context 3. Design a prototype of an activity based on the trident framework to develop students' level for these skills This workshop is open to head of institutions, teachers and educators Modality of sharing in the frame of iNEST The event was promoted through the web pages of the iNEST Consortium and the University of Trieste. The program was sent to all iNEST Spokes, who shared the communication in their networks. Furthermore, other national universities were informed. Website/link Notes Remark This Seminar substitutes the event “Tools for MOOC elaboration: Workshop on innovative LightBoard”, which was mentioned in the original scheduling of acrivities 24 Image from the event 25 Innovative Education Initiatives & Pilot-Projects SPOKE #6 Reference Person Alessandro Cinquegrani Key-descriptors Title Special track on “Innovative Engineering Education” at the 3rd ISIEA Conference (formerly: A Literary Exploration of Entrepreneurial Culture in the iNest Ecosystem) TAGS #Innovative Education #Engineering #Learning Factories Date 26 January 2024 Participants 80 Details Description of event and programme Il convegno è stato promosso da promosso da iNest - Interconnected Nord Est Innovation Ecosystem e dall’Associazione Amici di Comisso di Treviso per favorire una riflessione sulla cultura letteraria veneta, con la collaborazione della Camera di Commercio Treviso Belluno Dolomiti, Confindustria Veneto Est e il patrocinio del Comune di Treviso e dell’Università Ca’ Foscari di Venezia con il suo Dipartimento di Studi Umanistici. L’incontro aperto al pubblico si è tenuto venerdì 26 gennaio dalla 10 alle 18 a Palazzo Giacomelli – Spazio Confindustria Veneto Est a Treviso (piazza Garibaldi 13) ed è organizzato e diretto da Alessandro Cinquegrani, Professore ordinario di Letteratura italiana contemporanea all’Università Ca’ Foscari e da Gianluigi Bodi, fondatore del blog senzaudio.it. Venetarium 2 è incentrato sui temi Letteratura Impresa Lavoro, fattori che spesso nella narrazione e il senso comune connotano il Veneto e i veneti. “In Veneto – spiegano Alessandro Cinquegrani e Gianluigi Bodi - esisteva un conflitto tra il mondo economico, focalizzato su lavoro e profitto, e quello umanistico, fondato su una nobile inutilità. Da alcuni anni, tuttavia, questo conflitto sembra volto se non a una soluzione almeno a una ridefinizione. Siamo nel cuore del cambiamento: le imprese cercano collaborazioni da artisti e scrittori e gli scrittori guardano con rinnovata curiosità a questo mondo. È perciò il tempo di interrogarci sul rapporto tra letteratura, impresa e lavoro, da prospettive diverse: a che punto siamo rispetto al conflitto di un tempo? Se ne sentono ancora le conseguenze o viviamo nel mezzo di un’epoca nuova segnata da un’inedita sinergia? Il convegno proverà a rispondere a queste domande”. Letteratura e lavoro è stato il titolo della sessione mattutina, introdotta da Alessandro Cinquegrani. Micro Artuso leggerà poi brani di Works di Vitaliano Trevisan (a due anni dalla scomparsa dello scrittore vicentino e in occasione della riedizione nella Trilogia di Thomas di Einaudi delle sue prime opere). Seguiranno gli interventi di Romolo Bugaro (Nordest e lavoro), Giulio Mozzi (Il lavoro nell’editoria) e Antonio Bortoluzzi (Come si fanno le cose – L’etica del lavoro). La sessione pomeridiana guardava invece a Letteratura e impresa, con i dialoghi tra Giuseppe Lupo e Fabrizio Panozzo (Le narrazioni dell’impresa nel Novecento), Ginevra Amadio ed Elisa Gera (La fabbrica della bellezza), Renzo di Renzo e Valentina Durante (Narrazioni al plurale) e l’intervento di Fulvio Ervas Scrivere gialli sull’imprenditoria veneta. Modality of sharing in the frame of iNEST Website/link https://pric.unive.it/progetti/spoke-6-inest/bandi-e-news Notes 32 Minors, Challenges & Erasmus Initiatives SPOKE #2 Reference Person Roberto Napoli Key-descriptors Title SOI-123 Challenge 3: MEC-La magia della pietra a spacco TAGS Machines, stone splitting Date October – December 2023 Participants 16 Details Description of event and programme A pure market challenge that MEC, a company known for its commitment to innovation driven by young and brilliant minds, is launching at various Italian universities. Challenge statement: What new technologies (e.g., lasers, connectivity) can be applied to innovate MEC's stone cutting/splitting machines in the next 10 years, and what new technologies (e.g., generative artificial intelligence, virtual configurators, e-commerce channels, virtual assistants) can help MEC communicate the magic of stone splitting to customers and partners (e.g., architects, construction companies, interior designers) in international markets, creating a customer experience (pre and post-sales consulting services) consistent with a boutique of simple and highly functional products, where technology still serves humanity, and the human aspect prevails in the human-machine interaction? Challenge Based Learning: kick off, mentorships, draft projects evaluations, final presentation to the company team and prize allocation. Modality of sharing in the frame of iNEST The event was promoted through a targeted outreach strategy, including direct email invitations within the iNEST network and to relevant organizations or departments interested in the topic, and advertisement on social media channels. Website/link https://www.mecs.it/en/about-us https://www.soi.unitn.it/courses/soi-123-mec-la-magia-della-pietra-a-spacco/ Notes Description of eventual requirements Students from all disciplines enrolled at the University of Trento, LIUC in Castellanza, or LUMLibera Università Mediterranea were eligible. Both individual and team applications have been accepted. Teams have been formed based on the criterion of diversity, including field of study, background and experiences. 33 Minors, Challenges & Erasmus Initiatives SPOKE #2 Reference Person Nicola Doppio (HIT) Key-descriptors Title Innovation Challenges supporting higher education and research-industry open innovation TAGS Open Innovation, Research, Industry, Higher Education Date 4 and 16 July 2024 Participants 18 Details Description of event and programme Webinar 1: provision of concepts and examples ● What is open innovation ● Short history of innovation prizes, contests and challenges ● Examples of Innovation Challenge formats ● How an Innovation Challenge works ● Guidelines, hints and tips to manage a successful Innovation Challenge ● How to design a new Innovation Challenge ● The Innovation Challenge Design Canvas ● European projects about Innovation Challenges ● Q&A Webinar 2: hands on session (max 20 participants) ● Deep dive into the 12 blocks of the Innovation Challenge Design Canvas ● Assignment: start designing your own Innovation Challenge ● Presentations and discussion At the end of the course participants have been able to: ● describe the difference between the various types of innovation prizes, contests and challenges; ● recognize the input-output model of a Technological Innovation Challenge; ● discuss the main guidelines for implementing a successful Innovation Challenge; ● identify what are the structural elements of an Innovation Challenge; formulate new concepts of Innovation Challenge tailored to own goals and ecosystems. Modality of sharing in the frame of iNEST The event was promoted through a targeted outreach strategy, including direct email invitations within the iNEST network and to relevant organizations or departments interested in the topic, and advertisement on social media channels. Website/link https://www.innochallenge-project.eu/ Notes Description of eventual requirements ● Professors and researchers interested in CBL – Challenge-Based Learning ● Researchers & scientists willing to boost their knowledge transfer capabilities ● Innovation managers and technology transfer officers ● Research project managers ● Companies’ R&D staff ● Policy makers 34 Minors, Challenges & Erasmus Initiatives SPOKE #3 Reference Person Gian Luca Foresti, Pier Luca Montessoro, Luca Di Gaspero Key-descriptors Title self-assessment tools for ICT courses TAGS Date October 2023 – September 2025 Participants Details Description of event and programme This project involves the development of various self-assessment tools as part of courses in the ICT sector such as: Fundamentals of Computer Programming, Data Structures and Algorithms, Logical Networks, Computer Architecture, Operating Systems, Computer Networks. During the period from October 2023 to September 2024, the following activities were undertaken: • Definition of the technical specifications for the framework within which selflearning and self-assessment modules will be developed. This included identifying the technological requirements, setting goals for interactivity, and ensuring that the framework supports adaptability to different learning needs. • Development of educational content specific to each subject involved in the project. This process aimed to ensure that the learning materials will be accurate, engaging, and aligned with current educational standards and practices. • Establishment of formal requirements for outsourcing the development work to an external company through a public tender. This involved preparing detailed guidelines, evaluation criteria, and other formal aspects to ensure transparency and fairness in the selection process. Initiation of the public tender procedure to carry out the process of engaging an external developer. This stage included announcing the tender, managing communications with interested vendors, and organizing the assessment procedures to select the most qualified provider. Modality of sharing in the frame of iNEST The event was promoted through a targeted outreach strategy, including direct email invitations within the iNEST network and to relevant organizations or departments interested in the topic, and advertisement on social media channels. Website/link https://elearning.uniud.it/moodle/login/index.php (please send an email to [email protected] for a guest account) Criteria for Certification Notes Self-assessment tools will be developed to cover all the topics of the courses and will be organized in a path of increasing hardness and depth, to provide users a trajectory of continuous learning from the basic knowledge to the more advance strategies. 35 Minors, Challenges & Erasmus Initiatives SPOKE #3 Reference Person Gian Luca Foresti, Francesca Zanon Key-descriptors Title Video Analysis and Teacher Training TAGS Duration October 2023 – September 2025 Participants 20/30 university teachers 50 students Details Description of event and programme In line with the developments in teacher training approaches, the most recent literature emphasizes the potential of video analysis in promoting the professional vision of teachers. In particular, by offering the opportunity for a “second-hand” experience of teaching through the immersion in authentic classroom situations captured in their richness and complexity, video analysis can foster the development of noticing and reasoning skills supported by a process of recursive interaction between theory and practice. The project pursues the following aims: -Develop a system of methodologies, tools and procedures for video analysis to foster the improvement of the teaching skills of university teachers - Test the system within a pilot training course aimed at UniUD teachers Below are all the activities carried out. 1. As a first approach to the use of video analysis in learning contexts it was a detailed simulation activity was organized to introduce the teaching of fractions in primary school carried out with some students of the Educational Technologies course. The activity took place in the 10 hours scheduled for the laboratory part of the course and were all the suitable design tools and aids have been prepared by the laboratory representatives to the simulation activity. The activity was video-recorded and subsequently analyzed also discussed with the students. Reflection and evaluation questionnaires were prepared regarding the activity in order to be able to control the outcomes compared to the initial objectives. 2. The activity was subsequently the subject of reflection which led to the production of an article that is currently under review in the journal “Orientamenti Pedagogici”. 3. The LID is collaborating with the faculty of Agricultural Sciences to support reflection needs on disciplinary teaching in the scientific field emerged in this faculty from some teachers. After two meetings with agricultural science teachers to define the training needs it was designed the teaching support including some video recordings of discipline lessons scientific. The scientific bibliography was analyzed by the teachers belonging to the LID could constitute a reference for the detailed analysis of the recordings and for the subsequent one discussion with interested teachers. Also at the conclusion of this activity research/training the production of at least one scientific article is expected Modality of sharing in the frame of iNEST The event was promoted through a targeted outreach strategy, including direct email invitations within the iNEST network and to relevant organizations or departments interested in the topic, and advertisement on social media channels. Website/link Notes Evaluation methods Implementation of the pilot course aimed at SFP (DILL) teachers and evaluation of the effectiveness of the video-based training model proposed through a one-group pre-/post-test design (initial and final assessment to measure the learning outcomes of the course in terms of changes in the beliefs, knowledge and skills of the participating university teachers). 