Menu Close



ACADEMY INFLUENCERS came into being under the European Union Year of the YOUTH 2022. The project involves young people in the achievement of new key competences on social media business with a balanced mix of vocational digital skills. We would like to contribute to innovation in vocational education and training and resort to e-learning via virtual learning environments, multimedia hardware and software and through social networking to help the participants to learn within the established times. We are sure that more and more young people will grasp the importance of using social media and create new jobs. It contributes to the mutual recognition of new qualifications across EU and learning outcomes in Europe facilitating to work closely with the new digital technologies and, of course, the creation of new jobs. Youth unemployment is significantly connected with less digital skills and this project is targeted at young people identifying innovative professions in the current and future labor market. Being a social media influencer is not a hobby but a concrete job in a competitive workplace. A real job is an activity when you get a certain occupation with activities and get paid for these activities. Therefore, social media influencers must amass a large audience, build connections over the time, add value to their followers’ lives, create vast contents of photos, videos, storytelling, creativity and new ideas, etc. Being a social media influencer is also a very difficult job, more so than most people think. The first step before all is to understand how to build a solid reputation around social media, study and work hard to learn the rules, social channels, how grow popularity, how to choose social media technology suited for their business needs, how to use the activity monitoring and how to plan & develop their own social marketing strategies. One of the reasons for social influencer marketing great success is because influencers have a targeted completed skill education and are responsive to the changes of market and digital instruments in the field of social media. It’s important to understand the basic types of social media content that can make the difference in the social work marketplace. Social Media is an evolving field and for the professional influencer is compulsory to understand the risks and the opportunities for success.

CRAFTING 50 & BEYOND: Digital enabler for older craftsmen’s businesses

Considering the characteristics of the craft sector, CRAFT50+ will work to understand the competences that craftsmen from different partner countries (Italy, Portugal, Romania, Bulgaria, Belgium, Cyprus and Georgia) have and the activities they need to develop to make these activities more creative and digital. Taking advantage of the economic restructuring that the pandemic requires, the entire craft area will be worked on, understanding the cultural and legislative contexts of each country for these activities, and working directly with craftsmen to endow them with the business and technological skills needed to boost their business. At least 42 craftsmen will be involved in the project activities, following a co-construction methodology and 18 craftsmen will have the opportunity to participate in a blended mobility of learners. 230 stakeholders will be involved in multiplier events directly.


Traditional teaching methods are focused on providing facts; however, having access to and consuming a lot of information isn’t learning. Being informed isn’t the same as being educated. Virtual Reality (VR) can motivate students towards academic achievement. By using of VR technology, teachers can attract the attention of students to developed VR education material and make studying process exciting and more effective. VR is on the doorstep of education, and without a doubt, it’ll change the world as we know it. New school classrooms will be technologically advanced places of learning, with VR technology, that will allow significantly increasing of students’ engagement and learning. The present limits can be notified in the lack of necessary IT equipment, as well as lack of teachers’ skills in ability of the underlying technology to customize the material on such way that it can be easier to implement VR material as a part of the class curriculum.