Periodic Reporting for period 1 - TransEET (Transforming Education with Emerging Technologies)
Période du rapport: 2023-01-01 au 2025-12-31
The Transforming Education with Emerging Technologies (TransEET) project established a sustained twinning programme between NKUA’s Educational Technology Lab (Greece) and leading European partners (UNITO, JKU, HvA), with UCL as an associated partner. Its objective was to strengthen capacity, build durable synergies, and accelerate educational innovation with emerging technologies in the SSH education domain.
TransEET addressed how rapidly evolving technologies (e.g. AI, learning analytics, VR/AR and embodied interaction) can become educationally meaningful, inclusive and sustainable. The consortium developed and implemented the Co.F.E. twinning model—Communities of Interest (CoIs), Flow of Rapid Prototypes (FRP) and Actors with Hybrid Expertise (AHE)—to organise joint work across institutions (Figure 1). Through five CoIs, partners co-designed and iterated digital educational artefacts and documented reusable procedures and templates.
Co.F.E. structured work through four linked strands—networking & training, joint resources, joint research & proposal preparation, and dissemination & outreach (Figure 2)—leading to staff exchanges and workshops, a rapid prototyping workflow and shared resources. Joint empirical work included the Math-Dance environment (GeoGebra+ and MaLT2Dance) and a reusable activity pack, demonstrating embodied and music-based approaches to mathematical meaning-making.
For sustainability, TransEET consolidated expertise into the open NeMAST toolkit and strengthened partners’ capacity for continuation through follow-up proposals. Overall, the project leaves a durable collaboration network, validated methods, open tools/resources, and pathways for continued research and uptake.
TransEET addressed how rapidly evolving technologies (e.g. AI, learning analytics, VR/AR and embodied interaction) can become educationally meaningful, inclusive and sustainable. The consortium developed and implemented the Co.F.E. twinning model—Communities of Interest (CoIs), Flow of Rapid Prototypes (FRP) and Actors with Hybrid Expertise (AHE)—to organise joint work across institutions (Figure 1). Through five CoIs, partners co-designed and iterated digital educational artefacts and documented reusable procedures and templates.
Co.F.E. structured work through four linked strands—networking & training, joint resources, joint research & proposal preparation, and dissemination & outreach (Figure 2)—leading to staff exchanges and workshops, a rapid prototyping workflow and shared resources. Joint empirical work included the Math-Dance environment (GeoGebra+ and MaLT2Dance) and a reusable activity pack, demonstrating embodied and music-based approaches to mathematical meaning-making.
For sustainability, TransEET consolidated expertise into the open NeMAST toolkit and strengthened partners’ capacity for continuation through follow-up proposals. Overall, the project leaves a durable collaboration network, validated methods, open tools/resources, and pathways for continued research and uptake.
Over the full project duration (M1–M36), TransEET operationalised the Co.F.E. twinning method (Figure 1) through an integrated set of activities (Figure 2) that combined networking and training, joint resource development, rapid prototyping, and joint research. Five Communities of Interest (CoIs) were established and sustained across all beneficiaries, with regular collaboration routines (monthly CoI meetings and quarterly TransEET webinars) supporting continuous exchange, shared documentation, and cross-CoI alignment.
Networking, mobility and scientific community-building were implemented through five twinning workshops (including the final three in Turin 11/2024, London 06–07/2025 and Athens 12/2025), complemented by targeted staff-exchange clusters and partner visits. These activities consolidated working routines across the network, strengthened NKUA-ETL’s capacity through intensive mutual learning, and supported the maturation of CoI outputs and joint research. In parallel, the consortium co-organised and/or contributed to major external scientific events, extending the network’s reach and visibility (e.g. WAAE 2024 and ICTMT-17, in addition to ICTMT-16 earlier in the project).
Joint resources and technical outputs were advanced through the Flow of Rapid Prototypes (FRP) and its documentation and consolidation. Across the project, the consortium produced a portfolio of 70 rapid prototypes across the five CoIs, and codified accumulated practices, templates, and examples into the NeMAST online toolkit, designed as an open and sustainable hub for reuse beyond the project lifetime.
Joint research (WP3) delivered a transdisciplinary design-based research strand focused on embodied mathematical learning supported by emerging technologies (Figure 3). The consortium designed and refined the Math-Dance environment via two complementary demonstrators (GeoGebra+ and MaLT2Dance; Figures 4-5) and iteratively improved the tools based on classroom evidence. Two pilot cycles were completed, including a second cycle covering 5 schools, 4 countries, 7 classrooms and 74 students, using shared instruments and a common analysis framework, culminating in cross-site synthesis of findings and future requirements for tool improvement.