36 Minors, Challenges & Erasmus Initiatives SPOKE #3 Reference Person Gian Luca Foresti, Luca Casarsa Key-descriptors Title E-Racing Team TAGS Formula Student, Electric car, Formula Electric Date 1st October 2023 – 30 September 2024 Participants 42 students from Bachelor or Master courses of the University of Udine , and in particular: Mechanical Engineering, Electrical Engineering, Managerial Engineering, Computer Science, Economics, International Marketing and Organization, Multimedia Science and Technology. Details Description of event and programme The aim of the project is to provide to the participating student the opportunity to develop a complete engineering project, with the final purpose to design, produce and test an electric competition vehicle to participate to the Formula Students championship. By their participation to the projects, the students have the opportunities to empowering their engineering skills and acquire new soft skill that will be surely useful for a faster and smoother entry into their professional life During the period from October 2023 and September 2024, the students were divided in different working groups with specific tasks and accordingly with their curricula of study: Aerodynamic Department; Vehicle Dynamics Department, Electronics and Firmware Department, Power Train Department, Business Department, and Marketing Department. Each Department work was coordinated by s responsible, the overall team work was supervised by a Team Leader and a Technical Officer. A new racing car was designed and built in 6 months, in order to have it ready to compete in the 2024 Formula Student events. Also, a complete business plan and cost report were also elaborated by the students, as requested by the competition rules. The team participated at two events: Formula Student Germany, Hockenheim circuit, 13-18 August 2024 Formula SAE Italy, Riccardo Paletti circuit, Varano de Melegari (PR), 3-8 Settembre 2024 Modality of sharing in the frame of iNEST The event was promoted through a targeted outreach strategy, including direct email invitations within the iNEST network and to relevant organizations or departments interested in the topic, and advertisement on social media channels. Website/link https://formulasae.uniud.it/ https://www.formula-ata.it/ https://www.formulastudent.de/fsg/ Notes CFU delivered The number of students involved in the 2024 project was 42, larger than in the 2023 editons (36 partecipants). The total number of CFU delivered is above 100, much hiegher than in the 2023 editon (54) Part of the Team that participated at the Italian Event at the Ricardo Paletti Circuit and car in action during the event 37 Minors, Challenges & Erasmus Initiatives SPOKE #3 Reference Person Gian Luca Foresti, Luca Casarsa Key-descriptors Title AeroUD TAGS Air Cargo Challenge Date 1st October 2023 – 30 September 2024 Participants 12 Students from Mechanical and Electrical Engineering and Computer courses Details Description of event and programme The aims of the project is to provide to the participating student the opportunity to develop a complete engineering project, with the final purpose to design, produce and test o fixed wing drone to participate at the international competition Air Cargo Challenge (ACC) The University of Udine has participated to ACC since 2015, competed in the 2024 edition and a new team is currently working for the 2026 competition (the ACC is held every second year and organized by the winning team of the previous edition). It sees involved about 40 teams representing universities form all over the Europe, middle east and south Americas. By their participation to the projects, the students have the opportunities to empowering their engineering skills and acquire new soft skill that will be surely useful for a faster and smoother entry into their professional life. The project involved a total of 12 students that during the period from October 2023 and September 2024, designed and built fixed wing drone according to the ACC2024 regulations. The students were divided in different working groups with specific tasks and accordingly with their curricula of study: Aerodynamic Department; Structural Department, Avionics and Power Train Department, Marketing Department. Each Department work was coordinated by a responsible, the overall team work was supervised by a Team Leader and a Technical Officer. A new drone was designed and built in 8 months, in order to have it ready to compete in the 2024 ACC held in Aachen in the period 9-12 July 2024. Modality of sharing in the frame of iNEST The event was promoted through a targeted outreach strategy, including direct email invitations within the iNEST network and to relevant organizations or departments interested in the topic, and advertisement on social media channels. Support documents https://aeroud.uniud.it/ https://aachen-drone.de/ https://en.wikipedia.org/wiki/Air_Cargo_Challenge Notes CFU Delivered The number of students involved in the 2024 project was 12, larger than in the 2023 editons (6 partecipants). The total number of CFU delivered is above 60, hiegher than in the 2023 editon (36) Part of the Team at the ACC 2024 competition and the developed drone during a flight mission at the competition 38 Minors, Challenges & Erasmus Initiatives SPOKE #6 Reference Person Monica Calcagno Key-descriptors Title Artistic Management TAGS Innovative Education, Management, Visual, Craft, Theater Date February - May 2024 Participants 20 Details Description of event and programme The Artistic Management Minor includes the following specific content areas: ● Artistic Techniques: Exploration and mastery of artistic techniques, including theatre, literature, and video production. ● Interdisciplinary Skills: Integration of creative and technical knowledge for effective management. ● Managerial Insight: Understanding the strategic role of art in leadership and decisionmaking. ● Innovation & Creativity: Development of innovative thinking and creative problem-solving skills. ● Narrative Development: Crafting compelling narratives for corporate communication and storytelling. ● Change Management: Learning to drive positive change within organizations through artistic approaches. With teachers and students, we imagined the structure of the route that viewers would follow to discover the Squero. The route is supported by a free izitravel application programmed specifically by the consultant for our workshop, into which we uploaded, once the route was defined, the various contributions designed for each stage. Between each stage, the viewer is asked to solve a riddle. To solve the riddle, he or she will have to watch the video contribution to get the information needed to move on to the next stage. The video contributions, as will be seen from the card, are of different nature: artistic, documentary, poetic. A different way, from time to time, to find out more about the Squero and to integrate with the “physical” visit. Modality of sharing in the frame of iNEST The event was promoted through a targeted outreach strategy, including direct email invitations within the iNEST network and to relevant organizations or departments interested in the topic, and advertisement on social media channels. Website/link https://drive.google.com/drive/folders/1DxHVbXIU5Tu6T4efwbe2Cc0m2i2ZEIJK Notes Image from the event 39 Minors, Challenges & Erasmus Initiatives SPOKE #6 Reference Person Alessio Cotugno Key-descriptors Title Contamination Laboratory (CLAB): Think, design and create Ippolito Nievo’s Literary Park (formerly: Revitalizing Cultural Heritage for Sustainable Tourism: The Ippolito Nievo Literary Park Design Challenge) TAGS #Innovative Education #Literarypark #Tourism #Culture Date 6th, 10th -13th, 16th September 2024 Participants 4 researchers/teachers, 2 university students, 13 high school students, 1 expert in designthinking methodologies Details Description of event and programme This C.Lab is grounded on these questions: “It is possible to bring the Italian literary heritage closer to a wide audience, through an emotional rather than cognitive approach that exploits the potential evocative potential of places and landscapes from which literary works have drawn inspiration?” “Is it possible to foster a process of rediscovery and enhancement, both cultural and economic, of those same territories, often marginalised with respect to the usual tourist routes?” The challenge of designing Ippolito Nievo’s Literary Park has been configured as an intellectually stimulating experience of active didactics. This challenge extends an invitation to students from high schools and universities to immerse themselves in an exploration of the relationships between literature, economics, tourism and sustainability. Students are invited to take on the role of custodians of cultural heritage and designers of sustainable tourism. The lab has been an engaging educational experience that promoted critical thinking, creativity and a sense of responsibility on the local territory. Participants have been invited to draw inspiration from the literary legacy of Ippolito Nievo and other existing literary parks to conceive a literary park that not only pays homage to the writer, but also represents a sustainable cultural tourism product. This dual objective will required critical thinking, planning skills, design capacity and cultural awareness. Students, through deisgn thinking, re-imagine a distributed cultural heritage offering cultural involvement, including not only museum-related exhibitions, but also guided tours, educational programmes and cultural events that bring literary writing. At the conclusion of the CLab the participants developed four projects for Ippolito Nievo’s Literary Park that combined art, economic and social sustainability and enhancement of cultural heritage, directly connected with INEST research topics (thanks to teachers’ lessons and suggestions deriving from their own research projects). Programme: DAY 0: KICKOFF DAY | Friday 6 September | 9:00-13:00 Presentation of the Workshop DAY 1: EXPLORATION (field visit) | Tuesday 10 September | 09:00-18:00 Exploration of Nievo's places; research phase preparatory to project ideas Physical visit to key places linked to the author, creative inspiration sessions through the reading of selected passages DAY 2: EXPLORATION + DEFINITION | Wed 11 September | 09:00-17:00 Project definition: closing of the exploration phase and start of convergence towards the project challenge, with a focus on teachers' researches: cultural heritage Accessibility, Tourist flow management/Visitor management, Authenticity VS Stereotypes DAY 3: DESIGN AND PROTOTYPING | Thursday 12 September | 09:00-17:00 Creating projects and starting convergence towards a prototype DAY 4: TESTING AND IMPROVEMENT | Fri 13 Sep | 09:00-17:00 Testing and improvement: finalisation of prototypes through testing and re-design DAY 5: FINAL PRESENTATIONS | Mon 16 September | 17:00-19:00 Council Hall of the Municipality of Portogruaro, in presence of local community Objectives: Presentations of the projects developed during the workshop and award ceremonies 40 Modality of sharing in the frame of iNEST Emails to students and to stakeholders to be involved Website/link Notes Images from the event 41 Annex 3 Lifelong Learning Courses Performed in the frame of Milestone #27 48 Lifelong Learning Courses SPOKE #3 Reference Person Gian Luca Foresti Key-descriptors Title AI-based approaches for Anomaly Detection in Industrial Plants TAGS AI for Anomaly Detection Date July 1-5, 2024 Participants About 20 PhD Students from University College London UCL (UK), Centrale Méditerranée (FR), Università di Bologna (IT), Ecole normale supérieure (FR), Kaunas University of Technology KTU (LT), Università degli Studi di Udine (IT), Università degli Studi di Napoli Federico II (IT), Politecnico di Milano (IT), Institut polytechnique Paris (FR), Università della Tuscia (IT). About 10 Business Participants from local companies (Danieli Automation, Electrolux Group, Eurosystem Spa, FEC Italia Srl, Procne Srl, Progetto Nachste Srl, RDV Network Srl, Sacer-Uliana Luciano Srl, Time Srl, Video Systems). Details Description of event ”AI-DLDA: International Summer School on Artificial Intelligence”, the AI PhD summer school, organized by the Department of Mathematics, Computer Science and Physics (DMIF) of the University of Udine. Artificial intelligence applied to the sectors of Medical Image Analysis, Cyber Security and Computer Vision (Machine