The project aimed to integrate green-transition entrepreneurship into everyday vocational education and training practice and to ensure its accessibility for mixed-ability learner groups. It sought to develop high-quality, open learning tools by producing five multilingual digital games and a self-paced Online Training Program with clearly defined learning outcomes, checks for understanding, and concise teacher guidance. All materials were released in open, exportable formats to allow adaptation to local contexts without licensing costs. A further objective was to strengthen teacher capacity and recognition by enabling educators to upskill asynchronously and obtain micro-credentials aligned with institutional continuing professional development, thereby increasing confidence in teaching learners with learning difficulties. The project also set clear pilot and quality targets, engaging at least 100 learners and 120 educators across partner countries, achieving a minimum of 80% satisfaction in terms of usefulness, quality, and ease of use, and collecting comparable evidence through shared questionnaires, harmonised indicators, and light analytics. Also, the project aimed to ensure transferability and sustainability through ready-to-use lesson flows, multilingual packaging, and basic governance arrangements, while fostering wider adoption by embedding results in professional development systems, supporting curriculum integration, and disseminating outputs through national and European vocational education and training networks.
The project was submitted to address a common need in vocational education and training centres for a practical and inclusive approach to teaching entrepreneurship for the green transition. Teachers across partner countries reported limited time, insufficient tools, fragmented or overly theoretical resources on the circular economy, and a lack of accessible, multilingual, and adaptable digital materials. Existing training opportunities rarely resulted in classroom-ready solutions or recognised continuing professional development. The project responds through two complementary strands: the development of five multilingual digital games that translate circular-economy concepts into short, inclusive scenarios suitable for mixed-ability groups, and a self-paced Online Training Program that models inclusive methods, includes checks for understanding, and awards micro-credentials to ensure visibility and recognition of teachers’ efforts. Both strands are open, exportable, and based on H5P and learning management system formats, allowing localisation without additional costs. Transnational cooperation was essential to ensure cultural and linguistic relevance, consistent terminology, and validation through joint design and piloting in Greece, Italy, Lithuania, and Spain. Overall, the project addresses a shared European need for inclusive, digital-by-design green entrepreneurship education that is immediately usable, sustainable beyond funding, and transferable across countries.