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Author: Veronica Charalambous

MILES: Protecting Children Online Remains a Top Priority for Europeans

How MILES is helping build a generation resilient to disinformation

From misinformation and manipulation to harmful online content, protecting children in the digital world remains one of Europe’s most pressing challenges. According to the latest Digital Decade 2025 – Special Eurobarometer 566 by the European Commission, 92% of Europeans consider the protection of children online a high priority.

Responding to this growing need, the MILES project has spent the past two years helping educators and students develop the skills needed to navigate an increasingly complex digital environment. Through innovative learning approaches, including gamification, pre-bunking and debunking techniques, MILES has supported schools across Italy, Greece, Austria, Poland, Portugal, Germany, Cyprus, the Netherlands, Belgium and Romania in strengthening digital literacy and critical thinking.

The urgency of this work is reflected in the same Eurobarometer findings, which show that 36% of Europeans are concerned about inaccurate or misleading information online. To address this challenge, MILES has equipped teachers and secondary school students with practical tools to identify, question and challenge disinformation before it spreads.

Throughout 2025 and 2026, project partners engaged local educational communities through meetings, trainings and collaborative activities. More than 700 educators and education stakeholders explored the challenges of misinformation and digital safety, generating over 200 recommendations for creating a safer online environment for children. These proposals will be formally presented in the coming months, contributing to ongoing discussions on digital literacy and child protection across Europe.

Join the conversation shaping the future of digital literacy in EuropeMILES EU EDU-Conference: Against Disinformation — Towards Critical Thinking

On 27 November 2026, educators, policymakers, researchers and civil society representatives from across Europe will come together to reflect on the project’s achievements, exchange insights and discuss the future of media literacy education.Whether you join us in Brussels or online, this conference offers a unique opportunity to engage with experts, discover the project’s findings and contribute to a European dialogue on empowering young people to think critically and stay safe online.

Pre-register now to be among the first to explore MILES’ recommendations and help shape the next steps towards a safer digital future for children.

Learn more about the project: https://miles.erasmusplus.website/ 

MOBUILDING Partners Met in Padua to Strengthen Apprenticeship Mobility

The MOBUILDING partners met in Padua, Italy, on 15-16 July 2026 for the project’s third international meeting. The meeting was hosted by ENAIP Veneto and focused on reviewing progress and agreeing on the next steps.

Partners discussed the first draft of the Action Plan for Apprenticeship Mobility in the Building Sector. They also reviewed the first features of the project’s online platform and the training materials designed to support organisations involved in apprenticeship mobility. During the meeting, participants visited ENAIP Veneto’s training facilities and laboratories, gaining practical insight into vocational education in the building sector.

The consortium also planned the upcoming pilot mobility activities, discussed how to involve more training providers and companies, and reviewed the project’s quality and reporting requirements.

On the second day, partners focused on communication and the long-term use of the project results. CARDET presented the planned approach for keeping the project’s outcomes relevant and useful after the project ends. The meeting concluded with a contribution from Elettromeccanica Veneta, which shared an employer’s perspective on apprenticeships and workforce needs.

MOBUILDING project is designed to tackle one of the building sectors key challenges: enhancing the mobility of apprentices and the quality of their learning experiences. The project proposes an integrated support system to increase the number, diversity and quality of apprenticeship mobility opportunities. It focuses on removing structural and institutional barriers, building capacity in VET providers and companies, and creating a European-wide digital platform to facilitate cooperation and coordination. By integrating innovative and sustainable practices to meet evolving industry standards, MOBUILDING boosts the transition to greener and more sustainable practices, essential for meeting EU Green Deal goals and its required new skills and training.

More about the project: https://mobuilding.eu/ 

VET4 Social Impact Partners Meet in Cyprus to Advance Project Implementation

The second Transnational Partners Meeting (TPM) of the VET4 Social Impact project was successfully held in Nicosia, Cyprus, from 22 to 24 June 2026. Hosted by CARDET, the meeting brought together project partners from Italy, Egypt, Palestine and Greece to review progress, strengthen collaboration and plan the next phase of the project.

