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Month: March 2026

The Well-being Economy: A New Metric of Success 

As Cyprus assumed the Presidency of the Council of the European Union in the first half of 2026, the traditional benchmarks of political success are undergoing an attentive reassessment. For decades, the standard of a successful Presidency was measured by the volume of legislative files closed, the efficiency of technical trilogues, or the marginal percentage growth in Eurozone GDP during the six-month mandate. However, as we stand, the global landscape has shifted. The EUPP5 project (EU Presidency Project 5), coordinated by CARDET and its partners, arrives at a critical point where civil society is no longer content with being a secondary observer. Instead, the movement is championing a more profound and human-centric metric for European progress: the Well-being Economy.

This paradigm shift suggests that the motto of the Cyprus Presidency, “An Autonomous Union: Open to the World”, must be interpreted through the lens of social and ecological resilience. True strategic autonomy is not solely about defence budgets or energy independence; it is rooted in the internal strength of a society’s social fabric (Government of Cyprus, 2025). 

A Well-being Economy operates on the fundamental principle that “the economy should serve the people and the planet, rather than forcing citizens and ecosystems to adapt to the relentless demands of economic growth” (What Is a Wellbeing Economy: Wellbeing Economy Alliance).

While GDP measures the market value of goods and services, it remains “blind” to social inequalities, mental health crises, and the environmental degradation that often accompany rapid capital accumulation. As noted in the Strategic Foresight Report (2023), sustainability and people’s well-being must be at the heart of Europe’s open strategic autonomy to ensure long-term stability. For Cyprus, a nation facing acute climate risks, such as water scarcity and extreme heat, and social pressures like housing affordability, adopting well-being metrics is not a luxury; it is a survival strategy.

The EUPP5 project serves as an important mechanism in this transition, offering a unique laboratory for participatory democracy. Traditionally, civil society engagement during EU Presidencies has been relegated to symbolic “civil society forums” that offer feedback on pre-decided agendas. The vision for 2026, however, is to move beyond simple consultation toward a model of genuine co-creation. This involves the development of a dedicated Well-being Dashboard, a tool that tracks indicators such as youth mental health, civic trust, and biodiversity loss with the same urgency usually reserved for inflation rates. By integrating these metrics, the Cypriot government can lead the Council in formalising “Beyond GDP” indicators into the European Semester process.

Ultimately, this would ensure that critical issues, such as the European Child Guarantee and housing rights, are treated as economic essentials that underpin the Union’s stability rather than social afterthoughts to be addressed only when budgets allow. The Council Conclusions on Investing in Children recently reinforced this, stating that tackling disadvantages from early years is a cost-effective investment that contributes 3.4% to GDP annually through improved cognitive development and well-being (Investing in the EU’s Future: Council Calls for Greater Efforts to Combat Child Poverty, 2026)

Furthermore, the focus on a Well-being Economy addresses the growing “disconnection” between European institutions and their citizens. When success is measured in billions of Euros of trade, but citizens experience a decline in purchasing power and rising loneliness, a democratic deficit emerges. The Cyprus Presidency has the opportunity to bridge this gap by prioritising the “Social Dimension” of the EU. This means championing policies that support work-life balance, mental health at work, and the transition to a circular economy that creates local, meaningful employment. By doing so, Cyprus can demonstrate that an “Autonomous Union” is one where the citizens feel secure, valued, and empowered to participate in their own governance.

To truly expand the impact of these, we must look at the specific thematic pillars of the EUPP5: Civic Space, Global Climate Justice, and Financing for the Future. Global Climate Justice requires us to acknowledge that the Mediterranean is one of the world’s climate hotspots. A Well-being Economy in this context means investing in water resilience and sustainable agriculture not just for profit, but to ensure the long-term viability of rural communities. Similarly, Financing for the Future should shift capital towards social infrastructure, schools, clinics, and public spaces, that generate “well-being returns” rather than just dividends. The OECD (2020) has argued that better evidence on economic, social, and environmental outcomes can help design more people-centred policies.

The success of the Cyprus 2026 Presidency should not be judged on July 1st, 2026, by a press release highlighting the number of meetings hosted in Nicosia. Instead, it should be evaluated by the legacy of its values. Has it moved the needle on the quality of life for the most vulnerable and marginalised? Has it established a framework where environmental health is seen as a prerequisite for economic health? By championing a Well-being Economy, Cyprus can transition from being a broker of technical deals to a leader of human values. This approach ensures that it remains relevant to the lived experiences of its 450 million citizens, creating a Union that is not just “Open to the World”, but deeply rooted in the well-being of its people.

