As people age, they are more likely to develop multiple chronic diseases and experience a decline in some of their physical and cognitive functions, leading to the decrease in their ability to live independently. Innovative technology-based interventions tailored to older adults’ functional levels and focused on healthy lifestyles are considered imperative. This work proposed a framework of active and healthy ageing through the integration of a broad spectrum of digital solutions into an open Pan-European technological platform in the context of the SHAPES project, an EU-funded innovation action. In conclusion, the SHAPES project can potentially engage older adults in a holistic technological ecosystem and, therefore, facilitate the maintenance of a high-quality standard of life.

Information and Communication Technology (ICT) tools and Assistive Technologies (AT) can support people with Down Syndrome (PDS) and Intellectual Disabilities (PID) in increasing their self-confidence and independence, enhancing skills, and competences, participating in leisure activities. For families of PDS/PID, professionals, non-formal caregivers and volunteers, the challenge is to appreciate the benefits of ICT Tools in promoting inclusion. The aim of this study is to present the interdisciplinary and multidimensional scope of the DS Leisure project aiming at promoting the inclusion of PDS/PID through innovative ICT tools and their participation in inclusive leisure activities. Particularly, 24 individuals were asked to assess the global satisfaction and performance of PDS/PID, as well as the exploitation of ICT tools. Findings suggested that PDS/PID specific social, decision-making, and communication skills were significantly improved after their participation in the Experiential Activity and the e-Training platform was positively rated and considered a constructive learning experience.

Refugees experience poorer health outcomes especially which can be exacerbated by or can be a result of low health literacy of refugee populations. To address poor health outcomes, health literacy, and health usage in refugee populations, it is essential to develop health educational interventions for refugees’ healthcare integration. To do so, learning objectives must be identified based on refugees’ health knowledge gaps. Therefore, the overall aim of this study is to identify these knowledge gaps. A modified Delphi method was employed for this study with three rounds of survey: the first to identify learning objectives, the second to prioritise learning objectives, and the third to categorise the learning objectives as not recommended, partially recommended, or highly recommended. An overarching theme of utilising the healthcare system and its various services effectively and efficiently was recognised to be an important learning objective for educational interventions to address refugees’ health integration. Overall, learning objectives within the theme self-care and preventative health were ranked as most important.

Despite growing interest in Virtual Labs (VLs), limited research examines the factors influencing educators’ willingness to adopt them through the lens of inquiry-based learning (IBL). This exploratory pilot study evaluates educators’ interaction with the VHEalthLab VLs toolkit, examining their perceptions on usability, pedagogical value, IBL support, and intention to use. The study combines IBL, as a pedagogical lens, with the Technology Acceptance Model (TAM) within a Triple Bottom Line sustainability framework aligned with Sustainable Development Goals 4 and 10. Using an exploratory cross-sectional design with an embedded qualitative component, data were collected from seventy Biology educators across four European countries (Cyprus, Greece, Romania, Spain) through two structured questionnaires. Data analysis included descriptive statistics, Pearson correlations, directed content analysis, and joint display integration. Findings indicate that adoption intention was associated primarily with pedagogical rather than technological factors; IBL alignment showed the strongest association with intention to implement VLs (r = 0.63, p < 0.001), while perceived usefulness was most strongly associated with pedagogical materials (r = 0.65, p < 0.001). Assessment and inclusion functioned as quality criteria rather than factors associated with adoption intention. Educators consistently endorsed VLs as complements to physical laboratories, with their perceptions suggesting potential environmental, economic, and social sustainability implications within a blended model.

The exponential growth in the aging population challenges the Primary Care Providers (PCPs) who provide health care services to older adults who are considered highly vulnerable and are in need of specialized healthcare services. The development of new policies and the adoption of appropriate health strategies by PCPs may improve the early detection and prevention of mental disorders in older adults. This reduces both queuing and costs in outpatient clinics while preventing stigma for patients and families. To this end, specialized training for PCPs at the Local Primary Health Care Unit (LPHCU) was provided in order to conduct efficient assessments of older adults (65 and above years old, without previously diagnosed depression or dementia, and willing to participate). The assessment is based on the Mini Mental State Examination (MMSE) and Geriatric Depression Scale (GDS). Older adults identified with MMSE 5 were referred to the psychiatric outpatient clinic. The aim of this study is to discuss evidence-informed policymaking in Greece with a focus on advancing mental health practices and scaling up quality primary healthcare services for older adults.

Refugee integration into healthcare is a global challenge, with millions facing barriers in accessing healthcare services due to language, cultural differences, and limited health literacy. In response to these challenges, this study explores the experiences and recommendations contributed by individuals directly involved in the co-design and co-creation of a Massive Open Online Course (MOOC) and its effectiveness in addressing refugees' integration into the European healthcare system. A bimodal research approach was employed, combining qualitative insights from individuals involved in the design and development of the MOOC and quantitative data from refugees and professionals engaged in the MOOC's evaluation. Stakeholder discussions were conducted to explore experiences, challenges, and recommendations related to the MOOC development. Additionally, a Computer System Usability Questionnaire (CSUQ) was administered to evaluate the MOOC's usability, quality, and interface. Stakeholder discussions emphasized the importance of collaboration, cultural sensitivity, and participatory design in MOOC development. Involving stakeholders and refugees in this participatory process ensured that the MOOC addressed real-world needs and experiences. Additionally, CSUQ results indicated high participant satisfaction with the MOOC, with digital users' literacy level and educational background influencing their perceptions. In summary, this study contributes to the ongoing discussion on refugee healthcare integration and the role of digital education in this context. Received: 24 October 2024 | Revised: 15 January 2025 | Accepted: 7 March 2025 Conflicts of Interest The authors declare that they have no conflicts of interest to this work. Data Availability Statement The data that support this work are available at reasonable request to the corresponding author. Author Contribution Statement Ioanna Dratsiou: Conceptualization, Methodology, Validation, Formal analysis, Investigation, Resources, Writing - original draft, Writing - review & editing, Visualization, Project administration. Annita Varella: Conceptualization, Methodology, Validation, Formal analysis, Investigation, Resources, Writing - original draft, Writing - review & editing, Visualization. Anastasia Gkrimoura: Conceptualization, Methodology, Validation, Formal analysis, Investigation, Resources, Writing - original draft, Writing - review & editing. Iraklis Tsoupouroglou: Methodology, Validation, Investigation, Resources, Writing - review & editing. Stathis Th. Konstantinidis: Methodology, Resources, Writing – original draft, Writing - review & editing, Visualization, Supervision, Project administration, Funding acquisition. Natalia Stathakarou: Methodology, Resources, Writing - review & editing, Project administration. Klas Karlgren: Methodology, Resources, Writing - review & editing, Project administration, Funding acquisition. Maxine G. Harjani: Methodology, Resources, Writing - review & editing. Maria Segura Segura: Methodology, Software, Resources, Writing - review & editing. Vicente Traver Salcedo: Methodology, Software, Resources, Writing - review & editing, Project administration, Funding acquisition. Panagiotis D. Bamidis: Conceptualization, Methodology, Validation, Investigation, Resources, Writing - review & editing, Project administration, Funding acquisition.