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Stimulating students for learning is a regularly recurring theme that never seems finished, remaining in the frontline of teachers' day to day struggle, and this recurrent factor is exponentiated when the subjects are directly related with Mathematics.In November 2018 the European Project EngiMath started work the development of a common Mathematics course for engineering students from the 6 countries of the consortium -Estonia, Ireland, Poland, Portugal, Romania and Spain. This course will be an online course with all the usual features and e-contents, however the project partners have been particularly focused on the pedagogical features and real digital competences when developing all the materials and interactive e-contents. An exhaustive search has been developed for the best way to build interactive content that would stimulate students to improve their basic mathematical skills, dealing with all the time and financial constraints, common to European higher education. This paper will describe, in a detailed way, all the steps of the construction of the theoretical contents, in English, which are the basis of the course proposed by the project and that are now being translated to each of the five distinct mother languages to avoid the frequent interpretation misleading problems for students and other cultural hitches. These e-contents are based on the construction of SCORM packages (Shareable Content Object Reference Model) for the Moodle platform, created over animated presentations to promote students' interaction and avoid drop out behaviours.

The COVID pandemic has touched many aspects of everyone’s life. Education is one of the fields greatly affected by it, as students and teachers were forced to move online and quickly adapt to the online environment. Assessment is a crucial part of education, especially in STEM fields. A gap analysis was performed by expert groups in the frame of an Erasmus+ project looking at the practices of six European countries. Specialists teaching university-grade mathematics in seven European institutions were asked about their perception of gaps in the assessment of students both before (2019) and during (2021) the pandemic. This qualitative study looks at the difference in perception of such gaps after almost one year of online teaching. The analysis of their responses showed that some gaps were present before the pandemic, as well as others that are specific to it. Some gaps, such as the lack of IT infrastructure and the need to adapt materials to an online environment, have been exacerbated by the outbreak.

Embracing tertiary education system represents the beginning of a transition and adjustment period for several students. Most of these have just finished high school where the environment is strictly defined, controlled, stable and attendance is mandatory. Higher Education changes the role of students’ responsibility and this can cause stress and difficulty in the transition to self-directed learning and autonomy promotion. The purpose of this paper is to present an Erasmus+ project that brought together six Higher Education Institutions from different European countries and to describe its current stage. This project aims to develop a shared understanding of engineering mathematics at an early stage of tertiary education and to raise awareness of cultural, professional and educational issues. The initial focus of the work is on the partners’ mutual interest in active learning, particularly the application of Information and Communication Technology in the field of engineering education. When finalised, the project hopes to provide students with a new authentic engineering mathematics subject which meets their needs. This is also the core reason why the on-line course will be composed using innovative pedagogics and ICT tools, as appropriate pedagogics supports students’ procedural, conceptual and application understanding in mathematics and enhances digital competencies, literacy and skills.