The project “Towards an open, fair and sustainable Europe in the world – EU Presidency Project 2024-2026” is  co-funded  by the European Union and implemented by Global Focus, Grupa Zagranica, CARDET, and CONCORD, the European Confederation of NGOs working on sustainable development and international cooperation. Project Number: 2024 / 459-484. The contents of this publication are the sole responsibility of CARDET and do not necessarily reflect the views of the European Union.   

Katerina Panagi,
CARDET Researcher and Project Manager

References

UN News (2026). ‘Beyond GDP’ Economists Push for Clearer Metrics on Wellbeing and Sustainability. Geneva: United Nations.

Council of the European Union (2026). Council Conclusions on Investing in Children. Brussels: EU

Council of the European Union (2019). Council Conclusions on the Economy of Wellbeing. Brussels: EU

European Commission (2023). Strategic Foresight Report: Sustainability and Wellbeing at the Heart of Europe’s Open Strategic Autonomy.

Government of the Republic of Cyprus (2025). Programme and Priorities of the Cyprus Presidency of the Council of the EU 2026. Lefkosia.

Investing in the EU’s future: Council calls for greater efforts to combat child poverty. (2026, March 9). Consilium. https://www.consilium.europa.eu/en/press/press-releases/2026/03/09/investing-in-the-eu-s-future-council-calls-for-greater-efforts-to-combat-child-poverty/

OECD (2020). How’s Life? 2020: Measuring Well-being. Paris: OECD Publishing. ZOE Institute for Future-fit Economies (2021). A Vision for a Wellbeing Economy in the EU: Discussion Paper.

What is a Wellbeing Economy: Wellbeing Economy Alliance. (n.d.). https://weall.org/what-is-wellbeing-economy

AGRITECH Project Newsletter Highlights Latest Milestones in Digital Agriculture

The European-funded AGRITECH project, implemented in Cyprus by CARDET, continues to make significant strides in shaping the future of digital agriculture across Europe. The latest newsletter showcases key achievements and upcoming developments, reinforcing the project’s impact on skills development and innovation in the agri-sector.

A major milestone has been reached with the finalization of the AgriTech Manager Competence Framework. Built on more than 800 contributions from stakeholders across Europe, this new professional profile clearly defines the digital, technical, entrepreneurial, and leadership skills required in modern agriculture. Aligned with European standards and EQF levels, the framework lays the groundwork for future certification and professional recognition.

AGRITECH is also advancing the development of a comprehensive learning ecosystem, bridging Higher Education, Vocational Education and Training (VET), and industry. This includes a digital e-learning platform, training hubs, micro-credentials, and flexible learning pathways tailored to market needs.

The project’s innovative training programme integrates cutting-edge topics such as Artificial Intelligence in agriculture, sensor and data technologies, blockchain, sustainability, and innovation management. In parallel, a certification system is being designed to ensure the recognition of acquired skills.

By addressing the growing skills gap in the agricultural sector, AGRITECH contributes directly to Europe’s green and digital transition, aligning with the priorities of Erasmus+ and the European Skills Agenda.

What’s next? The upcoming phase will focus on launching the digital platform, piloting training programmes, activating the certification model, and developing policy recommendations.

Stay tuned and get involved in the upcoming activities of the AGRITECH project.

For more information and to explore the project results, visit: https://agritech-project.eu/

Navigating the Digital Frontier: How EUPP5 and the Cyprus EU Presidency are Building a Rights-Based Future for Young Entrepreneurs

The celebratory inauguration of the Cyprus Presidency of the Council of the European Union has given way to a period of intense legislative action as March 2026 progresses. This is a critical time for the country’s youth. Cyprus is using its Presidency to promote a “values-based” digital transformation, one that strikes a balance between an unwavering commitment to fundamental human rights and the aggressive pursuit of technological innovation, given its strategic location at the intersection of Europe, the Middle East, and Africa (ERA Portal, 2026).

The theme of the Cyprus Presidency, An Autonomous Union, Open to the World, is nowhere more visible than in the digital sphere. President Nikos Christodoulides has placed “economic and digital competitiveness” at the heart of the agenda, but with a distinct caution: it must be a transformation that “leaves no one behind” (Council of the EU, 2026).

