The European strategy for a sustainable and inclusive smart economy requires the centrality of knowledge and innovation for its growth.

From the mid-twentieth century, the dialectic between science and society has become one of the founding elements of the democracy of free societies. This has some unprecedented consequences: both politicians and citizens seek to participate in the governance of techno-science and to take relevant decisions for their development.

Given these assumptions, written science communication, for example, is the process of publication and dissemination in general on mature and non-mature science and technology topics and on the research results of universities, academies, research centres and institutions.

Moreover, it is a set of activities that are growing rapidly[1]:

• between 6,000 and 7,000 scientific articles are written every day;
• scientific and technical information is currently increasing by 13% per year, which means that it is doubling every 5.5 years;
• this rate of increase could possibly jump to 40% per year, thanks to new, more powerful, information systems and the increase in the number of scientists.

This mean that every 20 months, the amount of data will double.

The aim of the project SCI-CO+ is to contribute towards filling an existing gap in the current panorama, with interdisciplinary theoretical and practical training aimed at those who intend to start a profession in the field of museum scientific communication.

At the same time, it is known =, as a consequence of the SARS-CoV-2 pandemic, that the use of information and communication technologies and the need for easily accessible digital resources aimed at production, information, and knowledge has increased. The theme of “digital transition” has therefore become one of the central points of the political agenda. In the “Recommendation of the Council of 24/11/2020 on VET for sustainable competitiveness, social fairness and resilience”, it is clearly highlighted that digital skills must be the heritage of systems and people both in work and training. In this regard, we also recall the “New Skills Agenda for Europe” and the “Digital Education Action Plan”.

The digital transition, limited to learning and work contexts, has two closely interconnected needs. The first, horizontal, is to provide individuals, both those in training and those already operating in the labour market, with specific skills to relate to each other and to carry out their learning and/or work tasks through large-scale use of digital technologies or, better, in virtual environments. The second, vertical, is to equip systems, both those of education and training, and those of production and services, with innovative skills to assist their digital transition. As highlighted by the Enterprise 4.0 EU Program, the digital transition of organisations and public administrations, alongside, alongside a need for innovative technologies, require new abilities, knowledge, adequate and upskilled competences, and specialised professionalism. Without the fulfilment of this second need, every attempt at digital transition is doomed to failure, as evidenced by the many studies carried out in Europe, in particular in the Small and Medium Enterprise sector.

[1] Source https://www.weforum.org/agenda/2020/01/top-ten-countries-leading-scientific-publications-in-the-world/