Sustainability and digitization in modern education

The EduDemoS project was conceived at a moment of profound transformation for education and vocational education and training (VET) in Europe. The twin green and digital transition is advancing rapidly, driven by the European Green Deal, the Digital Agenda, and EU strategies to modernise education systems. However, at a practical level, VET centres and companies face significant challenges in integrating these processes into everyday training activities. Firstly, there is a lack of practical pedagogical resources that combine sustainability and digitalisation in a tangible way. Many training centres offer theoretical content on renewable energy or digital skills but lack accessible materials that allow learners to engage hands-on with green and digital technologies, enabling active and meaningful learning. Secondly, there is an urgent need to train and support teachers and in-company trainers. A considerable proportion of VET staff do not yet have specific training or ready-to-use tools to integrate green and digital competences into classrooms, workshops or workplace training. This gap is particularly acute in under-resourced centres, rural or peripheral areas, and in sectors with low levels of digitalisation. Thirdly, there is a persistent digital and social divide that affects different groups unequally. Women, migrants, refugees and young people in vulnerable situations have fewer opportunities to access technological and ecological training, limiting their prospects in emerging labour markets linked to the green transition. Another key challenge is motivation and relevance. When sustainability and digitalisation are presented in a purely theoretical way, learners tend to perceive them as abstract and distant concepts. There is a clear lack of methodologies based on experimentation and real problem-solving that can spark interest, foster creativity, and develop transversal skills. In addition, there is a shortage of open, modular and transferable materials. Many existing resources are subject to restrictive intellectual property rights or require costly infrastructure, which makes it difficult for other centres or companies to adopt them. There was a clear need to design open, scalable and adaptable pedagogical tools that could be easily integrated into both VET and workplace training contexts. These needs were validated by the consortium based on previous European collaboration experiences. Gerda Stetter Stiftung and Fundación Sergio Alonso had previously worked together on the project “In the same code” (KA210-VET), which demonstrated the potential of combining programming, sustainability and hands-on learning in VET contexts. The two participating schools were also involved in the Swiss InnoVET initiative, focused on educational innovation through internationalisation. Finnova joined this partnership by contributing its expertise in European projects, sustainability, entrepreneurship and large-scale dissemination, reinforcing the project’s impact and transferability dimensions. From this shared diagnosis, EduDemoS was born as a practical approach to bringing the twin transition closer to classrooms and workplaces. The project sets out to develop sustainable technological demonstrators —based on solar and wind energy and water collection — that learners can build, adapt and connect to a shared IoT platform. Through this approach, sustainability and digitalisation cease to be abstract concepts and become real, accessible and engaging experiences. Furthermore, EduDemoS contributes to positioning VET as a driver of change in the green and digital transition, fully aligned with European priorities for sustainable development, innovation and transnational cooperation. By strengthening capacities and creating transferable resources, the project supports long-term educational modernisation and impact. Ultimately, the initiative was conceived to address a set of structural and urgent needs: to provide inclusive and practical pedagogical resources; to enhance teacher training; to reduce digital inequalities; to increase learner motivation and participation; to make open and transferable materials widely available; and to strengthen international cooperation in the field of VET and workplace learning.