Over the course of the three-day meeting, partners assessed the project’s progress against its objectives and key performance indicators, while discussing upcoming activities and deliverables currently under development. The consortium also coordinated the implementation of the project’s forthcoming training activities, ensuring alignment across all partner organisations.

A key part of the meeting focused on social impact assessment, providing partners with the opportunity to exchange knowledge and discuss practical approaches to measuring social impact. Participants also explored the distinction between social entrepreneurship and social innovation, strengthening their shared understanding of these complementary concepts and their relevance to vocational education and training.

As part of the programme, partners visited the Cyprus Handicraft Service for a study visit, gaining valuable insights into the organisation’s work in preserving traditional craftsmanship while supporting sustainable tourism and local economic development.

The meeting concluded with a clear roadmap for the next stages of the project, reinforcing the partners’ commitment to promoting social impact through vocational education and training and fostering innovation across the participating countries.

For more information about the project visit the website.

fuTOURiSME Partners Gather in Athens to Shape the Project’s Lasting Legacy

The fuTOURiSME consortium convened in Athens on 23 and 24 June 2026 for its Final Project Meeting, marking an important milestone as the project enters its final months. Hosted by KiNNO Consultants, the meeting brought together partners from across Europe to reflect on nearly three years of collaboration dedicated to supporting tourism SMEs in their green and digital transition.

Since its launch in September 2023, fuTOURiSME has helped strengthen the resilience, sustainability and competitiveness of tourism SMEs by providing financial support, tailored coaching and mentoring, capacity-building programmes, and practical tools that enable businesses to respond to the evolving demands of the tourism sector.

During the two-day meeting, partners reviewed the project’s achievements, assessed its overall impact and discussed how its results can continue to benefit tourism stakeholders well beyond the project’s official conclusion in September 2026.

Over the course of the project, fuTOURiSME has delivered a comprehensive portfolio of resources designed to support more sustainable and innovative tourism businesses across Europe. These include the fuTOURiSME funding scheme for tourism SMEs, personalised coaching and mentoring services, specialised training programmes, and the fuTOURiSME E-learning Platform, which offers accessible learning opportunities for tourism professionals.

The consortium also highlighted the development of the Sustainability Self-Assessment Tool, currently undergoing pilot testing, which enables tourism businesses to evaluate their sustainability maturity and identify practical pathways for improvement. In addition, the project has produced research, reports and practical guidance to facilitate the adoption of sustainability systems and recognised certification schemes.

Beyond reviewing project implementation, partners reflected on stakeholder engagement, communication activities and the lessons learned throughout the project’s lifecycle, identifying opportunities to maximise the long-term value of the knowledge and resources developed.

Looking Ahead

Although fuTOURiSME will officially conclude in September 2026, its legacy will continue through a series of final deliverables and activities designed to support tourism SMEs and the wider tourism ecosystem across Europe.

On 8 September 2026, the project will host the European Peer Learning Workshop, bringing together project partners, SMEs and key stakeholders to exchange experiences, reflect on project outcomes and explore future opportunities for sustainable tourism development.

The consortium will also publish the Consolidated Lessons Learnt Report, presenting key findings, recommendations and insights gathered throughout the implementation of the project, including the experiences of funded SMEs.

In addition, the Sustainable Tourism Toolkit will provide practical guidance, methodologies and resources to help tourism businesses continue advancing their sustainability journey beyond the project’s lifetime.

As fuTOURiSME enters its final phase, the consortium extends its sincere appreciation to all SMEs, experts, stakeholders and partner organisations whose commitment and collaboration have contributed to the project’s success. Together, they have demonstrated that sustainability and innovation are not only strategic priorities but practical opportunities that can strengthen the future of tourism across Europe.

More information about the project’s upcoming activities and final resources will be available in the coming months at www.futourisme.eu.

Empowering Youth Leaders: LAYERS Workshop Tackles Online Gender-Based Violence in Athens

As digital tools become central to youth engagement, civil society organizations (CSOs) face a highly complex digital landscape. To build resilient protective frameworks, LAYERS project partners gathered in Athens for an intensive two-day Capacity Building Workshop for Organizational Leaders. 

