Projects

A Digital Product Passport (DPP) is a structured digital collection of product-related information, including data on sustainability and circularity performance. DPPs are an essential tool to support European policies towards the twin, Green and Digital, transitions. Built on the results of the CIRPASS project, CIRPASS-2 will support 13 pilot deployments of DPP-enabled circular use cases, across multiple complex value chains in the textiles, electronics, tires and construction sectors. DPP system interoperability will be demonstrated for all pilots and confirm viable cross-sectoral, large-scale deployment of the DPP in real-life settings. The DPP Information System deployed will be aligned to European harmonized standards and regulatory requirements. The project will assess the information understanding and satisfaction of consumers, end-users and authorities in using the DPP. The environmental, economic and policy impacts of the DPP, as well as its benefits and challenges for all stakeholders, will be assessed.

The aim of the project is to assess the partner universities' IT curricula from the point of view of industries' and digital services end-users' needs, and to develop and pilot additional modules by universities.

The aim of the project is to assess the partner universities' IT curricula from the point of view of industries' and digital services end-users' needs, and to develop and pilot additional modules by universities.

Conducting a comparative study on ICT higher education offered by universities, the competencies of emerging ICT professionals, and the needs of the labor market, using Kenya, Nigeria, and Armenia as case studies. The study will be carried out within the framework of the international talent partnership project “Digital Explorer 2.”

"The project directly addresses digital transformation through development of digital readiness of participating HE institutions and their current and future students by provision and absorption of digital tools for delivery of digital educational content in the area of rapid application development (RAD) thereby enhancing the effectiveness and efficiency of the educational experiences of the students with tech and business backgrounds. The increased capacity to use RAD platforms (e.g. ORACLE APEX) will ensure preparation of a higher number of resilient students with business and/or tech background across at least 5 European countries. The project aims at the joint development of courses for Rapid application development (RAD) at European universities in Ireland, Estonia, Latvia, Lithuania, Croatia, with a focus on ORACLE APPEX, a concept that emphasizes rapid development of web and mobile applications. In an ever-competitive market, RAD is replacing traditional methods and off-the-shelf products. RAD allows business and IT to collaborate effectively, acting as a catalyst in innovation and streamlining workflows. The project will ultimately increase the quality in the educational work, activities and practices through digital transformation of at least 5 European HE institutions, opening up to different business sectors massively requiring IT talents."

Digital transformation through development of digital readiness is one of the main objectives of this project proposal by developing a platform through which educators along their students will be able to access STEM LABs remotely through the internet. Therefore ReSTELA project aims to strengthen digital skills , through remotely accessible STEM Labs for vulnerable groups such as people (students educators) living in rural areas, or other groups that don’t have the financial capacity or knowledge to setup such systems and at the same time emphasizing on promoting new and improved learning methods.

The EuroTeQ Engineering University builds on the belief that societal developments of recent years call for strong University Alliances to make the Knowledge Square of Education, Research, Innovation and Service to Society a reality and its impact a benefit to Europe and beyond. As six leading Universities of Science and Technology, spread across Europe, situated in innovation eco-systems and with great collaboration experience, we are equipped to introduce a paradigm shift in the engineering education of the future, aspiring responsible value co-creation in technology. In three years' time all these measures will have notably promoted the cooperation between the individual Partner Universities, across faculties and central units. It will have significantly improved the seamless mobility of students and faculty, who have to a great extend joined in the pilots. The joint efforts of the Partner Universities aim to develop and integrate training formats that expand the perspective to non-academic target groups and professionals, which will diversify the skills and competence base of Europe. Bridging the gap between different groups in society will enhance social permeability. The students participating in the new formats of the EuroTeQ Engineering University will have gained a deeper understanding of the specific qualifications of other professional groups, especially non-academics, international fellow students and experienced practitioners. They will have acquired multilingual skills necessary for the interaction with non-academics involved. The developments will have provided already notable impulses for extended eco-systems beyond the Partner Universities for collaborative education in technology-oriented occupational fields.

We want to pilot the possible approaches of using telepresence robots in teaching. We are investigating whether the use of telepresence robots to bring teachers and students into a common physical learning space in cases where their participation would be prevented due to disability, health condition, location, etc., offers them a greater experience of presence, closer to contact learning, compared to the solutions used so far. Among other things, this is a prerequisite for high-quality implementation of problem and project based learning in a contact learning situation, encouraging the integration of active learning methods (group work, discussions, etc.) into various activities and offering more versatile opportunities for participation in learning. Social isolation and the resulting mental problems have been pointed out in various research articles covering higher education studies during the COVID-19 era. Presence mediated by a telepresence robot gives the robot user more versatile freedom to act in physical space, for example, moving around independently, establishing contact and eye contact with fellow students (including changing one's relative height - sitting vs. standing companion), controlling objects in the physical environment using voice commands, additional manipulators, movement, etc.