learning & Deep networks, mathematical image analysis) are the focuses of the summer school which has been taken place in the spaces of the New Rizzi Library at Udine. An opportunity for all participants to interact with researchers from all over the world, and to create networking opportunities with professionals in the AI sector. The morning plenary sessions, held by internationally renowned speakers, are followed by practical afternoon workshops. The AI School has been carried out in presence (only few lectures have been carried out on-line) and it has been organized into Lecturers during the morning, held by internationally renowned speakers, and practical afternoon workshops and Lab activities. Lectures Sebastiano Battiato, Università di Catania “Generative AI and Impostor Bias: Advances, Challenges, and Future Directions” Emanuele Rodolà, Università Sapienza di Roma “Unlocking Neural Composition” Lamberto Ballan, Università di Padova, “From context-aware motion prediction to embodied visual navigation” Stefano Zanero, Politecnico di Milano, “A tormented love story: AI and Cybersecurity” Andreas Windisch, JOANNEUM RESEARCH “Rise of the Machines: AI’s New Dawn” Gustavo Carneiro, University of Surrey, “Learning to Complement and to Defer to Multiple Users using Personalized Human-AI Collaborative Classifiers” Workshop Jarod Zheng and Gong Yan, Lenovo, “Digital & Intelligent Transformation solutions for Portfolio & Product Planning PPM” Lorenzo Baraldi, Università di Modena e Reggio Emilia, “An introduction to the use of PyTorch and Google Colab Environments” Nicola Demo, SISSA, “Deep Learning Approaches for Solving Differential Equations: PhysicsInformed Neural Network and Neural Operator” Andreas Windisch and Michael Somma, JOANNEUM RESEARCH, “Deep reinforcement learning” Giuseppe Serra and Alex Falcon, Università di Udine, “Text-to-Metaverse Retrieval: A New Frontier in Search” Zaira Manigrasso, Università di Udine, “AI-driven material characterization” Axel De Nardin, Università di Udine, “Document Analysis and Understanding in the Era of Deep Learning” 49 Kevin Roitero, Università di Udine, “Practical Applications of Large Language Models with PyTorch and Hugging Face” Daniele Fornasier, Beantech, “Pervasive AI for manufacturing: from advanced automation applications to intelligent ecosystem monitoring” Federico Cussigh, R-Tree Technologies, “Generative AI & Knowledge management” Dante Degl’Innocenti and Marco Pavan, Datamantix, “Real-World Applications of Deep Learning and Machine Learning in Industry and Medicine” Modality of sharing in the frame of iNEST The event was promoted internally at the University of Trento through email invitations and advertisements on social media channels. Website/link https://www.aidlda.it/ Notes Image from the event 50 Lifelong Learning Courses SPOKE 9 Reference Persons Andrea Cangiani, Stefano Salon, Alberto Maspero Lifelong learning Course Key-descriptors Title Digital twins for sustainable economy TAGS Digital twin, data-driven modelling, data analytics, artificial intelligence, edge computing, physics-based modelling, physics-based machine learning, system modelling, model order reduction Date September-November 2024 Participants R&D personnel from several companies Details Description of event and programme Lifelong learning course targeted to R&D specialists held between 30th September – 4th November 2024 through 5 full afternoon sessions: 1. Introduction to Digital Twins and Physical Modeling 2. Data-Driven Modeling for Digital Twins: Simulation and AI 3. Case Studies of Industrial Digital Twins 4. Digital Twins of Marine Environments 5. Round table; presentations by start-up SINDREL and TRANSPOBANK Sessions 1-4 were held at the Camera di Commercio Venezia Giulia Trieste Gorizia (Trieste) and were lectured in turns by the teams of the four nodes of Spoke 9 (SISSA, UNITS, UNIPD, OGS) thus leveraging the combine expertise available within the Spoke. The final session at SISSA was led by all four teams and was enhanced by presentations by the CC1 1st cycle acceleration Demo Day start-up SINDREL and winner of iNEST Bando a Cascata TRANSPOBANK (attending the course). Close to thirty participants from seven companies attended the sessions. An iNEST attendance certificate was awarded to participants engaging in the course. Modality of sharing in the frame of iNEST The course was advertised through the Spoke 9 dedicated webpage linked to the iNEST site. Moreover, given that the event was organized with the collaboration of the Camera di Commercio Venezia Giulia Trieste Gorizia, the event was also advertised in the Camera di Commercio’s website. The lectures were organized in hybrid mode using the Zoom platform and were indeed also attended by members of the iNEST consortium from other spokes. All of the course material has been made available through a dedicated github repository available to the participants and to all members of iNEST upon request. Website/link https://inest.spoke9.sissa.it/digital-twins-for-a-sustainable-economy/ Notes Remark Included in the Report, even if formally started during Milestone #27 51 Image(s) from the event Spoke Leader Affiliates Cross-Cutting Activity 4 – Education, from ITS to Lifelong Learning Digital Twin per l’Econom ia Sostenibile Questo corso offre una comprensione approfondita dei gem elli digitali (DT), coprendo le basi teoriche, i casi di studio e le applicazioni pratiche. I partecipanti acquisiranno conoscenze preziose da applicare in contesti reali, per un futuro industriale sostenibile. Quando 30 settembre – 4 novembre 2024 Dove Sessioni 1–4: CCIAA Venezia Giulia Trieste Gorizia (Trieste, piazza della Borsa n°14) Sessione 5: SISSA (Trieste, via Bonomea n°265) Ore del corso 20 ore Lingua Italiano Costo €200 per azienda Orari Sessioni: 13:30 – 18:00 (con coffee break di 30 min) Light Lunch: 12:30 – 13:30 (prima delle sessioni 1 e 5) Modalità di partecipazione Sessioni 1, 5: solo in presenza Sessioni 2, 3, 4: in presenza/online Inform azioni chiave Per iscriversi: 52 Lifelong Learning Courses SPOKE 9 Reference Persons Antonia Larese, Mario Putti Lifelong learning Course Key-descriptors Title Mixed and stabilised finite element methods TAGS Physics-based modelling, high fidelity modeling, CFD, stabilization techniques Date 6-28 November 2023 Participants 15 Details Description of event and programme • Introduction to mixed methods. Some examples: Darcy’s problem, Stokes’ problem, Maxwell’s problem, Elasticity, Reissner-Mindlin plates. Finite element approximation. Matrix structure. • Finite element approximation of mixed problems: general theory. Babuska-LaxMilgram’s theorem. Generalised Cea’s lemma. Ladyzhenskaya-Babu ´ ska-Brezzi’s theorem. de Rham’s complex. • Stabilised finite element methods. Basic concept. The variational multi-scale approach. Application to mixed problems. • Darcy’s problem. Primal form, dual form. Inf-sup conditions and examples of compatible approximations. Stabilised finite element approximation. • Stokes’ problem. Two-field formulation. Three-field formulation. Inf-sup conditions and examples of compatible approximations. Stabilised finite element approximation. • Maxwell’s problem. Kikuchi formulation. An example of inf-sup stable approximation. Augmented stabilised finite element approximation. • Elasticity. Stress-displacement formulation. Stress-strain-displacement formulation. Infsup conditions. Stabilised finite element approximation. • Reissner-Mindlin plates. Derivation of the problem. Inf-sup conditions and examples of compatible approximations. Stabilised finite element approximation. • Introduction to hybrid methods. Hybridisation of Poisson’s problem. Inf-sup conditions. Stabilised finite element approximation Modality of sharing in the frame of iNEST Web site, emails Website/link https://stem.elearning.unipd.it/user/index.php?id=7768 Notes 53 Annex 4 Innovative Education Initiatives & Pilot-Projects Scheduled for Milestone #28 54 Innovative Education Initiatives & Pilot-Projects SPOKE #1 Reference Persons Margherita Molinaro, Erwin Rauch Key-descriptors Title Special track on “Innovative Engineering Education” at the 3rd ISIEA Conference TAGS #Innovative Education #Engineering #Learning Factories Duration Half day Date June 2025 Details Background The International Symposium on Industrial Engineering and Automation (ISIEA) has been launched in 2022 as a new initiative of the Industrial Engineering and Automation macroarea of the Free University of Bozen-Bolzano. It is an international scientific conference (with proceedings published in September as a volume of Springer’s Lecture Notes) dealing with different Engineering topics. The topic of the 2025 edition will be Latest Advancements In Mechanical Engineering. We plan to organize a new special track within the conference focused on “Innovative Engineering Education”. Description of initiative/project A special track/session will be organized within the 3rd ISIEA Conference dealing with tools, methods, and formats for Engineering Education. This will offer a platform also to iNEST staff to exchange best practices and experiences to strengthen the higher education teaching offer in the Engineering field. Examples of topics that will be included in the track are: - New (digital) tools for Engineering Educations; - The role of Learning Factories in Engineering Education; - Serious Games for Engineering Education; - Problem-Based Learning in Engineering Education; - Engineering Curricula Design; - Integrating Digitalization and Sustainability in Engineering Education; - Life-Long Learning in the Engineering field. Modality of sharing in the frame of iNEST iNEST professors and researchers (in particular in the Engineering field) belonging to all the Spokes will be invited to present a paper or attend the special track on Innovative Engineering Education. References Conference website: https://isiea.events.unibz.it/ Status Scheduled in 2025 55 Innovative Education Initiatives & Pilot-Projects SPOKE #2 Reference Person Roberta Cuel Key-descriptors Title Theatrical Improvisation Workshop for high school teachers TAGS Extract keywords by the project: Theatrical improvisation, Team building, Trust in teams, Listening Acceptance of the proposal, Lateral thinking, Communication management Duration The laboratory consists of 4 lessons of 3 hours, for 12 hours. We plan to conduct this activity in different high schools and university courses for three years. Date February-March 2025 Details Description of initiative/project The course encourages acquiring skills and tools for group work, negotiation, and team collaboration. Theatrical improvisation is very effective for developing a range of basic emotional, relational, and cognitive skills that allow people to acquire versatile and positive behavior helpful in working in groups, such as being able to listen empathically to other members of the group, promote creative and adaptive capacity in solving problems, learn to accept the proposal and think divergently, improve the management of individual decisions, increase the ability to stay focused on objectives and acquire tools for conflict management. From a social point of view, collaboration skills are developed, social stereotypes are eliminated, and awareness of the value of each individual in their peculiarities is created. Consequently, acceptance and integration are achieved among all class group members. The lessons are divided into two parts. The first part includes exercises focused on bodily expressiveness, movement, facial and vocal expressiveness, and group dynamics. The second part focuses on verbal expressiveness and allows participants to experiment with jokes and practice their expressive potential in a welcoming environment that encourages creativity and emotional expression. The proposed exercises promote body awareness, emotional awareness, and active listening to others. Lesson 1: Public speaking and effective communication.- This initial journey focuses on bodily expressiveness and vocal techniques to develop effective communication and public speaking skills. The goal is to create a trusting and dynamic group environment where everyone can feel comfortable expressing themselves creatively. Lesson 2: Improvisation tools as resources for teachers.- This part of the lessons offers improvisation tools that can be used as resources for teachers to manage eye contact, active listening, and creativity in finding innovative solutions. Lesson 3: The relationship between the education and education sector.- Theoretical studies on knowledge sharing, group management, confrontation, and conflict management are explored to deepen the understanding of the relationship between education and the education sector. Through theories and experiential exercises, the theme of the effects of improvisation in work groups (such as class councils) and the management of confrontation and conflict between colleagues will be explored. Lesson 4: Dealing with others.