HIATUS

<< Background >>The increasingly pervasive digital transformation, exacerbated by the Covid-19 emergency, has catapulted contemporary societies into a climate of continuous change and need for updating and adapting skills, especially among young people. Developing skills based on critical thinking, creative planning and entrepreneurship is therefore essential. In this sense, school is configured as a place of development, which however needs to become a place dedicated to learning innovation, the engine of change in training approaches. It is then essential to bring the world of work closer to the world of school in order to collect all the needs coming from the market and transform them into learning objects, involving local companies. To do this, it is necessary to work on the skills of school staff and teachers, who can trigger a change and promote training based on the development of skills. This was and is the idea from which the HIATUS project was born, based on the existence of a discrepancy between the entry requirements required by the labor market and the skills leaving school.<< Objectives >>The Hiatus project aims and aimed to pursue the following objectives: General objective: to develop within the school context a teaching methodology that uses design skills for the implementation of products/services - service design thinking. Specific objectives - target teachers: to develop the ability to reorient their training offer, to develop a customer-student orientation in terms of listening, analysis and reading of needs; Specific objectives - target students: to develop self-orientation skills to face market challenges, the ability to critically and constructively reflect, to transform ideas into actions and to engage in creative processes; to strengthen technical-professional skills that can be used in innovative work contexts; Specific transversal objectives: to increase design skills for the development of ideas and projects; to develop a customer orientation; to increase knowledge relating to digital tools; to create a European network between the actors involved.<< Implementation >>The activities were:1. Creation of the digital space HIATUS PLATFORM 1.1 Exploratory research aimed at mapping: networks and key interlocutors; literature analysis on the evolution of curricula and changes in countries and due to contemporary contingencies; best practices; policy recommendation. 1.2 Identification of Schools. 1.3 Implementation of the HIATUS platform - PR1. 1' and 2' TPM - 1' ME: 5 ME Hiatus@school in presence/online.2. Sharing SDT skills and alignment between parties 2.1 Creation of the teaching model and training between Partners and teachers 1st LTTA. 2.2 Co-design of the experimentation together with Partners and teachers to contextualize the model 2nd LTTA. PR 2: E-learning course of Hiatus model on Service Design Thinking TPM and template: 3rd 3. Experimentation in SDT Institutes. 3.1 Training and Mentoring with teachers (3rd LTTA); 3.2 Training and Mentoring with teachers and students on digital innovation and gamification (4th LTTA); 3.3 Drafting of project proposals in relation to the identified service/product. PR 3: Service Design Thinking Methodology and Experimentation at School TPM: 4th ME: 5 different multiplier events in the 5 countries in person and online Hiatus@work.<< Results >>The project results focused on different interlocutors - Below are the results divided by the indicated target.1) Schools. New curricula introduced in schools, based on a teaching methodology that uses planning skills to enter into a relationship with the territory and the labor market. This curricula was implemented thanks to the use of the SDT Hiatus platform.2) Teachers. The increase in skills on the use of digital tools was a result achieved, which will increase over time. In this phase, an increase in the ability of the School Institution to embrace new methodologies and new models was also detected, as per the results that emerged from PR3. 3) Students. Increase in the skills of the students, from a technical (digital) and transversal point of view4) Stakeholders involved during the multiple events, had the opportunity to increase the capacity for dialogue with the school institutions.- Establishment of co-planning services in schools; - strengthening orientation; - Construction of planning; - Network Construction.