This past February, the focus has intensified on the European Strategy for Digital Rights and Principles. For young Cypriot entrepreneurs, this means moving beyond simple coding to ‘Ethical by Design’ business models. The EU’s role is crucial here; by integrating rules through the AI Act and the Digital Services Act(DSA), it provides a stable regulatory ‘safety net’ that allows small startups in Cyprus to scale across the single market without the burden of navigating 27 different legal systems (CCIA Europe, 2025).

In the landscape of 2026, entrepreneurship is no longer just about profit; it is about the ‘Twin Transition’—the simultaneous shift toward green and digital solutions. In Cyprus, this is manifesting through targeted actions under the THALIA 2021-2027 programme, which provides significant grants to young innovators aged 18-29 (Youth Wiki, 2025).

Innovation this month is particularly focused on Digital Democracy. This directly links to the work of the EU Presidency Project 5 (EUPP5), implemented in Cyprus by CARDET, and acts as a strategic channel, ensuring that these grassroots digital innovations inform the high-level policy papers being drafted for the Council. By integrating civil society insights into the digital agenda, EUPP5 helps bridge the gap between abstract Brussels regulations and the lived reality of a young founder in the Mediterranean.

A unique pillar of the Cyprus Presidency is its focus on minors’ online safety and digital well-being. In February 2026, coinciding with Safer Internet Day on February 10, the European Commission launched a landmark Action Plan Against Cyberbullying (European Commission, 2026). Cyprus has become a lead advocate for this initiative, pushing for a unified ‘digital age of majority’ across the EU to protect the mental health of the next generation.

For young entrepreneurs, this rights-based landscape is a competitive advantage. In a global economy increasingly wary of data exploitation, European youth can offer products that are inherently transparent and secure. The EU acts as the architect of this ‘trustworthy tech’ ecosystem, funding European Digital Innovation Hubs (EDIHs) that provide startups with access to high-performance computing and AI testing environments that respect European privacy standards (EPC, 2026).

The Presidency recognises that an inclusive digital transformation is impossible without a massive upskilling effort. Projections for 2026 show that while youth are ‘digital natives’, a significant skills gap remains in advanced areas like cybersecurity and AI ethics (Torchio, 2025). To combat this, the Cyprus Presidency is advancing the Union of Skills initiative. This month, informal meetings of Ministers of Education in Nicosia have focused on integrating AI literacy into vocational training and secondary education. By linking these skills to the Youth Guarantee, the EU ensures that every young person has a path toward a high-quality digital career, regardless of their starting point (EARLALL, 2026).

The role of the European Union in 2026 is that of both a safeguard and an accelerator. Through the strategic leadership of the Cyprus Presidency and the supportive framework of projects like EUPP5, the Union is proving that digital progress does not have to come at the cost of human dignity. For the youth of Cyprus and Europe, the digital transformation is not a distant threat to be managed, but a rights-based frontier to be explored, built, and led.

The project “Towards an open, fair and sustainable Europe in the world – EU Presidency Project 2024-2026” is  co-funded  by the European Union and implemented by Global Focus, Grupa Zagranica, CARDET, and CONCORD, the European Confederation of NGOs working on sustainable development and international cooperation. Project Number: 2024 / 459-484. The contents of this publication are the sole responsibility of CARDET and do not necessarily reflect the views of the European Union.  

Katerina Panagi,
CARDET Researcher and Project Manager

Τhis opinion piece was published on Policypress.

MILES: Piloting the Students’ Toolbox in School Workshops

March marks an important stage in the MILES project, as the focus shifts firmly into classroom practice. After the earlier phases of teacher training and co-design, partners are now implementing workshops with students and piloting the MILES Students’ Toolbox in real educational settings. This is a key moment for the project, because it is where the ideas, methods, and materials developed so far are being tested directly with the young people they are meant to support.

The workshops with students are designed to strengthen critical thinking and help learners engage more confidently and responsibly with the online world. Through these sessions, students explore how to recognize misinformation, assess the reliability of sources, interpret key messages, and respond thoughtfully to misleading content. The workshops also aim to support students in understanding how digital information circulates and how they can make wiser choices when interacting with media and social platforms.

At the heart of this phase is the MILES Students’ Toolbox, a practical set of materials developed to support classroom learning across different subjects and contexts. The toolbox includes activities, exercises, reflection prompts, and guidance for teachers, all designed to make media and information literacy more engaging, accessible, and adaptable. Its structure is intentionally practical, with digital and printable components that can be used in regular school lessons while encouraging active participation, collaboration, and reflection.

