EU Projects

On 29 September 2026, the DIGEM project organised an online webinar dedicated to the skills adults need to navigate a labour market increasingly shaped by digitalisation, artificial intelligence and the green transition. The event was part of the project’s dissemination activities and brought together the three main areas addressed by DIGEM: AI literacy, digital wellbeing and green competences. Learnable, as partner of DIGEM, led the session on AI literacy in adult education. The presentation focused particularly on what the growing use of AI means for jobseekers and workers: not only the demand for specialist AI profiles, but also the increasing need for people across different occupations to understand how to use AI tools effectively, critically and responsibly. Starting from recent evidence on the Italian labour market, Learnable explored how AI is affecting occupations and tasks, the growing demand for both specialist and general AI-use skills, and the role of transversal competences such as problem solving, critical thinking, creativity and communication. The session also highlighted an important training gap: while AI adoption is growing, specific training for workers is not developing at the same pace. The webinar concluded with the presentation of the DIGEM Interactive Toolkit. Developed from the research and resource-mapping work carried out by the partners, the platform brings together selected resources on AI literacy, green competences and digital wellbeing in one free and accessible space, helping jobseekers and other users identify relevant learning opportunities. The Toolkit is available in English, Italian, Slovak and Danish, making it easier for jobseekers, educators and other users in the partner countries to explore the resources in their own language and identify relevant learning opportunities. Explore the DIGEM Interactive Toolkit: Follow the project for updates on the next activities and resources:DIGEM on LinkedIn

The second FutureForward multiplier event was held at the “La Torre” Social Centre in Montecarotto, in the province of Ancona, Italy. The event brought together adults aged 50 and over and educators involved in managing the centre. It offered participants an opportunity to explore Artificial Intelligence through accessible explanations, practical examples and discussion. Understanding AI and its role in everyday life During the event, participants were introduced to some of the latest trends in Artificial Intelligence and discussed how rapidly these technologies are becoming part of everyday life. The presentation focused on concrete and familiar applications rather than technical concepts alone. Participants explored how AI can support activities such as: The discussion also highlighted the importance of approaching AI critically. Participants were encouraged to consider the reliability of AI-generated information, the protection of personal data and the continuing importance of human judgement. Introducing the FutureForward project The event provided an opportunity to present FutureForward – Empowering adult learners to use AI for everyday life and work, an Erasmus+ Cooperation Partnership in adult education. The project supports adults, particularly people aged 50 and over, in developing the skills and confidence needed to understand and use AI tools in their personal and professional lives. It also provides adult educators with adaptable materials that can be used to introduce AI through practical, inclusive and relevant learning activities. The educators attending the event were able to consider how the project resources could be used within the activities of the “La Torre” Social Centre and adapted to participants with different levels of digital experience. Exploring the project results Participants were introduced to three of the project’s main educational results. The FutureForward Trainer Platform provides adult educators with background information, teaching guidance, lesson plans, tutorials and practical examples for organising AI learning activities. The Use Case Animations present short, accessible scenarios showing how AI can be applied to real-life tasks. By connecting technology with recognisable situations, the animations make AI easier to understand and provide a useful starting point for discussion and practical learning. The FutureForward MOOC is an online course designed to help adult learners understand the foundations, opportunities and risks of AI. It combines explanations, examples, interactive activities and use cases, allowing participants to learn at their own pace. The presentation of these resources generated discussion among both learners and educators about how AI education can remain practical, accessible and connected to people’s real needs. Access the materials All FutureForward resources are available online. Materials in English Materials in Italian Stay connected The multiplier event at the “La Torre” Social Centre demonstrated the value of creating opportunities in which adults can encounter Artificial Intelligence through dialogue, practical examples and guided experimentation. It also confirmed the important role of adult educators and community organisations in helping people approach emerging technologies with greater confidence, awareness and independence. To learn more about the project, explore its educational resources and follow future activities:

How can research methodology become part of everyday learning in secondary schools? Over the past months, teachers involved in the Bringing RESEARCH to schools project have started working together to turn research concepts into practical activities for their students. Two online workshops brought together teachers from the project partner countries. The first workshop, held on 26 May 2026, introduced the project and provided a common starting point for the participating teachers. The session explored some of the main concepts behind research: what research means, why it can be valuable in secondary education, which tools and methods can be used, and how teachers can guide students through a research process. The second workshop, held on 22 September 2026, moved from the general framework to practical implementation. Teachers were introduced to the project’s RESEARCH Toolkit, developed to support them in planning and carrying out research activities with their students. The workshop also provided an opportunity for teachers to share and discuss the research ideas they would like to develop with their classes. These ideas will now become the starting point for the next important phase of the project: piloting in schools. Over the coming months, students will work on real research projects covering different topics and using research methods to collect, analyse and interpret information. The activities will give them the opportunity to experience research directly rather than learning about it only in theory. An important part of this process will also be the exchange with students and classes from the other partner countries. Sharing approaches, experiences and results will add an international dimension to the research activities and allow students to discover how similar questions can be explored from different contexts and perspectives. The piloting phase will also help the project understand how the Toolkit works in real classrooms and identify possible improvements based on teachers’ and students’ experience. To learn more about the next activities and follow the development and testing of the project materials, visit the Bringing RESEARCH to schools project website.

