| The consortium is initiated based on the needs analysis of the project and the required expertise to ensure its successful implementation. CO-”Ovidius” University of Constanta (OUC) (www.univ-ovidius.ro) is the leading Academic institution from the South-East Region of Romania. The 15.000 students of OUC are registered in 16 faculties, covering a wide range of subjects, from life sciences and humanities to engineering and fundamental sciences. Being structured as a classical European university, OUC is playing an active regional role with strong ties with the business and social communities. Ovidius University of Constanta is a member of the Black Sea Universities Network (BSUN) that is a network of over 120 universities from the Black Sea Region, aiming the development of a collaborative platform among universities from the region. The Faculty of Mechanical, Industrial and Maritime Engineering is one of the faculties with a long history, starting from 1972 and preparing engineers and experts for the shipbuilding sector, energy, port operations, offshore activities and process engineering, with an emphasis on the most efficient and modern tools. Leader of WP1: Management and Coordination: T1.1 Management Structure setup and operation, T1.2 Organization of the Kick-Off meeting and SC Meeting and T1.3 Internal Platform. The university hold a number of prestigious groups of research and education in the field of VR as: The Institute for Nanotechnologies and Alternative Energy Sources (INAES) It was established in 2011 by the OUC Senate in order to bridge the gap between scientific research and education activities carried out in the university with the needs for innovation, technology development and smart specializations from the regional economy. The mission of INAES is to achieve excellence in scientific research, master and doctoral programs, helping to promote innovation as a determining factor in increasing regional competitiveness and sustainable development. Between 2016 and 2020, the OUC team implemented the project “PORT-Cities: Integrating Sustainability – CIVITAS PORTIS”, financed by the CIVITAS Initiative. Using the most advanced tools as virtual reality (VR), Big Data processing tools, artificial intelligence (AI) and multiscale aggregated digital platforms, CIVITAS PORTIS designed, demonstrated, and evaluated innovative sustainable mobility measures in five European port cities: Aberdeen, (UK), Antwerp (Belgium), Constanta (Romania), Klaipeda (Lithuania), and Trieste (Italy). The project also had a major international ‘follower’ in the port city of Ningbo (China). For the implementation of these measures, it was developed a dedicated IT infrastructure for the integration of the developed tools and to provide the required information to authorities and the citizens. UOC is coordinating the project UPTAKERS, grant nr. 101179167 that is aiming to improve capacity building of staff and students of consortium partners from Egypt, Tunisia, and Jordan. UPTAKERS aims to empower its target groups by enhancing their skills, competences, and employability potential, contributing significantly to regional development. Partner 2-TTK University of Applied Sciences (TTK UAS) is a state professional higher education institution, offering competitive professional higher education and applied research in the fields of technology, production, civil engineering, logistics, economics, and welfare. TTK UAS is the largest university of applied sciences in Estonia, currently educating about 3000 students which makes TTK UAS the fourth largest higher education institution in Estonia. TTK UAS offers applied research, training, and consultation services to enterprises and public sector. Cooperation with enterprises contributes to understanding better the labour market and being more attractive to both degree students and life-long learners. TTK UAS takes into account the changed profile of learners in today’s society and combines distance learning with traditional classroom training. TTK University of Applied Sciences (TTK UAS) brings to the project its substantial experience coordinating and participating in the projects. TTK UAS is currently active as a coordinator and partner in numerous Erasmus+ program projects, Interreg and Nordplus projects. TTK’s Centre for Sciences has vast experience in projects that combine STEM, AI, interdisciplinary education, digital technologies, and capacity building in STEM higher education, actively preparing students to address real-world labor-market needs and challenges. Partner 3- State Maritime Academy (BSMA) is a premier higher education institution in Georgia, specializing in maritime education and training. Established to support the growing demands of the maritime industry, BSMA provides a comprehensive range of programs tailored to prepare skilled professionals for careers in shipping, navigation, marine engineering, and logistics. The academy is dedicated to fostering excellence in maritime education through state-of-the-art facilities, advanced simulators, and a curriculum aligned with international standards, including STCW (Standards of Training, Certification, and Watch keeping for Seafarers). BSMA emphasizes research, innovation, and sustainability in maritime practices while maintaining strong partnerships with global institutions, organizations, and industry leaders. With a commitment to quality assurance and continuous improvement, BSMA equips students with the knowledge, technical skills, and global competencies needed for success in the competitive maritime sector. The academy also supports lifelong learning through vocational training, professional development programs, and active participation in international projects and collaborations. BSMA has 3 faculties: Faculty of Navigation, Faculty of Engineering and Business and Management Faculty. Partner 4-Azerbaijan Technical University (www.aztu.edu.az) is a public higher education institution of engineering profile based in Baku, Azerbaijan. It provides higher education in bachelor, master and PhD degrees and research activities in the different areas of its specialization. The languages of instructions are Azerbaijani, Russian, English and German. The main objective of the University is to deliver recognized and quality engineering education integrated to European standards, and enhance research capacity of the University to better serve to industry with growing demand for engineers to produce creativity and innovations. The University has seven faculties: transport and logistics; energy engineering and automation, information and telecommunication technologies; economy and management, machine building and robotechniques, special techniques and technology, metallurgy and material sciences. The University provides education in 36 specialties at bachelor degree, 37 main and 133 subspecialties at master degree and 59 specialties at PhD. Number of students is 10 637,292 of them are international students. Professor and academic staff of the University are 79 professors, 236 associate professors, 133 senior instructors. The University is equipped with 6 modern specialized laboratories, scientific research and expertise centers, and libraries with more than 500,000 books in different languages, sports and recreational facilities. Scientific achievements of the University are published in the scientific-technical journals “Scientific works” and “Mechanical Engineering. AzTU has strong academic relations and collaborations with more than 130 world universities from 25 countries for mobility of students and academic staff, joint research activities, and capacity building projects. AzTU is actively cooperating with EU and regional HEIs within ERASMUS+ and TEMPUS projects. Moreover, it cooperates with German Academic Exchange Service (DAAD), the Science and Technology Center of Ukraine (STCU), TACIS / TRACECA of the EU. Partner 5- ASCCA- Established upon a Decree of the President of the Republic of Azerbaijan in 2012, registered in 2013, started functioning in 2014 and materialized its first student graduation in 2017/2018, the ASCCA is a public higher education institution (BA and MA level studies) accredited by Ministry of Education and is also the national Customs human resources training institute under State Customs Committee (SCC). Furthermore, the ASCCA is the Regional Training Centre (RTC) of the World Customs Organization (WCO) headquartered in Brussels. A top-tier function of the organization is research (academic and applied). Finally, the institution represents the only Regional Office of the International Network of Customs Universities, which is headquartered in Australia. In its academic activities as a public higher education institution, the Academy implements or joins several international academic programs such as Erasmus+. For the current project proposal, the ASCCA only acts as both a research institution, as well as a public higher education institution (not as a training centre or WCO RTC). In 2021 and January 2022, the ASCCA was awarded with the certificates of the International Standards Organization (ISO; represented by the Turkish Standardization Institute – TSE) on the “Quality Management System” (ISO 9001:2015, in 2021) and the “Occupational Health and Safety” (ISO 45001:2018, in 2022). ASCCA has following key functions: 1) carries out higher education programs (BA and MA levels) in such areas as Customs, Trade, Logistics, Law, Economics, Computer Science; 2) in charge of all trainings and capacity building measures for the national Customs officers; 3) conducts scientific and applied research (national, regional and international customs and all other related affairs). The institutional size: staff members – 36 full-time; 24 – assigned; contract-based lecturers – 86; Students – 667. The Academy is the World Customs Organization’s Regional Training Center in the Europe Region, and also represents the Regional Office of the International Network of Customs Universities (INCU), which is headquartered at the Charles Sturt University in Australia. Futhermore, the organization has global memberships: INCU, United Nations PRME initative, United Nations Global Compact, United Nations Academic Impact, Eurasian Universities Union and the Black Sea Universities Network. The Academy has a solid foundation in ICT education and digital transformation. ASCCA operates two specialized BA programs in Information Technology and Information Security, equipping students with essential digital skills. Additionally, ASCCA plays a vital role in capacity-building initiatives for Azerbaijan Customs officers, delivering ICT-focused training through both traditional and virtual learning environments. As a recognized WCO Regional Training Center (RTC), ASCCA is aims at developing its capacities in the domain of immersive learning technologies, having started to implement the WCO Virtual Reality (VR) Training Equipment and Modules since January 2023. It was developed in collaboration with HO Entertainment Corporation in Korea and the WCO. These VR-based training solutions enhance customs officers’ practical competencies in risk management, border security, and trade facilitation. Further strengthening its digital education expertise, ASCCA has led and contributed to major international ICT and e-learning projects. Notably, the Academy was the coordinator of the Customs ICTs Capacity Enhancement for Azerbaijan (2022-2024) project, funded by KOICA, which provided Azerbaijan Customs officials with cutting-edge training on Korean Customs ICT best practices. Additionally, ASCCA has been actively involved in the Erasmus+ WORK4CE project, contributing to the development of e-learning modules on digital transformation. Beyond its technological expertise, ASCCA is strategically positioned to drive regional and inter-regional cooperation in Customs, international trade, logistics, and supply chain education. Its participation in the eXtendeRS project will further enable joint XR, AR, and VR-based capacity-building initiatives among leading education and training providers in the Caucasus and Central Asia, reinforcing digital innovation and knowledge exchange across the region. Partner 6- Tashkent State Transport University (TSTU) is a premier public higher education institution in Uzbekistan, dedicated to the training and development of highly skilled professionals in the transport sector. Established in 1931, TSTU is the only university in Central Asia that integrates expertise across aviation, railway, and automotive industries, providing a unique and comprehensive educational experience. With 9 faculties, more than 20,000 students, and over 700 academic staff, TSTU serves as a hub for innovation and capacity-building in transportation, logistics, and digital transformation. TSTU is a pioneer in adopting advanced technologies to enhance education and research. The university actively integrates virtual and augmented reality (VR/AR) technologies into its curriculum to provide immersive and interactive learning environments. Notable achievements include the establishment of VR/AR-equipped digital classrooms and laboratories in collaboration with the “NovATrans” Scientific-Production Center, supported by the World Bank’s Academic Innovation Fund. These cutting-edge facilities enable students and professionals to engage in realistic simulations, advancing their skills in railway automation, telemechanics, and logistics systems. International collaboration is a cornerstone of TSTU’s success. The university has participated in prominent initiatives such as Erasmus+ and the NAWA-funded SilkRoad3D project. These partnerships, alongside the university’s robust research infrastructure, underscore its commitment to global engagement and innovation. Aligned with Uzbekistan’s national development strategy, TSTU emphasizes STEM education with a particular focus on increasing female participation in technical fields. Through its commitment to sustainability, modern pedagogy, and advanced technologies, TSTU continues to be a leader in higher education, driving academic and industrial advancements in Uzbekistan and Central Asia. Partner 7-Yessenov University (CSUTE), founded in 1976 as a branch of Almaty Polytechnic University and achieving State University status in 1996, is dedicated to fostering sustainable development in the Mangystau region. It aspires to be a regional hub for addressing local challenges, enhancing human capital, and promoting socially responsible leadership. Key goals include advancing academic excellence, improving campus infrastructure, and modernizing management through digital processes. The university hosts 6 schools and 20 departments, offering 57 undergraduate, 36 masters, and 7 doctoral programs. In 2023, it became the host for the Kazakh German Green Hydrogen Industry Development Project, collaborating with five leading German technical universities to launch 14 joint academic programs. This initiative will train 1,000 engineers, blending German expertise with practical applications. Yessenov University strives to become a driver of development in the Mangystau region, a center of innovative, technological and social transformations. Research and development are aimed at practical application. Comprehensive scientific know-how, high-tech laboratories and highly qualified and motivated staff ensure our successful cooperation with both commercial companies and other higher education institutions. Yessenov University has taken institutional accreditation by German Accreditation, Certification and Quality Assurance Institute ACQUIN. The organizational structure of the university includes 8 academic units, the Faculty of Tourism and Languages, the Faculty of Business and Law, the Faculty of Education, the Faculty of Science and Technology, the Marine Academy and the Faculty of Engineering, Yessenov College. In the international ranking of higher education institutions «QS Asian University Rankings», Yessenov University is taking #451-460 position, according to «QS Asian University Rankings – Central Asia» the University is reached position #28 (2025). Times Higher Education Impact Ranking: 1001+. Webometrics Ranking of World Universities: 521. Yessenov University has a Virtual Reality Laboratory at the Technopark. The Virtual and Augmented Reality Laboratory provides students with the opportunity to develop innovative projects using advanced visualization technologies. It also facilitates educational activities aimed at developing AR/VR applications and integrating them into engineering and scientific projects. As part of the educational programs in the Department of Computer Science, students enrolled in the Technological Startup program develop start-up projects using AR/VR technologies. The university also has a Center for the Development of Educational Resources, which plays an important role in supporting the implementation of new educational technologies, including improving the educational process through the use of VR/AR. P8- Georgian Technical University (GTU, Georgia), founded in 1922, is one of the biggest educational and scientific institutions in the South Caucasian region. It is a leading engineering higher educational institution and powerful scientific centre. Consisting of 12 faculties (covering Engineering, Technology, Agriculture, Humanities, Law, Business, and Social Sciences), 71 departments, 127 educational scientific centres, 15 scientific-research institutes, GTU has 4 educational programs. 