17.09.2025

Engage4BIO – Involving stakeholders in co-creation and regional innovation for sustainable development

EAEA and 3 affiliated entities (VOEV-VHS in Austria, NHE in Hungary and Learn for Life in The Netherlands) celebrate the forward looking results of the Horizon Europe Engage4BIO project, which aimed to support the uptake of bioeconomy practices at European level and in 5 Regional areas represented. In the last 3 years, the consortium has worked intensively to develop and strengthen regional strategic visions and to design actions to reach these visions, including to training activities, knowledge gain and awareness campaigns and explore innovative governance practices in five European regions.

Supporting relevance with in-depth map and gap analysis

The first and fundamental step for the whole process was to carry out an initial map and gap analysis in the five regional Hubs, as base for the whole process of co-designing and implementing the Engage4BIO activities. A custom analytical framework was designed to support the analysis, including canvas and methodologies. The framework is organised in four pillars:
1) technological approach
2) regional development
3) citizens perspective and art and design practices
4) education and learning

Involving relevant stakeholders of the quadruple helix

Based on the results of the map and gap analysis, the Regional Hubs organised 24 co-creation events to foster the collaboration among quadruple and quintuple helix stakeholders and the implementation of innovative actions at local and regional levels.

A common framework for co-creation was also designed, with detailed guidelines on how to organise impactful and inclusive co-design processes at local level.

Innovative governance embedded in the co-creation processes

Finally, Engage4BIO focused on regional-level innovation governance, as well as on extending the work done upscaling and out-scaling the core methods, through cross-regional knowledge-sharing activities. Hubs organised tailored activities to engage local stakeholders, co-create governance strategies, and build institutional capacity. These activities included co-creation workshops, public outreach events, strategic planning, and the development of governance tools such as brochures and factsheets. Furthermore, a series of webinars, workshops, and peer-learning events were organized to disseminate project findings to wider audiences beyond the original hubs.

All the methods and frameworks developed in these 3 years are now available for any interested stakeholders to access, adapt and reuse. From practical tools and guides to inspiring videos, podcasts, and co-creation activities, Engage4BIO results offer a comprehensive collection of resources for educators, innovators, policymakers, and communities.

Whether you’re looking for inspiration, hands-on materials, or strategic insights, check the resources!

Text: Viola PinziPhotos: Engage4BIO project

23.09.2026 community

Beyond the tatami: what can judo teach us about our own competences?

Sport and movement build more than physical strength. Read against the European Commission's LifeComp framework, judo is a great example of a practice that develops a wide span of personal, social, and learning-to-learn competences, from self-regulation and empathy to critical reflection and collaboration.

21.09.2026 Artificial intelligence

State of the Union 2026: Why Europe needs to invest in adult learning

Europe's resilience cannot be built only through defence, technology and economic competitiveness. It also depends on sustained investment in adult learning, communities and people's ability to shape change together.

14.09.2026 Gender Equality Task Force

Gender Equality Strategy 2026 - a renewed focus on lifelong learning and the care sector

In 2026, the European Commission released a new Gender Equality Strategy and Gender Equality Roadmap, setting out the EU's priorities for advancing gender equality in the coming years. But what does gender equality have to do with lifelong learning? And what role can education and learning play in challenging persistent inequalities?