DigiOmica Effect

Great works are performed not by strength but by perseverance.

Samuel Johnson

The DigiOmica effect is to be extended to the higher education networks of the partner organizations in Bulgaria, Spain, and Türkiye to promote the mechanisms for transparency of qualifications and match National Qualification Frameworks with the European Qualification Framework.

The DigiOmica effort strengthens the existing collaboration between the partners and regional authorities, businesses, and educational settings working in ecology, molecular biology, biotechnology, and chemistry to maximize the benefits of the educational infrastructure. This will improve the systems for educational transfer and will support the planning of future investments in this infrastructure.

The project provides novel b-learning modes for the shifting to learner-centred education. The embedded DigiOmica experience produces sustainable value through offering:

• Improvement of the education quality at the national level and enhancing the professional image of higher education.
• Revealing strengths and weaknesses of higher education offers by collaborating with different partners on soft skills competences planning and facilitating recognition of education.
• Improvement of the learning techniques and curriculum development skills of the people and institutions that are responsible for delivery of higher education and qualification frameworks
• Better understanding of the employers’ needs and placement opportunities for learners

Since the omics-based industry is grounded on the so-called knowledge technology, the DigiOmica effect satisfies:

• The need for innovative learning content, and methods of education in environmental omics to address EDU 4.0 by linking the molecular life sciences and the green innovation policy.

The technology, bioinformatics, and molecular biology approaches at different organizational levels are integrated within the innovative DigiOmica curriculum providing a complete picture to understand the molecular mechanisms.

• The need for implementing new digital technologies into DigiOmica learning model

The main characteristics of the education for the 4th industrial revolution are focused on data interconnection, integration, and innovation. To fill the gap between omics information and biological processes, educational providers need to introduce combined learning strategies from several levels, along with using improved computational power. Following this policy, DigiOmica:

• Encourages educators to adopt modern and innovative methods of teaching(including videos, digital literacy, role playing, and kinaesthetic activities) to make learning easy, more meaningful, and engaging.
• Promotes cloud computing;
• Uses virtualization or digital twins (asset virtualization), Internet of things (IoT) and Internet of Services (IoS), vertical and horizontal integration, and 3D printing.
• Curriculum structure needs

DigiOmica offers opportunities for professional growth to workers in environmental fields (incl. management and business specialists, researchers, engineers, etc.) through the DigiOmica curriculum which is based on:

• EQAVET strategic system to improve the competences of the target groups and to foster the quality standards in environmental omics learning.
• A blended learning concept transferred onto the Learning Outcomes (LOs) approach and modular blocks design using ICT to answer the needs of the labour market in the sector.
• Force of economy greening, raising competitiveness and employability in the European economy, promoting entrepreneurship.
• Implementation of ECTS credit transfer and transparency of higher education.

The DigiOmica innovative b-learning curriculum is spread equally between formal/informal education settings, R&D organizations, and NGOs to make higher education more relevant to the needs of the labour market.  The Learning Outcomes-based model contributes to a competency-based learning approach and entrepreneurship introduction to change the higher education structure and empower students and academics with green skills and competences. DigiOmica curriculum applies a user-friendly approach allowing education for all. Thus, the programme will have significant economic and social effects to make the higher education more efficient and attractive for the beneficiaries.

The impact on relevant stakeholders and sectors is grounded on bridge-building across stakeholders and sectors, which contributes to the spread of sector-oriented higher education in the DigiOmica field. The clustering between stakeholders and sectors provides them with innovative ways to increase integration in higher education across Europe. The networking activities transfers the DigiOmica results and ECTS-based outcomes, and ensures the supply of resources adapted to meet the learning needs in the target sector(s).

The DigiOmica project requires transnational efforts where all partners share an understanding of the relationship between higher education and business in the field of DigiOmica. Therefore, the transnational approach to implementing the best educational practices offered by DigiOmica raises cross-sectorial employability and contributes to economic growth at the national and EU level.