211 educational curricula are accredited at GTU. Research and Innovation GTU is recognized as a powerful scientific hub, with its research focusing on solving regional and global challenges. The university is actively engaged in international research projects and collaborates with leading academic institutions and organizations worldwide. GTU also houses several laboratories and innovation centres. GTU Innovations Centre is operating under the GTU organisational structure and provides business services to support students and academics in developing their innovative business ideas. The Centre works in partnership with academic units, faculties and students, in order to enhance the best practice. It supports development of innovative ecosystem in the university by utilising links with successful GTU Alumni and organisations. Innovations Centre promotes entrepreneurial aspiration among students and staff by providing appropriate training and networking activities. The Center holds regular Hackathons, Business competitions, Entrepreneurship events and other creative activities often in collaboration with other innovation organisations. Also, GTU has established an Alumni Centre – GTU Entrepreneur Alumni Reunion (GEAR) to strengthen entrepreneurship activities of students at GTU, with the support of successful GTU Alumni. GTU is a full member of various international networks, including the European University Association (EUA) and the International Telecommunication Union (ITU). In 2005 GTU joined Bologna process. It has partner relationships with up to 117 local and 186 international research and scientific-educational organizations. GTU educational-scientific activities are funded by the local and international scientific organizations and funds. International Collaborations GTU maintains strong ties with international universities, including those in Europe, the United States and Asia. It participates in programs like Erasmus+, Horizon Europe, enabling student and staff exchanges, and collaborates on international research initiatives. These partnerships provide GTU students and faculty with opportunities to engage in global academic and professional networks. Community Impact and Vision GTU is committed to contributing to the development of Georgia and the South Caucasus region by preparing a highly skilled workforce. The university places a strong emphasis on sustainability, innovation, and community engagement, aligning with the needs of the 21st century. With nearly a century of excellence in education and research, GTU continues to uphold its mission to advance knowledge, foster innovation, and prepare students to become global leaders in their respective fields. P9-Jizzakh Polytechnic Institute was established by the Cabinet of Ministers of the Republic of Uzbekistan in 1992. Currently, the institute has 6 faculties (Transport, Industrial Technology, Serves, Engineering and Chemistry, Energetics and radio electronics, Architecture and construction, 28 education departments, the department of science and scientific-pedagogical staff, the centre of “Professional Development”, the centre of “Gifted Students” and 1 academic lyceums, 2 technical colleges. Today, over 11000 bachelors are trained in 38 specialties, 146 masters in 25 specialties, 36 PhD students in the institute. There are 512 teachers, from which 15 are doctors and professors, 141 are PhD professors. International relations are well organized and “The department of international cooperation” is in act. Currently, scientists of the institute are working with more than 100 foreign universities. Internationalization strategy of the institute is well developed and International cooperation department of institute is in act. For the past decade institute successfully worked and was one of the most significant partners in CAD/CAE/CAM, ENGITEC, HIGHVEC, INTRAS, REILEAP, TRIGGER projects of TEMPUS program. Currently, institute has more than 100 memorandums and cooperation agreements with more than 50 HEIs of the world, such as Slovakia, Austria, Turkey, France, Greece, Romania, Spain, Russia, Ukraine, Belarus, Kazakhstan and etc. Moreover, institute has been actively working on Erasmus+ KA2 CBHE projects of the European Union. Our students and professor-teachers have been actively participating in Erasmus+ Student and Staff exchange mobilities at the EU universities. Each academic year more than 20 of our teaching staff members and students improve their qualifications and study in foreign universities in the frame of this project. Furthermore, JizPI is working on two major Erasmus+ CBHE projects and they are Erasmus+ CBHE Triggering innovative approaches and entrepreneurial skills for students through creating conditions for graduate’s employability in Central Asia – TRIGGER Application No: 617309-EPP-1-2020-1-SK-EPPKA2-CBHE-JP and Erasmus+ 609564-EPP-1-2019-1-ELEPPKA2-CBHE-JP REILEAP: Reinforcing Capacities of HEIs for leather and leather products in Uzbekistan-Kazakhstan Project Reference: 618930-EPP-1-2020-1-EL-EPPKA2-CBHE-JP. P10- Atyrau Oil and Gas University named after Safi Utebayev (further-AOGU) is a specialized industrial university in the oil and gas industry of Kazakhstan. The university is actively implementing the integration process “Education-industry-science-business”, which is based on bringing the educational infrastructure closer to real production conditions through the introduction of modern technologies into the educational process. AOGUhas a 65-year history of training professionals and providing scientific support to Kazakhstan’s oil, gas, and petrochemical industries. Located in the Atyrau (North Caspian) region, a hub for hydrocarbon production and processing, AOGU has evolved to focus on sustainable development competencies for practical application in the oil and gas industry. Over the past five years, the university has worked to shift the regional community and business’s mindset, ensuring that all graduates are equipped with these competencies to drive the transformation of the hydrocarbon region. For Atyrau Oil and Gas University (AOGU), participating in the CBHE project presents a unique opportunity to align the university’s commitment to innovation and sustainability in education with cutting-edge digital transformation initiatives. AOGU is deeply invested in providing its students and staff with the tools and skills necessary to succeed in the ever-evolving digital landscape, particularly within the oil and gas industry, which plays a significant role in Kazakhstan’s economy. |
PROJECT TEAMS, STAFF AND EXPERTS
| Project teams and staff | |||
| Name and function | Organisation | Role /tasks | Professional profile and expertise |
| Prof. Dr. Eng. Eden MAMUT, Professor | CO-OUC | Project Coordinator | Mechanical engineer specialized in modelling and simulation of thermal and fluid flow processes. Experienced user of CAD, CFD and FEM software. Experienced user of ThingWorx and Vuforia. Extended experience in management and coordinating European and national RTDI projects. |
| Dr,. Laurențiu OANCEA, Researcher | CO-OUC | Researcher | Mechanical engineer specialized in modelling and simulation of thermal and fluid flow processes, experience in naval architecture, navigation, ship board equipment and port operations. Experienced user of CAD, CFD and FEM software. |
| Assoc. prof. Dr. Gabriel PRODAN | CO-OUC | Researcher | Physicist specialized on nanochracterization, modelling and simulation. Teaching experience in applied physics, electrical engineering, and industrial process automation. Experience in software development, big data processing, AI, VR and AVR. |
| Dr. Eng. Bogdan RADOIU, Lecturer | CO-OUC | Researcher | Mechanical engineer specialized in theory of elasticity and resistance of materials, mechanics of deformable solids, Finite element method Teching experience in resitence of materials Experience in the implementation European and national RTDI projects. |
| Dr. Eng. Cosmin Mircea BUCUR, Lecturer | CO-OUC | Researcher | He is a Doctor in exact science and has a PhD thesis entitled Contributions regarding the control of naval power plants He has experience in providing education courses on electrical engineering, ongoing maintenance of related laboratory equipment and guidelines on taught subjects Experience in the implementation European and national RTDI projects |
| Konstantin Tsogankov | P2-TTK | Project Manager | Lector of applied physics. Used in the Virtual Physics lab from Roqed and used Mimbus VR labs Discovery. The course of Computative Thinkings was created andt tested inTTK. |
| Oksana Labanova | P2-TTK | Researcher | Oksana Labanova is Head of Centre for Sciences at TTK University of Applied Sciences and lecturer in Mathematics, MSc in Mathematics. She has long teaching experience using ICT tools in the field of mathematics. She has wide experience in developing contemporary online courses using interactive learning and assessment tools, courses received recognition at the state level. She is a member of the state committee for the evaluation of e-courses and also a member of the state examination in the mathematics assessment committee. She has been a trainer for several ICT tools for educators and has conducted seminars about contemporary teaching in the STEM field. Her main research interests are centered around the development of modern interactive materials for supporting an individualized learning path for adult learners |
| Elena Safiulina | P2-TTK | Researcher | Elena Safiulina (PhD in Mathematics) is a Lecturer in Mathematics at TTK UAS since 2003. She has wide experience in different e-learning environments and interactive multimedia learning tools. Her main research interests are centered around mathematical applications to various engineering problems, distance learning and e-assessment. Author and co-author of more than 20 publications from these areas. During the several years she is a member of the state committee for the assessment of on-line courses. Participant of various international projects on the digitalization of education. |
| Julia Voronetskaja | P2-TTK | Researcher | Julia Voronetskaja is a lector at TTK for web based technologies. |
| Teona Dzneladze, Head of International Relations and Student Services Centre | P3-BSMA | Manager | Teona Dzneladze is an accomplished professional specializing in international relations, project management, and educational internationalization. With over 15 years of experience spanning academia, quality assurance, and strategic partnerships, Teona has played a pivotal role in enhancing institutional growth and fostering global collaborations. She is proficient in coordinating large-scale international projects, developing policies for career support and internationalization, and advancing quality standards. Fluent in Georgian, English, and Russian, with proficiency in French, Teona seamlessly navigates multicultural environments and ensures successful cross-border initiatives. Professional Experience. Head of International Relations and Career Support Department, Batumi State Maritime Academy (2020 – Present) Leads international relations and career support initiatives, oversees Erasmus+ projects, and develops strategies to enhance international cooperation, including mobility and joint programs. Projects and Educational Internationalization Manager, Batumi State Maritime Academy (2018 – 2020) Managed national and international projects and spearheaded the development of the Academy’s internationalization strategy. Chief Specialist, ISO Standard Assurance Service, Batumi State Maritime Academy (2012 – 2018) Ensured compliance with quality management systems, conducted audits, and maintained critical documentation standards. Teona Dzneladze has also served as a key representative and organizer for multiple global conferences, webinars, and working groups, solidifying her expertise in the maritime and education sectors. |
| Abdul Kakhidze, Senior Researcher | P3-BSMA | Researcher | Abdul Kakhidze is a seasoned academic and researcher with extensive expertise in maritime education, physics, and quality assurance. Over four decades, he has contributed significantly to the development of higher education and maritime training in Georgia, holding leadership roles such as Vice Rector, Dean, and Head of Research and Innovation. With a strong academic foundation in theoretical physics and quantum field theory, Abdul has authored numerous publications and actively participated in international forums. He is committed to advancing educational standards and fostering innovation in maritime research. Professional Experience. Senior Researcher, Scientific-Research Coordination Center, Batumi State Maritime Academy (2022 – Present) Focuses on advancing maritime research, coordinating scientific initiatives, and promoting innovation in the maritime sector. Head of Maritime Research and Innovation Center, Batumi State Maritime Academy (2021 – 2022) Directed research programs, implemented innovative projects, and developed strategic partnerships in maritime education and training. Deputy Rector, Batumi State Maritime Academy (2012 – 2020) Oversaw institutional quality assurance, strategic development, and implementation of international projects. Vice Rector, Batumi State Maritime Academy (2003 – 2005) Managed academic operations, faculty development, and educational policies to ensure institutional growth. Dean, Engineering and Economics Faculty (1996 – 1998) and Transport Management Faculty (1998 – 2003), Batumi State Maritime Academy Led academic programs and contributed to faculty and curriculum development. Abdul has been involved in multiple international projects funded by Erasmus+ and Tempus, focusing on enhancing academic quality assurance, vocational training, and lifelong learning. He continues to contribute to global maritime education initiatives through research, publications, and active participation in scientific conferences. |
| Nino Kurshubadze, Head of Education and Research Centre | P3-BSMA | Researcher | Nino Kurshubadze is an experienced professional in quality assurance, maritime education, and project management, with over 20 years of leadership in higher education and industry. Combining technical expertise in chemistry and engineering with advanced knowledge of international standards, she has successfully managed large-scale initiatives, institutional accreditations, and workforce development projects. With a track record of collaborating with global organizations, Nino excels in developing strategic frameworks, conducting audits, and fostering innovation within educational and maritime sectors. She is adept at leading multicultural teams and implementing integrated management systems. Professional Experience Head of Quality Assurance Service, Batumi State Maritime Academy (2012 – Present) Leads institutional compliance with ISO standards, oversees program accreditation, and ensures alignment with international educational and industry frameworks. Project Manager, Industry-Led Skills and Workforce Development Project (2016 – 2018) Spearheaded the development and implementation of vocational standards and qualifications, organizing workshops, training, and international collaborations. Project Manager, TEMPUS TNE_QA Project (2014 – 2017) Managed transnational education recognition initiatives, developed national guidelines, and organized institutional conferences and seminars. Quality and Laboratory Manager, Petroleum Products Testing Laboratories (2002 – 2008) Directed calibration, quality control, and compliance with international testing standards while collaborating with global clients like BP, Chevron, and ExxonMobil. Nino has organized numerous international conferences, webinars, and training programs, contributing to the advancement of maritime education and quality assurance. Her extensive certifications in quality management, health and safety, and education position her as a leader in driving institutional excellence and innovation. |
| Atif Namazov, Head of the Department of Engineering Mathematics and Artificial Intelligence | P4-AzTU | Project manager | Atif Namazov holds a PhD in Mathematics (2022) and currently serves as the Head of the Department of Engineering Mathematics and Artificial Intelligence at Azerbaijan Technical University, a position he has held since 2023. He earned his BSc and MSc in Mathematics from Baku State University (2004–2011) and has extensive academic and professional experience, including roles as a lecturer and researcher at Baku State University and the Institute of Applied Mathematics (2012–2023). His research focuses on mathematical modeling of nonlinear dynamic processes, differential equations, optimal control, and artificial intelligence applications. He has actively contributed to international conferences, including serving on the organizing committees for the COIA series (2015–2022). |