How are immersive technologies changing journalism education? And what skills will educators and media professionals need to work with increasingly immersive, interactive and AI-supported media? These questions are at the centre of iStream – Higher Education Programmes on Immersive Journalism Approach, an Erasmus+ Cooperation Partnership in higher education that brings together organisations from across Europe to address the emerging competence needs of the media, journalism and communication sectors. As the project approaches its final stage, Learnable has published a new article on EPALE – the Electronic Platform for Adult Learning in Europe, presenting the iStream experience and reflecting on how education can respond to a rapidly evolving media environment. From technology to competences Virtual and augmented reality, 360° video and interactive storytelling offer journalists new ways to tell stories and engage audiences. However, introducing these technologies into education is not simply a matter of learning how to operate new devices. Immersive journalism combines technology, storytelling, multimedia production, ethics, legal awareness and an understanding of audiences. The iStream Competence Framework was developed precisely to define this multidisciplinary professional profile and identify the knowledge, skills and attitudes required by immersive journalists. This broader perspective is the focus of the new EPALE article, “Immersive journalism: new skills for educators and media”, which looks at the relationship between technological change, professional development and new approaches to teaching and learning. Turning competences into educational resources Throughout the project, the iStream partnership has transformed this competence-based approach into a comprehensive set of resources for higher education. Alongside the Competence Framework, iStream has developed a one-year, 60-ECTS Curriculum for immersive journalism and a Syllabus providing educators with pedagogical and technical support for implementing its modules. The iStream Lab Guidelines complement these resources by addressing another practical challenge: how to create and manage an environment in which immersive journalism can actually be taught and experienced. They provide guidance on infrastructure, technologies, competences, learning activities, safety and the long-term sustainability of immersive journalism laboratories. Together, these resources connect three important dimensions: what future immersive journalists need to know, how these competences can be taught, and what educators and institutions need to put this learning into practice. Extending the conversation beyond the project The EPALE article also highlights an important aspect of iStream: the conversation around immersive journalism does not end with the development of educational materials. Through the iStream Community of Practice, educators, researchers, journalists, media professionals and organisations can continue exchanging experiences and exploring emerging issues affecting journalism and education. Recent discussions have addressed topics such as the responsible use of Artificial Intelligence in journalism and the boundary between AI-supported content creation and manipulation. This exchange becomes particularly relevant as immersive technologies and AI increasingly intersect. Preparing professionals for this environment means developing technical capabilities, but also critical thinking, ethical awareness and the ability to make responsible choices about technology. Read the new article on EPALE The new EPALE publication offers an opportunity to discover iStream from this broader perspective and reflect on a central question: How should education prepare learners and professionals for media environments that are becoming increasingly immersive, interactive and AI-supported? Read “Immersive journalism: new skills for educators and media” on EPALE You can also explore the Competence Framework, Curriculum, Syllabus, Lab Guidelines and other project activities on the official iStream website. Discover the iStream project and its resources

The GreenClusivity project is pleased to announce the publication of its new report, “Power, Inequality and the Green Transition”, now available in both English and Italian. The report was developed within GreenClusivity, an Erasmus+ project implemented by Gender Information Centre NORA and the Czech Women’s Lobby from the Czech Republic, EnviroStopa from Slovakia, and Learnable from Italy. Environmental challenges are often discussed in terms of emissions, technologies and economic indicators. However, climate change is also closely connected to power, social inequality and people’s everyday experiences. Who is most exposed to pollution, energy poverty and climate-related disasters? Who carries the greatest burden of unpaid care work during environmental crises? Whose voices shape the green transition, and whose perspectives remain underrepresented? The report addresses these questions through an intersectional analysis of global trends and their implications for Europe, with a particular focus on the Czech Republic, Slovakia and Italy. It brings together academic research, quantitative data, feminist and environmental perspectives, case studies and practical examples. The publication explores several interconnected topics, including: the relationship between the environment, gender and power; gender differences in consumption patterns and environmental impacts; waste, mobility, energy use and everyday sustainability practices; health inequalities linked to pollution and chemical exposure; gender dimensions of digital eco-innovation and artificial intelligence; climate justice, access to resources and climate-related displacement; gender representation in agricultural and environmental governance; inequalities in scientific research, green innovation and decision-making. The report highlights that environmental and gender inequalities cannot be treated as separate challenges. Social structures influence who uses resources, who benefits from green innovation and who bears the environmental, economic and health-related costs of ecological degradation. It also shows that women often carry out a significant share of everyday sustainability work while remaining underrepresented in the institutions, industries and decision-making bodies that shape environmental policies and technologies. The final section presents strategic recommendations for policymakers, educators, researchers, civil society organisations and other stakeholders. These recommendations call for a transition that places social justice, gender equality, care and meaningful participation at the centre of environmental action. Download the report English version: “Power, Inequality and the Green Transition” – English Italian version: “Potere, disuguaglianza e transizione verde” – Italiano Find out more GreenClusivity project website: Visit the website Follow GreenClusivity on Instagram: Visit our Instagram page

The final transnational project meeting of the FutureForward project took place in Berlin on June 27–28, 2026, hosted by partner organization Berlink. The event brought together all project partners for two days of collaboration, strategic planning, and final refinement of the project’s outputs. As project coordinator, Learnable facilitated the sessions covering the latest pilot testing feedback, improvements to the MOOC and Use Case Animations, and the sustainability strategy. The meeting also focused on preparing the upcoming Multiplier Events and aligning all partners on post-project commitments. Key highlights of the meeting: Final adjustments to the FutureForward MOOC, including additional textual resources and practical handouts for learners ready to take their AI knowledge further. Review of pilot testing results from all partner countries, with input from both adult educators and learners. Agreement on next steps for Multiplier Events to be held in each country by September 2026. Joint planning of long-term sustainability actions, including continued promotion and use of the platform, local workshops, and integration into training offers. The meeting was an important milestone to consolidate results and ensure long-lasting impact across Europe. To stay updated on project developments, you can visit the project website, Facebook Page and LinkedIn Page.