Co-funded by the European Union under the LAYERS project, the event was led by expert trainers from KMOP Education and Innovation Hub and CARDET, between 9-11th June, at KMOP Headquarters in Piraeus. The initiative equips regional leaders with the structural tools needed to transition from reactive crisis management into proactive, survivor-centered systems. 

The workshop opened with alarming field data from the Western Balkans. Research revealed that while youth digital immersion is near-universal, fewer than 30% of surveyed organizations possess written Online Gender-Based Violence (OGBV) policies or formal referral pathways. Furthermore, a deep-rooted cultural normalization of online harassment as “humor” routinely minimizes survivor trauma. 

Using the newly developed LAYERS Gender Lens Analysis Handbook, participants conducted comprehensive policy audits to address internal structural blind spots. Leaders also navigated emerging digital threats, exploring how generative AI replicates inequality, including algorithmic bias in recruitment tools and the alarming rise of deepfake smear campaigns weaponized against female professionals. Moving forward, participating organizations committed to localized Action Plans to ensure a lasting institutional shift toward digital equity. 

LAYERS project aims to empower youth workers and organizations across the Western Balkans to effectively combat online gender-based violence (OGBV) by enhancing their capacities, fostering cross-border exchange of best practices, and raising awareness on this critical issue.

To learn more about the project’s upcoming activities, resources, and tools, please visit the official LAYERS project website and follow us on Facebook.

AGRITECH Partners Meet in Nicosia to Advance the Future of Agri-food Education

CARDET recently hosted the Transnational Project Meeting of the Erasmus+ AGRITECH project in Nicosia, Cyprus, welcoming project partners from across Europe for three days of collaboration, knowledge exchange, and strategic planning.

The meeting brought together consortium members to review the project’s overall progress and discuss key coordination and implementation activities. Partners exchanged updates on the development of the AGRITECH innovative learning environment, educational resources, pilot activities, and the project’s e-learning platform, while aligning on upcoming milestones and the next phases of implementation.

AGRITECH is a three year Erasmus+ initiative that aims to transform agricultural education by integrating Deep Tech technologies, including Artificial Intelligence, Blockchain, and Quantum Computing, into modern agricultural practices. Through an innovative educational ecosystem, the project addresses critical skills gaps in the agri-food sector by promoting interdisciplinary learning, co-innovation, and collaboration between education, research, industry, and public institutions.

A key innovation of the project is the introduction of the AgriTech Manager profile, an emerging professional role that combines technological expertise with entrepreneurial skills to support the development of sustainable and technology driven agricultural solutions. By equipping learners, educators, trainers, and agricultural professionals with advanced digital, green, critical thinking, and problem solving skills, AGRITECH contributes to the transition towards smarter and more sustainable agriculture across Europe.

The meeting in Nicosia provided an excellent opportunity to strengthen collaboration among the consortium, reinforce shared objectives, and coordinate the next steps towards the successful implementation of the project and its ambitious vision for the future of agricultural education.

CARDET extends its sincere thanks to all project partners for their active participation, valuable contributions, and continued commitment to the success of the AGRITECH project.

Learn more about the project: https://agritech-project.eu/ 

DIGNITY – Enhancing Domiciliary Palliative Care through European Vocational Education and Training Excellence

The DIGNITY project responds to the urgent need for high-quality domiciliary palliative care in Europe by developing a standardized, transnational Vocational Education and Training (VET) qualification. The primary aim is to develop, test, and implement a standardized, cross-border Vocational Education and Training (VET) qualification titled “Palliative Care and DIGNITY at the End of Life at Home”.

The DIGNITY project addresses the growing demand for high quality home based palliative care across Europe by tackling key challenges, including workforce shortages, fragmented training pathways, skills mismatches, and the lack of a harmonised competency based approach. The project aims to strengthen the capacity of healthcare professionals through the development of a Joint Transnational VET Qualification in Domiciliary Palliative Care, aligned with European standards and supported by mobility opportunities, innovative training models, and closer collaboration between healthcare providers and educational institutions. By promoting the exchange of best practices and improving the recognition of qualifications across countries, DIGNITY contributes to building a more skilled, resilient, and future ready palliative care workforce.