The EduDemoS project was conceived with the aim of supporting the green and digital transition in Vocational Education and Training (VET) through a practical, innovative and open approach capable of transforming both teaching practices and workplace training. From the outset, the consortium defined a clear set of interconnected strategic and operational objectives that guided all activities and expected results. Firstly, the project sought to develop accessible, practical and transferable pedagogical resources that would allow sustainability and digitalisation to be integrated into VET in a tangible way. This objective was achieved through the creation of sustainable technological demonstrators —based on solar and wind energy and water collection — and the production of step-by-step didactic guides that can be used by teachers, trainers and learners in different educational contexts. These resources were designed to be open, modular and scalable, enabling any training centre or company to adapt them to their specific needs. Secondly, EduDemoS aimed to strengthen the skills and capacities of teachers and in-company trainers, equipping them with innovative pedagogical tools and practical methodologies that facilitate the integration of green and digital competences into their daily practice. Through targeted training activities, transnational exchanges and the use of project-developed materials, the objective was to empower teachers as key agents of educational transformation and as multipliers of the project’s pedagogical approach. Thirdly, the project intended to enhance the green and digital competences of students and workers by offering learning experiences based on experimentation and real-life problem solving. Following the project’s implementation sequence, students participated in workshops and activities led by the trained teachers, and later acted as multipliers themselves by sharing their knowledge and skills with other groups of learners. The goal was for students to acquire not only technical knowledge, but also transversal competences such as teamwork, creativity, autonomy and the ability to apply sustainable solutions in professional contexts. Fourthly, EduDemoS aimed to promote inclusion and reduce gaps in access to green and digital education by developing activities and materials that can be adapted to diverse audiences, including groups with fewer opportunities. The modular structure of the resources allows work at different levels of complexity, facilitating the participation of heterogeneous groups and supporting a fair and equitable transition. Finally, the project sought to foster European and cross-sectoral cooperation and strengthen the structural role of VET in the twin transition. By bringing together foundations, schools, companies and organisations specialised in innovation and sustainability, the project aimed to build lasting synergies that go beyond its duration, combining technical, pedagogical and dissemination expertise to maximise its impact at regional, national and European levels. Taken together, these objectives reflect a shared vision: to drive a structural change in the way VET teaching and learning are approached, preparing students, teachers and companies to successfully face the ecological and digital challenges of the coming decade. EduDemoS was not limited to producing tangible outputs; it aimed to build capacity, motivation and sustainable partnerships that will continue to deliver impact well beyond the project’s lifetime.

The implementation of EduDemoS followed a clear and coherent sequence combining planning and coordination, technical and pedagogical development, teacher training, student activities, international cooperation, strategic dissemination and continuous evaluation. All activities were carefully designed to address the project objectives and ensure consistent progress throughout the entire implementation period. The project started with a coordination and planning phase, during which the consortium defined the overall work plan, timeline, communication channels and shared working methodologies. Internal procedures were established to allocate responsibilities between partners and to guarantee smooth and transparent cooperation. From the outset, the consortium strictly complied with EU visibility and communication requirements, correctly applying official Erasmus+ logos, disclaimers and graphic guidelines in all materials, events and publications. Equal attention was paid to compliance with European and national data protection regulations, ensuring that all training and dissemination activities fully respected the applicable legal framework. The second phase focused on the technical and pedagogical development of project outputs. Partners collaboratively designed and built sustainable technological demonstrators based on solar and wind energy and water collection, and integrated IoT sensors and connectivity to collect and visualise data in real time. In parallel, they produced step-by-step pedagogical guides, technical datasheets and visual materials to support use in different training contexts. A key feature of this phase was the continuous process of revision and improvement that took place throughout the entire project lifetime. Feedback collected during teacher trainings, student workshops and pilot activities was systematically used to update and adapt the demonstrators and materials, improving their usability, pedagogical clarity and practical impact. The third phase involved training for teachers and in-company trainers, delivered through a combination of transnational and local activities. These sessions focused on how to use the demonstrators, integrate green and digital competences into training programmes and apply active, hands-on teaching methodologies. This stage was essential for creating a strong multiplier effect, as trained teachers later led student activities in their institutions. The fourth phase centred on student activities. Teachers applied the EduDemoS approach in classrooms and workshops, organising practical sessions and collaborative projects in which students built, programmed and adapted the demonstrators. In several cases, trained students also acted as multipliers by sharing their knowledge and supporting their peers through peer-learning activities. In parallel, the project promoted international cooperation and exchange of experience through regular partner meetings, technical workshops and joint activities involving institutions from different countries. These exchanges ensured pedagogical and technical consistency across the consortium, strengthened institutional links and facilitated collaborative problem-solving. A range of communication and dissemination activities was carried out at local, national and European levels. These included social media campaigns, presentations at events, printed materials and participation in fairs and conferences. The objective was to increase the project’s visibility, share resources and raise awareness about the role of VET in the twin green and digital transition. Finnova played a key role in this dimension, contributing its extensive experience in European communication and maximising outreach and impact. Finally, monitoring and evaluation activities were implemented to track technical and pedagogical progress, collect lessons learned and introduce adjustments where necessary. This continuous evaluation process ensured that the project remained on track and delivered high-quality results. Overall, the implementation of EduDemoS followed a logical and structured sequence: initial planning and development, teacher training, student engagement, supported by international cooperation, strategic dissemination, regulatory compliance and continuous improvement. This comprehensive approach enabled the project to achieve a strong and lasting impact on participating institutions and their wider educational and professional ecosystems.