-This final part of the lessons includes a series of exercises to put the tools learned in previous meetings into practice and to effectively approach relationships. Alongside the technical-expressive methodologies, reflection-sharing methodologies are also used to help participants reflect on the challenges of communicating clearly and personally while understanding the importance of welcoming listening. Modality of sharing in the frame of iNEST The event will be promoted through a targeted outreach strategy, including direct email invitations within the iNEST network and to relevant organizations or departments interested in the topic, and advertisement on social media channels. Website/link Criteria for Participation Requirements The course will initially be aimed at high school teachers and students of some university courses; then, it will be extended to other schools that request it. 56 Innovative Education Initiatives & Pilot-Projects SPOKE #4 Reference Person Massimiliano Condotta Key-descriptors Title Wooden construction Live Workshop TAGS Workshop, practical experience, wood, Venice Duration 40 hours in total, 20 hours lectures and 20 hours practical activities with teachers Participants IUAV students Details Description of initiative/project The proposed course is configured as an experimental method of teaching in architecture in which the notions learned in frontal lectures are subsequently enhanced in practical experience. The main area of reference is wooden constructions. The objective of the workshop is to provide students with technical skills on wooden constructions that include both compositional and construction principles. The aim is to train future architects who know how to consciously design wooden structures, being able to appropriately exploit the potential of the material, especially in relation to its environmental sustainability. The structure of the workshop is: - A first part where students will follow ex-cathedra lectures at university; - A second part where student will design a wooden structure; - A third part where students will construct, with the support of a company, the design structure. The object of the workshop is the design of docking structures and/or information pavilions on the Certosa island in Venice. Modality of sharing in the frame of iNEST The workshop focuses on sustainability in the construction sector. The practical experience is localized in the city of Venice that is the main pilot of the iNest Spoke 4. Innovative solutions and materials will be tested in the practical experience. Website/link Oppenheimer, Andrea; Hursley, Timothy (2002). Rural Studio: Samuel Mockbee and the Architecture of Decency. Princeton Architectural Press. http://ruralstudio.org Notes Revisiting of the Topic During the initial planning stages, we faced some challenges regarding safety requirements for a workshop on wooden construction, which was originally intended to be mostly a hands-on, practical course. As a result, we were unable to launch the workshop as planned. However, given the significance of wooden construction in promoting sustainability in the building sector, we are committed to revisiting this topic. Our intention is to transform it into a more comprehensive program, potentially developing it into a master’s course to deepen participants' expertise in sustainable construction practices (see Table below) 57 Innovative Education Initiatives & Pilot-Projects SPOKE #4 Reference Person Massimiliano Condotta Key-descriptors Title Wooden construction Master TAGS Master, practical experience, wood, Venice Duration Participants Details Background Adequate skills in architectur are required. Description of initiative/project The proposed Master is configured as an experimental course of teaching in architecture in which the notions learned in frontal lectures are subsequently enhanced in practical experience. The main area of reference is wooden constructions. The objective of the Master is to provide students with technical skills on wooden constructions that include both compositional and construction principles. The aim is to train future architects who know how to consciously design wooden structures, being able to appropriately exploit the potential of the material, especially in relation to its environmental sustainability. The structure of the Master is: ● A first part where students will follow ex-cathedra lectures at university; ● A second part where student will design a wooden structure; Modality of sharing in the frame of iNEST The Master focuses on sustainability in the construction sector. The practical experience is localized in the city of Venice that is the main pilot of the iNest Spoke 4. Innovative solutions and materials will be tested in the practical experience. References Oppenheimer, Andrea; Hursley, Timothy (2002). Rural Studio: Samuel Mockbee and the Architecture of Decency. Princeton Architectural Press. http://ruralstudio.org Notes Requirements The Master is aimed with a degree in Architecture or Engineer. Revisiting of the Topic A wooden construction workshop was initially designed as a hands-on course. However, due to safety concerns and in order to explore the critical topic of timber construction in greater depth, we have decided to transform it into a master’s program. This new format will allow us to address the subject more comprehensively, emphasizing the importance of sustainable practices in the construction industry while ensuring a safer learning environment for participants. 64 Innovative Education Initiatives & Pilot-Projects SPOKE #6 Reference Person Fabrizio Panozzo INITIATIVE/PILOT PROJECT Key-descriptors Title Summer School on Arts and Artistic Languages as Research Methodology in the Social Sciences TAGS Duration 4 days, to be held in 2025 Details Description of event and programme At the heart of our summer school, the critical studies approach serves as a foundational principle, guiding participants in reimagining the boundaries of research in the social sciences. The school will foster an environment that encourages students to question prevailing power dynamics, both within the arts and within society. This approach prompts them to scrutinize how art can be a potent tool for critiquing and subverting established norms and structures, challenging the status quo to illuminate underlying issues of inequality, discrimination, and injustice. The program also promotes decolonizing perspectives within research. By dismantling colonial legacies in both the arts and social sciences, we aim to foster a more inclusive, equitable, and culturally sensitive approach to knowledge production. This perspective recognizes that traditional paradigms have often marginalized voices and experiences from non-Western cultures, and we actively seek to rectify this imbalance. As students delve into the complexities of using art as a research methodology, they are encouraged to navigate sensitive subjects with care and empathy, ensuring their research respects the dignity and agency of individuals and communities involved. Participants are guided to formulate research questions that challenge conventional paradigms, question assumptions, and seek alternative interpretations. This enables them to contribute to a more nuanced and comprehensive understanding of the issues they investigate. Modality of sharing in the frame of iNEST Sharing objectives and results within the multifaceted iNEST ecosystem involves strategies such as publishing research proposals, policy briefs, and industry showcases; engaging with media outlets and communication channels for wider dissemination; and fostering international partnerships and exchange programs. Additionally, the use of the centralized online platform is proposed to serve as a hub for knowledge-sharing and collaboration across the ecosystem, further promoting innovation and positive societal impact. Website/link Notes 65 Innovative Education Initiatives & Pilot-Projects SPOKE #7 Reference Person Elena Claire Ricci Key-descriptors Title Risk management and innovation in agriculture TAGS risk management, innovation, agriculture, entrepreneurship, EntreComp, risk&law, trainingriskmanagement Date May – October 2025 Participants Farmers or Future Farmers; Farming Professionals; Students; Entrepreneurs or Future Entrepreneurs; Insurers or Future Insurers Details Description of event and programme In agriculture there are still large knowledge gaps in terms of agricultural risk management. Farmers often lack knowledge about effective ways to protect themselves from the continuously evolving risks that they are facing. Insurance operators and other professionals often lack the technical skills to develop adequate tools tailored for agri-food-related firms. The course aims at increasing the knowledge of farmers and professionals about the assessment of the multi-facet risks that they face and will continuously face in the future. The course will also aim to improve their knowledge and understanding of the available tools so that they can more effectively evaluate how they work and if they fit their actual needs. Entrepreneurial competence will be fostered, particularly the ability to cope with uncertainty, ambiguity, and risk, that is essential to making informed decisions. Attention will be given to private and public insurance-related and risk-protection tools, but also to innovation strategies in the light of sustainable development to mitigate or adapt to such risks. The course also aims at increasing the knowledge of professionals that develop/market risk management tools about the specificities of the risks in agriculture, so that they can develop and promote effective options for the agri-food sector. Consistent with the objectives of the course, innovation will be a key driver that will also characterize the teaching aspects. Most relevant topics: - Introduction to risk management - Introduction to the various types of risks that can arise with discussion of examples - Climate change risks in agriculture - What are the new challenges for agriculture given a changing climate? A discussion of changing conditions, with a particular focus on plant development and defense - Innovation for risk mitigation and adaptation - What are the innovations available for climate change mitigation and adaption to a changing situation in agriculture - Insurance and other risk management tools - Legal aspects of risk management - News from the case law of merit and the Supreme Court on the legal relevance of the adoption of appropriate organizational models also for the purposes of directors' liability. In addition, on the legislative level, the “corrective” to the Crisis Code (Legislative Decree 14/2019) came into force where further guidance on the duties and role of the administrative and supervisory body. Finally, Legislative Decree 125/2024 was adopted, which transposes the CSRD directive on sustainability reporting - Entrepreneurial Competences: to act upon opportunities and ideas, and to transform them into values for others; based on the abilities as creativity, critical thinking and problem solving, taking initiative and perseverance. - Case studies Modality of sharing in the frame of iNEST The event will be promoted through a targeted outreach strategy, including direct email invitations within the iNEST network and to relevant organizations or departments interested in the topic, and advertisement on social media channels. Website/link Notes 66 Innovative Education Initiatives & Pilot-Projects SPOKE #7 Reference Person Elena Claire Ricci Key-descriptors Title What can I do for Climate Change? Evaluating choices in the agrifood domain to build stakeholder agency TAGS #climate change #agri-food #active citizenship #agency #consumer choices #entrepreneurship #EntreComp #sustainability&EUlegalframework #criticalthinking Duration February – July 2025 Participants Citizens; Students; Young (but not only) Entrepreneurs; Young (but not only) professionals Details Description of event and programme Individual food-related choices and behaviours are crucial for addressing current societal challenges like climate change. The agri-food system, in particular, has strong connections to all the dimensions of sustainability and different organizational forms of this system can have very different multi-dimensional impacts. Thus, it is important to build citizen/consumer engagement on these topics to promote more conscious choices. The main aim is to foster agency and deliberation in societally relevant choices, like those related to climate change. The idea is to engage with individuals considering their threefacet roles as citizens, consumers, and (present or future) professionals. Indeed, in all three of these roles they make decisions that can make a difference and become agents of transformational change. The course aims at building individual knowledge about climate change and the differential climate change impacts of different food products, production processes, organizational models, etc. This will promote a critical understanding of the information and claims reported on food labels and on other available sources of information and foster agency. This can also favor the