What makes this stage especially valuable is that the toolbox is not just being presented as a finished resource, it is being piloted and refined through use. Teachers are integrating selected tools and activities into their workshops, observing how students respond, which exercises generate the strongest engagement, and how the materials can be improved for different age groups and learning contexts. In this way, the piloting process helps ensure that the final toolbox is not only theoretically sound, but also relevant and effective in everyday classroom practice.

March therefore represents more than a project milestone. It is the point at which MILES becomes visible in the daily life of schools: in discussion, in analysis, in collaborative problem-solving, and in students’ growing ability to question, verify, and reflect. As the piloting phase continues, the experiences gathered from classrooms across partner countries will play an essential role in strengthening the project’s outcomes and shaping the next steps.

👉 Follow the project and explore MILES platform here: https://platform-miles.erasmusplus.website/ 

Navigating Civic Space in an Age of Geopolitical and Social Upheaval: Civic Champions Final Event Highlights Urgent Need for Coordinated EU Action

Brussels, 18 March 2026 — Against a backdrop of mounting geopolitical tensions and increasing societal polarisation across the European Union, policymakers, civil society leaders and practitioners convened at the European Parliament for the Civic Champions project’s final event, “Navigating Civic Space in an Age of Geopolitical and Social Upheaval”.

Hosted by Georgios Georgiou, Member of the European Parliament (The Left Group in the European Parliament), the event brought together key stakeholders to examine the growing pressures on civic space and to explore policy-driven solutions aimed at strengthening democratic resilience across Member States.

The session opened with remarks from Georgios Georgiou, Member of the European Parliament (The Left Group in the European Parliament), and Rositsa Dzhekova, Director of the Democracy Shield Task Force at the Center for the Study of Democracy.

A scene-setting segment presented new evidence on the challenges facing civic actors across Europe through the Civic Champions project. Contributions were delivered by:

  • Mariyan Sabev, Senior Security Analyst at the Center for the Study of Democracy (Bulgaria)
  • Rania El Ampasy, Senior Project Manager at KMOP (Greece)
  • Rosina Ndukwe, Unit Coordinator at CESIE (Italy)
  • Foteini Sokratous, Project Manager and Researcher at CARDET (Cyprus)

The speakers highlighted trends including foreign interference, shrinking civic freedoms, and the operational constraints faced by civil society organisations, while also presenting policy-oriented recommendations, including the development of an Early Warning Mechanism by the consortium of the Civic Champions project.

The high-level panel discussion focused on “Empowering civil society organisations and activists in upholding democratic values and resilience”. The panel brought together:

  • Kristian Vigenin, Member of the European Parliament (Group of the Progressive Alliance of Socialists and Democrats in the European Parliament)
  • Liliana Carrillo, Founder and Chief Executive Officer of CollectiveUP
  • Thijs Berman, Executive Director of the European Partnership for Democracy
  • Nadia Karayianni, Head of Business Development at CARDET

The discussion was moderated by Rositsa Dzhekova, Director of the Democracy Shield Task Force at the Center for the Study of Democracy, and emphasised the critical role of civil society in safeguarding democratic norms, countering disinformation, and fostering social cohesion.

Panellists called for stronger institutional support, enhanced cross-sector collaboration, and sustained investment in civic infrastructure, highlighting the importance of EU-level mechanisms capable of detecting early signs of democratic backsliding and enabling timely intervention.

The event concluded with a networking session, providing an opportunity for participants to exchange insights and strengthen partnerships aimed at reinforcing civic resilience across Europe. The Civic Champions final event was organised by the Center for the Study of Democracy, KMOP, CESIE, and CARDET, under the Civic Champions project, co-funded by the European Union.

The Civic Champions project seeks to strengthen democratic values and civic participation in Southern Europe by enhancing the capacity of civil society actors to become active agents in addressing and reversing the ‘shrinking civic space’ phenomenon. This initiative is carried out by a consortium of organizations from Bulgaria, Greece, Italy, and Cyprus.

Civic Champions aims to empower CSOs and practitioners to identify, report, and address threats and violations while promoting positive narratives. Through a focus on capacity building, the establishment of early warning systems, and the implementation of evidence-based actions, the project strives to safeguard fundamental rights and ensure a vibrant civic environment.

