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Financial and Digital Resilience for Adults: Fraud Prevention, Secure Payments, and Informed Decision Making

This concept focuses on “Financial and Digital Resilience for Adults: Fraud Prevention, Secure Payments, and Informed Decision Making” and proposes a learning design for adult learners and educators that can be piloted in partner countries. Participants recognise risks through fictional cases, identify trusted support routes and practise respectful responses. Digital Competence is addressed through complementary tasks. Partners compare local pilots and turn useful practices into a resource that can be adapted to different settings.

Illustrative Project Concept

An editorial proposal inspired by titles in project selection lists. It is not the source project’s actual application or implementation description. Participant numbers, duration and budget must be set separately after a needs analysis.

Expert commentary

Logic chain from need to impact

  1. 1

    Need

    Adults, especially older people, face online fraud and fake payment requests, and adult education providers have no up-to-date programme on this. Evidence: a learner survey and warnings from national consumer and cyber-security bodies.

  2. 2

    Objective

    Develop adults' ability to recognise signs of fraud, pay safely and turn to trusted support channels.

  3. 3

    Activity

    Partners prepare realistic case scenarios in work packages, train trainers, run pilot courses with adult groups and update the material based on feedback.

  4. 4

    Output

    A case-based short course, a trainer guide and accessible, large-print learner materials.

  5. 5

    Measurable impact

    Measurement: a scenario test before and after the course, number of institutions adopting the course. Example target: the course offered regularly at public adult education centres.

Why is this example strong?

  • The target group and need are clear, and it reaches adults with fewer opportunities directly.
  • Accessible material design makes the inclusion priority concrete.
  • Training trainers spreads the impact beyond the project team.

How can you adapt it to your organisation?

  • Apply with a public adult education centre or make it a local stakeholder.
  • Localise the scenarios to the fraud types common in your country.
  • Get expert support from a bank or consumer association to keep the content up to date.

Published: 23 October 2026

Sources: Erasmus+ Programme Guide (European Commission) · Guide for Experts on Quality Assessment 2026 (published by the Irish National Agency)

Objectives

• Identify initial needs and develop learning competences related to “Financial and Digital Resilience for Adults: Fraud Prevention, Secure Payments, and Informed Decision Making”. • Produce and test a case-based activity set and an adaptable institutional support pathway; also a step-by-step digital task guide and accessible sample materials with participants. • Monitor progress through risk recognition, appropriate help-seeking and non-judgmental communication and integrate effective practices into regular institutional learning.

Work Packages

WP1 — Management and quality Agree partner responsibilities, a timeline, participation arrangements and evidence collection. WP2 — Needs analysis and co-design Compare local needs related to “Financial and Digital Resilience for Adults: Fraud Prevention, Secure Payments, and Informed Decision Making” and draft a case-based activity set and an adaptable institutional support pathway. WP3 — Development and piloting Participants recognise risks through fictional cases, identify trusted support routes and practise respectful responses. Test the materials in different partner settings. WP4 — Evaluation and refinement Compare initial and final tasks using risk recognition, appropriate help-seeking and non-judgmental communication; refine resources through feedback. WP5 — Dissemination and continuity Share tested resources in accessible formats and agree ownership and a post-project implementation plan.

Dissemination

Results are introduced to adult learning centres and local communities through a practical sharing session. Partners publish a case-based activity set and an adaptable institutional support pathway; also a step-by-step digital task guide and accessible sample materials with accessible Turkish and English explanations and plan adaptations into other partner languages. Uptake is tracked through feedback from organisations that try the materials, alongside downloads. Shared examples respect personal data and content permissions.

Budget Logic

Resources are planned for specialist review, safe scenario development and educator preparation. Each activity is justified by its output and required staff effort or materials. Existing tools and remote collaboration are considered; face-to-face meetings are designed around their learning contribution. Participant numbers, duration and grant amount are set after needs analysis; the source project grant is not treated as this concept’s budget.

Inspired by

Financial and Digital Resilience for Adults: Fraud Prevention, Secure Payments, and Informed Decision Making

Bulgaristan 2026 Erasmus+ KA220 ADU Proje Sonuçları

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