PROactive auTOmoTive workers mastering dYnamic future PErspectives

"<< Background >>The significant tensions and disruptions within the Automotive ecosystem, driven by the advent of AI and the transition to electric vehicles, are forcing companies to rethink both ""how"" and ""what"" to produce. Consequently, a key question arises: what NEW SKILLS are needed to generate value in a continuously evolving environment?A redesign of the ""identities"" of the workforce is necessary, particularly for Skilled Workers and Low-Skilled Adult Workers, who make up the TARGET GROUP (TG) of the project. Technology and AI tend to replace these workers. To navigate the numerous role and job transitions, they need to carry out continuous learning programs.The problems addressed are:- The TG exhibits a widespread DISENGAGEMENT from lifelong learning.- The TG suffers from an obsolescence in their skill sets.A detailed analysis has revealed the following needs:- support to help the TG achieve an initial “conscious re-engagement” with lifelong learning.- to assist the TG in developing a concrete perspective of continuous personal growth.- for workers to ""invest"" in learning activities aimed at acquiring skills that are useful for transitions and immediately applicable in the context of technological transformation.<< Objectives >>The general objective is to help companies create the conditions to generate new value emerging from the evolution of the automotive ecosystem, while retaining and employing current workers, thereby eliminating the risk of unemployment.The specific objectives pursued are:A) Workers re-engaged in continuous learning and continuous professional growth;B) Workers have developed skills for proactivity in performing their jobs, enabling them to adapt to continuous future role/job profile transitions.C) VET providers, Skills Consultants, and Business Clusters have developed the ability to offer a flexible and attractive CVET offer that supports their sustainable growth as well as that of automotive companies and their workers.Conditions have been created to ensure that companies in the European automotive ecosystem remain competitive by leveraging human resources, in this case skilled and low-skilled workers. In a transnational logic, accessible and enabling training solutions for the competitiveness of the automotive sector have been tested. A real and tangible impact has been achieved on the quality/employability of workers and the sustainability/competitiveness of companies.<< Implementation >>The activities carried out to achieve the promised results and objectives are:1. DEVELOPMENT OF RE-ENGAGEMENT SUITE After a user-centered immersion (1) to understand the condition of the TG, the SUITE was designed. Video spots were created, three OERs (Open Educational Resources) of Edutainment were developed, as well as the self-assessment tool. The SUITE was uploaded to the website and promoted through a campaign.2. DEVELOPMENT OF PROTOTYPE GAME “Autofuturers”After a user-centered immersion (2) to identify learning requirements, the GAME was conceptualized by the partners in terms of Learning Outcomes, evaluation criteria, scripts, and scenario. Thanks to an LTTA (Learning, Teaching, and Training Activity), staff learned how to design serious digital game-based and work-based learning activities, along with the processes and evaluation tools, and they implemented them. The digital game was developed and pre-tested.3. PILOT TEST Following the promotional campaign, the SUITE and the ""Autofuturers"" GAME were tested by workers selected from the companies with the support of company mentors, also through a skills competition.The project also included continuous coordination, management, and dissemination activities.<< Results >>The main Tangible Results are:PR1 Re-Engagement SUITE This contains edutainment resources (orientation and awareness training) that promote the first, soft step toward conscious re-engagement in lifelong learning. It is structured into episodes made up of texts, video spots, video animations, images, carousels, quizzes, etc.:a. OER1 “Benefits of lifelong learning” b. OER2 “Get the right information”c. OER3 “How to make effective transitions” It also includes five high-impact socio-emotional and transformative video spots, as well as guidelines for further expansion.PR2 Prototype GAME Autofuturers This is a digital game-based learning tool with work-based activities. It promotes the development of a competency and attitude framework useful for role transitions. The 12 game sessions allow workers to become familiar with key technologies (Data Science for predictive maintenance, Human-Machine Cooperation, Artificial Vision Systems, MES, Human-AI Cooperation, Augmented Reality). In all sessions, workers also develop human skills such as initiative, diversity, motivation, asking questions, critical thinking, feedback, creativity, and resilience. The game features an awarding system and a point allocation system."