| Karim Tahiroglu, Director of SmartTech Innovators Center | P4-AzTU | Senior Researcher | Karim Tahiroglu is the Director of SmartTech Innovators Center at Azerbaijan Technical University. He is Software Developer with 15 years experience. Areas of expertise include Project Management, ICT in Education. Experienced CEO professional with strong leadership and relationship-building skills. Collaborated in several projects such as: Web Applications, Automation Systems, Sales and Stock Management Software, Library Automation Software, Clinic Management Software. |
| Fuad Dashdamirov, Director of Institute of Logistics and Transport | P4-AzTU | Senior Researcher | Fuad Dashdamirov, a PhD in Engineering, is the Director of the Logistics and Transport Institute at Azerbaijan Technical University (since 2021) and Head of the CRENG Office under the Erasmus K2+ project (since 2020). After graduating with honors from high school in 1989, he earned his degree in Transportation Organization and Management from Azerbaijan Polytechnic Institute (1994). His career spans roles as an engineer and academic, including laboratory head, assistant, senior lecturer, and associate professor in the Department of Transportation Logistics and Traffic Safety (1996–present). Author of over 100 scientific works, including 20+ international publications, he has written textbooks on vehicle productivity, transportation insurance, and passenger transport systems. In 2020, he was awarded the Progress Medal by the President of Azerbaijan. |
| Nubar Farhadzada, Lead associate for project management | P4-AzTU | Administrative staff | Nubar Farhadzada is lead associate for project management at the international project management office. She involved in organization and implementation of ERASMUS + capacity building at Azerbaijan Technical University. She obtained her joint master degree in “Sociolinguistics and Multilingualism” from Vytautas Magnus University in Lithuania and Johannes Gutenberg University in Germany. During her education, she participated in Erasmus mobility program at University of Tartu in Estonia. Her research work was multilingualism practices on social media among youth in Azerbaijan. She participated in several Erasmus+ training course and youth exchanges in Poland, Luxembourg, and Italy. She has Erasmus+ CBHE experience. |
| Mr. Elvin Mejidov Manager of International Cooperation and Projects | P 5-ASCCA | Manager; Senior Researcher/Teacher/Trainer | Mr. Mejidov is in charge of the ASCCA international cooperation and projects. His role in the project will be multiple: 1) stategic project management; coordination and implementation in tandem with the eXtendeRs project coordinator and other partner institutions; 2) ensuring, in particular, the implementation of the WP5 of the eXtendeRs project (in cooperation with ASCCA and other cross-country teams); 3) support to the development of the XR, AR, VR educational and capacity building resources and instruments of the eXtendeRs project; 4) participation in the relevant trainings; 5) training and research activities; 6) national/local coordination. He holds an MSc (with distinction) in European Affairs from the Lund University in Sweden; has been a PhD researcher (international affairs, public administration reform, governance and EU external relations) at the University of German Federal Armed Forces Hamburg. He leads the international cooperation and projects portfolios of ASCCA/World Customs Organization (WCO) Regional Training Center (RTC), dealing with a variety of activities including writing, developing international project proposals, managing projects and consortia partnerships, initiating partnerships in other projects, establishing and managing cooperation and partnerships with universities, training centres, international organizations and other entities, implementing teaching/training activities, studying the EU and international best practices in various policy areas and developing recommendations. Information and Communication Technologies (ICT) is one of his professional interests. He’s been the author and coordinator of the Customs ICTs Capacity Enhancement for Azerbaijan (2022-2024) project selected by the Korean Government, funded and implemented by the Korea International Cooperation Agency (KOICA); the project aimed at the capacity building for Azerbaijan Customs officials on the best Korean Customs ICTs practices. Furthermore, he worked as the ASCCA project manager, trainer/teacher/researcher in the Erasmus+ WORK4CE project (dealt with the development of the e-learning modules on various themes of the digital transformation) coordinated by the National Zaporizhia Polytechnic University. In particular, he has been the key interlocutor for the ASCCA/WCO RTC, in the WCO Virtual Reality Training Equipment and Modules project for ASCCA (2023-present), developed by the Korean HO Entertainment Corporation for the WCO. In 2021 and 2022, he was selected by the European Parliament and European Commission, to the EU Visitors Programme (chaired by the EU HRSP Dr. Josep Borrel Fontelles and Dr. Othmar Karas, Vice President of the EP), through which he held meetings at the EU institutions (Certificate awarded: Young and Promising Leader). His portfolio also includes the international grant proposals development. For instance: 1) he is the author and manager of the EU-funded Excellent MA ITCLSC (Designing an excellent MA in International Trade, Customs, Logistics, Supply Chain with the best European and International Standards) project; 2) author and manager of the EU-funded Jean Monnet Module project Advancing the EU Studies at the Azerbaijan Customs Academy (2023 – 2026), which establishes 4 new EU courses; 3) initiator and co-author in charge of the development of an envisaged double BA degree program between ASCCA and a German public university in the field of the information technologies and systems; 4) initiator of Azerbaijan Customs partnership in the TOPCOP project; Capacity Building and Analytical Single Point of Contact in the TOPCOP project led by the EU Law Enforcement Training Agency (CEPOL) and supported by EUROPOL; 5) ASCCA has been a beneficiary partner of 3 Erasmus+ CBHE projects, and he has led both the partnership initiations as well as the entire project management processes, in which he also carried out the teaching and training tasks. For the eXtenderS project, he is the key interlocutor for the partnership development of ASCCA in the project, and on the side of the ASCCA, he will be responsible for all project management matters. |
| Mr. Anar Suleymanov Vice Chief for Teaching and Innovations | P 5-ASCCA | Senior Researcher/Teacher/Trainer | Mr. Suleymanov held the position of the Representative of the State Customs Committee of the Republic of Azerbaijan in the World Customs Organization (WCO) in 2022-2024. Prior to his secondment to the WCO HQs in Brussels, he served as the Chief of the SCC Secretariat. Possessing more than 20 years of various area of the Customs authorities in Azerbaijan, he is highly proficient in the Customs leadership, governance and management. In this current capacity as the Vice Chief for Teaching and Innovations at ASCCA, his portfolio is central to the innovations (including the technological and ICTs dimension). His involvement in the eXtendeRs project will promote the leadership support to the ASCCA project activities and dialogue with the key stakeholder departments of Customs. He will also ensure that the XR, VR, AR-related innovations in education and training curricula are in line with and incorporated into the ASCCA and Customs training and education processes. |
| Dr. Islam Huseynov Abbasov Head of Department for Teaching and Organization of Methodical Work | P 5-ASCCA | Senior Researcher/Teacher/Trainer | Dr. Huseynov (docent) is in charge of overseeing and the implementation of the teaching and learning methods and methodologies for the ASCCA’s academic (BA and MA studies) component, as well as for the changes and improvement of the ASCCA academic curricula. Before joining the ASCCA in April 2019, he worked as a teacher and the head of the Pedagogical Department at the former Caucasus University in Baku (2007-2017) and as the Dean/docent of the Pedagogical Faculty at the Baku Engineering University (2017-2019). His role in the eXtenderS project will center on the ASCCA teaching and learning metodologies for the XR, VR and AR new courses to be delivered. |
| Mr. Aslan Huseynov Senior Expert, Department for ICTs Application | P 5-ASCCA | Senior Researcher/Teacher/Trainer | A senior specialist of the Department for ICTs Application (close to 8 years), Mr. Huseynov has been trained in the domain of the WCO Virtual Reality Training Equipment and Modules use at ASCCA, having also participated in setting up the WCO VR Training Equipment at ASCCA. Mr. Huseynov has completed international trainings on the trainings on ICTs. He is involved both as a training programme development and trainer, in various ASCCA trainings for the Azerbaijan Customs officers, covering such themes as the technical inspection technologies and use of VR. His role in the eXtenderS project will be important for setting up and maintenance of the XR Lab, educational resources development and digitized courses delivery. |
| Mr. Vugar Gurbanov Chief Specialist, Department for ICTs Application | P 5-ASCCA | Senior Researcher/Teacher/Trainer | A chief specialist of the Department for ICTs Application (close to 8 years), Mr. Gurbanov has been trained in the domain of the WCO Virtual Reality Training Equipment and Modules use at ASCCA, having also participated in setting up the WCO VR Training Equipment at ASCCA. Mr. Gurbanov is an CISCO-certified professional on Networks, and has also completed various trainings on the trainings on ICTs. He is involved both as a training programme development and trainer, in various ASCCA trainings for the Azerbaijan Customs officers, covering various domains of ICTs. His role in the eXtenderS project will be important for setting up and maintenance of the XR Lab, educational resources development and digitized courses delivery. |
| Dr. Asif Ganbayev Acting Head of Department for IT and Technical Sciences | P 5-ASCCA | Senior Researcher/Teacher/Trainer | Dr. Ganbayev holds a PhD in Embedded Systems and delivers a wide array of lectures to the IT and Information Security BA programs of ASCCA. He’s been an ASCCA senior researcher/trainer/teacher in the Erasmus+ WORK4CE project, and his activities have included the development of the Digital Technologies Module’s courses. He’s an alumnus (2023) of the KOICA-funded Fellowship programme Customs ICTs Capacity Enhancement for Azerbaijan (2022-2024) developed and coordinated by Mr. Elvin Mejidov (indicated as a manager for the eXtendeRs project, in this proposal). Mr. Ganbayev’s role in the project will be beneficial for the XR, VR, AR curricula development and incorporation into the ASCCA education system. |
| Ms. Yavar Mammadova Senior Specialist, Department for Additional Education | P 5-ASCCA | Junior Researcher/Teacher/Trainer | Ms. Mammadova is a Senior Specialist of the ASCCA Department for Additional Education, which deals with the national pre-, in- and advanced service trainings for the Customs officers of Azerbaijan. She received her MA degree in European Law at the Julius Maximilian University of Würzburg in Germany (2015-2017). Her role in the eXtendeRs project will be related to the adjustment of the XR, VR, AR capacity building tools fot the Customs training programs of ASCCA, and in this regar, she will also support the project manager and senior researchers/teachers/trainers in the ASCCA team. |
| Adilova Ziyoda, Professor | P6-TSTU | Project Manager | Prof. Ziyoda Adilova, Doctor of Technical Sciences, is a highly experienced academic with over 15 years of expertise in higher education and research. She is currently a professor in the Department of Transport and Cargo Systems at Tashkent State Transport University (TSTU). She graduated from the Tashkent Institute of Railway Engineers in 2009 with a specialization in “Organization and Management of Transport Operations.” In 2017, she defended her PhD thesis on “Rolling Stock, Train Traction, and Electrification of Railways” and earned her Doctor of Technical Sciences (DSc) degree in 2020, focusing on the topic of “Extending the Operational Life and Predicting the Resource of Specialized Self-Propelled Rolling Stock.” Prof. Adilova has made significant contributions to education and science. Under her direct supervision, 4 PhD candidates have successfully defended their dissertations, and 5 doctoral students are currently conducting research. She has authored over 150 scientific publications, including 15 articles indexed in SCOPUS, 28 in high-impact journals, and numerous others in reputable scientific outlets. Her work also includes 3 educational manuals, 3 monographs, 2 textbooks, and 3 patents (2 national and 1 international from India). Prof. Adilova has participated in and led several high-profile projects, including: Development of methods for calculating the dynamic strength of mechanical components in accident recovery vehicles (2017-2024).Participation in the international SilkRoad3D project funded by NAWA (Poland).A recent research internship at Monash University (Australia), where she enhanced her expertise in managing international scientific projects. Her accolades include being a winner of the “Top 100 Best Innovative Projects of Uzbek Women” in 2018 and receiving the “Excellence in Higher Education” award in 2024. She is also certified in ISO 9001:2015 quality management systems for higher education and has been recognized as an expert in higher education auditing by KPMG India. A dedicated educator and researcher, Prof. Adilova is committed to advancing education in transport and logistics, leveraging her vast expertise to mentor the next generation of scientists and engineers. Her professional and academic contributions have been instrumental in enhancing the capacity and reputation of TSTU. |
| Ilesaliev Daurenbek, Professor | P6-TSTU | Researcher/ Teacher | Prof. Daurenbek Ilesaliev, Doctor of Technical Sciences, is a distinguished academic and researcher with over 14 years of experience in higher education and scientific innovation. He is a professor in the Department of Transport and Cargo Systems at Tashkent State Transport University (TSTU) and serves as the developer and head of the Research Center “Innovative Transport”. Prof. Ilesaliev graduated in 2010 from the Tashkent Institute of Railway Engineers with a specialization in “International Freight Transportation and Transport Logistics.” In 2016, he earned his PhD from the Emperor Alexander I St. Petersburg State Transport University, with a dissertation on “Management of Transportation Processes.” In 2021, he achieved his Doctor of Technical Sciences (DSc) degree for his work on “Multimodal Technologies for Transporting Grain Cargoes in Logistic Systems.” As the head of the Research Center for Innovative Transport, Prof. Ilesaliev leads groundbreaking projects focused on advancing transportation systems and logistics through innovative methodologies and technologies. His leadership has been instrumental in completing state-funded research projects, including: Development of innovative technologies for transporting grain products in universal containers (2018–2020). Designing methodologies for organizing the transportation of bulk cargo in packaged forms (2018–2020). These projects, totaling over 1 billion Uzbek soums, have contributed significantly to improving transport efficiency and sustainability. Prof. Ilesaliev has authored over 100 scientific publications, including 11 articles indexed in SCOPUS, 21 in high-impact journals, and 40 in recognized academic outlets. His scholarly work also includes 1 textbook, 3 educational manuals, and 2 monographs. Under his guidance, 4 PhD candidates have successfully defended their dissertations, and 5 doctoral students and independent researchers are currently conducting research. In addition to his academic contributions, Prof. Ilesaliev is a skilled educator and mentor, dedicated to fostering the next generation of transport and logistics professionals. He actively enhances academic programs and curricula at TSTU, ensuring they align with modern industry needs and technological advancements. Respected for his expertise, leadership, and commitment to innovation, Prof. Ilesaliev continues to play a vital role in advancing the transport sector in Uzbekistan and Central Asia. |
| Israilov Ulugbek | P6-TSTU | Researcher/ Teacher Dissemination & Communication Officer | Head of international rankings department. Graduate engineer at the Faculty of Electromecanics, Emperor Alexander I St. Petersburg State Transport University (2010); In the 2016-2017 academic year, he completed an internship at the mechatronics school of the Wuhan University of Technology (China). He is actively working on scientific work dedicated to sensors for traffic safety. He has extensive experience in participating in European Union projects (Erasmus +), in which he was responsible for financial reporting, and was the main contact person, as well as supervised the creation of curricula and courses. Participated “Erasmus+ Programme of the European Union” projects – No. 586292-EPP-1-2017-1-PL-EPPKA2-CBHE-JP titled “Intelligent Transport Systems: New ICT-based Master’s Curricula in Uzbekistan” (duration: 2018-2020) – contact person. – No 617309-EPP-1-2020-1-SK-EPPKA2-CBHE-JP titled “Triggering innovative approaches and entrepreneurial skills for students through creating conditions for graduate’s employability in Central Asia -TRIGGER” – as a contact person |
