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The European educational system stands in a unique position at the crossroads of training, research and innovation, in shaping sustainable and resilient economies, and in making its territories greener, more inclusive and more digital through culture and creativity. This paper is the result of a one-year collaboration between the Alma Mater Studiorum — Università di Bologna and the Jagiellonian University, under the umbrella of the EIT Culture & Creativity (EIT C&C), in the interim co-chairing of the Direction linked to the Action Program 1 Talent Scaler, to define activities and strategies for the operationalization of the Strategic Objective 1 about Education. This involvement opened up the possibility to activate a fruitful international cooperation with all the members of Una Europa, the alliance of Europe’s eleven largest leading research universities that aim to create a truly European inter-university environment, a University of the Future. [ABSTRACT FROM AUTHOR]

Whilst the link between young people's well‐being and the creative arts is strengthening, there is a lack of research which focuses on the roles that artists play to help teachers and parents engage young people in the creative arts. This paper explores the benefits of and barriers to artists working in education in six European countries (England, Iceland, Germany, Greece, Italy and Austria). Using the '5A's model of creativity' and a view of professional development taking place within 'landscapes of practice', the data were analysed in order to explain how creativity is operationalised in the different contexts. Our study highlights the need for policy at a national and transnational level to value the creative arts in order to help teachers cross boundaries and utilise the full potential of the creative arts in schools. Our study also highlights that further research is needed into how artists shape teaching and curriculum and how schools engage parents in the creative arts in order to build an evidence‐base relating to young people's positive mental health that can affect policy at these levels. [ABSTRACT FROM AUTHOR]

Despite the significant emphasis placed on incorporating 21st century skills into the educational framework, particularly at the primary level, recent scholarly works indicate considerable variation in the implementation of these skills across different countries and regions, suggesting a demand for further research specifically focusing on primary education. The indications of the Digicomp framework and 21st-century skills in Europe have outlined the key competences for lifelong learning needed for all citizens, including teachers and students. In this perspective, Education plays a fundamental role in ensuring that citizens acquire the required skills. The objective in the common European framework is clear: to initiate a transition from the culture of knowledge to the culture of competence. Nowadays, technological advancement allows the researchers to create and combine different frameworks with the perspective of an even more tailored, and engaged education, some examples derived from the implementation of Virtual Reality (VR) and Augmented Reality (AR), in the combination of Gamification and AI, or the development of Intelligent Tutoring Systems (ITS) to foster and create an even more personalized learning and teaching. Following these premises, in this paper, we want to point out new research reflections and perspectives that could help researchers, teachers, educators (and consequently students) to reflect on the introduction of new technologies (e.g., artificial intelligence, robot tutors) and on how these can affect on human behavioral development and on the acquisition of new skills and competences (Specifically: Creativity, Critical Thinking, Problem Solving, and Computational Thinking) for the educational context. The analysis carried on, suggests a perspective on how creativity, critical thinking, and problem-solving can be effective in promoting computational thinking, and how Artificial Intelligence (AI) could be an aid instrument to teachers in the fostering of creativity, critical thinking, and problem-solving in schools and educational contexts. • Point out new research reflections and perspectives on the introduction of new; technologies (e.g., artificial intelligence, robot tutors) in educational context; • Outline activities and lines of research on Creativity, Critical Thinking, Problem Solving, and Computational Thinking; • Propose solutions to be able to implement AI and new technologies for the development of skills in human behavior; • Suggestions for implementing technologies in the school context; • The fundamental role of the network of schools in the European context. [ABSTRACT FROM AUTHOR]

This essay introduces CYANOTYPES, a collaborative multi-year research project that set out to explore and address how people across the creative sector — arts, culture, and design in all their manifestations — might organise learning in the (immediate) future, and outlines a creative agency model to facilitate the development of curricula and custom learning journeys, contending that especially in the context of the growing role of intelligent systems in the creative process, a focus on creative agency makes sense to frame the analysis as well as the design of learning processes. [ABSTRACT FROM AUTHOR]

This introduction to the special issue The Cold War of Labor Migrants: Opportunities, struggles and adaptations across the Iron Curtain and beyond seeks to bring forward the conversation between the history of the Cold War and migration studies. It is the result of a workshop convened by the Working Group 'Labor Migration History', of the European Labor History Network. It maps out the academic debate on international labor migration and it critically engages with its western-centric approach. It introduces the seven contributions which, from different geographic and thematic perspectives, reassess the importance of non-Western experiences in shaping the entanglement between international labor migration and the Cold War. Two lines of inquiry feature prominently in this special issue. The first is a reassessment of the relevance of the regulation of international migration as a political terrain on which the Cold War divide was both constructed and deconstructed by different institutional actors, which, at various levels, were empowered by the existence of Cold War rivalry. The second, is the agency of migrants and aims to explore the fluidity, opportunism and creativity in the ways that migrants themselves experienced state control because of the particular Cold War socio-economic and political context. [ABSTRACT FROM AUTHOR]

There is a secret pleasure in naming new species. Besides traditional etymologies recalling the sampling locality, habitat or morphology of the species, names may be tributes to some meaningful person, pop culture references and even exercises of enigmatography. Using a dataset of 48 464 spider etymologies, we tested the hypothesis that species names given by taxonomists are deeply influenced by their cultural background. Specifically, we asked whether naming practices change through space or have changed through time. In absolute terms, etymologies referring to morphology were the most frequently used. In relative terms, references to morphology peaked in 1850–1900 and then began to decline, with a parallel increase in etymologies dedicated to people and geography. We also observed a dramatic increase in etymologies referring to pop culture and other cultural aspects in 2000–2020, especially in Europe and the Americas. While such fashionable names often carry no biological information regarding the species itself, they help give visibility to taxonomy, a discipline currently facing a profound crisis in academia. Taxonomy is among the most unchanged disciplines across the last centuries in terms of tools, rules and writing style. Yet, our analysis suggests that taxonomists remain deeply influenced by their living time and space. [ABSTRACT FROM AUTHOR]

Creativity is often highly concentrated in time and space, and across different domains. What explains the formation and decay of clusters of creativity? We match data on notable individuals born in Europe between the eleventh and the nineteenth centuries with historical city data. The production and attraction of creative talent is associated with city institutions that protected economic and political freedoms and promoted local autonomy. Instead, indicators of local economic conditions such as city size and real wages, do not predict creative clusters. We also show that famous creatives are spatially concentrated and clustered across disciplines, that their spatial mobility has remained stable over the centuries, and that creative clusters are persistent but less than population. [ABSTRACT FROM AUTHOR]