To achieve these objectives, the project will develop a comprehensive curriculum, learning materials, occupational profiles, and a roadmap for qualification accreditation, supported by research, stakeholder consultations, co design and validation activities in four participating countries. The qualification will be piloted through eight training modules involving 160 learners, complemented by international mobility activities for 60 participants and Train the Trainer initiatives. Through strong engagement with educators, healthcare professionals, policymakers, patient organisations, and European sector networks, DIGNITY seeks to improve the quality and consistency of domiciliary palliative care, raise awareness of its importance, and support the long term integration of the new qualification into national education and healthcare systems.

Skills2Employment – Training and Job Placement for Long-Term Unemployed Women

The primary objective of the project is to facilitate the transition of long-term unemployed women into the job market in Spain, Italy, and Cyprus. The project seeks to bridge the gap between their existing skills and labor market demands by adapting, transferring, and scaling up successful employment methodologies, ultimately improving their economic independence and social inclusion.

Specific objectives include:

  • Researching and mapping the long-term unemployment of women in the partner countries.
  • Providing an individualised, accessible, and inclusive approach through tailored training and guidance.
  • Fostering cooperation with local employment stakeholders and building partnerships between employers and communities to create job opportunities.
  • Conducting social experimentation and impact measurement to assess the effectiveness of direct job placements and ongoing support.

Migration as a Fundamental Human Right

In light of the recent racist and Islamophobic demonstrations in the United Kingdom, as well as the solidarity counter-protests organized by anti-racist initiatives such as Stand Up To Racism under slogans such as “Refugees Welcome,” it has become evident that the war against migration is intensifying. The rise of far-right political forces in many countries is fueling a public discourse that portrays migration as a threat and migrants as a problem to be managed.

Within this climate, a dangerous distinction is being constructed between “good” and “bad” migration. The “good” migrant is often portrayed as white, European, and culturally familiar. In contrast, the “bad” migrant is associated with people from Africa, the Middle East, or other regions of the Global South. As a result, acceptance of migration is no longer based on recognition of shared human dignity, but rather on criteria such as race, origin, and economic utility.

The Western world has assumed the role of determining what constitutes “proper” or “legal” migration, imposing strict conditions on who is entitled to move and under what circumstances. In her book “The Ungrateful Refugee”, Dina Nayeri describes how refugees are constantly required to prove that they deserve protection, that the reasons for their displacement are sufficiently compelling, and that they are grateful to the countries that receive them. Rather than being treated as individuals with fundamental rights, they are often reduced to petitioners seeking recognition of their very existence.

The reasons that compel a person to leave their home, family, and homeland require little explanation. Whether driven by war, political persecution, extreme poverty, environmental disasters, or a lack of prospects, migration is almost always a difficult and painful decision. Yet a person’s need to seek safety, dignity, and better living conditions should not require constant justification, particularly before states and international structures that have often contributed, historically or economically, to creating the very conditions from which these individuals are trying to escape.

In his work “Illegal Immigration as Resistance to Global Poverty”, Gwilym David Blunt argues that irregular migration can be understood as a form of resistance to a global system that produces and perpetuates inequality and poverty. According to this perspective, migration is not merely an act of survival but also a claim to self-determination. Blunt further emphasizes that wealthy states have a responsibility not to support or benefit from international institutions that contribute to systematic human rights violations.

The distinction between “legal” and “irregular” migrants is often conflated with a moral distinction between “good” and “bad” people. However, the fact that someone was unable to follow official migration procedures does not mean that their reasons for migrating are any less legitimate. In most cases, those who move without the necessary documentation would choose a safe and legal route if one were genuinely available. Marginalizing people because they lacked the means or opportunities to migrate legally is a deeply hypocritical stance in a world where millions of people have been, are, or will become migrants at some point in their lives.