appreciation of actual Corporate Social Responsibility (CSR) efforts and Sustainable Business models by firms as opposed to green washing strategies. Attention will be paid to entrepreneurial competence, in particular the ability of recognizing ethical principles and challenges of sustainable development. Consistent with the objectives of the course, innovation will be a key driver that will also characterize the teaching aspects. List of most relevant topics: - Introduction to climate change - CSR and business in the EU legal framework - Approval of two important directives: DIRECTIVE (EU) 2024/1760 of 13 June 2024, on corporate sustainability due diligence and amending Directive (EU) 2019/1937 and Regulation (EU) 2023/2859, nonché Directive 2024/825, of 28 February 2024, amending Directives 2005/29/EC and 2011/83/EU as regards empowering consumers for the green transition through better protection against unfair practices and through better information - Sustainability issues of the food system - Entrepreneurial Competences - To reflecto on the competences related: to act upon opportunities and ideas, and to transform them into values for others; based on the abilities as creativity, critical thinking and problem solving, taking initiative and perseverance - Information and mis-information - The role of citizens, consumers, and professionals in promoting more climate friendly practices - The role of new media in the way in which climate scientists can effectively give meaning to their role as science communicator. Modality of sharing in the frame of iNEST The event will be promoted through a targeted outreach strategy, including direct email invitations within the iNEST network and to relevant organizations or departments interested in the topic, and advertisement on social media channels. Website/link Notes 67 Annex 5 Minors & Challenges Scheduled for Milestone #28 68 Minors, Challenges & Erasmus Initiatives SPOKE #1 Reference Persons Guido Orzes, Daniele Morselli Key-descriptors Title Mountain Innovation Challenge TAGS Design Thinking, Problem Based Learning, Challenge Duration 3 days (around 20 hours of activities) Details Background In February 2022, the Free University of Bolzano and the NOI Techpark of Bolzano designed and offered an extra-curricular programme for bachelors and masters students entitled “Students & Company Sprint”. Three companies presented an innovation challenge that student teams had to solve, mentored by experts and scientists (following the Google Desing Sprint Methodology). The programme will be re-organized in 2024-2026 thanks to financing from the European Social Fund. Within the iNEST project, the idea is to design a similar challenge but with some peculiarities: (1) the topic will be innovation for mountain areas; (2) the challenges will be proposed by the Spoke 1 of the iNEST consortium rather than by companies; (3) it will be addressed to students from different universities; (4) it will be organized in a weekend formula (3 days). Description of initiative/project The Mountain Innovation Challenge is an extra-curricular programme for bachelors and masters students of the Universities of the iNEST consortium. Students will be divided into interdisciplinary and inter-university groups and work on the solutions of some key challenges on the macro-topic of innovations in mountain areas. They will be coached and mentored by experts of design thinking as well as by thematic experts (professors and researches of the iNEST consortium). The Challenge will be organized at the Free University of Bozen-Bolzano or at a technology park in the region and will last three days (Friday to Sunday). Previous research show that such a programme can have very positive effects on students’ entrepreneurial competences (in particular on the ability to “work with others”), which are crucial for their employability. Thes effects will be evaluated based on standardized approaches (such as the EntreComp framework). Furthermore, the solutions proposed can then provide a set of interesting ideas that could be exploited by the students themselves or by different actors of the iNEST ecosystem. Modality of sharing in the frame of iNEST The call for students will be spread to students of the 9 universities of the iNEST consortium. The goal/target is to have around 20 students from different universities of the consortium. References • https://heinnovate.eu/en/heinnovate-resources/resources/students-companysprint-extra-curricular-entrepreneurial-week • Morselli, D., & Orzes, G. (2023). Evaluating an interfaculty entrepreneurship program based on challenge-based learning through the EntreComp framework. The International Journal of Management Education, 21(3), 100869. Status Scheduled in 2025 69 Minors, Challenges & Erasmus Initiatives SPOKE #2 Reference Persons Ilaria Pertot (UNITN), Milena Bigatto (HIT), Adolfo Villafiorita (Shair.Tech Srl) Key-descriptors Title Reduce the waste of food served and not eaten in canteens TAGS Food, waste, circular economy, consumer Date Scheduled 1st semester 2025 Participants Details Description of event and programme The waste that occurs in canteens is composed by food cooked and not served (potentially reusable) and food cooked, served and not eaten (not reusable for human consumption). There are many reasons for the second category of food waste: behavioral reasons (e.g.: lack of hunger at lunchtime due to the consumption of excessive snacks; refusal to try lesserknown dishes), plates too full of food, wrong portioning and preparing the dish, insufficient time to consume the meal (e.g.: lunch over multiple shifts), etc. The objective of the challenge is to identify new technological and/or educational solutions to reduce the waste of food served and not eaten. Background knowledge: functioning of canteens, legislation, food logistics. Abilities: understanding complex systems (food production, consumption, waste), identifying solutions to a problem by considering various point of view and possible actions, work in a team, prototyping solutions, preparing. The challenge is composed by online meetings and face-to-face activities. In addition, a visit to a canteen in Trento (Risto 3) is foreseen. The challenge is divided in the following steps with the related methodology: ● Launch of the challenge (meeting with the challenge provider - Shair.Tech Srl) ● Background acquisition (logistics, estimation of food waste, function of a canteen, related legislation, existing mitigation actions, etc.) ● Brainstorming ● Identification of solutions and refinement ● Prototyping the solution ● Testing with end-users and final refinement ● Preparation of the pitch and showcase of the solution. Preparation and submission of the feasibility report Modality of sharing in the frame of iNEST The event will be promoted through a targeted outreach strategy, including direct email invitations within the iNEST network and to relevant organizations or departments interested in the topic, and advertisement on social media channels. Website/link https://www.fao.org/nutrition/capacity-development/food-loss-and-waste/en/ https://shair.tech/ https://www.sprecozero.it/ Notes Description of eventual requirements The challenge is suitable for students with background in information technology, engineering, food technologies, socio-economics, psychology, biology, agricultural sciences 70 Minors, Challenges & Erasmus Initiatives SPOKE #2 Reference Persons Eugenio Aprea, Simone Cerroni, Flavia Gasperi, Ilaria Pertot (UNITN) Key-descriptors Title Increase the consumption of Mopur (kind of vegetarian meat) TAGS Veg, sustainability, vegetable proteins Date 11-15 November 2024 Participants Details Description of event and programme The consumption of meat is associate to high footprint and carbon emissions. Alternatives to meat are receiving increasing attention by the food industries and the consumers. Mopur is a combination of gluten and legumes fermented with Lactobacillus plantarum and Saccharomyces cerevisiae (lievito madre), herbs and spices, cooked and sliced. It is currently sold in slices resembling animal salami (bresaola veg, salami veg, etc.). The market is considered mature for the introduction of new food preparations that are not presented anymore as salami-like products. The objective of the challenge is to identify new food preparations and marketing messages to address the consumers. Background knowledge: production technology of Mopur, legislation, food logistics, marketing, communication. Abilities: understanding food production (food production, consumption, market), identifying solutions to a problem by considering various point of view and possible actions, work in a team, prototyping solutions, preparing The challenge is composed by online meetings and face-to-face activities. In addition, a visit to a production plant (Felsineo veg) is foreseen. The challenge is divided in the following steps with the related methodology: ● Launch of the challenge (meeting with the challenge provider – Felsineo veg) ● Background acquisition (production technologies, packaging, communication and marketing, etc.) ● Brainstorming ● Identification of solutions and refinement ● Prototyping the solution ● Testing with end-users and final refinement ● Preparation of the pitch and showcase of the solution. ● Preparation and submission of the feasibility report Modality of sharing in the frame of iNEST The event will be promoted through a targeted outreach strategy, including direct email invitations within the iNEST network and to relevant organizations or departments interested in the topic, and advertisement on social media channels. Website/link Books: Meat and Meat Replacements, An Interdisciplinary Assessment of Current Status and Future Directions Papers: Meat substitutes: current status, potential benefits, and remaining challenges, Opportunities for the Adoption of Health-Based Sustainable Dietary Patterns: A Review on Consumer Research of Meat Substitutes Websites: https://shop.felsineoveg.com/mopur/ Notes Description of eventual requirements The challenge is suitable for students with background in information technology, engineering, food technologies, socio-economics, psychology, biology, agricultural sciences 71 Minors, Challenges & Erasmus Initiatives SPOKE #3 Reference Person Gian Luca Foresti, Pier Luca Montessoro, Luca Di Gaspero Key-descriptors Title Self-assessment tools for ICT courses TAGS Date October 2023 – September 2025 Participants Details Description of event and programme This project involves the development of various self-assessment tools as part of courses in the ICT sector such as: Fundamentals of Computer Programming, Data Structures and Algorithms, Logical Networks, Computer Architecture, Operating Systems, Computer Networks. Modality of sharing in the frame of iNEST The event will be promoted through a targeted outreach strategy, including direct email invitations within the iNEST network and to relevant organizations or departments interested in the topic, and advertisement on social media channels. Website/link https://elearning.uniud.it/moodle/login/index.php (please send an email to [email protected] for a guest account) Notes Activity continuing from Milestone #27 72 Minors, Challenges & Erasmus Initiatives SPOKE #3 Reference Person Gian Luca Foresti, Francesca Zanon Key-descriptors Title Video Analysis and Teacher Training TAGS Date October 2023 – September 2025 Participants Details Description of event and programme In line with the developments in teacher training approaches, the most recent literature emphasizes the potential of video analysis in promoting the professional vision of teachers. In particular, by offering the opportunity for a “second-hand” experience of teaching through the immersion in authentic classroom situations captured in their richness and complexity, video analysis can foster the development of noticing and reasoning skills supported by a process of recursive interaction between theory and practice. The project pursues the following aims: -Develop a system of methodologies, tools and procedures for video analysis to foster the improvement of the teaching skills of university teachers - Test the system within a pilot training course aimed at UniUD teachers Modality of sharing in the frame of iNEST The event will be promoted through a targeted outreach strategy, including direct email invitations within the iNEST network and to relevant organizations or departments interested in the topic, and advertisement on social media channels. Website/link https://elearning.uniud.it/moodle/login/index.php (please send an email to [email protected] for a guest account) Notes Activity continuing from Milestone #27 73 Minors, Challenges & Erasmus Initiatives SPOKE #3 Reference Person Gian Luca Foresti, Luca Casarsa Key-descriptors Title E-Racing Team TAGS Formula Student, Electric car, Formula Electric Date October 2023 – September 2025 Participants Details Description of event and programme The project is open to students from the second year onwards of the courses of study offered at