Final Interreg report MYRE DK-DE
The final report for MYRE DK-DE, according to the Interreg template, refers to the targeted “milestones” from the application of the project, as well as to its “output indicators”. An additional follow-up will be undertaken in September 2025, which is 9 months after project end to identify a long term impact.
Key figures for MYRE DK-DE encompass mainly the number of participants and stakeholders involved in the project, the number of new teaching modules to be implemented, the extent of exchanges and meetings, as well as the dissemination of results.
The crucial final outcome of MYRE DK-DE was the design and application of a largescale project, based on interim results and findings from MYRE DK-DE.
The documentation follows the 5 work packages of the project and their milestones:
1) Project management,
2) Quality & evaluations,
3) Exchanges & collaboration,
4) Production, and
5) Documentation & follow-up.
Results - an overview
Teaching and learning
MYRE DK-DE has resulted in 13 teaching modules featuring emerging technologies such as Artificial Intelligence (AI), Virtual Reality (VR), Augmented Reality (AR), and robotics. These modules are well-documented, consistently structured, and published.
More than 450 Danish and German students have participated in at least one of the modules.
The primary contributors included 23 teachers, lecturers, and managers from a Danish and a German vocational high school, as well as the University of Southern Denmark. These partners collaborated with educational network partners across various levels and sectors within their local education systems.
According to the evaluations, the teaching modules have significantly enhanced students’ learning and progression in their respective educational programs.
The students created digital learning products such as avatars for smooth cross-border communication, posters with AR illustrations on renewable energy, AI-supported business plans, and video-documented explorations of the human body via Virtual Reality.
The learning products enabled students to engage with emerging technologies in a personally relevant way, while the hands-on experiences provided valuable insights into the advantages and limitations of the technologies explored.
The teaching modules varied in subject matter, duration, number of students, and pedagogical methods. However, all modules were aligned with a shared didactic framework and included aspects of sustainability. The teachers exchanged within this diversity and inspired one another across the country border throughout the project.
Cross-sectoral and cross-border collaboration
Naturally, language barriers, legal differences, and cultural obstacles had to be overcome. Through practice-based and practice-directed cooperation, the project successfully fostered growing mutual respect and a strong adaptation of each other’s strengths and visions. Thus, 10 new practices could be identified, emerged from cross-national inspiration. These included, among other things, a new AI-strategy, additional teaching modules with underwater drones, and future students exchanges.
The cross-national collaboration ultimately led not only to a new joint tech-didactic model but also to a joint application for an extended cross-national project between educational institutions in German Schleswig-Holstein and the Danish regions of Southern Jutland, Funen, and Zealand. If approved, this project, ‘MYREcross,’ involving 10 partners and 24 network partners, is set to launch in October 2025.
Meanwhile, personal interaction continues in focused bilateral settings.