Migration has been a defining feature of human history throughout the ages. Societies, cities, cultures, civilizations, and everyday lives have been shaped through population movements, exchanges of ideas, and interactions between diverse communities. Multiculturalism does not weaken societies. It enriches them. Fears about the “erosion” of culture or threats to national identity are often rooted more in political narratives than in empirical reality. Even when social challenges emerge, the protection of an abstract notion of national purity cannot outweigh the fundamental rights of people seeking safety, freedom, and a dignified life.

Recognizing migration as a fundamental human freedom does not imply the abolition of borders or the absence of migration management policies. It does, however, require that every discussion about migration begin with a basic principle: no human being is illegal, and human dignity does not depend on the passport one holds or the country in which one was born.

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.

Foteini Sokratous,
Project Manager, CARDET

The article was published at the PolicyPress.

TINKER Supports Excellence in Inclusive Informatics Education through the Scientix Authentic and Inclusive Informatics Award

The TINKER project proudly supported the Scientix Authentic and Inclusive Informatics Award, presented as part of the 2026 STEM Discovery Campaign, recognising educators who promote authentic, inclusive and engaging approaches to informatics education.

The annual Scientix STEM Discovery Campaign, co-organised this year with the support of the NBS Academy project, ran from 1 February to 30 April 2026. The initiative brought together educators, schools, universities, libraries, organisations and youth clubs from more than 50 countries, resulting in over 9,000 STEM education activities that reached more than 200,000 teachers and 800,000 students.

As part of the Scientix Awards initiative, TINKER supported the Authentic and Inclusive Informatics Award, inviting educators to showcase learning scenarios and classroom practices inspired by authentic learning, gender-inclusive teaching, the TINKER Toolkit and the TINKER MOOC. More than 140 submissions were received, with 83 entries shortlisted for the award.

The 2026 award winners are:

  • Stavroula Lada (Greece) for Crafting a Smart Garden Watering Helper, an innovative learning scenario demonstrating authentic informatics learning through real-world problem solving.
  • Eda Aygün (Türkiye) for Digital Balance: Algorithms and Statistics, a learning scenario combining computational thinking with statistical concepts in an inclusive learning environment.

Both winners have been invited to participate in the upcoming Science Projects Workshop at the European Schoolnet office in Brussels, where they will exchange ideas, collaborate with fellow educators, and explore innovative STEM teaching practices through networking and peer learning activities.

Alongside its contribution to the Scientix Awards initiative, TINKER has also strengthened teachers’ capacity through its international online course, Teach Informatics Using Authentic Learning and Gender Inclusion. Running until 29 April 2026, the MOOC brought together more than 1,200 participants from 67 countries across Europe and beyond to explore gender-inclusive and authentic approaches to teaching informatics.

Designed for pre-service and in-service informatics and STEM teachers, non-formal educators and educational technology professionals, the four-module course combined practical activities, interactive learning materials and two live online events. Participants explored the TINKER framework and toolkit, discovered practical gender-inclusive teaching strategies, and designed and assessed authentic informatics learning scenarios for classroom implementation.

The course outcomes highlighted the value of the learning experience. Participants reported greater confidence in applying gender-inclusive and authentic learning approaches in informatics education, as well as a stronger ability to reflect on and further develop their own teaching practice. Many also expressed their intention to integrate the course’s ideas, strategies and examples into their everyday teaching to create more inclusive and engaging learning experiences. As one participant noted:

“What I enjoyed most about this course was its strong connection between informatics, authentic learning and inclusion. I especially appreciated how the course encouraged us to think about coding and digital skills as tools for solving meaningful real-world problems”.

Although the live edition of the MOOC has concluded, the course remains accessible through the European Schoolnet Academy platform. 

Check out the course content: Teach informatics using authentic learning and gender inclusion | European Schoolnet Academy, and get inspired to create more inclusive and authentic learning experiences!ntic learning and gender-inclusive pedagogies, helping address persistent gender imbalances in computer science education.

For more information visit the project’s website.