Elegants Published Paper: Fostering Digital Readiness and Creative Growth in Europe’s Cultural and Artistic Industry: The E-Le.G.A.N.T.S. Project as a Transformative Model

Prof. Carlo Maria Medaglia – Rector’s Delegate for the Third Mission and Professor at Università Telematica degli Studi IL

Dr. Domenico Caprioli – Expert in Innovation, Startups, and Technology Transfer at Università Telematica degli Studi IUL

The European Commission (EC) has long underscored the strategic importance of cultural and creative industries (CCIs) as a driver for socio-economic growth, innovation, and social cohesion (European Commission, 2018). Within this framework, the E-Le.G.A.N.T.S. project—funded under the Erasmus+ Programme and supported by the Directorate-General for Education, Youth, Sport and Culture (DG EAC)—represents a pioneering initiative designed to boost entrepreneurial capacities, digital literacy, and methodological innovation in Higher Education Institutions (HEIs) across Albania, Montenegro, and Kosovo. This paper explores the inspiration behind E-Le.G.A.N.T.S., outlines its didactic methodology, and assesses its potential impact on stakeholders in the cultural and artistic domain. Furthermore, it illustrates how this project contributes to laying the foundations for a comprehensive, multi-level knowledge exchange system that propels Europe’s creative industries toward sustainable and inclusive growth.

1. Inspiration and Policy Context

1.1 European Priorities for Skills and Innovation

The E-Le.G.A.N.T.S. project resonates with the wider objectives set out in the Digital Education Action Plan 2021–2027 (European Commission, 2021), which calls for enhancing digital competencies and promoting lifelong learning in the face of accelerated technological change. Additionally, it reflects the ambitions of the New European Agenda for Culture (European Commission, 2018), aiming to harness cultural heritage and innovation to boost Europe’s competitiveness and cohesion. By combining economic, technological, and artistic dimensions, the project aligns with the Commission’s holistic approach to education, innovation, and sustainability.

1.2 Why Cultural and Creative Industries?

Cultural and creative industries are not only economically vibrant—generating jobs and revenue—but also act as cultural signifiers and vehicles of social innovation (UNESCO, 2019). The growing integration of digital technologies—from augmented reality (AR) to artificial intelligence (AI)—opens unprecedented avenues for creative expression and market expansion. Recognizing this convergence, E-Le.G.A.N.T.S. leverages entrepreneurship education, new technologies, and innovative learning methodologies to empower future professionals in performing arts, cultural heritage, and the broader creative sector.

2. Didactic Methodology

2.1 Asynchronous, Modular, and Flexible

One of the hallmarks of the E-Le.G.A.N.T.S. didactic approach is asynchronous learning, structured into three core courses—(1) Economy and Entrepreneurship, (2) New Technologies, and (3) New Methodologies. Each course features 10 modules, with approximately 10–12 hours of video lessons presented in short, focused segments of around 15 minutes. This modular format addresses the diverse backgrounds and digital skill levels of learners, echoing the Commission’s emphasis on inclusive, learner-centered education (DG EAC, 2021).

2.2 Practice-Oriented and Interactive

Drawing on the learning-by-doing paradigm (Kolb, 2014), every topic integrates practical demonstrations, case studies, and interactive sessions (albeit asynchronously). The courses delve into high-impact concepts—such as the Business Model Canvas, Design Thinking, Machine Learning, and Generative AI—providing real-world applications and problem-solving exercises. This approach fosters deep engagement and knowledge retention (Binkley et al., 2012), ensuring that theoretical insights translate into actionable skills.

2.3 Horizontal and Vertical Skills Exchange

A defining feature of the methodology is its focus on multi-level collaboration. Horizontal knowledge exchange refers to peer-to-peer learning, mentorship, and case-based dialogue among students, while vertical exchange involves knowledge transfer between experienced professionals, academics, and emerging talent (Wenger, 1998). This two-directional flow of expertise cultivates an ecosystem of innovation: students learn from industry leaders, and established professionals remain dynamically connected to evolving digital tools, fresh perspectives, and new market insights.

3. Project Impact on Target Groups

3.1 Capacity Building in HEIs

The E-Le.G.A.N.T.S. project aims to strengthen the capacity of participating HEIs to respond to evolving demands in the creative economy. By revamping curricular structures and incorporating digital readiness components, the project supports educators and administrative staff in integrating digital tools and pedagogical innovations into their teaching. This capacity-building aligns with the Commission’s goal of fostering innovative and responsive higher education ecosystems (DG EAC, 2020).