| Aigul Dossumbekova | P7-CSUTE | Project manager | MSc in Management, Author of the scientific articles on the organisational culture; economic directions of development of hydrogen energy technologies. Trainee of the Course “Quality Assurance of Technology Enhanced Learning” under the Erasmus+ KUTEL project, 2020-2022 – project researcher of “UXIship – Accelerating ICT students’ start-up development competence via interdisciplinary modular courses in the HEI curricula”, 2020-2022 – project researcher of “PICASP – Pilot courses in Practice Enterprise to implement the University-Enterprise Cooperation for the development of Caspian Area”. |
| Laula Zhumabayeva | P7-CSUTE | Senior Researcher | PhD (Computer Science). Expert in the development of educational resources, the implementation of innovative technologies in the educational process, and project management. Has experience in international projects as a coordinator and researcher (2018–2021)/ KUTEL-Quality Assurance of Technology Enhanced Learning; “UXIship – Accelerating ICT students’ start-up development competence via interdisciplinary modular courses in the HEI curricula. Since 2023, has been leading the implementation of educational programs in computer engineering, computing systems, and software development. Published 11 articles in the field of Computer Science, including 7 articles in journals indexed in Scopus. She will lead the research initiatives, coordinates scientific research, and analyzes data collected within the framework of the project. Ensures the connection between research tasks and educational goals. |
| Maksym Orynbassar | P7-CSUTE | Junior Researcher | Master’s degree in Technical Sciences, with a strong foundation in technical and scientific disciplines. Author of research articles focusing on advancements in computer technologies and artificial intelligence, contributing to the development and application of innovative technologies. Active member of the Association of Young Scientists and Inventors of the Mangystau region, promoting scientific research, innovation, and technological progress in the region. Will assist the senior researcher, collects and analyzes data, and actively participates in the preparation of scientific materials |
| Birzhan Zholdygali | P7-CSUTE | Trainer | Master’s degree in Computer Science. Area of research interests – AI and blockchain in technologies. On the topic of AI research published 1 article, on the topic of blockchain in technology wrote 2 articles. As part of his work, Zholdygali has developed a prototype of a cash register using blockchain technologies to ensure the security and transparency of transactions. Work in progress – Development and integration of AI solutions to be used in training modules. Training and support for teachers and students, feedback and improvement of training programs, promotion of innovative teaching methods |
| Bekezhan Zhumazhan | P7-CSUTE | Technical personnel | Master’s degree in Technical Sciences, with a strong foundation in technical and scientific disciplines. Author of research articles focusing on advancements in computer technologies. Third winner of Cisco Academy Hackathon 2020, SDU University. Certificates from the field of UI/UX design. Senior UI/UX designer. Founder and current head of the start-up project AlypSoq Installation and setup of equipment, testing of software for XR educational applications, user support, and troubleshooting during educational processes and training sessions. |
| Anar Akkenzheyeva | P7-CSUTE | Senior expert | Educational Program Manager. Candidate of Technical Sciences. An expert in the development of educational programs, the introduction of innovative technologies in the educational process. He has experience of participating in international Erasmus projects as a researcher (2018-2023). She has published 5 articles in journals indexed in Scopus. He has experience in participating in targeted financing projects for the development of regional Atlases of new professions and competencies. He has certificates of moderator and collector according to the Rapid Foresight methodology. Analysis of the curriculum needs, Development of methodological recommendation, Integration of technologies into the curricula. |
| Askar Seidaliyev | P7-CSUTE | Project manager Responsible for the administration of the project | Candidate of Technical Sciences in Oil and Gas. Author of more than seventy scientific papers, textbooks and monographs. 2 of them in highly rated peer-reviewed publications. h-index: 1. 1. Optimization of the production plan of drill bits with fuzzy constraints based on a heuristic method. 2. Automated systems for main oil pipelines diagnostics and control. Project Manager of “Pilot courses in practical business based on cooperation between universities and enterprises for the development of the Caspian region” (ERASMUS+). Scientific director of the project of grant financing of the Ministry of Science and Higher Education of the Republic of Kazakhstan on the topic: “Development of environmentally safe technological solutions for drilling deep wells and methodology of environmental risk assessment”. Research interests: well drilling, well development, nanotechnology. |
| Giorgi Kvartskhava Professor | P8-GTU | Project Manager | Professor at the Faculty of Agriculture Sciences and Bio-system engineering (Georgian Technical University) in 2014-2023 dean of faculty, with extensive educational, scientific and professional experience. Member of Georgian Engineering Academy of Science. He is a scholar of the Georgian Academy of Agricultural Sciences. In the period 2017 –2019, he was a member of the accreditation council for the educational programs – National center for educational quality enhancement. In 2013 – 2014 he was Manager of Chemical Technology and Metallurgy Faculty at the Georgian Technical University. In 2010-2011 he was head of Ecological Department of State Military Scientific-Technical Center “Delta” (Ministry of Defense). He is responsible for teaching Wine chemistry, Food chemistry, Soil Ecology, Environmental Protection, and Ecology. He has been a supervisor for ten Ph.D. dissertations and 2 master theses. He was a successful manager who participated in several international projects and published more than 60 scientific papers and 3 university books on agricultural and food technology sector issues |
| Zurab Bosikashvili Professor | P8-GTU | Resercher | Professor, He was involved in projects: An early treatment recommendation system for hypertensive diseases was developed based on deep machine learning methods, The Development of the Georgian Unified Migration Analytical System (UMAS), the development of the rules base engine for social information systems, the development of the computerization project for penitentiary system of Georgia the development of the case management automation system for courts of Georgia |
| Elene Sordia | P8-GTU | Researcher | Visiting associate professor, head of lab, Elene is researcher in chemistry and food chemistry, she has good experience in lab and research, she was involved in the process of ISO 17025 standard procedures as lab manager. Despite her young ages, she is author of 17 science publication and she is involve in science projects. |
| Temur Berdiyorov, Associate professor | P9-JizPI | Project manager | PhD, Berdiyorov Temur has relevant skills in: University management: Vice-rector for scientific works and innovations at the Jizzakh polytechnic institute. Education, training and experience: He is also a teacher of the department of Management at Jizzakh polytechnic institute. He is a software engineer in “CAD/CAE/CAM” and “Trans logistic” softwares. He is fluent in English and Russian. Also, he has a long professional experience as a teacher of Project management and Logistics. He had visited over 25 countries for conferences, summer schools, study visits and short research courses in the transportation area. Selected publications: He is an author of over 30 research papers in various journals. Berdiyorov, T. (2020). MARKETING RESEARCH OF THE TRANSPORT SERVICES MARKET. Архив научных исследований, (29). Berdiyorov, Temur. (2019). Ways of Using Innovative Marketing Technologies in the Passenger Transport System. Asian Journal of Technology & Management Research (AJTMR), (Special-2), 18–22.Azamatovich, Berdiyorov Temur. (2019). ISSUES OF FOREIGN EXPERIENCE IMPLEMENTATION IN TRANSPORT SERVICES. Indo–Asian Journal of Multidisciplinary Research (IAJMR), 5(5), 1889–1897.Azamatovich, Berdiyorov Temur. (2019). Ways of Using Innovative Marketing Technologies in the Passenger Transport System. Asian Journal of Technology & Management Research (AJTMR) ISSN, 2249(0892).Berdiyorov, A., & Berdiyorov, T. (2020). Long-range planning of a public transport company. Journal of Critical Reviews, 7(6), 700–703.Berdiyorov, A., & Berdiyorov, T. (2020). Public transport companies marketing research. Journal of Critical Reviews, 7(12), 905–908.Nasritdinov, J., & Berdiyorov, T. (2020). FACTORS AFFECTING THE AMOUNT OF DEPRECIATION ALLOWANCES IN THE REPUBLIC OF UZBEKISTAN AND FORECAST VALUES OF DEPRECIATION ALLOWANCES. Journal of Critical Reviews, 7(12), 641–646.Qarshiboev, S., & Berdiyorov, T. (2020). Shifting to a European Credit module system in Uzbekistan, impact and perspectives to vocational education. Journal of Critical Reviews, 7(12), 553–559.Berdiyorov, T. A., & Ortikov, Y. Y. (2016). The concept of work motivation. Young Scientist,(7-2), 83.Azamatovich, B. T. (2020). Improving marketing research in public transport. International Journal of Psychosocial Rehabilitation, 24(8), 6365–6373.Berdiyorov, T. A. (2019). Issues of Foreign experience implementation in Transport Services. Indo-Asian Journal of Multidisciplinary. Research, 5(5), 1889.Berdiyorov, T. (2020). Metrobus in separated corridors as an optimal public transport system. IOP Conference Series: Earth and Environmental Science, 614, 012056. IOP Publishing.Berdiyorov, A., Berdiyorov, T., Nasritdinov, J., Qarshiboev, S., & Ergashkxodjaeva, S. (2021). A Sustainable Model of Urban Public Mobility in Uzbekistan. IOP Conference Series: Earth and Environmental Science, 822, 012008. IOP Publishing. – Project management: The long term experience in project management EU funded projects (e.g. CAD/CAE/CAM, ENGITEC, HIGHVEC and INTRAS). He works as a project assistant at the UBI consulting LLC (Djizak branch) which is financed by Asian Development Bank. He works also as local coordinator of TRIGGER at JizPI. https://orcid.org/0000-0002-0125-3208 |
| Jamshid Abdunazarov, Vice-rector for international cooperation | P9-JizPI | Project expert Responsible for incoming and outgoing staff and student mobility in the frame of international projects | Dr. Jamshid Abdnazarov is the Vice-rector for international cooperation and professor of the department of Transport logistics at Jizzakh polytechnic institute. Dr. Jamshid Abdunazarov an Erasmus+ Institutional legal representative and main responsible person on cooperation with foreign universities and companies and Supervise the research staff. Set departmental and individual employee goals and provide routine evaluations of progress toward these goals. Identify and promote professional growth opportunities for staff. Ensure adherence to professional standards and ethics of prospect research. His experience in projects is significant and in the results of his efforts currently institute has lots of memorandums and cooperation agreements. Moreover, he always pushes and encourages students and staff of JizPI to be part of the European Union grants and to participate in Erasmus+ CBHE projects. He also participated in several Erasmus+ KA204 which were organized in different universities of the EU countries like Slovakia, Austria, Portugal, Poland, and etc. European Projects: 1. He was participated European Projects such as EngiTEC, HighVec, INTRAS, TRIGGER, SAIA. Main published papers: Abdunazarov J., Mikusova M., Zukowska J. Modelling of the movement of designed vehicles on parking space//TST 2019: Development of Transport by Telematics, Poland pp 188-201 https://doi.org/10.1007/978-3-030-27547-1_15 Mikusova M., Abdunazarov J. Modelling of Vehicles Movements for the Design of Parking Spaces//CCCI 2019: Computational Collective Intelligence. France, pp. 464-475 https://doi.org/10.1007/978-3-030-28374-2_40 (Indexed in Scopus database).Mikusova, M., Abdunazarov, J., Zukowska, J., & Usmankulov, A. Designing of Parking Spaces Taking into account the Parameters of Design Vehicles in Russia. Communications-Scientific letters of the University of Zilina, 2020. 22(2), 31-41. https://doi.org/10.26552/com.C.2020.2.31-41 (Indexed in Scopus database). Mikusova, M., Abdunazarov, J., Zukowska, J., & Jagelcak, J.Designing of Parking Spaces on Parking Taking into Account the Parameters of Design Vehicles //Computation.–2020.–Т.8.–№.3.–С.71. https://doi.org/10.3390/computation8030071 (Indexed in Scopus database )Abdunazarov, J., Azizov, K., Shukurov, I. (2020). Method of analysis of the reasons and consequences of traffic accidents in Uzbekistan cities. International Journal of Safety and Security Engineering, Vol. 10, No. 4, pp. 483-490. https://doi.org/10.18280/ijsse.100407 (Indexed in Scopus database).Abdunazarov J., Mikusova M., Kyamakya K. The System Dynamic and Compram Methodologies for Modelling, Simulation and Forecasting of Road Safety of Uzbekistan //Journal of KONBiN. – 2021. – Т. 51. – №. 3. – С. 49-63. https://doi.org/10.2478/jok-2021-0033 (Indexed in Scopus database) Abdunazarov J. Development of a model for analysis of traffic accidents taking into account the level of automobilization and population in the Republic of Uzbekistan //Scientific-technical journal. – 2021. – Т. 4. – №. 3. – С. 58-63. https://uzjournals.edu.uz/ferpi/vol4/iss3/9/ (05.00.00; №20). |
| Azizbek Nishonov Researcher /Teachers | P9-JizPI | Researcher; Responsible for project management activities | Assistant teacher in the department of “Transport logistics”, Coordinator of the Double Degree program between Turin Polytechnic university in Tashkent (TTPU) and JizPI. He actively participated in the ERASMUS+ project of INTRAS from 2018 to 2021. During the project he visited to the Zilina university of Slovakia in order scientific project. So, he worked as an interpreter in the Asian development bank, Islamic development bank JV projects related to the Automobile Road construction in Uzbekistan. His work activities are not only related to international projects but in the local projects also participated actively. For example, He worked as a supervisor in the project of “Studying Passenger flow for Samarkand transport agglomeration” (http://samarkand-transport.uz/) and as a coordinator project of “Studying Passenger flow for Namangan transport agglomeration”. In addition, in the project of INTRAS he was awarded to year studying scholarship for Master Degree of Tashkent Transport university in the field of Intelligent transport systems. And his Master dissertation was found the most exemplary by the Grand holder university. |
| Bekzod Turatov Researcher /Teachers | P9-JizPI | Researcher; Responsible for project management activities | Assistant teacher in the department of “Transport logistics”, Vice-coordinator of the Double Degree program between Turin Polytechnic university in Tashkent (TTPU) and JizPI. He has experience on possesses Mechanical engineering and technical knowledge in developing and implementing different projects. He participated both local and international projects. In the ERASMUS+ project of INTRAS from 2018 to 2021 He actively participated as a researcher. During the project he visited to the Zilina university of Slovakia and Alpen-Adria Klagenfurt university of Austria in order scientific project. So, he worked as a Leading specialist of the Department of Transport and Logistics development under the Ministry of Transport of the Republic of Uzbekistan. He worked as a supervisor in the project of “Studying Passenger flow for Samarkand transport agglomeration” (http://samarkand-transport.uz/) and as a coordinator project of “Traffic flow for Karshi city transport agglomeration”. During the projects he developed the micro and macro models for the optimization of Public Transport in Samarkand and Karshi cities working with PTV partner, LISA+, PTV Vissim, PTV Viswalk, PTV Visum softwares. In addition, in the project of INTRAS he was awarded to year studying scholarship for Master Degree of Tashkent Transport university in the field of Intelligent transport systems. And his Master dissertation was found the most exemplary by the Grand holder university. |