Proposal-preparation capacity (WP4) was strengthened and consolidated into reusable routines. Training on research project management and administration tools was implemented through 7 training sessions (144 participants) (presentations, webinars, and hands-on workshops), and the consortium finalised a structured proposal “pipeline” through the Project Attraction Plan and the proposal portfolio. By project end, TransEET documented five submitted proposals across Horizon Europe, Erasmus+, and national routes (including DaME and SOUNDSTEM as Horizon Europe submissions), demonstrating sustained joint capacity for follow-up funding beyond the project lifetime.
Networking, mobility and scientific community-building were implemented through five twinning workshops (including the final three in Turin 11/2024, London 06–07/2025 and Athens 12/2025), complemented by targeted staff-exchange clusters and partner visits. These activities consolidated working routines across the network, strengthened NKUA-ETL’s capacity through intensive mutual learning, and supported the maturation of CoI outputs and joint research. In parallel, the consortium co-organised and/or contributed to major external scientific events, extending the network’s reach and visibility (e.g. WAAE 2024 and ICTMT-17, in addition to ICTMT-16 earlier in the project).
Joint resources and technical outputs were advanced through the Flow of Rapid Prototypes (FRP) and its documentation and consolidation. Across the project, the consortium produced a portfolio of 70 rapid prototypes across the five CoIs, and codified accumulated practices, templates, and examples into the NeMAST online toolkit, designed as an open and sustainable hub for reuse beyond the project lifetime.
Joint research (WP3) delivered a transdisciplinary design-based research strand focused on embodied mathematical learning supported by emerging technologies (Figure 3). The consortium designed and refined the Math-Dance environment via two complementary demonstrators (GeoGebra+ and MaLT2Dance; Figures 4-5) and iteratively improved the tools based on classroom evidence. Two pilot cycles were completed, including a second cycle covering 5 schools, 4 countries, 7 classrooms and 74 students, using shared instruments and a common analysis framework, culminating in cross-site synthesis of findings and future requirements for tool improvement.
Proposal-preparation capacity (WP4) was strengthened and consolidated into reusable routines. Training on research project management and administration tools was implemented through 7 training sessions (144 participants) (presentations, webinars, and hands-on workshops), and the consortium finalised a structured proposal “pipeline” through the Project Attraction Plan and the proposal portfolio. By project end, TransEET documented five submitted proposals across Horizon Europe, Erasmus+, and national routes (including DaME and SOUNDSTEM as Horizon Europe submissions), demonstrating sustained joint capacity for follow-up funding beyond the project lifetime.
TransEET delivered results that go beyond the state of the art by combining a transferable twinning methodology with reusable tools, resources and validated design knowledge for educational transformation with emerging technologies.
Main results and potential impacts:
1. The Co.F.E. Method: replicable model for cross-institutional collaboration and hybrid expertise; strengthens long-term capacity, especially in Widening contexts.
2. FRP + portfolio (70 rapid prototypes): rapid co-design and reuse of digital artefacts, accelerating follow-up research and innovation.
3. NeMAST open toolkit: open guidance and resources on networking, project management and sustainability, supporting uptake beyond the consortium.
4. Math-Dance tools (GeoGebra+ & MaLT2Dance) + activity pack: classroom-tested designs linking embodied interaction/music with maths; reusable for teacher education and research.
5. Proposal pipeline (5 submissions): demonstrates strengthened R&I capacity and routes for continuation and scaling.
Key needs to ensure further uptake and success:
a) Further demonstration and research (larger/longer classroom implementations, more contexts).
b) Sustained maintenance/curation of open outputs (hosting, updates, documentation).
c) Internationalisation and partnerships to broaden adoption and co-development.
d) IPR/licensing clarity and management of any third-party dependencies where relevant.
e) Alignment with teacher education/curriculum priorities to support institutional uptake.
Main results and potential impacts:
1. The Co.F.E. Method: replicable model for cross-institutional collaboration and hybrid expertise; strengthens long-term capacity, especially in Widening contexts.
2. FRP + portfolio (70 rapid prototypes): rapid co-design and reuse of digital artefacts, accelerating follow-up research and innovation.
3. NeMAST open toolkit: open guidance and resources on networking, project management and sustainability, supporting uptake beyond the consortium.
4. Math-Dance tools (GeoGebra+ & MaLT2Dance) + activity pack: classroom-tested designs linking embodied interaction/music with maths; reusable for teacher education and research.
5. Proposal pipeline (5 submissions): demonstrates strengthened R&I capacity and routes for continuation and scaling.
Key needs to ensure further uptake and success:
a) Further demonstration and research (larger/longer classroom implementations, more contexts).
b) Sustained maintenance/curation of open outputs (hosting, updates, documentation).
c) Internationalisation and partnerships to broaden adoption and co-development.
d) IPR/licensing clarity and management of any third-party dependencies where relevant.
e) Alignment with teacher education/curriculum priorities to support institutional uptake.