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Author: Veronica Charalambous

INFINITE Project Launches First Classroom Implementations in Cyprus

The INFINITE project successfully launched its first classroom implementations in Cyprus in December 2025, marking a significant milestone in the project’s rollout and impact. The implementations were delivered through close collaboration between UNIC and CARDET, the partners responsible for the national rollout, with Global College piloting the student-focused blended course.

The pilot engaged a cohort of 52 participants, including 50 higher education students and two higher education teachers, Giorgos and Leonidas. Through a series of hands-on activities, participants explored key topics such as AI literacy, ethical use of artificial intelligence, and its practical applications in learning. The implementations aimed to strengthen students’ digital readiness and build their confidence to navigate an increasingly AI-driven academic and professional landscape.

Beyond classroom delivery, the pilots generated valuable insights that will support the continuous improvement and sustainability of the INFINITE project. To ensure alignment with project objectives and ongoing development, the course was evaluated through verbal feedback and an online survey. The evaluation contributed robust qualitative and quantitative data, informing the refinement of the training materials and guiding future implementations.

These first classroom pilots represent an important step in advancing the INFINITE project’s mission to equip higher education learners with the skills and awareness needed to engage critically and responsibly with artificial intelligence.

The INFINITE – artificial intelligence For professional and pedagogical practices in Higher Education aims to make the best use of AI for teaching, learning and assessment in Higher Education (HE).

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

Youth FiLE: Financial Literacy for Youth Empowerment Now in Action

Youth FiLE (Financial Literacy for Empowerment) is an Erasmus+ KA220-YOU Cooperation Partnership in Youth running from October 2025 to March 2028. The project responds to the growing need to equip young people, especially those with fewer opportunities, with practical financial skills that support autonomy, resilience, and informed decision-making in everyday life. It places a strong focus on inclusion, digital transformation, and innovation in youth work, aligning with Erasmus+ priorities on quality, recognition, and accessibility of youth education.

The project addresses persistent gaps in financial literacy among young people, particularly NEETs, migrants, refugees, young offenders, and those from low-income backgrounds. Many young people rely on unverified online advice and lack opportunities to practice financial decision-making in safe learning environments. At the same time, youth workers often lack accessible, engaging, and up-to-date tools to deliver financial education effectively. Youth FiLE tackles these challenges through non-formal education, digital tools, and game-based learning approaches.

Main Deliverables / Outputs:

  • Training materials for youth workers on financial literacy
  • An online learning platform with interactive courses
  • An AI-supported financial literacy library and chatbot
  • Four financial literacy board games in multiple languages
  • Practical gaming events for young people
  • Tools and methods to support quality and impact in youth work
  • Awareness and dissemination activities, including events and online campaigns

YOUTH File Project is for:

  • Young People
  • Young people aged 16–25
  • Young people with fewer opportunities, including NEETs, migrants, refugees, young offenders, and those from low-income backgrounds
  • Youth Work & Stakeholders
  • Youth workers and volunteers
  • Youth organisations and NGOs
  • Schools and youth centres
  • Local authorities and policymakers
  • Financial education and youth networks

Youth FiLE: Financial Literacy for Empowerment

Many young people across Europe lack access to practical financial education, making them more vulnerable to debt, scams, and financial insecurity. Youth FiLE addresses this gap by combining financial literacy with digital innovation, inclusion, and real-life learning approaches.

The project brings together partners from Austria, Bulgaria, Cyprus, Poland, and Portugal to develop modern, inclusive, and practical approaches to financial education for youth. Through a combination of training, digital tools, and interactive methodologies, Youth FiLE empowers young people, especially those with fewer opportunities, with practical financial skills through non-formal learning, an AI-powered platform, and gamified tools, while upskilling youth workers to deliver engaging financial education and support young people in making informed and responsible financial decisions.

