• Establishment of a sustainable transnational European Virtual Industrial Design Studio with the participation three European Universities with a new holistic approach (TR, PT, ES), including active learning, •The creationn of a virtual material lab, virtual mechanisms and production methods library to facilitate the usage of correct data that is needed to establish the relationships in problem solving, • Integration of different virtual design solutions for humanizing the proposed industrial design concepts during the transnational team • Based on the experience gained, production of a guide for virtual industrial design studios intended for the sustainability of the results (design educators creating distance design curricula, learning designs and courses), • Integration of a new instant and rubric evaluation method for proper assessment of the industrial design phases of the transnational student teams. The holistic approach should primarily based on these issues. The studio can not be regarded as a classical university course, since it has to touch into several concepts in an interactive multidisciplinary way. Correct data is needed to establish the relationships in problem solving during industrial design phases.
For the design didactic conception of distance learning design courses, there must be a sequence of aesthetic experiences at the end of which personality development takes place. This is a consequence of the internal acquisition of competence, which is socially constructed by the students through interactions with fellow students, teachers, and others during their distance learning. Experiences of tension and crises are necessary factors in the creative processes that trigger this learning and adaptation, which naturally bears the signature of the virtual learning space that, as a hybrid studio, represents the specific style of study. Thus, there is a strong need for the creation of a European online virtual and blended (hybrid) industrial design studio that would simulate the traditional environment and functions considering and integrating different technological and pedagogical aspects that would correspond with the outcomes of the practices of physical world design culture. A part from that, the competences obtained at the unique virtual environment should match in well with the learning outcomes and learning outcomes/program outcomes matrix as well. Due to this dynamic nature, studio approaches and professional practice abst