3.2 Empowering Students for Self-Employability

Students in Albania, Montenegro, and Kosovo gain entrepreneurial competencies and technological literacy, enabling them to navigate a highly competitive and rapidly changing job market. Equipped with creative thinking, design-oriented problem-solving, and financial acumen, graduates are better prepared to launch their own ventures, secure employment in CCIs, or pioneer new roles that harness the synergies of art, technology, and entrepreneurship (Schumpeter, 1934).

3.3 Fostering Innovation in Cultural and Artistic Sectors

By bridging technological innovation and creative expression, the project acts as a catalyst for new performances, art installations, and interdisciplinary experiments. AR, VR, MR, blockchain, and generative AI—central themes of the New Technologies course—open up new frontiers in stage design, interactive storytelling, and global audience engagement. This, in turn, accelerates the evolution of Europe’s cultural ecosystem into a digitally advanced, globally connected creative powerhouse (European Commission, 2020).

4. Toward a Sustainable Knowledge Exchange System

4.1 The First Building Block of a Broader Network

While E-Le.G.A.N.T.S. is initially focused on specific HEIs in Western Balkan countries, it envisions scaling up to form a Europe-wide network of cultural entrepreneurs, educators, and artists. This network aspires to become a platform for continuous skills sharing and innovation, leveraging the Erasmus+ framework to build cross-border partnerships, joint project incubators, and an expanded pool of open educational resources (OER).

4.2 Horizontal and Vertical Integration

In such a networked ecosystem, horizontal integration involves peer collaboration among individuals, institutions, and creative collectives, encouraging the co-creation of knowledge and best practices. Vertical integration includes the involvement of established industry players, policy-makers, and expert practitioners. This multi-layered dialogue ensures that emerging talents receive mentorship and real-world insights, while established entities stay aligned with the dynamics of technological disruption and evolving artistic expressions (European Commission, 2021).

4.3 Long-Term Vision for Sustainable Growth

Central to this collaborative model is the concept of sustainable growth in the cultural and artistic industry, consistent with the Commission’s emphasis on social responsibility and environmental resilience (DG ENV, 2020). Beyond offering immediate upskilling opportunities, E-Le.G.A.N.T.S. promotes a responsible innovation ethos that accounts for ethical, social, and ecological considerations in creative production and entrepreneurship. Such long-term thinking contributes to robust, future-proof business models and artistic practices.

5. Conclusion

The E-Le.G.A.N.T.S. project stands at the intersection of entrepreneurship education, digital innovation, and creative practice, forging an exemplar of how European-funded initiatives can catalyze transformative change in the higher education and cultural sectors. By offering an asynchronous, modular curriculum that integrates practical experiences, advanced technological knowledge, and innovative teaching methodologies, it empowers the next generation of cultural and artistic entrepreneurs to thrive in the digital era.

Yet, the significance of this initiative extends beyond the immediate outcomes in Albania, Montenegro, and Kosovo. By envisaging a pan-European platform for competence exchange—combining horizontal and vertical knowledge flows—the project lays the groundwork for a sustainable, inclusive, and creative cultural economy. Through E-Le.G.A.N.T.S., Europe can further unify its efforts to nurture vibrant cultural ecosystems that embrace technological progress without losing sight of social and environmental responsibility. In so doing, it reaffirms the potential of education, innovation, and cross-sector collaboration to shape a more cohesive and forward-looking European cultural identity.

References

Binkley, M., et al. (2012). Defining Twenty-First Century Skills. In P. Griffin et al. (Eds.), Assessment and Teaching of 21st Century Skills. Springer.
DG EAC. (2020). Erasmus+ Programme Guide. Publications Office of the European Union.
DG ENV. (2020). A Clean Planet for All. European Commission.
European Commission. (2018). A New European Agenda for Culture. Brussels.
European Commission. (2020). Supporting Cultural and Creative Sectors. Brussels.
European Commission. (2021). Digital Education Action Plan 2021–2027. Publications Office of the European Union.
Kolb, D. (2014). Experiential Learning: Experience as the Source of Learning and Development (2nd ed.). Pearson FT Press.
Schumpeter, J. A. (1934). The Theory of Economic Development. Harvard University Press.
UNESCO. (2019). Fostering Creativity and Cultural Expressions: A Key to Sustainable Development. UNESCO Publishing.
Wenger, E. (1998). Communities of Practice: Learning, Meaning, and Identity. Cambridge University Press.

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Newsletter #1: Announcement of the E-le.G.A.N.T.S. project initiation

Prepared by:

IONIAN UNIVERSITY

September 15, 2023

Newsletter #1 provides information about the Aims and Partners of the Project and invites readers to visit the Project’s Website, register on the Newsletter form, and follow us on social media.

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