OBJECTIVES

  1. Strengthen the capacity of youth workers to deliver financial education
  2. Promote financial inclusion and empowerment among disadvantaged youth
  3. Integrate digital tools and AI into youth work practices
  4. Develop innovative, engaging, and accessible learning approaches
  5. Support young people in building sustainable financial behaviours

RESULTS

  1. Youth FiLE delivers a comprehensive set of results structured across several work packages:
  2. Training Programme – A modular curriculum covering financial literacy, inclusion, AI tools, gamification, and evaluation.
  3. Interactive Platform & AI Library – A digital learning environment with AI-powered tools, chatbot support, and open educational resources.
  4. Financial Literacy Board Game – An engaging, game-based learning tool that supports experiential and peer-to-peer learning.
  5. Awareness & Dissemination – Social media campaigns, microlearning activities, multiplier events, and a final international conference.

INNOVATIVE APPROACH 

Youth FiLE combines:

  1. Non-formal education methods (experiential learning, simulations, role-play)
  2. Digital youth work (LMS, AI tools, microlearning)
  3. Gamification (board games, challenges, hackathons)
  4. Inclusion-focused pedagogy (trauma-informed and culturally sensitive approaches)
  5. A key innovation is the integration of AI tools to support both youth workers and learners, providing accessible, personalised, and engaging financial education.

IMPACT

  1. Increased financial literacy and independence among young people
  2. Enhanced digital and pedagogical competences of youth workers
  3. More inclusive and accessible youth work practices
  4. Long-term social and economic empowerment

Turning MILES Learning into Classroom Action

As we have already stepped into 2026, one thing has become clear: the challenges young people face online aren’t slowing down. Over the past months, the MILES partnership has focused on teacher trainings and webinars to strengthen skills around disinformation, fake news, prebunking and AI-driven manipulation. January was about the next leap forward. Putting learning into practice, and making it easy for educators to do so.

From “knowing” to “doing” in the classroom

Many teachers tell the same thing, students encounter misinformation every day, but classroom time is limited. Educators want practical ways to address disinformation that are realistic, adaptable, and engaging, without needing an extra subject or an entirely new curriculum. That is why MILES is currently focusing on a crucial bridge phase: co-design workshops with teachers.

Co-design workshops: building materials with teachers

Rather than developing resources in isolation, MILES partners are working directly with educators to shape what the student phase will look like. In these co-design sessions, teachers and partners collaborate to develop and refine student-facing learning activities that can be implemented across different school subjects and age groups. The workshops help partners and teachers, identify what students struggle with most (and what they overestimate) translate media literacy concepts into concrete classroom activities adapt exercises to local realities, languages, and teaching formats shape materials so they are easy to use, repeat, and scale

This is where MILES becomes truly classroom-ready, not only offering knowledge about disinformation, but creating tools that help students practise critical thinking as a habit.

Preparing the student toolbox

The outcome of this co-design phase is the preparation of the MILES Student Toolbox: a growing collection of structured activities and resources that will support upcoming student workshops in schools across the partner countries. These materials are designed to help students actively practise skills such as 1. Questioning Sources, 2. Intent Recognising manipulation tactics and emotional triggers reflecting on how AI-generated content can blur trust discussing information respectfully without falling into cynicism

Teachers’ feedback at this stage is essential. It ensures the toolbox will be practical, engaging, and aligned with how learning actually happens in real classrooms.

What’s next In the coming months, the co-designed materials will be implemented and tested through student workshops. These classroom experiences will also feed back into the toolbox, helping MILES project refines what works best and share approaches that can be adopted more widely.

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

EPIC Curriculum Implemented Through Youth and Youth Worker Trainings in the Western Balkans

Following the development of the EPIC Training Curriculum on Social Entrepreneurship and the completion of the Train-the-Trainer Workshop and Study Visit in Athens, Greece, the EPIC project advanced to its next crucial phase: the implementation of training activities at local level. These trainings translated the project’s educational resources and methodologies into practice, directly engaging youth workers and young people across the Western Balkans.

