EU Projects

On 19 June 2026, the University of the National Education Commission (UKEN) in Kraków hosted the iStream Final Conference, bringing together academics, educators, researchers, media professionals, technology experts, and members of the project partnership from all participating countries to discuss the future of immersive journalism and its role in higher education. The conference represented a major milestone for the iStream project and provided an opportunity to present its key achievements, share experiences, and reflect on how journalism education can evolve in response to technological innovation. Throughout the day, participants explored emerging trends in immersive journalism, the changing needs of the media industry, and innovative approaches to teaching and learning in this rapidly evolving field. The first session focused on the relationship between technological innovation and journalism education. Discussions addressed the evolution of immersive journalism, new opportunities and challenges for the media sector, and the competences required by future media professionals. Particular attention was devoted to the iStream Competence Framework, one of the project’s key results, which defines the knowledge, skills, and competences needed by immersive journalists working in increasingly digital and interactive media environments. The second session explored the educational dimension of immersive journalism and presented the main resources developed by the project. Participants learned about the iStream Curriculum, a one-year study programme designed for higher education institutions, the iStream Syllabus, which supports teachers in delivering immersive journalism courses, and the iStream Lab Guidelines, which provide practical recommendations for establishing and managing immersive journalism laboratories. The session also presented insights from the pilot testing phase and discussed the future challenges and opportunities facing universities interested in implementing immersive journalism programmes. A recurring theme throughout the conference was the importance of combining journalism, storytelling, technology, ethics, and user experience within a coherent educational framework. Participants discussed how immersive technologies such as virtual reality, augmented reality, and interactive media are opening new possibilities for storytelling while also requiring new pedagogical approaches and professional competences. While the conference represented the culmination of many project activities, the work of the partnership continues. Project partners are currently carrying out the pilot testing phase, during which the iStream educational resources are being tested by higher education teachers and students across the partner countries. The feedback collected through this process will contribute to the final refinement and validation of the project’s outputs, ensuring their relevance, usability, and effectiveness in real educational contexts. At the same time, partner organisations are preparing the final national dissemination events, which will take place in each partner country. These events will showcase the project’s results to educators, researchers, media professionals, policymakers, and other stakeholders, promoting the adoption of the iStream resources and supporting the creation of a sustainable European network around immersive journalism education. For more information about the iStream project, visit: www.istream-project.eu.

From 8 to 12 June 2026, the partners of the D-GREEN – Digital Sustainability for SMEs project gathered in Karlskrona, Sweden, for a week of collaborative activities hosted by Blekinge Institute of Technology (BTH). The programme combined the project’s Transnational Training Course with the Second Transnational Project Meeting (TPM), providing an opportunity to strengthen both the consortium’s technical knowledge and the development of the project’s key results. The training programme was designed to provide partners with a shared methodological framework on sustainability and its application to information and communication technologies (ICT). Throughout three days, participants explored the principles of sustainable development and their relevance for digital technologies through a combination of expert presentations, discussions and practical activities. The programme introduced the concepts of ICT for Sustainability and Sustainable ICT, highlighting how digital technologies can both contribute to sustainability objectives and generate environmental impacts that need to be addressed. Participants also examined the Framework for Strategic Sustainable Development (FSSD), presented by researchers from Blekinge Institute of Technology, gaining insight into systems thinking and strategic approaches for sustainability planning. Interactive sessions enabled partners to apply sustainability principles to ICT-related case studies and to experiment with the ABCD strategic planning methodology, encouraging reflection on how these approaches can be integrated into the educational resources being developed within the project. The programme also addressed the social dimension of sustainability, reinforcing the importance of considering environmental, economic and social perspectives when supporting SMEs in their digital transition. Alongside the training activities, partners held the Second Transnational Project Meeting, reviewing the progress achieved during the first months of implementation and coordinating the next development phases. A significant part of the meeting was dedicated to the D-GREEN Handbook, discussing the current state of development and the finalisation of its structure and content. Partners also reviewed the design of the MOOC Training Programme, the production process for the online learning materials, and the development of the D-GREEN Assessment Tool, which will enable SMEs to evaluate and improve the sustainability of their ICT practices. The consortium further addressed communication and dissemination activities, quality assurance procedures, project management, and the coordination of upcoming tasks to ensure consistency across all project outputs. The meeting in Karlskrona represented an important milestone for the D-GREEN partnership. By combining technical training with project coordination, partners strengthened their shared understanding of sustainable ICT while ensuring continued alignment in the development of the project’s educational resources. Over the coming months, the consortium will continue working on the D-GREEN Handbook, the MOOC, the Assessment Tool, and the accompanying training resources, supporting VET professionals and SMEs in adopting more sustainable and responsible ICT practices. To stay updated on the project’s progress and upcoming activities, visit www.d-green.eu.

