AUgmented Reality OERs for Regional Attractiveness

The AURORA project had the main objective of answering the new needs of the labor market by providing students with the technical and digital skills needed in their professional future for the tou...

The AURORA project had the main objective of answering the new needs of the labor market by providing students with the technical and digital skills needed in their professional future for the tourism and cultural sectors. The project aimed to bridge the gap between education and the real-world job market, focusing on territorial marketing and augmented reality. A key objective was to connect students with local businesses, to interpret industry needs and explore future employment opportunities. This hands-on approach aimed at enhancing their employability and their understanding of the local and European cultural heritage. As far as teachers are concerned, the project provided tools and resources for updating their teaching approaches, creating a ripple effect that extended beyond the directly involved students. Finally, we aimed to build connections between VET schools, companies and stakeholders, in a collaborative environment that will continue to reinforce digital competencies and support innovation in education and training.

In the AURORA project, we carried out targeted activities designed to bridge education and labor market needs. Research was conducted to identify skills mismatches in the tourism and marketing sectors, through surveys and data analysis with students and local businesses conducted in each of the three partner countries. This research became the background for the development of Open Educational Resources (OERs) focused on augmented reality (AR). Workshops were held to train students and teachers on AR tools and applications that can be used for the promotion and enhancement of the territory. The activity included visits to local cultural attractions that are already experimenting with the use of augmented reality to expand their attractiveness. A dissemination campaign ensured the broad reach of project results. This included the creation of a dedicated website, social media engagement, newsletters and an international workshop, where participants showcased their digital projects and gained additional training in tourism marketing.

Within the lines of the project, we produced: 1. a comprehensive report on skills mismatch in the marketing and tourism sectors, 2. two digital handbooks: an Open Educational Resources (OER) database focusing on AR applications in cultural heritage and tourism, and a practical guide to creating AR installations, 3. students developed AR-based digital projects in collaboration with local businesses. These outputs are accessible, replicable, and designed for long-term impact. Intangibly, the project equipped students with vital digital knowledge and hands-on experience with new technologies like AR, preparing them for future careers in marketing and tourism. Teachers gained new skills learned new methodologies to help them integrate digital tools in the curricula. Moreover, the project strengthened collaboration among schools, businesses and stakeholders, promoting cultural heritage and the exchange of best practices. It also developed student teamwork, problem-solving, and intercultural skills, all invaluable for their future.