the University of Udine (not limited to engineering studies). The aims of the project is to provide to the participating student the opportunity to develop a complete engineering project, with the final purpose to design, produce and test an electric competition vehicle to participate to the Formula Students championship. The University of Udine has participated for the first time in 2023 to the Formula Student events held in Italy and Spain. The project will continue the next years with the development of the existing vehicle and with new students involved in the team. By their participation to the projects, the students have the opportunities to empowering their engineering skills and acquire new soft skill that will be surely useful for a faster and smoother entry into their professional life Modality of sharing in the frame of iNEST The event will be promoted through a targeted outreach strategy, including direct email invitations within the iNEST network and to relevant organizations or departments interested in the topic, and advertisement on social media channels. Website/link https://www.formula-ata.it/ https://www.formulastudent.es/ Notes Activity continuing from Milestone #27 80 Minors, Challenges & Erasmus Initiatives SPOKE #9 Reference Persons Andrea Cangiani, Pasquale Africa, Gianluigi Rozza Key-descriptors Title School on digital twins for the human body TAGS digital twin deployment, high-fidelity modelling, biological organs modelling and simulation, model complexity, scalability, software engineering, HPC Date Fall 2025 Details Description of event and programme High-fidelity modelling is core to digital twin deployments when accuracy, precision, and indepth analysis are critical. However, it poses great challenges starting from model complexity and issues related to computational resources, data handling, real-time requirements, scalability and maintenance. This is particularly so when dealing with the high complexity inherent in the modelling of human organs, from the circulatory system to the brain, from the lungs to the single cellular system. The school aims at bringing together expertise on both modelling and high-fidelity numerical simulation of such human organs, providing insight knowledge of scientific computing software for the deployment of complexity reduction methods. This school aimed to research students, early career researchers and practitioners interested in the deployment of high-fidelity digital twins of human organs. Modality of sharing in the frame of iNEST The event will be promoted through a targeted outreach strategy, including direct email invitations within the iNEST network and to relevant organizations or departments interested in the topic, and advertisement on social media channels. Website/link Notes 81 Minors, Challenges & Erasmus Initiatives SPOKE 9 Reference Persons Andrea Cangiani, Rene’ Butto Key-descriptors Title PhD for Innovation TAGS Problem solving Date 2 days workshop + 3 months challenge, in 2025 Details Description of event and programme PhD for innovation is an initiative of SISSA aimed at PhDs willing to work for a short time on a problem of innovation posed by one of our industrial partners. Students learn soft skills such as time management, the ability to work in groups and to communicate their results to the stakeholders. At the same time, the challenge gives industries and institutions working in research & development the opportunity to innovate by acquiring access to state-of-theart techniques. Modality of sharing in the frame of iNEST The event will be promoted through a targeted outreach strategy, including direct email invitations within the iNEST network and to relevant organizations or departments interested in the topic, and advertisement on social media channels. Website/link https://valorisation.sissa.it/phd-innovation Criteria for Certification Evaluation methods Presentation of results, evaluation from stakeholders 82 Annex 6 Lifelong Learning Courses Scheduled for Milestone #28 83 Lifelong Learning Courses SPOKE #1 Reference Person Daniele Morselli Key-descriptors Title Challenge based learning: the pedagogy to develop 21st century skills TAGS Pedagogy, innovation, challenge, self-directed learning, problem-based learning, 21st century skills Date Details Description of event and programme The participants will learn how to design and deliver a complete cycle (or module) of challengebased learning, including: - Selection of the challenge and wording - Making the groups of students and techniques for effective groupwork (for example the jigsaw, cooperative learning, etc..) - Timeline with selection of activities to find a solution to the challenge (for example: the problem solving process, ideation, pitching, presenting, the business model canvas, Design thinking techniques, making web searches,etc...) ; - Use of digital technologies to favor collaboration (shared files, Google Jamboards) - Coaching techniques; - Set the reflection and self-assessment tasks for learning from experience. The competences generally developed in students through challenge-based learning are: - finding an evidence-based solution to a community impacting challenge (problem solving); - working in groups on a challenge (teamwork); - making web searches and find evidence to back a solution (find evidence-based solutions); - pitching/presenting a solution to an authentic audience. Modality of sharing in the frame of iNEST The event will be promoted through a targeted outreach strategy, including direct email invitations within the iNEST network and to relevant organizations or departments interested in the topic, and advertisement on social media channels. Website/link Notes 84 Lifelong Learning Courses SPOKE #1 Reference Person Margherita Molinaro Key-descriptors Title Sustainable supply chain management in mountain areas TAGS Supply chain management, Sustainability, Mountain areas Date Details Description of event and programme During the lectures and seminars, the participants will acquire an integrated and strategic knowledge of sustainable supply chain management, developing solid managerial skills on how to deal with the main peculiarities and criticalities that characterize the mountain areas. Upon course completion, besides developing an advanced understanding of sustainability and supply chain management concepts, the participants will be able to: - recognize and evaluate the risks and criticalities that can affect the supply chains located in mountain areas; - evaluate and adopt tools and approaches for sustainable purchasing in mountain areas; - evaluate pros and cons of possible innovative solutions for sustainable logistics in mountain areas; - understand the importance and advantages of sustainability certifications; - conceptually design solutions and approaches for circular economy in mountain areas - understand the principles of Life Cycle Assessment (LCA), including the potential and limitations of the method. Modality of sharing in the frame of iNEST The event will be promoted through a targeted outreach strategy, including direct email invitations within the iNEST network and to relevant organizations or departments interested in the topic, and advertisement on social media channels. Website/link Notes 85 Lifelong Learning Courses SPOKE #1 Reference Persons Fabrizio Mazzetto, Andreas Mandler Key-descriptors Title Introduction to Smart Agriculture Technologies for Mountain Ecosystems TAGS Smart Agriculture, Life-Long Learning, Farm Management Information System Credits 3 ECTS Date Details Description of event and programme This introductory course – offered within the life-long learning program of the Free University of Bozen-Bolzano Studium Generale – invites interested people to enter to the world of Smart Agriculture (SA) with a special focus on Mountain Innovation Ecosystems. The general definition refers to interconnected and automated technologies to be applied at agrienvironmental enterprises (farms, forestry, livestock farming systems) to enable advanced forms of data-driven management decisions. The course will give a general understanding of the SA domain by presenting central concepts, definitions and technologies. Practical applications and needs will even regard mountain contexts, with a focus on extensive farming systems and the needs to identify new full production chains based on niche crops to be entirely carried at mountain farms. Lectures will start with background knowledge on farm mechanization, as well as technologic, economic and site-specific requirements. Common and well-known smart farming applications in crop production, livestock farming, fruit production and agro-forestry will be presented and discussed. Further on, basic components of every SA system will be considered more in detail, with a focus on the following components: sensors, identification systems, positioning systems (GNSS), actuators, hardware and software elements enabling advance decisional application at the enterprises. The way by which all the components will be integrated into a Farm Information Systems (FIS)/ Farm Management Information System (FMIS) will be finally discussed, together with the “decision-oriented” approach (=infologic) to be adopted when designing a new FIS/FMIS. The practical part of the course will focus in detail on the use of the above components (e.g., positioning systems to map entities and land shapes; GIS for managing digital maps importing specific field data; computation strategies for geo-data interpretation to be used in farm management decisions). Modality of sharing in the frame of iNEST The event will be promoted through a targeted outreach strategy, including direct email invitations within the iNEST network and to relevant organizations or departments interested in the topic, and advertisement on social media channels. Website/link https://www.unibz.it/it/faculties/further-courses/studium-generale/ Notes 86 Lifelong Learning Courses SPOKE 1 Reference Person Monica Parricchi Key-descriptors Title Financial education for university students and graduates: build life skills TAGS Money, financial education, awareness, future, mountain economic Date Details Description of event and programme Financial literacy combines personal finance, financial concepts, and financial planning to help individuals build wealth and establish long-term stability. Financial literacy is crucial for young adults as they embark on life events involving major expenditure and debt, particularly for university students who are making labour market decisions. Objective: To provide students with comprehensive financial education skills to make informed financial decisions, manage their finances effectively, and plan for their future financial well-being. There will be a series of workshops covering key financial topics. By the end of the module, students should be well-prepared to manage their finances effectively and achieve their financial goals. The course will be organized into 20 hours of blended learning teaching, in presence and synchronous online. Modality of sharing in the frame of iNEST The event will be promoted through a targeted outreach strategy, including direct email invitations within the iNEST network and to relevant organizations or departments interested in the topic, and advertisement on social media channels. Website/link Notes 87 Lifelong Learning Courses SPOKE #1 Reference Person Daniele Morselli Key-descriptors Title Curriculum design for university and secondary school’s instructors TAGS Pedagogy, course design, competence-based education; learning outcomes; assessment, teaching and learning activities. Date Details Description of event and programme Upon completion of the course, the participants will learn how to design a module or course constructively aligned, that is with coherent intended learning outcomes, teaching and learning activities and assessment tasks. The participants will also learn to use the most common digital tools to improve engagement and participation (Mentimeter, Padlet, Socrative) as well as cooperation through shared files (Jamboards, Excel, Word). Participants will eventually reflect in written form on the difference between deep and surface learning and how to promote deep learning, thus developing their own scholarship of teaching. Modality of sharing in the frame of iNEST The event will be promoted through a targeted outreach strategy, including direct email invitations within the iNEST network and to relevant organizations or departments interested in the topic, and advertisement on social media channels. Website/link Notes 88 Lifelong Learning Courses SPOKE #1 Reference Person Daniele Morselli, with partner Universities Key-descriptors Title Experimental procedure to certify transversal skills to facilitate the transition university to work TAGS Competence development, employability skills, sustainability, entrepreneurship, validation, certification, assessment Date Details Description of event and programme Certification of competence will be made through assessment or validation. Tools for competence