The iStream Lab Guidelines are now available as one of the key results of the iStream Erasmus+ project. The document was developed under the leadership of Infinitivity Design Labs (France), the partner responsible for this project output, in collaboration with the entire iStream consortium. The guidelines provide higher education institutions with a practical framework for designing, equipping, managing, and sustaining immersive journalism laboratories. The document is a practical instrument to help universities translate immersive journalism from concept into implementation. It supports institutions in making informed decisions about infrastructure, technologies, competences, teaching approaches, safety procedures, and long-term sustainability. The iStream Lab Guidelines are intended for a wide range of stakeholders involved in journalism education and immersive media, including: Higher Education Institutions seeking to introduce immersive journalism into their programmes; Academic staff and educators designing innovative learning experiences; Curriculum developers and programme coordinators; Technical staff and laboratory managers; Students interested in immersive storytelling and emerging media technologies; Media organisations and external stakeholders collaborating with educational institutions. The guidelines are organised into several sections covering the key elements required to establish and operate an immersive journalism laboratory. Immersive technologies The document presents an overview of the technologies that can support immersive journalism education and production. It introduces different categories of equipment and tools, helping institutions understand which solutions may be most appropriate according to their objectives, resources, and level of development. Competences and skills Successful implementation of immersive journalism requires more than technology alone. The guidelines identify the competences needed by educators, students, and technical staff, helping institutions understand the knowledge and skills required to effectively design, deliver, and support immersive learning experiences. Health, safety, and ethical considerations Immersive technologies introduce new challenges related to safety, wellbeing, privacy, and ethics. The guidelines therefore provide recommendations on health and safety procedures, risk management, ethical considerations, and responsible implementation practices. Hands-on learning activities To support practical implementation, the document includes examples of activities and learning experiences that can be integrated into immersive journalism programmes. These examples demonstrate how students can move beyond theoretical learning and engage directly in the creation, testing, and evaluation of immersive content. Sustainability and maintenance The long-term success of an immersive journalism lab depends on effective management and sustainability planning. The guidelines therefore address operational aspects such as maintenance, consumables, infrastructure management, and ongoing resource requirements. The iStream Lab Guidelines are not intended to be a technical manual to read once and set aside. Instead, they are designed as a practical tool that can support decision-making throughout the development of immersive journalism initiatives. Institutions can use the document to: Assess their readiness for immersive journalism education; Plan laboratory infrastructure and equipment; Identify staff development needs; Design practical learning environments; Establish safety and operational procedures; Develop sustainable implementation strategies. The guidelines can be used independently or in combination with other iStream project outputs: The Curriculum defines the overall educational vision and competences; The Syllabi provide structured learning pathways and course descriptions; The Lab Guidelines support the practical implementation of immersive learning environments. The document is available in multiple languages to support adoption across the partner countries. Download the guidelines here: English version Polish version Italian version French version Greek version For more information about the iStream project, visit: www.istream-project.eu.