| Zhomart Zhanturin | P10- AOGU | Project manager | Zhomart Zhanturin is a PhD in Technical Sciences and an Associate Professor at Atyrau Oil and Gas University named after S. Utebayev. He is a Director of the Dual Education and Career Center. His research interests focus on transportation, logistics, ecology, and the oil and gas industry. He is the author of numerous publications in international journals, including Scopus-indexed papers, and actively participates in scientific conferences and international projects, such as Erasmus+. Since 2015, he has been a member of the International Academy of Informatization. He has received multiple awards, including honorary certificates from the Ministry of Education and Science of Kazakhstan and industry recognition badges. He has completed professional development programs in Kazakhstan and abroad, including Nazarbayev University and the Petroleum-Gas University of Ploiesti (Romania). |
| Nurken Akhmetov | P10-AOGU | Senior expert/advisor/researcher, | Nurken Akhmetov is a Vice-Rector for Academic Affairs and International Cooperation at Atyrau Oil and Gas University named after Safi Utebayev. He is a Doctor of Technical Sciences degree specialized in drilling technology and well development. His research focuses on equipment and technologies for drilling, oil and gas production, and pipeline transportation. He has authored over 105 scientific publications, including Scopus-indexed journals, five patents, and three monographs. Dr. Akhmetov is an academician of the International Academy of Informatization and an accredited expert in university accreditation for NAAR and IQOO. His professional development includes international training programs in Japan, Poland, and Kazakhstan, as well as industry internships with major oil companies. He actively participates in Erasmus+ programs and contributes to the development of educational programs aligned with international standards. |
| Akmaral Abdigaliyeva | P10-AOGU | Expert /researcher / teacher | Akmaral Abdigaliyeva graduates Ph.D. in Mathematical and Computer Modeling from Al-Farabi Kazakh National University and lecturer at AOGU. She is currently a Lecturer in the Automation Production and IT Department at Atyrau Oil and Gas University named after S. Utebayev. Akmaral has experience in scientific research, specializing in large eddy simulation for researching heterogeneous turbulent flows, and has published numerous scientific papers on turbulence modeling and its applications. She has completed scientific internships at the University of Delaware and participated in international summer schools. Akmaral is passionate about advancing mathematical modeling and computational sciences in the context of the oil and gas industry. |
| Gulmira Tazhieva | P10-AOGU | Trainer / teacher | Gulmira Tazhieva is a senior lecturer at Atyrau Oil and Gas University with 20 years of academic experience. She holds a degree in Mechanical Engineering. Her research interests include ecology, logistics, and transport. She has published several scientific works in reputable journals, including Scopus-indexed publications. She teaches courses on transport logistics, freight and passenger transportation, and transport infrastructure. Additionally, she serves as the academic advisor and program leader for Transport and Logistics programs. She has received professional training in digital education, sustainable logistics, and artificial intelligence in education. |
| Almagul Turdagaliyeva | P10-AOGU | Administrative personnel/ trainer | Almagul Turdagaliyeva is a Director of the Centre for International Cooperation at the Atyrau Oil and Gas University and a certified trainer. She has solid experience in design and management of educational and research international projects. She is also an Erasmus+ week grant holder (UPG, Ploiesti, Romania, 2023). She works on establishing cooperation with universities in Europe, the United States, and China focusing on developing modern curricula that are in line with the UN SDGs and promoting international cooperation in education and research |
LIST OF PREVIOUS PROJECTS
List of previous projects (annex 4 to Part B)
| List of previous projects Please provide a list of your previous projects for the last 4 years. | |||||
| Participant | Project Reference No and Title, Funding programme | Period (start and end date) | Role (COO, BEN, AE, OTHER) | Amount (EUR) | Website (if any) |
| CO-OUC | Ref. no. SMIS 124984– “The development of the numerical computing infrastructure of the Ovidius University of Constanța, for numerical modeling, simulation and processing of massive data structure by creating a Cloud Data Center” – POC/398/1 | 29.05.202 0 – 30.12.202 3 | COO | 1,009,0 85.25 € | https://insae.ro/inde x.php/ro/occ/ |
| CO-OUC | Upgrading Academic Skills and Innovative Capacities trough Virtualy Enclusive Hybrid Studios, acronim – UPTAKERS, grant no. 101179167- UPTAKERS — ERASMUS-EDU-2024-CBHE | 01.11.2024- 31.10.2027 | COO | 115.581 € | |
| CO-OUC | Ref. no. AMD-690713-39 – PORT-Cities: Integrating Sustainability, H2020-MG- 2015_TwoStages, MG-5.5a-2015 Demonstrating and testing innovative solutions for cleaner and better urban transport and mobility | 01.09.201 6 – 30.11.202 0 | BEN | 100.000 € | https://civitas.eu/pr ojects/portis |
| CO-OUC | European Inclusion of Ukrainian Students, 023-1-SK01-KA220-HED-00015755, Erasmus+ | 01.12.2023-30.11.2026 | BEN | Total budget 400.000 € | |
| CO-OUC | Digital language and communication training for EU scientists, 2022-1-ES01-KA220-HED-000086749, Erasmus+ | 31.12.2022-30.12.2025 | BEN | Total budget 400.000 € | http://dilan4scientists.eu/ |
| P2-TTK | 2020-1-EE01-KA203-077970 VirSTEM Virtual Technology for use in STEM Erasmus+ KA2 | 01.11.2020-30.04.2023 | COO | 174.036 € | |
| P2-TTK | 2020-KA203-10, DIGSCM 4.0 – Digital skills for future Supply Chain Management 4.0 Erasmus+ KA2 | 31.12.2020- 31.08.2023 | COO | 135.484 € | |
| P2-TTK | CB860 IntelTrans – Intelligent Transport and Traffic Management study module Interreg Central Baltic | 01.04.2020- 30.09.2022 | COO | 505.938 € | |
| P2-TTK | PRODIMOD Process-based Business Management module | 01.10.2022- 30.09.2024 | COO | 250.000 € | |
| P3-BSMA | 585832-EPP-1-2017-1-IT-EPPKA2-CBHE-JP – Master is Smart Transport and City Logistics | BEN | |||
| P3- BSMA | 101081771 – DUGEOR | 2017 – 2021 | BEN | 868.991 € | www.dugeor.ge |
| P3-BSMA | 101077576 – 4BIZ | 2022-2024 | BEN | 510.484,15€ | https://4biz.bsun.org/index.html |
| P3-BSMA | 101179064 – PRODIGE | 2024 – 2027 | BEN | 808.039,80 € | |
| P4- AzTU | “Enhancing monitoring and management capacities of HEIs on optical networks and optical communication in Georgia, Azerbaijan, Kazakhstan (OPTIFY)”, 101179763 ERASMUS-EDU-2024-CBHE | 01.12.2024-30.11.2027 | COO | 86.625 € | |
| P4- AzTU | “Fostering Dual Green and Digital Transitions through Education and Innovation in the Neighbourhood East, Central Asia, and Asia (GreenTech Horizons)”, 101177203 ERASMUS-EDU-2024-CBHE-STRAND-2 | 01.11.2024-31.10.2027 | BEN | 59.677,48 € | |
| P4- AzTU | “Joint societal challenge driven circular economy energy education between Azerbaijan, Georgia, Greece, Moldova and Romania (EU-AGM)”, 101177142 ERASMUS-EDU-2024-CBHE-STRAND-2 | 01.12.2024-30.11.2027 | BEN | 77.624 € | |
| P4- AzTU | “Enhancement of internal quality assurance of education in teaching, learning and assessment in HEIs of Azerbaijan and Russia (IQAinAR)”, 619477-EPP-1-2020-1-NL-EPPKA2-CBHE-JP | 15.01.2021-14/01/2025 | BEN | 43.470 € | https://iqainar.org/ |
| P4- AzTU | “Developing Research Capacity through Institutional Repositories Network in Azerbaijan” DIRNA 101082124 — DIRNA — ERASMUS-EDU-2022-CBHE | 01.01.2023-31.12.2025 | BEN | 43.469 € | http://dirna.khazar.org/ |
| P4- AzTU | “Enhancing sustainable entrepreneurial ecosystem in higher education of Azerbaijan – ENGAGE”, Grant Agreement No. 101083269 | 01.01.2023-31.12.2025 | BEN | 45.395 € | https://engage.edu.az/ |
| P4- AzTU | Establishment of Rectors Conference in Azerbaijan (ECAR), Program Erasmus +, project KA2 n° 619354-EPP-1-2020-1-AZ-EPPKA2-CBHE-JP | 15.01.2020- 14/06/2024 | BEN | 38.694 € | http://ecar.net.az/ |
| P4- AzTU | Bachelor, Professional Masters in Open and Distance Learning for Strategic Quality Management and Health Risk Management in Russia, Kazakhstan and Azerbaijan (LMQsante), Program ERASMUS + project KA2 n° 618860-EPP-1-2020-1-EL-EPPKA2-CBHE-JP | 15.01.2021 – 14.01.2025 | BEN | 65.484 € | https://www.lmqs.eu/ |
| P4- AzTU | Enhancing capacity of universities to initiate and to participate in clusters development on innovation and sustainability principles” (UniClaD), Program Erasmus +, projectKA2 n° 609944-EPP-1-2019-1-LT-EPPKA2-CBHE-JP | 15.01.2020- 14.11.2024 | BEN | 67.845 € | http://uniclad.net |
| P4- AzTU | Crisis and Risks Engineering for Transport Services, Program Erasmus +, project KA2 n° 598218-EPP-1-2018-1-PL-EPPKA2-CBHE-JP | 15.11.2018 – 15.11.2022 | BEN | 72.687 € | www.creng.eu |
| P5-ASCCA | Excellent MA ITCLSC, Project: 101128279 — Excellent MA ITCLSC — ERASMUS-EDU-2023-EMJM-DESIGN, “Designing an excellent MA in International Trade, Customs, Logistics, Supply Chain with the best European and International Standards” | 01.02.2024 – 31.05.2025 | COO | 55.000 € | www.ascca.edu.az/en/pages/ITCLSC |
| P5-ASCCA | Jean Monnet Module EURASCCA “Advancing the EU Studies at the Azerbaijan Customs Academy” (EURASCCA) 101085774 EURASCCA — ERASMUS-JMO-2022-HEI-TCH-RSCH | February 2023 – 2026 | COO | 30.000 € | www.ascca.gov.az/en/pages/EURASCCA |
| P5-ASCCA | TOPCOP “Training and Operational Partnership against Organized Crime” implemented by CEPOL and EUROPOL in Eastern Partnership countries (excluding Belarus) (ENI/2020/415-941) | 2020-2024 (ASCCA joined in May 2021) | BEN | Budget managed by CEPOL | https://www.cepol.europa.eu/international-cooperation/topcop |
| P5-ASCCA | Korea International Cooperation Agency (KOICA) funded Customs ICTs Capacity Enhancement for Azerbaijan | 2022-2024 | BEN | 115.000 $ | |
| P5-ASCCA | “Strengthening capacity of the Government of Azerbaijan in the WTO Accession negotiations and other trade related activities” implemented by the Ministry of Economy of the Republic of Azerbaijan EUROPEAID/ 138778/DH/MULTI | 2020 –2022 | BEN | Budget managed DMI Associates/COWI Consortium | https://wto.az/en/areas/technical-assistance-and-capacity-building-projects/ |
| P5-ASCCA | DIRNA Erasmus+ KA2 CBHE project “Developing Research Capacity through Institutional Repositories Network in Azerbaijan” (DIRNA) 101085774 — EURASCCA — ERASMUS-JMO-2022-HEI-TCH-RSCH | 2023- 2026 | BEN | 43.568 € | http://dirna.khazar.org |
| P5-ASCCA | WORK4CE Erasmus+ KA2 CBHE project “Cross-domain competencies for healthy and safe work in the 21-st century” (WORK4CE) 619034-EPP-1-2020-1-UA-EPPKA2-CBHE-JP | 15.11.2020 – 14.11.2024 | BEN | 98.223 € | https://work4ce.eu/ |
| P5-ASCCA | ECAR Erasmus+ KA2 CBHE project, “Establishment of Rectors Conference in Azerbaijan” (ECAR) 619354-EPP-1-2020-1-AZ-EPPKA2-CBHE-JP | 15.01.2021-14.01.2024 | BEN | 23.302 € | http://ecar.net.az/ |
| P6-TSTU | 586292-EPP-1-PL-EPPKA2-CBHE-JP -Intelligent Transport Systems: New ICT – based Master’s Curricula in Uzbekistan – INTRAS, Erasmus+ | 2017-2021 | BEN | 75.365 € | https://intras.uz/ |
| P6-TSTU | 610170-EPP-1-2019-1-ES-PPKA2-CBIIE-JP, Establishment of training and Research Centers and Courses Development on Intelligent BigData Analysis in CA-ELBA, Erasmus+ Programme | 2020-2023 | BEN | 74.217 € | |
| P6-TSTU | 617309-EPP-1-2020-1-SK-EPPKA2-CBHE-JP Triggering innovative approaches and entrepreneurial skills for students through creating conditions for graduate’s employability in Central Asia -TRIGGER, Erasmus+ | 2021-2024 | BEN | 52.995 € | http://www.trigger-project.com |
| P7- CSUTE | ERASMUS+ KUTEL 598377-ЕРР-1-2018-1-IT-EPPKA2-CBHE-SP KUTEL Kazakhs universities to foster quality assurance processes in Technology Enhanced Learning | 2018-2021 | BEN | 26.000 € | https://www.kutel-project.eu/ |
| P7- CSUTE | ERASMUS+ UXiship 609870-EPP-1-2019-DE-EP PKA2-CBHE-JP Accelerating ICT students‘ startup development competence via interdisciplinary modular courses in the HEI curricula/ | 2019-2022 | BEN | 86.121 € | |
| P7- CSUTE | ERASMUS+ PICASP 617540-EPP-1-2020-1-IT-EPPKA2-CBHE-JP Pilot courses in Practice Enterprise to implement the University-Enterprise Cooperation for the development of Caspian Area | 2020-2025 | BEN | 69.730 € | https://www.picasp-project.eu/ |
| P7- CSUTE | ERASMUS+ GEOCLIC 619011-EPP-1-2020-1-KZ-EPPKA2-CBHE-JP New Courses in Geospatial Engineering for Climate Change Adaptation of Coastal Ecosystems | 2020-2023 | BEN | 79.000 € | https://geoclic.org/ |
| P8-GTU | 585760-EPP-1-2017-1- AM-EPPKA2-CBHE-JP PRINTeL- Change in Classroom: Promoting Innovative Teaching & Learning to Enhance Student Learning, Erasmus+ Capacity Building in the Field of Higher Education Experience in Eastern Partnership Countries | 2017-2020 | BEN | 997.506 € | |
| P8-GTU | Georgian Artificial Intelligence Networking and Twinning Initiative, HORIZON EUROPE #101078950 | 01.10.2022-31.03.2024 | COO | 1.319.250 € | |
| P8-GTU | A Global Network for Agricultural Sciences and Viniviticulture: Internationalizing through Joint Programmes – VITAGLOBAL ERASMUS+ №585760- EPP-1-2017-1-AM- EPPKA2- CBHE-JP | 2018-2021 | BEN | 924.859 € | |
| P8-GTU | Raising Research Capacity of Georgian HEIs through Developing R&D Units, (№598207-EPP-1-2018- 1-GE- EPPKA2-CBHE- SP (2018-2578 / 001 –001) | 2019-2021 | BEN | 706.214 € | |
| P8-GTU | “Creative Spark – Higher Education Enterprise Programme, № EV16048P8P – BRITISH COUNCIL | 2019-2022 | BEN | 150.000 € | |
| P8-GTU | SmaLog – Master in Smart Transport and Logistics for Cities, Erasmus+ Capacity Building in the Field of Higher Education ID 400585832 | 2017-2021 | BEN | 1.479.002 € | |
| P8-GTU | [Promoting professional education and students engagement through comprehensive mentoring and tutoring system at HEIs] Proment, Proposal number: 101082696 | 2023-2026 | BEN | 63.000 € | |
| P8-GTU | Integration of a unified teaching model in IT TVET programs and introduction of International Certified programs in the regional colleges of Georgia”, Millennium Challenge Corporation-Georgia | 2016-2019 | BEN | 474.359 € | |
| P8-GTU | increasing cybersecurity and cyber education in The system of technical and vocational education and training in Georgia through international certification courses, U.S. Embassy in Georgia | 2020-2021 | BEN | 19.000 € | |
| P8-GTU | Strengthening capacities for the implementation of dual education in Georgia higher education (DUGEOR), funded by EU | 2020- | BEN | 80.625 € | |
| P8-GTU | Grant Agreement #2020-1-ELO1-KA204-078872 Volunteers in Action: Raising awareness of volunteer firefighters, ERASMUS+VOLINACT | 01.11.2020-31.10.2022 | COO | 23.946 € | |
| P8-GTU | Creative Spark: Entrepreneurship Education Program for Higher Education Institutions, #EV16048P8P | 30.06.2020-30.06.2021 | COO | 11. 950 £ | |
| P8-GTU | Promoting eco-innovation business model development in hospitality for SMEs, ERASMUS+ | 01.10.2018-31.12.2020 | COO | 1.020,60 € | |
| P8-GTU | Inclusion of results based on studies conducted in Akhmeta Municipality in the Master’s Program of the Georgian Technical University and creation of an energy audit stand, GIZ | 25.05.2021 – 25.10.2021 | COO | 82.670 € | |
| P8-GTU | International mobility with credit accumulation, ERASMUS+KA107 | 16.02.2021.-16.02.2023 | COO | 210.00 € | |
| P8-GTU | Strengthening the Quality and Compliance of the Third Mission in Georgian Universities, ERASMUS+ | 04.02.2021-04.02.2024 | COO | 43.497 € | |
| P8-GTU | New Physics Probes Technological Advances from Particle and Gravitational Wave Physics Experiments, REA | 01.03.2022-01.03.2026 | COO | 110.400 € | |
| P8-GTU | Promoting updated energy sources and increasing capacity in the field of environmental protection in the field of NCU, SAMRS/2022/GE/1/2 | 01.10.2022-31.03.2024 | COO | 180.483 € | |
| P8-GTU | Translation of the Book of American Authors, SGG80022GR0079 | 12.092022-31.12.2023 | COO | 13.756 $ | |
| P8-GTU | DAAD – Sustainable Development Goals in the Caucasus, #57612053, SDG | 01.01.2022 – 31.12.2025 | COO | 17.988 € | |
| P8-GTU | Developing international capabilities, PROMENT – ERASMUS – EDU – 2022 – CBHE | 09.02.2023 – 01.03.2026 | COO | 69.374€ | |
| P8-GTU | Change the Strategic Framework to Ensure the Introduction of Dual Education in the Georgian Higher Education System, ERASMUS + DUGEOR – 101081771-ERASMUS-EDU-2022-CBHE-STRAND-3 | 01.01.2023 – 31.12.2026 | COO | 89.543 € | |
| P8-GTU | Introduction of micro certificates in the higher education systems of Georgia and Armenia: South Caucasus Beacon Project – Mikro gear, ERASMUS + | 01.01.2024 – 31.12.2026 | COO | 91.352 € | |
| P8-GTU | Rebuilding Growth in Agriculture in Post-Conflict Ukraine & Transitioning Georgia, ERASMUS+ ReGrow; Proposal number: 101179755; Strand 2 | 20.01.2025- 20.12.2027 | BEN | 799.502,82 € | |
| P8-GTU | Enhancing monitoring and management capacities of HEIs on optical networks and optical communication in Georgia, Azerbaijan, Kazakhstan | 20.01.2025- 20.12.2027 | BEN | 762.995 € | |
| P8-GTU | Joint societal challenge driven circular economy energy education between Azerbaijan, Georgia, Greece, Moldova and Romania, ERASMUS+ EU-AGM Proposal number: 101177142 | 20.01.2025- 20.12.2027 | BEN | 800.000 € | |