Project partners in Albania, Bosnia and Herzegovina, and Kosovo organised and delivered a series of training workshops tailored to two key target groups: youth workers, including professionals and representatives of youth organisations, and young people aged 15–30. The workshops were designed to apply a cascading training model, enabling participants who had graduated from the Training of Trainers (ToT) in Greece to transfer their knowledge, skills, and experience to their local communities.

The primary objectives of the training implementations were to enhance participants’ competencies in social enterprise management, effectively communicate the tools and methodologies developed during the earlier phases of the project, and adapt the EPIC Curriculum to local social and economic realities. Additionally, the workshops aimed to foster sustainable learning communities and strengthen connections among participants, encouraging long-term collaboration and peer learning.

Overall, the training activities reached 60 youth workers and 60 young people, generating high levels of engagement and enthusiasm across all target groups. While initial assessments revealed that many participants had a limited understanding of social entrepreneurship, often associating it primarily with philanthropy, the training sessions successfully shifted perspectives and built a solid foundational understanding of social enterprise principles. Participants also provided valuable feedback and constructive suggestions that will contribute to the further refinement of the EPIC Curriculum.

The training implementations marked a significant milestone for the project, successfully cultivating a culture of social entrepreneurship and inspiring a new generation of young people and youth workers to develop innovative, community-driven solutions for social change.

The EPIC Training Curriculum on Social Entrepreneurship aims to strengthen the entrepreneurial capacities of young people in the Western Balkans by equipping them with practical tools, knowledge, and resources to develop a social entrepreneurship mindset and skill set.

The EPIC project recognises the power of young people as drivers of positive social transformation. It seeks to empower youth workers and young people in the Western Balkans to become active citizens and social entrepreneurs by supporting them in identifying social challenges, developing innovative ideas, and transforming those ideas into sustainable social enterprises.

Aligned with the EU’s EaSI (2020) perspective, EPIC highlights the role of social enterprises in addressing social issues through civic engagement, particularly among disadvantaged groups. By promoting social entrepreneurship, the project contributes to reducing youth unemployment, fostering community development, and creating meaningful job opportunities in underserved social and environmental sectors.

The EPIC project specifically aims to:

  • Foster cooperation across regions through joint initiatives
  • Strengthen the capacity of organisations working with young people outside formal education
  • Support the development of quality youth work
  • Promote non-formal learning and active youth participation in society

More information about the project is available at: https://epic-project.eu/

INNOVATE Project Successfully Concludes

The Erasmus+ funded INNOVATE project has officially come to an end, marking an important milestone in strengthening how innovation is planned and managed within adult education, vocational education and training (VET), and European Vocational Enterprises (EVEs). Throughout its implementation, the project has supported educators and organisations in embedding innovation as a structured and practical element of everyday work.

INNOVATE has delivered a comprehensive set of results tailored to organisations at different stages of their innovation journey. Key outputs include a White Paper outlining major challenges and future directions for innovation management in education and training, as well as a Self-Assessment Tool enabling organisations to reflect on current practices and identify areas for improvement. In addition, the Manual on Innovation Management provides step-by-step guidance for planning and managing innovation processes, complemented by a dedicated Training on Innovation Management to support skills development. A Trainers’ Guide has also been developed to assist educators and trainers in delivering high-quality innovation-related learning activities.

These results have contributed to strengthening planning, coordination, and decision-making around innovation among educators and VET professionals. By promoting a more structured and reflective approach to change, the project has supported quality enhancement and long-term organisational development. Collaboration between partners from several European countries further enabled the exchange of experiences and good practices, reinforcing shared learning at European level.

Although the project has formally concluded, its impact will continue. All INNOVATE results remain freely available online and can be used beyond the project lifetime to support training activities, organisational development, and professional learning in adult education and VET.