As a partner of the European project Greenclusivity: Ecology Without Gender Boundaries, we are glad to share the first project result, the Gender & Climate Report, titled Power, Inequality and the Green Transition. The report was developed collaboratively by the Greenclusivity partnership — involving organisations from Italy, Czech Republic, and Slovakia — within the framework of an Erasmus+ cooperation project co-funded by the European Union. The report explores the relationship between environmental sustainability, gender, social inequalities, and power structures through an interdisciplinary and intersectional perspective. Rather than treating climate change and environmental degradation only as technical or scientific issues, the report analyses how environmental problems are connected to everyday life, social roles, access to resources, labour conditions, political representation, and economic systems. The report combines academic research, policy analysis, case studies, quantitative data, and critical reflection from both European and global contexts. Among the main topics explored in the report are: environmental and climate justice gender norms and sustainable behaviour consumerism and overconsumption circular economy and waste systems food waste and e-waste fast fashion and packaging waste energy poverty and decarbonisation environmental inequalities AI, digitalisation, and sustainability gender representation in environmental governance and research. A significant part of the publication focuses on everyday sustainability practices and how they are influenced by social expectations and inequalities. The report examines themes such as mobility, food management, recycling, housework, consumption patterns, and waste production, highlighting how environmental responsibilities and impacts are often unevenly distributed. The report also adopts a global perspective, analysing how European consumption patterns, supply chains, and resource use are connected to wider environmental and social impacts beyond Europe. The Gender & Climate Report was designed as a resource for: educators and trainers NGOs and civil society organisations youth workers researchers and students policy makers organisations working on sustainability and inclusion. Its objective is to support more informed discussions and encourage approaches to environmental transition that are both sustainable and socially inclusive. As a next step, the Greenclusivity partnership is currently developing a series of educational infographics and visual communication materials based on the report’s contents. These materials aim to make complex topics such as e-waste, food waste, environmental justice, sustainable consumption, and gendered environmental inequalities more accessible to wider audiences. In addition to the English version (available here), translated versions of the report in Italian and other partner languages will also be published soon to support wider accessibility and dissemination. To stay up-to-date, please visit the project website and the project social media page.  

On May 13–14, 2026, the TourXpeRience project held its 3rd Transnational Meeting in Yecla, Spain, hosted by CETEM, the Technological Centre for Furniture and Wood. Over two days, partners from six countries gathered to review the project’s progress, align on key deliverables, and strengthen collaboration across work packages. The meeting was a great opportunity to exchange ideas and reinforce our mission: integrating Extended Reality (XR) into tourism VET (Vocational Education and Training) to make learning more immersive, engaging, and future-oriented. Project Management and Coordination (WP1) led by CEIPES ensured that timelines, quality, and communication across the partnership are on track. We also reviewed the progress of key technical and educational components: A highlight was the session led by IVEPE-SEV and CEIPES on building the TourXpeRience Community, where we’re working to involve teachers, stakeholders, and institutions through a shared commitment to innovation in tourism training. The second day included a hands-on session on LCDM methodology, hosted by CETEM. This training gave all partners a shared pedagogical tool for designing XR-based learning experiences tailored to real-world tourism scenarios. We also had the chance to tour CETEM’s facilities and experience first-hand how innovation and technology can support VET transformation. If you’re a VET teacher in tourism, this project is for you. We’re not just building tools—we’re co-creating open educational resources, training modules, and practice-based XR activities to help you bring your classroom closer to the real tourism world. Stay tuned for updates, open calls, and practical tools you can integrate into your teaching. Learn more on our official site: www.tourxperience.euFollow us on social media:LinkedIn / Facebook → @TourXpeRienceEU  

On 7–8 May 2026, the partners of the Erasmus+ project RESEARCH – Bringing RESEARCH to schools: developing key competencies and promoting participation in a democratic society gathered in Fano for the project’s 3rd Transnational Project Meeting, hosted by Learnable. The meeting brought together organisations and schools from several European countries to continue the collaborative work aimed at supporting teachers and students through innovative educational approaches based on research, participation, and active learning. Over the two days, partners reviewed the progress achieved so far and discussed the next steps of the project, with particular attention given to the upcoming school pilot activities that will begin in September 2026. These pilot experiences will involve teachers and students directly, allowing schools to test practical classroom activities and educational resources developed within the project. A central topic of the meeting was how to make research-based learning more accessible and engaging for schools. Partners exchanged ideas on how classroom activities can help students develop key competences such as critical thinking, collaboration, participation, and problem-solving, while also encouraging a more active role in democratic society. Another important aspect discussed in Fano was the preparation of practical “Use Cases” and learning activities that teachers will be able to adapt to different subjects and educational contexts. The partnership also worked on planning teacher support actions and evaluation methods that will accompany the piloting phase in the coming months. The September experimentation phase represents an important milestone for the RESEARCH project. By bringing the developed tools directly into schools, the consortium aims to collect feedback from teachers and students, improve the materials, and ensure that the project results respond to real educational needs. Beyond the working sessions, the meeting also offered an opportunity to strengthen cooperation among partners and reinforce the shared European commitment to innovation in education.