Learn more about the Civic Champions project, here: https://www.civicchampionsproject.eu/

VIRDUAL fourth newsletter now available

VIRDUAL Newsletter #4: Advancing Vocational Education Through XR Innovation

The 4th VIRDUAL Newsletter is now available and highlights the successful International Conference held on March 10th, 2026 in Pavia, where partners and stakeholders from across Europe came together to showcase the project’s innovative results in vocational education and training (VET). From the development of an XR-based training curriculum and learning units to the launch of the VIRDUAL e-Learning Campus and WebApp, the event demonstrated how digital and immersive technologies can strengthen work-readiness skills and bridge the gap between education and the labour market. Bringing together educators, learners, and professionals, the conference also sparked valuable discussions on the future of collaboration and innovation in VET. 👉 Discover all the insights, outcomes, and future opportunities in the full newsletter!

Learn more about the VIRDUAL project here!

Teachers in the Age of AI: From Knowledge Providers to Learning Architects

“AI won’t replace teachers — but teachers who use AI may replace those who don’t.

For centuries, the teacher occupied an almost sacred role: the custodian and transmitter of knowledge. That archetype is dissolving — not because teachers have become less important, but because artificial intelligence is rapidly absorbing the parts of teaching that were, in truth, always mechanical. [1] What remains — and what AI cannot replicate — is the irreducibly human work of guiding curiosity, nurturing critical thought, and holding the ethical line. The classroom of 2025 does not need a teacher who knows everything. It needs one who knows how to build an environment where students can think.

 ‘’The more compelling narrative is not AI automating education, but teachers working with AI to craft transformative learning experiences.’’

World Economic Forum, 2025 [1]

The Automation Opportunity — and Its Shadow

The productivity gains are real and already in motion. [1] Roughly 60% of teachers now use AI tools in their classrooms to handle routine tasks — grading multiple-choice assessments, tracking progress, generating practice exercises — freeing time for deeper instructional work. [1] The global AI in education market is projected to leap from $5.18 billion in 2024 to $112.3 billion by 2034. [1] Yet automation carries a shadow risk: that teachers begin to cede the judgement, care, and accountability that make education meaningful. UNESCO’s 2024 AI Competency Framework for Teachers warns explicitly that over-reliance on AI could cause educators to lose key professional competencies if they delegate too heavily to algorithmic systems. [3]

Three Roles Teachers Must Now Own

As AI absorbs the transactional, teachers are stepping into three defining roles — each one distinctly human in character.

The Competencies That Cannot Wait

UNESCO’s AI Competency Framework for Teachers — launched in September 2024 — defines five dimensions every educator must develop: a human-centred mindset, AI ethics, foundational AI knowledge, AI pedagogy, and professional AI learning. [3] These are not optional electives. Research from the European Journal of Teacher Education (2025) confirms that nearly half of self-reported digitally literate teachers have still not integrated AI into their practice, underscoring a knowing-doing gap that professional development must close. [5]

Teachers also need what no framework can fully script: the moral imagination to ask whether an AI tool should be used before asking how. As the World Economic Forum has observed, teaching involves far more than imparting information — AI should augment, never replace, the teacher’s role. [6]

The 21st-century teacher is, above all, a learning architect — someone who designs conditions in which human minds grow, integrates AI as a powerful but subordinate instrument, and keeps ethics at the centre of every choice. The transition is demanding, but the invitation is extraordinary: to become not less essential in an age of AI, but more deliberately, more irreplaceably human.

Learn more about the project here: https://infinite-erasmus.eu/ 

Sources & References

  1. World Economic Forum. (2025, January). How AI and human teachers can collaborate to transform education. weforum.org
  2. Frontiers in Psychology. (2025, October). Promoting teaching innovation among university teachers through AI literacy from the perspective of planned behavior. frontiersin.org
  3. UNESCO. (2024). AI Competency Framework for Teachers. unesdoc.unesco.org
  4. EdTech Hub. (2025, May 21). AI Tutors and Teaching: How Might the Role of the Teacher Change in an Age of AI? edtechhub.org
  5. Heine, S. & König, J. (2025). Applying artificial intelligence in teacher education: preservice teachers’ attitudes and reflections in using ChatGPT for teaching and learning. European Journal of Teacher Education, 48(5). tandfonline.com
  6. World Economic Forum. (2024, April). The future of learning: AI is revolutionising education 4.0. weforum.org

AI Literacy: Teacher Academy for AI Literacy

The AI Literacy project establishes a transnational Teacher Academy for AI Literacy aimed at equipping teachers with the knowledge, skills, and confidence to understand Artificial Intelligence (AI), apply AI responsibly in education, and teach AI-related concepts in schools.