| P9-JizPI | Intelligent Transport Systems: New ICT – based Master’s Curricula in Uzbekistan AGREEMENT NUMBER – 2017 – 3516/001-001 Project reference number – 586292-EPP-1-PL-EPPKA2-CBHE-JP | 2016-2019 | BEN | 814.635 € | https://www.intras.uz/ |
| P9-JizPI | Triggering innovative approaches and entrepreneurial skills for students through creating conditions for graduate’s employability in Central Asia – TRIGGER Application No: 617309-EPP-1-2020-1-SK-EPPKA2-CBHE-JP | 2020-2024 | BEN | 999.573 € | http://trigger-project.com/site/index |
| P9-JizPI | Reinforcing Capacities of HEIs for leather and leather products in Uzbekistan-Kazakhstan ProjectReference: 618930-EPP-1-2020-1-EL-EPPKA2-CBHE-JP | 2020-2024 | BEN | 914.603 € | http://reileap.com/ |
| P9-JizPI | The World Bank Academic in the institute innovation fund grant “Electronics-joint educational laboratory from’’ | 2018-2022 | BEN | 100.000 € | www.aif.edu.uz |
| P9-JizPI | DEBSEUz-Development of the targeted Educational program for Bachelors in Solar Energy in Uzbekistan | 2024-2026 | BEN | 676.962 € | https://debse.uz/en/ |
| P9-JizPI | TEX4FUTURE-Textile Manufacturing for the Future in Uzbekistan and Kazakhstan | 2024-2026 | BEN | 790.985 € | https://tex4future.com/ |
| P9-JizPI | GREENDT-Implementing Environmental Engineering Master Degrees through Sustainable Transition and Societal Change | 2025-2027 | BEN | 756.000 € | |
| P10-AOGU | Erasmus+ КА107, KA 171 (PWSZ, Poland) | 2017-2019 | BEN | Approximately 1.255 € per person | https://aogu.edu.kz/erasmus/ |
| P10-AOGU | 619011-EPP-1-2020-1-KZ-EPPKA2-CBHE-JP, New Courses in Geospatial Engineering for Climate Change Adaptation of Coastal Ecosystems / GEOCLIC | 2021-2024 | BEN | 998.832 € | https://aogu.edu.kz/erasmus/ |
| P10-AOGU | Erasmus Week (UPG, Romania) | 2023-2024 | BEN | Approximately 1.255 €per person | https://aogu.edu.kz/erasmus/ |
ANNEX 5 – Neighbourhood East and Central Asia Partners Needs Analysis Summary
Partner 3- BSMA
SECTION 1- Need Analysis
| How many courses in the curriculum are fully dedicated to any of the XR technologies? | |||
| Undergraduate: 6 | Postgraduate: 1 | ||
| How many courses in the curriculum are partially tackling the XR field? | |||
| Undergraduate: | Postgraduate: | ||
| How many courses use advance technological platform in courses delivery? | 0 | ||
| How many workshops or training are provided in the XR context (on a yearly basis)? | 2 | ||
| What is the number of staff (professors/ teaching assistants/ technical staff) specialized in the XR field? | 4 | ||
| Is there a lab fully dedicated to XR technology? If yes, please list the equipment | yes | ||
| Is there a lab partially encompassing XR technologies? If yes, please list the equipment | yes | ||
| Does the department have any collaboration with a business sector in the XR context? | yes | ||
| Does the government support any initiative for the advancement of higher education curricula and programs? If yes, please mention the name and brief description (1 sentence) | |||
| yes | |||
| If the proposal is capitalizing on one or more previous or ongoing projects at your university, please provide a brief text – with references to these projects if found -. | |||
| n/a | |||
SECTION 2- Education Materials (courses &workshops) that you intend to elaborate during the implementation of the project (the figures that will be filled shall become committed indicators and have to be corelated with the requested budget)
| Course level | Course topic/Title | Course brief description (around 50 words) | Expected number of students enrolled |
| Undergrad | Engine Room Resource Management | Ship power and electrical plants simulation and management using VR technology | 60 |
| Postgrad | Virtual Reality in Electrical and Panel Trainings | The training will allow students to learn use of high voltage panels using VR technologies | 60 |
| Workshop 1 | VR technologies for on-board training | Use of VR technologies to develop practical skills and knowledge needed before onboard practice | 15 students in group |
| Workshop 2 | Use of VR technologies for engine room training | The workshop will bridge the gap between theoretical learning and real-world application by creating a fully immersive 3D engine room environment | 15 students in group |
SECTION 3-Lab Software & Equipment that you intend to procure during the implementation of the project (the items that you will indicate are going to be committed indicators for the implementation of the project and have to be corelated with the requested budget)
| Lab asset | Name & specific model | Use Brief and expected / planned application | Tick if Used in undergrad course | Tick if Used in postgrad course | Tick if Used in Workshop 1 | Tick if Used in Workshop 2 | Num. of purchases |
| Hardware | Interactive Screen | The screens will be used to support laboratorial and extend number of classes equipped with digital technologies | 1 | ||||
| VR Headsets: Oculus QuesT | Used to provide immersive VR experiences for simulation of railway operations and safety training. | 6 | |||||
| High-Performance Workstations (e.g., Dell Precision 7865, HP Z8 G5) | Supports XR applications, simulations, and data storage for training | 2 | |||||
| Motion Capture Systems (e.g., OptiTrack, Vicon) | To track user movements accurately within VR environments, crucial for interactive simulations involving complex scenarios. | 2 | |||||
| Software | Game Engines: Unity 3D (C#) | Supports AR/VR development, OpenXR, and seamless integration with cloud services | Open source platform with paid licenses | ||||
| Advanced XR Software Unreal Engine | Delivers high-quality visuals with advanced rendering capabilities for VR experiences. | Open source platform with paid licenses |
| RISK expected | Mitigation plan |
| Economic (currency changes) | Risk of changes in prices may occur due to unstable economic situation and changes in exchange rates |
| Political (import problems) | Import risks are taken into account due to complicated procurement and tender requirements it may take longer then expected. Due to that, in order to avoid such problems we plan to start tender call and procurement procedures as soon as possible after beginning of the project and transfer of first instalment. |
Partner 4-AzTU
SECTION 1- Need Analysis
| How many courses in the curriculum are fully dedicated to any of the XR technologies? | |||
| Undergraduate: 1 | Postgraduate: 0 | ||
| How many courses in the curriculum are partially tackling the XR field? | |||
| Undergraduate: 1 | Postgraduate:0 | ||
| How many courses use advance technological platform in courses delivery? | 0 | ||
| How many workshops or training are provided in the XR context (on a yearly basis)? | 0 | ||
| What is the number of staff (professors/ teaching assistants/ technical staff) specialized in the XR field? | 3 | ||
| Is there a lab fully dedicated to XR technology? If yes, please list the equipment | 0 | ||
| Is there a lab partially encompassing XR technologies? If yes, please list the equipment | 0 | ||
| Does the department have any collaboration with a business sector in the XR context? | 0 | ||
| Does the government support any initiative for the advancement of higher education curricula and programs? If yes, please mention the name and brief description (1 sentence) | |||
| In general government bodies support initiatives shown as priority areas | |||
| If the proposal is capitalizing on one or more previous or ongoing projects at your university, please provide a brief text – with references to these projects if found -. | |||
| We do not have previous projects focused on XR technologies. However AzTU was partner in the following project in Transportation area. Crisis and Risks Engineering for Transport Services Program Erasmus +, project KA2 n° 598218- EPP-1-2018-1-PL- EPPKA2-CBHE-JP Project goal is to support the development of Crisis and Risks Engineering for transport services (CRENG) to ensure sustainability of Ukraine (UA), Azerbaijan (AZ) and Turkmenistan (TM) transport systems for their integration into Global transportation network. | |||
SECTION 2- Education Materials (courses &workshops) that you intend to elaborate during the implementation of the project (the figures that will be filled shall become committed indicators and have to be corelated with the requested budget)
| Course level | Course topic/Title | Course brief description (around 50 words) | Expected number of students enrolled |
| Undergrad | “Multimodal transportation” | Information was provided on the requirements for vehicles, transport centres and transport nodes and the organization of activities. A brief overview of international and national legal and regulatory acts in the field of multimodal transportation and calculation of the economic efficiency of using multimodal transportation. | This course taught in 2 study programs and every year around 120 students take this course |
| Postgrad | Fundamentals of modelling in logistics | This course taught in master programs. Students learn | Around 10 students take this course every year |
| Workshop 1 | VR, AR, XR Experience | Learners will establish a mental model for XR technologies and gain experience of the different tools used to approach an idea. | 15 attendees/workshop. One or two weeks workshop for attendees interested in VR, AR applications |
| Workshop 2 | XR Applications in Logistics, transportation | Focuses on real-world applications of XR in Logistics, Transportation. | 15 attendees/workshop One or two weeks workshop for attendees interested in VR, AR applications |
| What is the process of accreditation of the courses and workshops at your organization? | |
| Courses | The under grad and post grad courses will be coded and introduced as elective courses. Students are graded at the end of each term by levels |
| Workshops | Workshops are implemented as training. |
SECTION 3-Lab Software & Equipment that you intend to procure during the implementation of the project (the items that you will indicate are going to be committed indicators for the implementation of the project and have to be corelated with the requested budget)
| Lab asset | Name & specific model | Use Brief and expected / planned application | Tick if Used in undergrad course | Tick if Used in postgrad course | Tick if Used in Workshop 1 | Tick if Used in Workshop 2 | Num. of purchases |
| Hardware | VR Headsets: Oculus QuesT | Used to provide immersive VR experiences for simulation of railway operations and safety training. | 6 | ||||
| High-Performance Workstations (e.g., Dell Precision 7865, HP Z8 G5) | Supports XR applications, simulations, and data storage for training | 2 | |||||
| Motion Capture Systems (e.g., OptiTrack, Vicon) | To track user movements accurately within VR environments, crucial for interactive simulations involving complex scenarios. | 2 | |||||
| Software | Game Engines: Unity 3D (C#) | Supports AR/VR development, OpenXR, and seamless integration with cloud services | Open source platform with paid licenses | ||||
| Advanced XR Software Unreal Engine | Delivers high-quality visuals with advanced rendering capabilities for VR experiences. | Open source platform with paid licenses |
| RISK expected | Mitigation plan |
| Economic (currency changes) | Equipment will be procured in the first phase of the project to mitigate currency fluctuations. |
| Political (import problems) | Secure funding and finalize purchases early in the project timeline to lock prices and avoid fluctuation risks. |
Partner 5- ASCCA
SECTION 1- Need Analysis
| How many courses in the curriculum are fully dedicated to any of the XR technologies? | |||
| Undergraduate: 2 | Postgraduate: 1 (Customs training) | ||
| How many courses in the curriculum are partially tackling the XR field? | |||
| Undergraduate: 2 | Postgraduate: 1 (Customs training) | ||
| How many courses use advance technological platform in courses delivery? | More than 10 | ||
| How many workshops or training are provided in the XR context (on a yearly basis)? | 3 | ||
| What is the number of staff (professors/ teaching assistants/ technical staff) specialized in the XR field? | 1 | ||
| Is there a lab fully dedicated to XR technology? If yes, please list the equipment | No | ||
| Is there a lab partially encompassing XR technologies? If yes, please list the equipment | Yes; World Customs Organization-granted Virtual Reality Training Kiosk and the VR Training Modules | ||
| Does the department have any collaboration with a business sector in the XR context? | No | ||
| Does the government support any initiative for the advancement of higher education curricula and programs? If yes, please mention the name and brief description (1 sentence) | |||
| Yes, the State Customs Committee of the Republic of Azerbaijan supported the Academy’s attainment of the WCO-donated VR Training Kiosk, which is used for the VR-based training for Customs officers. | |||
| If the proposal is capitalizing on one or more previous or ongoing projects at your university, please provide a brief text – with references to these projects if found -. | |||
| Yes, the ASCCA has implemented the WCO Virtual Reality Training Program, developed with support from the Korean Customs Cooperation Fund. This program utilizes VR technology to enhance customs training, particularly in container inspection procedures. The initiative aims to improve the practical skills of customs officers through immersive simulations. VR Training Set is also partly used in 1 course for the BA in Information Technologies programme. Additionally, the ASCCA’s partnership in the EU-funded Erasmus+ WORK4CE project (2020-2024) has led to the inclusion of the Extended Reality and Virtual Reality course into the BA in IT programme curriculum. | |||
SECTION 2- Education Materials (courses &workshops) that you intend to elaborate during the implementation of the project (the figures that will be filled shall become committed indicators and have to be corelated with the requested budget)
| Course level | Course topic/Title | Course brief description (around 50 words) | Expected number of students enrolled |
| Undergrad | Fundamentals of XR Technologies and Applications | This course introduces (XR) applications in trade facilitation, customs procedures, and logistics, enhancing digital skills for future customs officers. | 15 selected students/year, from the ASCCA BA and MA programs on IT; Information Security; and International Trade and Logistics. |
| Postgrad | XR Technologies and Applications in Customs, Trade, Logistics and Supply Chain | This course explores XR (VR, AR, MR) applications in customs, trade, logistics, and supply chain. Through immersive simulations, participants will enhance skills in customs clearance, risk assessment, and cargo inspection, supporting border security, trade facilitation, and digital transformation, aligned with WCO standards and Azerbaijan’s modernization goals. | 15 Customs officers/year; this course will be integrated into the pre- and in- service training programs for Customs officers. |
| Workshop 1 | Introduction to XR for Trade and Customs Operations | This workshop provides a hands-on introduction to XR (VR, AR, MR) applications in customs and trade. Participants will explore virtual simulations of customs clearance, cargo handling, and risk assessment, gaining foundational knowledge of XR’s role in trade facilitation and digital transformation. | 15 ASCCA undergraduate students (IT, Information Security, International Trade & Logistics); and 5 Customs officers may participate as observers. |
| Workshop 2 | Advanced XR Applications in Customs, Logistics, Trade and Supply Chain | Focuses on real-world applications of XR in customs inspections, logistics, and risk analysis. Through immersive case studies, participants engage in customs enforcement simulations, cargo screening exercises, and AR-assisted trade compliance scenarios, enhancing operational efficiency. | 15 Customs officers and 5 students (BA and MA degree students of ASCCA may participate as observers). |
| What is the process of accreditation of the courses and workshops at your organization? | |
| Courses | The undergraduate and postgraduate courses will be coded and introduced as elective courses at ASCCA. Students are assessed based on performance and graded accordingly at the end of each term. |
| Workshops | Workshops are registered as professional training programs at ASCCA. Participants receive an official certificate upon successful completion. |
SECTION 3-Lab Software & Equipment that you intend to procure during the implementation of the project (the items that you will indicate are going to be committed indicators for the implementation of the project and have to be corelated with the requested budget)
| Lab asset | Name & specific model | Use Brief and expected / planned application | Tick if Used in undergrad course | Tick if Used in postgrad course | Tick if Used in Workshop 1 | Tick if Used in Workshop 2 | Num. of purchases |
| Hardware | Workstation: High-Performance Computer System: Intel Core i9-13900K, RTX 4080, 64GB RAM, 2TB SSD | Optimized for development, 3D modeling, AI applications, and complex XR simulations; RTX 4080 GPU makes it ideal for high-end graphics rendering and AI-driven XR tasks. | ✔ | ✔ | ✔ | ✔ | 1 |
| Monitor: Samsung Odyssey G7 32-inch, 2560×1440, 240Hz | High-resolution, high-refresh-rate monitor. | ✔ | ✔ | ✔ | ✔ | 1 | |
