The ARtemis project aimed to mainstream the use of modern digital media, such as AR, VR, 360° video, and 3D bioprinting, work-based learning (WBL) environments in floristry, landscaping, and biology. This required the development of structured, tailored training solutions for the pedagogic sound integration of the selected technologies into schools and work-based learning environments. The creation of didactic innovation training hubs across partner countries (DE, DK, NL, and NO). We also sought to include participants (landscaping) with special needs, supporting dyslexic learners through the use of AR and VR as a compensatory tool where visual input could substitute for textual presentations.
We applied for the ARtemis project in response to the growing need for an adapted didactical approach in (VET). Modern VET increasingly demands the integration of digital tools and methodologies to keep pace with the rapid digitalisation of labour markets, a trend that was significantly accelerated by the COVID pandemic. The pandemic underscored the necessity of equipping VET educators with the skills to use digital tools such as AR, VR, 360° videos, and 3D (bio-)printing, which were either underutilised or entirely unfamiliar in many sectors. The project specifically targeted the digital skills gap within VET, both in initial and continuing education (IVET and CVET). In particular, floristry and landscaping were identified as vocations where new technologies, including AR and VR, had limited usage but showed significant potential as educational tools. A key need was to upskill VET teachers and trainers to pedagogical-sound integrate these technologies into their teaching practices. Additionally, the project addressed the disparities in digital skills across European regions, age groups, and levels of urbanisation, ensuring thath both technologically advanced and less digitally developed areas benefitted from the project outcomes