assessment through a problem-solving situation: o an authentic situation, realistic task, simulation according to the selected vocation (this could span for example from 2 to 4 hours to allow for the student’s competences expression); o During the problem-solving situation above, through specific leading questions, written self-reflection on the situations where the competence has been expressed (to assess how they signify the competence); o Interviews or focus groups with the learners on the problem-solving situation and on what the students have learnt (searching for their learning outcomes). Tools for competence validation: o Analysis of student’s portfolio, also to make emerge the competences develop in non-formal and informal contexts (outside school-university) in lifelong learning perspective; o interview on portfolio and on the problem-solving situations where the competence has been developed. How competence assessment works: for each experimental path (for example with 25 learners), only a selected number of competences (e.g. 6 to 10) will be certified. The certification is made through the 8 levels of the European Qualification Framework, these describes professional qualifications in terms of knowledge, skills and competences along 8 levels spanning from the upper secondary school (level 4 is school diploma) to second degree (level 6) and doctorate (level 8). When a competence is underdeveloped (example level 2), this is not simply certified. Modality of sharing in the frame of iNEST The event will be promoted through a targeted outreach strategy, including direct email invitations within the iNEST network and to relevant organizations or departments interested in the topic, and advertisement on social media channels. Website/link Notes 89 Lifelong Learning Courses SPOKE #1 Reference Person Daniele Morselli & Michele Cagol Key-descriptors Title UP2: The Pedagogies to develop XXIst Century Skills TAGS #Pedagogy, #innovation, #self-directedlearning, #problem-basedlearning, #21st centuryskills, #ArtificialIntelligence Date Details Description of event and programme The course is for university instructors (researchers & professors) willing to improve their teaching methods. There are no further entry requirements. The module features online meetings (two hours’ long) on weekly basis on specific aspects of teaching and learning in modern universities, which includes the use of Artificial Intelligence in university contexts for teaching and learning. The overall length of the course is 30 hours. Upon participating actively in the course, participants will be able to: - Understand specific pedagogies and AI - Apply these pedagogies and use of AI to their teaching - Reflect and improve on own scholarship of teaching and learning A survey will be sent out to determine the participants’ teaching needs. Planned contents: - The pedagogies of Challenge and Problem Based learning; - Teaching and learning in a multilingual environment; - Microteaching to improve teaching skills; - The use of Learning Management System to improve student’s learning; - The use of AI for teaching and learning. - The theory of constructive alignment to promote deep learning; - Assessment strategies in the Universities of the XX1st century - Universal Design for Learning The course will be delivered online through Teams. It will be student-centred and interactive with short lectures and group activities in the breakout rooms. The use of digital tools such as Socrative, Mentimeter, Padlet as well as a Learning Management System will promote active participation. To foster participation the lessons will be offered once a week, and in late afternoon time. Each lesson will deal with a specific topic so that miss a lesson will not constitute a problem to continue the course. Lessons will be recorded and therefore available for later use. A certificate of participation will be given to the participants who will take part in at least 80% of the meetings. Modality of sharing in the frame of iNEST The event will be promoted through a targeted outreach strategy, including direct email invitations within the iNEST network and to relevant organizations or departments interested in the topic, and advertisement on social media channels. Website/link Notes 96 Teaching Methodologies On-line a-synchronous lectures References • Spagnolo R. Acustica. Fondamenti e applicazioni 2015 Utet • Everest F. A. Manuale di acustica. Concetti fondamentali, acustica degli interni 1996 Hoepli – Milano • Egan. D. Architectural Acoustic – 2007 J Ross Pub • Ermann M. Architectural Acoustics Illustrated – 2015 John Wiley & Sons, Inc., Hoboken, New Jersey. • I-Simpa - An Open Source software for 3D sound propagation modelling https://isimpa.univ-gustave-eiffel.fr/ Notes Lifelong Learning Courses SPOKE #4 Reference Person Isabella Friso, Giulia Lazzaretto Key-descriptors Title Elementi base di disegno digitale TAGS Architectural representation, drawing software, technical drawing 2d and 3d, advanced graphic tools Duration 30 modules of variable length Details Preliminary requirements None Module description, including Knowledge & abilities to be achieved This course provides an introduction to architectural representation techniques, focusing on the use of various drawing software. It covers both 2D and 3D technical drawing, including fundamental skills in AutoCAD and Rhinoceros, as well as advanced graphic tools in Photoshop and InDesign for creating detailed architectural visuals. Participants will learn how to navigate and utilize key features of these programs, mastering the essential tools for precise and professional architectural design. Contents of the course ● Module 1 ○ Representing ○ Drawing ○ Orthogonal projections (plans, elevations, sections) ○ Raster / Vector ● Module 2 ○ Software for architecture ● Module 3 ○ Software for post production and graphics Teaching Methodologies On-line a-syncronous lectures published on Eduopen platform References Notes Evaluation Methods Evaluation of an individual exercise on a case study performed by the student Notes Using this course as the first example, the goal is to use EduOpen as a collection platform for the MOOC courses that have already been developed by instructors in the past, in order to systematize the production and collection of this type of content in a single repository. 97 Lifelong Learning Courses SPOKE #5 Reference Person Franco Bonollo Key-descriptors Title Sustainability & Standards TAGS EU Standards, CEN, UNI Duration and date 24 hours, second semester 2025 Details Description of event and programme Modality of sharing in the frame of iNEST The event will be promoted through a targeted outreach strategy, including direct email invitations within the iNEST network and to relevant organizations or departments interested in the topic, and advertisement on social media channels. Website/link Notes Remark Programme is still in discussion with UNI, Italian Standard Organization 98 Lifelong Learning Courses SPOKE #5 Reference Person Eleonora Di Maria Key-descriptors Title Training Modules on LCA & Life Cycle Thinking TAGS Life cycle assessment, Life Cycle Thinking, sustainability assessment, circular economy Duration and date 24 hours, a-synchronous online Course, available from spring 2025 Details Description of event and programme The module is organized into 5 sections: 1. introduction to LCT and LCA; 2. LCA principles and framework; 3. LCA to support environmental labels; 4. Life Cycle approach for sustainability assessment; 5. LCA for circular economy and for energy transition. • Introduction to LCT and LCA: Introduction to Life Cycle Thinking (LCT) and Life Cycle Assessment (LCA); History of LCA and LCT; Need and benefits of an LCT approach for companies; Need and benefits of an LCT approach for the market; Need and benefits of an LCT approach for the public sector; Definition and approaches to sustainability; Examples: 17 Sustainable Development Goals, three pillars of sustainability; European policies related to Sustainability. • LCA principles and framework: ISO standards for LCA: ISO 14040 and ISO 14044; Goal & scope of LCA; Life cycle Inventory and Life Cycle Impact Assessment; Interpretation of results and Critical Review process; Strengths and weaknesses/advantages and disadvantages/ limitations of LCA; • LCA to support Environmental Labels; Carbon footprint (climate change) and Water Footprint (water scarcity); Ecological footprint (land use) and Ecological backpack / backpack (resource consumption); EPD and PEF. • Life Cycle approach for sustainability assessment: Social LCA (S-LCA); Life Cycle Costing (LCC); Life Cycle Sustainability Assessment (LCSA); Examples of S-LCA, LCC, SLCA • LCA for circular economy and for energy transition: LCA to compare recycling options; LCA to support circular innovation; LCA in renewable energies; LCA to support technology innovation and CE Modality of sharing in the frame of iNEST The event will be promoted through a targeted outreach strategy, including direct email invitations within the iNEST network and to relevant organizations or departments interested in the topic, and advertisement on social media channels. Website/link Notes 99 Lifelong Learning Courses SPOKE #5 Reference Person Franco Bonollo, Paolo Ferro Key-descriptors Title Training Modules on Eco-sustainable Design TAGS Eco-design, Circular Economy Design, European sustainable product initiative Duration and date 24 hours, a-synchronous online Course, available from spring 2025 Details Description of event and programme The module introduces to a system understanding of Eco-sustainable design, the concept of a Circular Economy and Design requirements from a systemic perspective as well as a material related design. At the end of the course, the participants: • understand the Circular design concepts, design strategies and how to apply them to individual products; • have an understanding of strategies, methods and tools to implement Ecosustainable Design; • can prioritize ways to improve the circularity of a product from a systemic life cycle perspective, including materials selection in a CRM scenario; • are aware of CRM related issues with material selection process; • are able to understand the limits of design intervention and indicate potential for the integration of Eco-design strategies in the organization strategy; • have knowledge of various different examples of specific cases. Ecodesign and the Circular Economy – Ecodesign in the design process, what skills and focus when? – Ecodesign in EU-Regulation – Circular business models – Product/Service/SystemDesign - a new leverage for sustainability – A basic introduction to reliability in electronic systems – Energy related design aspects – Deep dive Electronics - Understanding impacts and design – Materials in design and related issues (CRM) – The design process: concept, embodiment, details – A materials selection systematic approach – Co-selection material and shape to serve for material use improved efficiency – How to face multi-objectives design problem in material selection – Eco-design driven material choice Modality of sharing in the frame of iNEST The event will be promoted through a targeted outreach strategy, including direct email invitations within the iNEST network and to relevant organizations or departments interested in the topic, and advertisement on social media channels. Website/link Notes 100 Lifelong Learning Courses SPOKE #5 Reference Person Silvia Gross Key-descriptors Title Training Modules on Critical Raw Materials TAGS Critical Raw Materials, Resources, Recycling, Urban Mining Duration and date 24 hours, a-synchronous online Course, available from spring 2025 Details Description of event and programme The training module aims at introducing the topics of critical raw materials by contextualizing it into the broader framework of natural resources and their scarcity. The module will present the resource topic, along with its regulatory framework, and will then introduce the topic of critical and strategic raw materials along the whole value chain (mining, processing and use, recovery, recycling, End of Life/End of Waste, overall and supply chain). A particular focus will be on mitigation strategy to address criticality (i.e. substitution, recovery, urban mining). A focus on a selection of CRM will be made. Knowledge & abilities to be achieved: recognize and assess CRM and SRM, understanding their technological and economical relevance and the critical issues related to their supply and recovery. Acquire a basic knowledge of main recovery and recycling processes. Introduction to resources management – Introduction to Critical and Strategic Raw Materials – Critical Raw Materials act – Relevance of raw materials for strategic technologies – Supply chain of CRM – Mining of CRM and mining charts – Mitigation measures – Urban Mining – Case Study: Rare earth elements – Case study: Lithium – Case study: Copper – Further CRMs – Recovery of CRM: pyro, hydrometallurgical approaches and alternative approaches Modality of sharing in the frame of iNEST The