| Keyboard: Razer BlackWidow V3 | Mechanical keyboard with RGB lighting and programmable keys. | ✔ | ✔ | ✔ | ✔ | 1 | |
| Mouse: Logitech G Pro X Superlight | Ultra-lightweight wireless gaming mouse. | ✔ | ✔ | ✔ | ✔ | 1 | |
| Microphone:Blue Yeti X | Professional-grade USB microphone. | ✔ | ✔ | ✔ | ✔ | 1 | |
| Headset (Audio): Logitech G Pro X Wireless | High-fidelity wireless gaming headset. | ✔ | ✔ | ✔ | ✔ | 1 | |
| Augmented Reality Headset: Microsoft HoloLens 2 | Mixed reality headset with advanced gesture tracking. | ✔ | ✔ | ✔ | ✔ | 1 | |
| Controllers: HTC Vive Controllers | Precision-tracking VR controllers. | ✔ | ✔ | ✔ | ✔ | 1 | |
| Haptic Gloves: SenseGlove Nova Lite | Force-feedback gloves for realistic touch simulation. | ✔ | ✔ | ✔ | ✔ | 1 | |
| Storage Cases: Pelican 1550 | Rugged, waterproof protective case. | ✔ | ✔ | ✔ | ✔ | 1 | |
| Wi-Fi Router: Aruba Networks Instant On AP22 | High-performance Wi-Fi 6 access point. | ✔ | ✔ | ✔ | ✔ | 1 | |
| Server: Custom-Built for XR Processing (AMD Ryzen 9 5950X, 64GB RAM, 2TB SSD) | Optimized for XR rendering and real-time processing, potentially acting as a dedicated XR server for simulations, VR experiences, and collaborative projects. | ✔ | ✔ | ✔ | ✔ | 1 | |
| VR Headset Meta Quest Pro | Advanced standalone VR headset with high-resolution optics. | ✔ | ✔ | ✔ | ✔ | 1 | |
| Sensors HTC Vive Base Stations | Enhances motion tracking for realistic XR interaction | ✔ | ✔ | ✔ | ✔ | 5 | |
| Outdoor Poles Adjustable VR Tracking Poles | Facilitates extended-range tracking for large-scale XR simulations | ✔ | ✔ | ✔ | ✔ | 4 | |
| Software | Unity Pro (1-year license for institutions) | Integrated with ASCCA’s academic platforms for XR-based training | ✔ | ✔ | ✔ | ✔ | 1 license |
| Unreal Engine (Free for non-commercial use) | Advanced XR Software Enables immersive experiences in customs control, supply chain, and trade | ✔ | ✔ | ✔ | ✔ | institutional license (free) | |
| Vizard (XR training software) | Specialized software for VR-based training and research. | ✔ | ✔ | ✔ | ✔ | 1 license | |
| CAVE (Collaborative Virtual Environment software) | Multi-user VR environment software Facilitates collaborative XR simulations and training sessions.. | ✔ | ✔ | ✔ | ✔ | 1 license | |
| Autodesk VRED Professional (XR simulation for training & research) | Advanced 3D visualization software. | ✔ | ✔ | ✔ | ✔ | 1 license | |
| Autodesk Maya (3D modeling & XR content creation) | Industry-standard 3D modeling and animation software. | ✔ | ✔ | ✔ | ✔ | 1 license |
| RISK expected | Mitigation plan |
| Economic (currency changes) | Equipment will be procured in the first phase of the project to mitigate currency fluctuations. |
| Political (import problems) | Equipment tendering and other official procedures will be carried out as soon as the project is launched, to prevent delays in customs clearance. |
Partner 6-TSTU
SECTION 1- Need Analysis
| How many courses in the curriculum are fully dedicated to any of the XR technologies? | |||
| Undergraduate: 0 | Postgraduate: 1 | ||
| How many courses in the curriculum are partially tackling the XR field? | |||
| Undergraduate: 1 | Postgraduate: 1 | ||
| How many courses use advance technological platform in courses delivery? | 1 course | ||
| How many workshops or training are provided in the XR context (on a yearly basis)? | 2 | ||
| What is the number of staff (professors/ teaching assistants/ technical staff) specialized in the XR field? | Number not specified, but it’s mentioned that Novatrans specialists are conducting trainings, suggesting specialized staff involvement. | ||
| Is there a lab fully dedicated to XR technology? If yes, please list the equipment | Yes, the lab equipped with high-end VR headsets, motion capture systems, haptic feedback devices, and software development tools. | ||
| Is there a lab partially encompassing XR technologies? If yes, please list the equipment | Yes, the same lab could be considered encompassing XR technologies given its mixed use in various applications. | ||
| Does the department have any collaboration with a business sector in the XR context? | Yes, collaborations with Novatrans R&D center and potentially other business sectors as inferred from the context of training and equipment provision. | ||
| Does the government support any initiative for the advancement of higher education curricula and programs? Yes, the World Bank grant is a significant indicator of governmental or international support, though it’s not directly a national government initiative. If yes, please mention the name and brief description (1 sentence) | |||
| If the proposal is capitalizing on one or more previous or ongoing projects at your university, please provide a brief text – wi Yes, the development and use of the VR-based training for railway systems, funded by the World Bank and in collaboration with Novatrans R&D center, are ongoing initiatives that enhance the VR and XR curriculum.erences to these projects if found -. | |||
SECTION 2- Education Materials (courses &workshops) that you intend to elaborate during the implementation of the project (the figures that will be filled shall become committed indicators and have to be corelated with the requested budget)
| Course level | Course topic/Title | Course brief description (around 50 words) | Expected number of students enrolled |
| Undergrad | Introduction to Virtual Reality in Railway Systems | This course covers the basics of Virtual Reality (VR) technology with applications in railway systems. It includes the use of VR for designing, planning, and managing railway infrastructure and operations. | 15 students/year Virtual reality is becoming essential in modern transportation engineering, making it crucial for students specializing in railway systems to understand and apply VR technologies in their future careers. |
| Postgrad | Advanced VR Applications in Railway Engineering | Focuses on advanced VR simulations and their applications in railway engineering. Students will engage in immersive learning experiences for complex railway system analyses and telemechanics. | 10 Students/term The industry’s growing reliance on VR for simulation and analysis in railway engineering drives the demand for specialized knowledge in this area, particularly in improving system efficiency and safety. |
| Workshop 1 | VR Simulation Techniques in Railway Automation | Workshop on the practical application of VR in railway automation, covering topics from basic setup to advanced simulation techniques for training and system testing. | 20 attendees/workshop Given the increasing integration of VR in railway automation, these workshops are crucial for professionals seeking to stay ahead in the field, typically running one to two weeks due to the detailed content. |
| Workshop 2 | VR for Safety and Maintenance in Rail Transport | Focuses on the use of VR to enhance safety and maintenance procedures in rail transport. Participants will learn about VR’s role in emergency response training and preventive maintenance simulations. | 20 attendees/workshop Interest in VR applications for safety and maintenance is high, warranting one or two weeks of intensive workshop sessions that are highly sought after by industry professionals. |
| What is the process of accreditation of the courses and workshops at your organization? | |
| Courses | The undergraduate and postgraduate courses will be formally coded and integrated into the existing curriculum as elective subjects. Students are assessed based on their performance throughout the term with a final grade. |
| Workshops | Workshops are registered through the university’s continuous education department and are recognized as professional development sessions. Participants will receive a certificate of completion which can contribute to professional training credits. |
SECTION 3-Lab Software & Equipment that you intend to procure during the implementation of the project (the items that you will indicate are going to be committed indicators for the implementation of the project and have to be corelated with the requested budget)
| Lab asset | Name & specific model | Use Brief and expected / planned application | Tick if Used in undergrad course | Tick if Used in postgrad course | Tick if Used in Workshop 1 | Tick if Used in Workshop 2 | Num. of purchases |
| Hardware | VR Headsets (Oculus Quest 2) | Used to provide immersive VR experiences for simulation of railway operations and safety training. | ✔ | ✔ | ✔ | ✔ | 10 |
| Motion Tracking Equipment (HTC Vive Tracker) | To track user movements accurately within VR environments, crucial for interactive simulations involving complex railway scenarios. | ✔ | ✔ | ✔ | ✔ | 5 | |
| Software | Simulation Software (Unity Pro with Railway Simulation Plugin) | A software platform used to develop and run detailed railway simulations, teaching students about system dynamics and response techniques. | ✔ | ✔ | ✔ | ✔ | Open source platform with paid plugin licenses |
| Design and Modeling Software (Autodesk AutoCAD for VR) | To design and visualize railway infrastructure and mechanisms in a virtual environment. | ✔ | ✔ | ✔ | ✔ | Open source platform with paid licenses |
| RISK expected | Mitigation plan |
| Economic (currency changes) | Economic (Currency Changes) Mitigation Plan: Secure funding and finalize purchases early in the project timeline to lock prices and avoid fluctuation risks. |
| Political (import problems) | Political (Import Problems) Mitigation Plan: Establish agreements with suppliers to ensure fast-track shipping and customs clearance, and maintain alternative suppliers as backups. |
Partner 7-CSUTE
SECTION 1- Need Analysis
| How many courses in the curriculum are fully dedicated to any of the XR technologies? | ||
| Undergraduate:0 | Postgraduate:0 | |
| How many courses in the curriculum are partially tackling the XR field? | ||
| Undergraduate: 4(ICT, Startup, Virtual Int, Computer Visualization) | Postgraduate:1 | |
| How many courses use advance technological platform in courses delivery? | 3 | |
| How many workshops or training are provided in the XR context (on a yearly basis)? | 2 | |
| What is the number of staff (professors/ teaching assistants/ technical staff) specialized in the XR field? | 4 | |
| Is there a lab fully dedicated to XR technology? If yes, please list the equipment | Yes, VR-Room | |
| Is there a lab partially encompassing XR technologies? If yes, please list the equipment | Yes, in technopark, located near university | |
| Does the department have any collaboration with a business sector in the XR context? | with Mangystau Hub and Astana Hub | |
| Does the government support any initiative for the advancement of higher education curricula and programs? If yes, please mention the name and brief description (1 sentence) | ||
| Yessenov University is an accredited institution participating in this initiative. | ||
| If the proposal is capitalizing on one or more previous or ongoing projects at your university, please provide a brief text – with references to these projects if found -. | ||
| Postgraduate project’s | ||
SECTION 2- Education Materials (courses &workshops) that you intend to elaborate during the implementation of the project (the figures that will be filled shall become committed indicators and have to be corelated with the requested budget)
| Course level | Course topic/Title | Course brief description (around 50 words) | Expected number of students enrolled |
| Undergrad | Augmented and Virtual Reality: Technologies and Applications | The course is dedicated to studying the basics of programming for augmented and virtual reality. Students will master key technologies such as Unity, Unreal Engine, ARKit, ARCore, as well as principles of working with 3D graphics, spatial positioning and interactive elements. Practical aspects of developing AR/VR applications for various platforms are considered. | 10 students/year. Virtual and augmented reality are becoming key technologies in various industries, including architecture, manufacturing, and medicine. All engineering and architecture students should be familiar with their applications to understand their impact on design, innovation, and user interactions in real-world settings. |
| Postgrad | Artificial Intelligence and Machine Learning in AR/VR Applications | The course explores the application of artificial intelligence and machine learning in the development of AR/VR applications. Students will master algorithms for computer vision, natural language processing, user behavior, and the integration of neural networks to create interactive and adaptive virtual environments. Tools such as TensorFlow, PyTorch, and OpenCV are considered. | 5 students/semester. The demand for integrating AI and machine learning into AR/VR applications is constantly growing, especially in areas such as design, customer experience, and adaptive interfaces. This topic is important for students who want to apply modern technologies to create intelligent and personalized AR/VR solutions in various industries. |
| Workshop 1 | Basics of AR/VR Programming: Creating Interactive Applications | Participants will look at real-life examples of AR and VR use in various industries. They will learn about the application of these technologies in industry, healthcare, education, and architecture. Students will learn how to create interactive applications using Unity and Unreal Engine, and master 3D modeling and spatial positioning methods. Basic knowledge of 3D simulation is recommended to participate in the seminar. | 10 attendees / workshop. One or two weeks workshop for attendees interested in VR, AR applications and trends are in high demand |
| Workshop 2 | Integrating AI and Machine Learning into AR/VR Applications | Students will develop mental models for XR technologies, applying artificial intelligence and machine learning methods to create adaptive and intelligent applications. In the process, students will be introduced to tools for developing solutions using neural networks, computer vision, and real-time data processing. Students should have basic knowledge of 3D simulation and working with programs for modeling virtual environments. | 10 attendees / workshop. One or two weeks workshop for attendees interested in VR, AR applications and trends are in high demand |
| What is the process of accreditation of the courses and workshops at your organization? | |
| Courses | Undergraduate and graduate courses will be coded and included in the program as electives. At the end of each semester, students are assessed at the following levels: A, A-, B+, B, B-, C+, C, C. |
| Workshops | Seminars are registered with the University Records Department and are conducted in a training format. Upon completion of each seminar, students are accredited and receive a certificate. |
SECTION 3-Lab Software & Equipment that you intend to procure during the implementation of the project (the items that you will indicate are going to be committed indicators for the implementation of the project and have to be corelated with the requested budget)
| Lab asset | Name & specific model | Use Brief and expected / planned application | Tick if Used in undergrad course | Tick if Used in postgrad course | Tick if Used in Workshop 1 | Tick if Used in Workshop 2 | Num. of purchases |
| Hardware | VR Headsets: Oculus Quest/HTC Vive/ PlayStation VR/ Valve Index/ Pimax or similar | Used to provide immersive VR experiences for simulation of railway operations and safety training. | 6 | ||||
| High-Performance Workstations (e.g., Dell Precision 7865, HP Z8 G5) | Supports XR applications, simulations, and data storage for training | 2 | |||||
| Motion Capture Systems (e.g., OptiTrack, Vicon) | To track user movements accurately within VR environments, crucial for interactive simulations involving complex scenarios. | 2 | |||||
| Software | Game Engines: Unity (C#): Supports AR/VR development, OpenXR, and seamless integration with cloud services. Unreal Engine (Blueprints, C++) | Delivers high-quality visuals with advanced rendering capabilities for VR experiences. | Open source platform with paid licenses | ||||
| Frameworks and SDKs: ARKit (Apple), ARCore (Google): Designed for mobile devices, enabling advanced AR experiences. Vuforia, Wikitude: Focused on object and marker recognition for augmented reality applications. OpenXR: A cross-platform standard for VR/AR development, ensuring compatibility across diverse hardware and software ecosystems. | Open source platform with paid licenses |
| RISK expected | Mitigation plan |
| Economic (currency changes) | The laboratory classrooms for designing this project are already available. However, additional equipment, including the previously mentioned hardware, such as headsets and hand controllers, needs to be procured at the start of the program to mitigate the risk of currency fluctuations. We also have several VR headsets in the techno park, along with a designated area for this equipment |
| Political (import problems) | The import process takes approximately six months, so all necessary equipment should be procured immediately upon the program’s launch to minimize the risk of delays. |
Partner 8- GTU
SECTION 1- Need Analysis