The results of EduDemoS went well beyond the initial objectives, both in quantity and quality. The project combined the production of technological demonstrators and open pedagogical resources with intensive training activities and strong dissemination, strengthening the capacity of VET actors to engage in the green and digital transition. Originally, three demonstrators and three guides were planned. Instead, six complete demonstrators were developed: two wind devices (a kinetic sculpture and a traditional windmill), two water systems (a hybrid solar/water collector and a cactus evaporation model), and two solar prototypes (a sunflower tracker and a compact “turtle” module). They were conceived as modular, open and replicable tools, enabling learners to work hands-on with renewable energy and IoT. In parallel, seven step-by-step technical manuals, one IoT guide and a methodological guide were created, supported by 3D printing files and programming codes. All materials were published under CC BY-NC-SA 4.0 and GNU GPL v3.0 licences and are freely accessible online. Development was collaborative. Fundación Sergio Alonso and Gerda Stetter Foundation worked together with ULPGC, TUM Munich and THWS Würzburg-Schweinfurt, contributing creative sketches, proposals and validations. GBS St. Gallen developed the IoT dashboard; Fundación Sergio Alonso coordinated the guides; and IES El Rincón led testing in VET contexts. Prototypes and materials were refined through real activities such as the Gran Canaria Makeathon 2024, the ULPGC IoT workshop, and presentations at Hannover Fair 2024, validating their technical and educational quality. Training and participation significantly exceeded plans. Instead of 10 teachers and 90 students, 28 teachers and 162 direct participants took part: 12 in the Teacher Academy, 92 students and 11 teachers in Local Academies, and 42 students and 5 teachers in Brussels. 50 demonstrators were built during activities, including 20 IoT-connected models. This required creating full demonstrator kits with 3D-printed parts and materials, coordinated logistically between Spain, Germany, Switzerland and Belgium. EduDemoS also introduced an innovative peer-to-peer learning structure. Gerda Stetter Foundation first trained university students and graduates, who then trained VET teachers and learners. Later, VET students from IES El Rincón and GBS St. Gallen acted as facilitators in Brussels, supporting new peers and multiplying impact. Dissemination was broad and effective. 1,319 participants were reached across Spain, Switzerland, Germany and Belgium. 23 student groups designed and connected their own demonstrators. Five online showrooms involved 108 participants. The project was showcased at major fairs such as Maker Faire Hannover, Electronica Munich, SPS Nuremberg, Didacta Stuttgart, Automatica Munich, ees Europe and the Festival of the Future. Quality and impact were monitored systematically. Feedback from students and teachers showed satisfaction above 80%, highlighting the clarity and motivational value of the demonstrators and guides. Evidence includes attendance lists, visual records, 138 media publications and over 18,000 online views. In conclusion, EduDemoS delivered more demonstrators, guides, participation, digital integration and outreach than planned. Its open and technically ambitious approach generated high-quality, transferable outputs and strengthened VET capacities at local, national and European levels. Overall, EduDemoS achieved and surpassed its objectives, delivering a comprehensive set of six technological demonstrators, nine pedagogical guides, 50 student-built models, and reaching over 1,500 participants through training and events. The project combined technical innovation, pedagogical change, peer-learning structures and large-scale dissemination, supported by strict application of open licensing and EU visibility rules. Its outputs are high-quality, multilingual, openly accessible and already being transferred beyond the partnership. These results ensure lasting impact by providing practical tools, enhanced competences and strengthened cooperation networks for VET’s contribution to Europe’s green and digital transition.