The project will develop a Teachers’ AI Literacy Competency Framework, innovative learning modules, and two structured training curricula targeting both pre-service and in-service teachers. Through blended learning courses and summer schools, teachers will learn how to integrate AI into teaching, learning, and assessment while addressing ethical issues, governance, and data protection.

AI Literacy responds to the urgent need for structured teacher preparation as AI becomes increasingly integrated into educational environments. The project aims to train more than 2,500 teachers, engage 2,400 students, and strengthen AI literacy competencies across Europe while supporting inclusive, responsible, and ethical AI use in education systems.

From Local Action to Global Impact: Why Civil Society Matters for the SDGs

Achieving the United Nations Sustainable Development Goals cannot depend on government policies alone. Sustainable development requires the active participation of citizens, communities, and organizations that translate global commitments into meaningful action on the ground. Recent international assessments show that progress remains uneven. Only about 17% of the Sustainable Development Goal targets worldwide are currently on track to be achieved by 2030, highlighting the urgent need for broader cooperation across governments, civil society, and the private sector.

Civil society plays a critical role in bridging the gap between policy frameworks and the real needs of communities. In Cyprus, organizations, networks, and grassroots initiatives contribute to advancing sustainable development through education, social innovation, and participatory democratic processes. Cyprus’ experience demonstrates that civil society can act as a powerful catalyst for change: mobilizing communities, fostering inclusive dialogue, and providing evidence-based recommendations that strengthen public policy on sustainability, social justice, and the green transition.

At the European level, this role becomes even more significant. Recent European assessments indicate that progress toward the SDGs across Europe has slowed or stalled in several areas, despite the region’s overall strong performance globally. The European Union increasingly recognizes that meaningful progress toward the 2030 Agenda depends on stronger partnerships with civil society actors. Through initiatives such as the European Union Presidency Project (EUPP5) and the work of organizations like CARDET, Cyprus contributes to strengthening the voice of civil society in the European dialogue on sustainable development.

Active citizen engagement is not simply a complementary element of policymaking. It is a necessary foundation for building a more resilient, inclusive, and sustainable Europe.

The project “Towards an open, fair and sustainable Europe in the world – EU Presidency Project 2024-2026” is co-funded by the European Union and implemented by Global Focus, Grupa Zagranica, CARDET, and CONCORD, the European Confederation of NGOs working on sustainable development and international cooperation. Project Number: 2024 / 459-484. The contents of this publication are the sole responsibility of CARDET and do not necessarily reflect the views of the European Union.

Veronica Charalambous,
Senior Communications Officer, CARDET

Τhis opinion piece was published on Policypress.

VIRDUAL Project Showcases XR Innovation at International Conference in Pavia

On 10 March 2026, partners of the VIRDUAL project convened in Pavia, Italy, for the International Multiplier Conference and the 5th Transnational Project Meeting (5TPM), hosted at CSF Pavia. The event brought together organisations from across Europe to present project outcomes, exchange expertise, and explore forward-looking strategies in vocational education and training (VET).

The International Multiplier Conference provided a platform for partners to showcase key results of the VIRDUAL project. Following the welcome and opening session, participants presented a series of project deliverables focused on enhancing work-readiness skills through Extended Reality (XR). Highlights included the Training Curriculum developed by DIMITRA, the Learning Units Plan presented by CARDET, the VIRDUAL e-Learning Campus by INFODEF, and the Web Application introduced by INQS. Additionally, recommendations on the validation, certification, and accreditation of work-readiness skills were shared, alongside insights into innovative XR-based learning approaches drawn from the German experience.

The conference also featured discussions on the role of European programmes in fostering innovation in education and training, as well as an open dialogue on the usability, transferability, and future implementation of project results. The session concluded with opportunities for networking and exchange during a light lunch.

In the afternoon, partners reconvened for the 5th Transnational Project Meeting. The meeting focused on project management updates, piloting phases, exploitation and dissemination strategies, and both internal and external evaluation processes. Key milestones, including progress towards the final report, were reviewed to ensure the continued successful implementation of the project.

Participation in these events provided valuable insights into how XR technologies are transforming the development of work-readiness skills within vocational education. The knowledge and experiences gained in Pavia will support ongoing efforts to equip learners with the competencies required for the evolving digital workplace.

The VIRDUAL partnership remains committed to advancing innovative, technology-driven approaches in education and training, strengthening collaboration across Europe, and ensuring impactful outcomes for learners and educators alike.

Learn more about the VIRDUAL project here!