| How many courses in the curriculum are fully dedicated to any of the XR technologies? | |||
| Undergraduate:0 | Postgraduate:0 | ||
| How many courses in the curriculum are partially tackling the XR field? | |||
| Undergraduate:0 | Postgraduate:0 | ||
| How many courses use advance technological platform in courses delivery? | 0 | ||
| How many workshops or training are provided in the XR context (on a yearly basis)? | 0 | ||
| What is the number of staff (professors/ teaching assistants/ technical staff) specialized in the XR field? | 0 | ||
| Is there a lab fully dedicated to XR technology? If yes, please list the equipment | No | ||
| Is there a lab partially encompassing XR technologies? If yes, please list the equipment | No | ||
| Does the department have any collaboration with a business sector in the XR context? | No | ||
| Does the government support any initiative for the advancement of higher education curricula and programs? If yes, please mention the name and brief description (1 sentence) | |||
| No | |||
| If the proposal is capitalizing on one or more previous or ongoing projects at your university, please provide a brief text – with references to these projects if found -. | |||
SECTION 2- Education Materials (courses &workshops) that you intend to elaborate during the implementation of the project (the figures that will be filled shall become committed indicators and have to be corelated with the requested budget)
| Course level | Course topic/Title | Course brief description (around 50 words) | Expected number of students enrolled |
| Undergrad | Agricultural tractors | The course describes tractors and other machines used in agricultural sector in Georgia. As Georgia is country, where different types of soil students is must know details of problems related to the maintenance such kind of equipment. | 10 students |
| Undergrad | Machine producing animal feed | There are plenty of machines producing feed for animals and they develop very soon. It is impossible to change studying courses every year, so virtual courses will be fine | 10 students |
| Workshop 1 | Agricultural machines | Agricultural machines are key subject in agro engineering studying program. Workshop with xr technologies fully changes interaction in classes. | 10 attendees |
| Workshop 2 | Mechanization of farms | This workshop is included in 2 studying programs at the faculty of agricultural sciences and bio-systems engineering. The syllabus involves workshop as well, but right now students can see only pictures on the slides. So xr technologies will fully changes perception of students. | 20 attendees |
| What is the process of accreditation of the courses and workshops at your organization? | |
| Courses | Process of accreditation of courses includes several steps: on the beginning author of syllabus should inform head of the program about changes; on next step (if head of program agree) head of program must inform head of department and head of quality insurance department of faculty (head of quality department of faculty must inform head of quality insurance department of university) about changes and submit new syllabus; after head of department received consent from both department faculty board can must discuss about changes and agree on it; last stage for agreement is academic board of university, where they take final decision; this decision must be send in national center for education quality enhancement (EQE) as information; EQE can accept such information or on based on this information starts further procedures which includes monitoring of program. |
| Workshops | Ordinary workshops are part of courses, so all above stated procedures are legality for workshops as well. |
SECTION 3-Lab Software & Equipment that you intend to procure during the implementation of the project (the items that you will indicate are going to be committed indicators for the implementation of the project and have to be corelated with the requested budget)
| Lab asset | Name & specific model | Use Brief and expected / planned application | Tick if Used in undergrad course | Tick if Used in postgrad course | Tick if Used in Workshop 1 | Tick if Used in Workshop 2 | Num. of purchases |
| Hardware | Interactive Screen | The screens will be used to support laboratorial and extend number of classes equipped with digital technologies | 1 | ||||
| VR Headsets: Oculus QuesT | Used to provide immersive VR experiences for simulation of railway operations and safety training. | 6 | |||||
| High-Performance Workstations (e.g., Dell Precision 7865, HP Z8 G5) | Supports XR applications, simulations, and data storage for training | 2 | |||||
| Motion Capture Systems (e.g., OptiTrack, Vicon) | To track user movements accurately within VR environments, crucial for interactive simulations involving complex scenarios. | 2 | |||||
| Software | Game Engines: Unity 3D (C#) | Supports AR/VR development, OpenXR, and seamless integration with cloud services | Open source platform with paid licenses | ||||
| Advanced XR Software Unreal Engine | Delivers high-quality visuals with advanced rendering capabilities for VR experiences. | Open source platform with paid licenses |
| RISK expected | Mitigation plan |
| Economic (currency changes) | Equipment will be procured in the first phase of the project to mitigate currency fluctuations. |
| Political (import problems) | Secure funding and finalize purchases early in the project timeline to lock prices and avoid fluctuation risks. |
Partner 9-JizPI
SECTION 1- Need Analysis
| How many courses in the curriculum are fully dedicated to any of the XR technologies? | |||
| Undergraduate: 0 | Postgraduate: 1 | ||
| How many courses in the curriculum are partially tackling the XR field? | |||
| Undergraduate: 1 | Postgraduate: 1 | ||
| How many courses use advance technological platform in courses delivery? | 1 course | ||
| How many workshops or training are provided in the XR context (on a yearly basis)? | 2 | ||
| What is the number of staff (professors/ teaching assistants/ technical staff) specialized in the XR field? | Number not specified, but it’s mentioned that Novatrans specialists are conducting trainings, suggesting specialized staff involvement. | ||
| Is there a lab fully dedicated to XR technology? If yes, please list the equipment | Yes, the lab equipped with high-end VR headsets, motion capture systems, haptic feedback devices, and software development tools. | ||
| Is there a lab partially encompassing XR technologies? If yes, please list the equipment | Yes, the same lab could be considered encompassing XR technologies given its mixed use in various applications. | ||
| Does the department have any collaboration with a business sector in the XR context? | Yes, collaborations with Novatrans R&D centre and potentially other business sectors as inferred from the context of training and equipment provision. | ||
| Does the government support any initiative for the advancement of higher education curricula and programs? Yes, the World Bank grant is a significant indicator of governmental or international support, though it’s not directly a national government initiative. If yes, please mention the name and brief description (1 sentence) | |||
| If the proposal is capitalizing on one or more previous or ongoing projects at your university, please provide a brief text – wi Yes, the development and use of the VR-based training for railway systems, funded by the World Bank and in collaboration with Novatrans R&D center, are ongoing initiatives that enhance the VR and XR curriculum.erences to these projects if found -. | |||
SECTION 2- Education Materials (courses &workshops) that you intend to elaborate during the implementation of the project (the figures that will be filled shall become committed indicators and have to be corelated with the requested budget)
| Course level | Course topic/Title | Course brief description (around 50 words) | Expected number of students enrolled |
| Undergrad | Introduction to Virtual Reality in Intelligent transport systems | This course covers the basics of Virtual Reality (VR) technology with applications in Intelligent transport systems. It includes the use of VR for designing, planning, and managing Urban transport planning and operations. | 10 students/year Virtual reality is becoming essential in modern transportation engineering, making it crucial for students specializing in Intelligent transport systems to understand and apply VR technologies in their future careers. |
| Postgrad | Advanced VR Applications in Intelligent transport systems | Focuses on advanced VR simulations and their applications in Intelligent transport systems. Students will engage in immersive learning experiences for complex Intelligent transport systems and telemechanics. | 10 Students/term The industry’s growing reliance on VR for simulation and analysis in Transport engineering drives the demand for specialized knowledge in this area, particularly in improving system efficiency and safety. |
| Workshop 1 | VR Simulation Techniques in Intelligent transport systems | Workshop on the practical application of VR in Intelligent transport systems, covering topics from basic setup to advanced simulation techniques for training and system testing. | 20 attendees/workshop Given the increasing integration of VR in Intelligent transport systems, these workshops are crucial for professionals seeking to stay ahead in the field, typically running one to two weeks due to the detailed content. |
| Workshop 2 | VR for Safety and Maintenance in Urban Transport Planning and management | Focuses on the use of VR to enhance safety and maintenance procedures in Urban transport planning and management. Participants will learn about VR’s role in emergency response training and preventive maintenance simulations. | 20 attendees/workshop Interest in VR applications for safety and maintenance is high, warranting one or two weeks of intensive workshop sessions that are highly sought after by industry professionals. |
| What is the process of accreditation of the courses and workshops at your organization? | |
| Courses | The undergraduate and postgraduate courses will be formally coded and integrated into the existing curriculum as elective subjects. Students are assessed based on their performance throughout the term with a final grade. |
| Workshops | Workshops are registered through the university’s continuous education department and are recognized as professional development sessions. Participants will receive a certificate of completion which can contribute to professional training credits. |
SECTION 3-Lab Software & Equipment that you intend to procure during the implementation of the project (the items that you will indicate are going to be committed indicators for the implementation of the project and have to be corelated with the requested budget)
| Lab asset | Name & specific model | Use Brief and expected / planned application | Tick if Used in undergrad course | Tick if Used in postgrad course | Tick if Used in Workshop 1 | Tick if Used in Workshop 2 | Num. of purchases |
| Hardware | VR Headsets (Oculus Quest 2) | Used to provide immersive VR experiences for simulation of Intelligent transport system operations and safety training. | ✔ | ✔ | ✔ | ✔ | 7 |
| Motion Tracking Equipment (HTC Vive Tracker) | To track user movements accurately within VR environments, crucial for interactive simulations involving complex Intelligent transport system scenarios. | ✔ | ✔ | ✔ | ✔ | 4 | |
| Software | Simulation Software (PTV Vision) | A software platform used to develop and run detailed urban transport planning simulations, teaching students about system dynamics and response techniques. | ✔ | ✔ | ✔ | ✔ | Open source platform with paid plugin licenses |
| Design and Modeling Software (Autodesk AutoCAD for VR) | To design and visualize Urban transport infrastructure and mechanisms in a virtual environment. | ✔ | ✔ | ✔ | ✔ | Open source platform with paid licenses |
| RISK expected | Mitigation plan |
| Economic (currency changes) | Secure funding and finalize purchases early in the project timeline to lock prices and avoid fluctuation risks. |
| Political (import problems) | Establish agreements with Regional Transport department, Road construction department and Regional Traffic Safety Service of the Department of public safety and maintain alternative companies as backups. |
Partner 10- AOGU
SECTION 1- Need Analysis
| How many courses in the curriculum are fully dedicated to any of the XR technologies? | |||
| Undergraduate: 6 | Postgraduate: 1 | ||
| How many courses in the curriculum are partially tackling the XR field? | |||
| Undergraduate: | Postgraduate: | ||
| How many courses use advance technological platform in courses delivery? | 0 | ||
| How many workshops or training are provided in the XR context (on a yearly basis)? | 0 | ||
| What is the number of staff (professors/ teaching assistants/ technical staff) specialized in the XR field? | 0 | ||
| Is there a lab fully dedicated to XR technology? If yes, please list the equipment | no | ||
| Is there a lab partially encompassing XR technologies? If yes, please list the equipment | no | ||
| Does the department have any collaboration with a business sector in the XR context? | no | ||
| Does the government support any initiative for the advancement of higher education curricula and programs? If yes, please mention the name and brief description (1 sentence) | |||
| yes | |||
| If the proposal is capitalizing on one or more previous or ongoing projects at your university, please provide a brief text – with references to these projects if found -. | |||
| n/a | |||
SECTION 2- Education Materials (courses &workshops) that you intend to elaborate during the implementation of the project (the figures that will be filled shall become committed indicators and have to be corelated with the requested budget)
| Course level | Course topic/Title | Course brief description (around 50 words) | Expected number of students enrolled |
| Undergrad | XR Technologies and applications in logistics | This is a course that explores the use of Extended Reality (XR), including Virtual Reality (VR), Augmented Reality (AR), and Mixed Reality (MR), in modern logistics and supply chain management. It covers key applications such as warehouse automation, real-time inventory tracking, route optimization, and immersive training for logistics professionals. | 15 students/year |
| Postgrad | XR Technologies and Applications in transport | This course explores XR (VR, AR, MR) applications in hydrocarbon production and processing. Through immersive simulations, participants will enhance skills in industrial production, risk assessment, and safety measures. | 15 students/year |
| Workshop 1 | e Methods of VR modeling in traffic management | Workshop on the use of virtual reality (VR) technologies for simulating, analyzing, and optimizing traffic systems. It covers the fundamentals of VR modeling, traffic flow theory, and intelligent transportation systems. | 20 attendees/workshop |
| Workshop 2 | VR for Safety and Maintenance in Automotive Transport | Focuses on the application of virtual reality (VR) technologies to enhance vehicle safety and maintenance processes. It covers VR-based training for drivers and mechanics, simulation of hazardous situations for risk assessment, and interactive diagnostics for vehicle inspection. | 20 attendees/workshop |
SECTION 3-Lab Software & Equipment that you intend to procure during the implementation of the project (the items that you will indicate are going to be committed indicators for the implementation of the project and have to be corelated with the requested budget)
| Lab asset | Name & specific model | Use Brief and expected / planned application | Tick if Used in undergrad course | Tick if Used in postgrad course | Tick if Used in Workshop 1 | Tick if Used in Workshop 2 | Num. of purchases |
| Hardware | VR Headsets: Oculus QuesT | Used to provide immersive VR experiences for simulation of railway operations and safety training. | 6 | ||||
| High-Performance Workstations (e.g., Dell Precision 7865, HP Z8 G5) | Supports XR applications, simulations, and data storage for training | 2 | |||||
| Motion Capture Systems (e.g., OptiTrack, Vicon) | To track user movements accurately within VR environments, crucial for interactive simulations involving complex scenarios. | 2 | |||||
| Software | Game Engines: Unity 3D (C#) | Supports AR/VR development, OpenXR, and seamless integration with cloud services | Open source platform with paid licenses | ||||
| Advanced XR Software Unreal Engine | Delivers high-quality visuals with advanced rendering capabilities for VR experiences. | Open source platform with paid licenses |
| RISK expected | Mitigation plan |
| Economic (currency changes) | Risk of changes in prices may occur due to unstable economic situation and changes in exchange rates |
| Political (import problems) | Import risks are taken into account due to complicated procurement and tender requirements it may take longer then expected. Due to that, in order to avoid such problems we plan to start tender call and procurement procedures as soon as possible after beginning of the project and transfer of first instalment. |