All project resources can be accessed at https://innovate-project.eu/. Stakeholders are encouraged to explore, download, and share the materials with colleagues and professional networks.

The partnership would like to thank all partners, educators, and stakeholders who contributed to the success of the INNOVATE project. The project leaves a lasting legacy of practical tools and knowledge to support innovation in adult learning and VET across Europe.

ACT4DYS ePortfolio Successfully Piloted Across Five European Countries

The ACT4DYS ePortfolio was successfully piloted among youth workers, young people, and young persons with disabilities in Belgium, Cyprus, Ireland, Spain, and Portugal.

The piloting phase aimed to test, review, and validate the ACT4DYS ePortfolio ahead of its final launch, ensuring that its content, accessibility, usability, and relevance meet the needs of its target groups and align with the project’s objectives on disability-inclusive and sustainable urban development.

More specifically, the pilot sought to evaluate the quality of the ePortfolio’s content, its accessibility features, and overall user-friendliness, assessing its effectiveness in promoting inclusive and sustainable city practices. It also aimed to validate the innovative and replicable nature of the featured case studies across diverse contexts, while gathering structured feedback from different target groups to inform further improvements.

The initial goal was to engage 125 participants in the piloting process. This target was exceeded, with a total of 132 participants taking part: 55 youth workers, 43 young people, and 34 persons with disabilities.

Overall, the ePortfolio was very well received. Participants expressed high levels of satisfaction and provided positive feedback on its content and approach. At the same time, valuable suggestions were shared, particularly regarding further enhancements to accessibility. The ACT4DYS consortium will integrate as many of these improvements as possible prior to the official launch of the ePortfolio, reinforcing its commitment to inclusivity and user-centred design.

Learn more about the project: https://act4dys.eu/

AGRITECH Consortium Meets in Hungary for Transnational Project Meeting

The AGRITECH consortium recently met in Hungary for a Transnational Project Meeting, bringing together partners from across Europe to review progress and coordinate the next steps of the project. AGRITECH aims to transform agricultural education by integrating advanced technologies, innovative learning approaches, and modern management practices, responding to the evolving needs of the agricultural sector.

The meeting was organised to ensure effective coordination among partners, review ongoing work, and plan upcoming activities. Through open discussion and joint planning, partners aligned their efforts and reinforced collaboration across countries, sectors, and disciplines involved in the project.

During the meeting, partners reviewed progress across the different work packages and discussed the status of key deliverables. Particular attention was given to the development of the AgriTech Manager competence profile and the design of the learning ecosystem that will support future training and certification. The consortium also discussed the next phases of the project, including preparations for pilot activities, further development of the AGRITECH platform, training implementation, and upcoming policy-related outputs.

The face-to-face format of the meeting played an important role in strengthening shared understanding and ensuring quality and coherence across project activities. It also provided valuable opportunities for knowledge exchange between partners from education, research, and the agricultural sector, supporting a common vision for the project’s outcomes.

Looking ahead, the consortium will continue working closely on the implementation of planned activities and the delivery of upcoming milestones. Partners remain committed to coordinated action and regular communication to ensure the successful implementation of the project across all participating countries.

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

Empowering Youth Voices Across Europe: Highlights from GET POLITICAL Newsletter #2

The GET POLITICAL project continues to strengthen political literacy across Europe through research, exchange, and practical tools for youth engagement. Recent activities include the development of National and Transnational Political Posters, a comparative overview of political realities across partner countries, and the launch of the Booklet of Political Literacy Practices, a hands-on resource for youth workers and educators tested through national pilot sessions.

A key highlight of this period was the three-day Exchange of Political Literacy Practices in Kalamaria, Greece, bringing together partners, young people, and local authorities to explore Youth Councils and participatory strategies at municipal level. 

Learn more about the project, here: https://getpolitical-project.eu/ 

Discover the full story, insights, and what’s coming next in Newsletter #2, read the complete edition on our website.