event will be promoted through a targeted outreach strategy, including direct email invitations within the iNEST network and to relevant organizations or departments interested in the topic, and advertisement on social media channels. Website/link Notes 101 Lifelong Learning Courses SPOKE #6 Reference Person Fabrizio Panozzo Key-descriptors Title Mentoring creative enterprises in tourist destinations TAGS Mentorship, Creative Enterprises, Tourist Destinations, Social Innovation, Sustainability Date To be held in 2025 Details Description of event and programme The module offers a transformative journey to craft-makers within the iNest ecosystem. The primary aim is to enrich their entrepreneurial acumen while nurturing their sense of social responsibility within the local community. This module is a blend of knowledge acquisition and skill development, focusing on key areas such as social innovation, sustainability, place branding, and tourism. Participants will delve into of craft enterprise fundamentals, from crafting business plans to mastering financial management and conducting market research, craft-makers will gain a solid foundation to thrive. The module will aslo explore the concept of social innovation and empower participants to identify opportunities for positive social impact within their community. They'll learn to envision their craft as a vehicle for meaningful change. Place branding is another facet of this module that will unlock participants' creativity. Participants will be able to craft compelling narratives and develop strategies to position themselves as cultural treasures within the iNest ecosystem. Tourism integration will expand craft-makers' horizons. Collaborating with tourism boards, they'll seamlessly blend their craft into the local tourism experience, expanding their reach and revenue streams. Community engagement will foster deep connections. Craft-makers will organize events, exhibitions, and cultural exchanges, forging bonds with local communities and nurturing a sense of belonging. The comprehensive module unfolds by covering essential craft entrepreneurship topics, emphasizing the creation of robust business plans and financial management. It then delves into social innovation, sustainability in craft production, and crafting unique place identities to position crafts as cultural treasures. The module explores the synergy between crafts and tourism, fostering collaborations with tourism boards, highlighting community engagement and developing soft skills. Real-world success stories inspire, and participants reflect on their impact and chart a path forward. The module concludes with graduation, preparing participants for ongoing mentorship and expanding their craft enterprises in the iNest ecosystem. Modality of sharing in the frame of iNEST The event will be promoted through a targeted outreach strategy, including direct email invitations within the iNEST network and to relevant organizations or departments interested in the topic, and advertisement on social media channels. Website/link Notes 102 Lifelong Learning Courses SPOKE #6 Reference Person Fabrizio Panozzo Lifelong learning Course Key-descriptors Title Enhancing creative thinking with dance TAGS Choreography, Creative thinking, Dance skills, Improvisation, Communication Date To be held in 2025 Details Description of event and programme This course is specifically designed for business managers, with a focus on enhancing their creative thinking skills. Participants will explore various dance skills, including gesture, improvisation, body awareness, and spatial thinking, all of which can be applied to the business context. Through the study of dance techniques, we'll emphasize the creative possibilities that arise from blending different physical practices. Dance is seen as a multidimensional art form, combining music, space, and relationships. We'll focus on the body's role in communication, interaction, and its ability to give abstract thoughts concrete form through improvisation techniques and theoretical concepts. This course offers business managers a unique journey to discover new meanings and interpretations while enhancing their creative thinking abilities. 1. Gesture and Expression in Business Communication 2. Improvisation Techniques for Creative Problem Solving 3. Body Awareness and its Impact on Leadership Presence 4. Spatial Thinking for Innovative Strategy Development 5. Creative Cross-Pollination Between Physical Practices 6. Multidimensional Artistry in Business 7. The Role of Music in Enhancing Business Dynamics 8. Leveraging Space and Environment for Business Success 9. Building Stronger Business Relationships through Movement 10. Concretizing Abstract Business Ideas through Improvisation Modality of sharing in the frame of iNEST The event will be promoted through a targeted outreach strategy, including direct email invitations within the iNEST network and to relevant organizations or departments interested in the topic, and advertisement on social media channels. Website/link Notes 103 Lifelong Learning Courses SPOKE #6 Reference Person Fabrizio Panozzo Lifelong learning Course Key-descriptors Title Enhancing creative thinking with contemporary art TAGS Art-Infused Leadership, Creative Problem-Solving, Emotional Intelligence, Interdisciplinary Learning, art-thinking Date To be held in 2025 Details Description of event and programme This lifelong educational journey offers a comprehensive blend of creative thinking, critical analysis, and a heightened appreciation for the arts, empowering managers, and entrepreneurs to lead with innovation and inspiration throughout their careers. connections and seeing beyond the surface to unravel deeper meanings. Hands-on engagement with diverse artistic techniques, including drawing and painting, will provide participants with a unique platform to experiment with an inductive approach to thinking. This program immerses participants in the captivating world of artistic expression, where they will deeply understand the synergies between figurative and abstract representation. It empowers them to implement the art of reasoning through metaphors, allegories, and pre-logical mental connections, allowing for a level of strategic thinking that transcends the conventional boundaries of management. These insights provoke fresh perspectives, enriching their understanding of the world and enhancing their decision-making. Beyond knowledge acquisition, this program is a hands-on experience, fostering the development of tangible and invaluable abilities. Through practical engagement with various artistic techniques, participants will cultivate the skill of translating abstract concepts into concrete solutions. This immersive approach not only nurtures an innovative mindset but also equips individuals with the capacity to bring creative thinking to the forefront of problem-solving. The course comprises essential components such as foundational understanding of the artleadership relationship, exploration of figurative and abstract art, creative problem-solving through artistic approaches, consideration of the emotional and aesthetic dimensions in decision-making, in-depth analysis of shared vocabulary between art and management, insights into the art appreciation experience and curatorial practices, practical application of artistic insights in leadership and entrepreneurship, opportunities for reflection and selfexploration, guest lectures from industry experts, a capstone project, community building and networking, and continuous learning resources. Modality of sharing in the frame of iNEST The event will be promoted through a targeted outreach strategy, including direct email invitations within the iNEST network and to relevant organizations or departments interested in the topic, and advertisement on social media channels. Website/link Notes 104 Lifelong Learning Courses SPOKE #6 Reference Person Fabrizio Panozzo Lifelong learning Course Key-descriptors Title Enhancing creative thinking with theater TAGS Creative thinking, Theatre, Corporate context, Leadership Date To be held in 2025 Details Description of event and programme This specialized module caters to business managers with a distinct focus on enhancing their creative thinking abilities by immersing them in the world of theatre, a compelling metaphor for the intricacies of corporate life. Throughout the program, participants will embark on a journey through various theatrical skills and concepts, including improvisation, storytelling, body language, spatial awareness, and public speaking, each of which holds profound relevance and applicability within the corporate context. By actively engaging in theatrical exercises and explorations, participants will gain profound insights and innovative strategies that seamlessly translate into the dynamics of the corporate world. These insights will span a broad spectrum of skills, encompassing effective communication, refined team dynamics, heightened adaptability, and innovative problem-solving approaches. This module aims to impart theoretical knowledge and facilitate hands-on experiences, allowing participants to integrate theatre principles into their professional repertoire. As they progress through the course, they will uncover how theatre techniques can serve as valuable tools to enhance leadership qualities, stimulate collaboration, invigorate creative thinking processes, and refine their public speaking acumen, all critical corporate attributes. 1. Improvisation Skills 2. Business Storytelling 3. Non-Verbal Communication 4. Spatial Problem-Solving 5. Effective Public Speaking 6. Team Building through Theater 7. Creative Problem-Solving 8. Conflict Resolution Techniques 9. Empathetic Leadership 10. Adaptability and Change Management Modality of sharing in the frame of iNEST The event will be promoted through a targeted outreach strategy, including direct email invitations within the iNEST network and to relevant organizations or departments interested in the topic, and advertisement on social media channels. Website/link Notes 105 Lifelong Learning Courses SPOKE #7 Reference Person Elena Claire Ricci Lifelong learning Course Key-descriptors Title Sustainability and Agri-Food: awareness bites (20hx two editions) TAGS #sustainability #agri-food #entrepreneurship #EntreComp #Innovative Education Date March – September 2025 participants Citizens; Students; Young (but not only) Entrepreneurs; Young (but not only) professionals Details Description of event and programme Starting questions: How is it still possible to spread the culture of sustainability in the Agrifood sector? What do we need to improve? A) Technical skills (Agrifood), b) entrepreneurial skills; c) legal skills; d) communication skills. Most relevant topics: - Technical Skills. This module will build a deeper understanding of what is sustainability and sustainable development in general and in the context of the food system, and how business decisions can be analysed and compared from a sustainability perspective - An introduction to sustainability and how the concept of sustainable development can be applied in the agri-food domain. What are the dimensions of sustainability and how to measure impacts on such dimansions. Introduction on how to compare different choice options. - Entrepreneurship Competence: developing the attention to act upon opportunities and ideas, and to transform them into values for others; based on the abilities as creativity, critical thinking and problem solving, taking initiative and perseverance - The expecteded skills are based on diverse experience, cross-cultural competency, creativity, and managing diversity; the entrepreneurial competences leverage the networks and knowledge of trends in flexibility and agility - Legal Skills. Knowledge and skills: knowing that there is a European legal framework that is constantly evolving and which companies must take into account to operate in the market - Approval of two important directives: DIRECTIVE (EU) 2024/1760 of 13 June 2024, on corporate sustainability due diligence and amending Directive (EU) 2019/1937 and Regulation (EU) 2023/2859, nonché Directive 2024/825, of 28 February 2024, amending Directives 2005/29/EC and 2011/83/EU as regards empowering consumers for the green transition through better protection against unfair practices and through better information - Communication Skills. using tools offered by edutainment and science communication to spread their professional action in an effective and engaging but at the same time scientifically accurate way - The role of new media languages for science communication, also in connection with the entertainment dimension (e.g. TED Talks, theatrical performances on scientific dissemination, contents on YouTube, etc.). Modality of sharing in the frame of iNEST The event will be promoted through a targeted outreach strategy, including direct email invitations within the iNEST network and to relevant organizations or departments interested in the topic, and advertisement on social media channels. Website/link Notes