The main objective is to implement an innovative Model of Personalised Education (abbreviated as MES) based on original projects of students in universities of various types in order to test the possibilities of its widespread use . The assumption of MES is to improve the effectiveness of the higher education system in terms of acquiring key competences by students, including entrepreneurship skills and linking education with the labour market by involving mentors from outside the university and creating Business Innovative Education Teams (hereinafter referred to as BZIK). Thus, the project fits into the specific objective ESF+.CP4.The project uses the results and recommendations of the pilot implemented in the POWER program to supplement the education model created with the university with the necessary tools and test it at universities of various types. . The project assumes the involvement in testing 12 universities that will carry out tasks as Partners. The MES will be implemented ‘centrally’, without being assigned to individual faculties/faculties, which will support interdisciplinary projects and allow all students of a given university to apply. It is assumed that 360 student projects will be implemented in 3 calls organized by 3 consecutive years of project implementation starting from 2025. The MES contains four elements: 1. implementation of an individual innovative project; 2. microcourses (individual); 3. group workshops; 4.mentoring - work directly with the student's individual project, carried out by a minimum of 2 mentors: scientific and implementation. In MES, the student creates with a tutor from his university an individual educational path instead of a part of regular classes and implements it with the support of mentors and micro-courses, which will allow him to obtain a maximum of 30 ECTS for 3 semesters of study and better than in the normal mode of study to develop key competences. The evaluation of the pilot identified issues for further development: recruiting students, recruiting and matching mentors, better defining roles and responsibilities in the MES, as well as implementing a system for monitoring the individual educational path and better linking students with the socio-economic environment of the university. The presented project responds to these challenges by creating and testing, in addition to the entire Model, specific recruitment tools and systems for monitoring educational outcomes. It is assumed that the duration of student projects will be extended from 6 to 12 months and the socio-economic environment will be mobilised thanks to BZIK. We also assume the development of financing rules that will allow universities to implement MES in the future without providing a financial contribution from the project. The sustainability of the project results will be ensured by the continuation of the education model in each of the project partners for at least one academic year after the end of the project and the cooperation of each partner with one university outside the project in the implementation of the MES, through support in developing the necessary documents and processes . Thanks to the implementation of the project, 12 universities and at least 360 students will verify the MES together with the tools supporting its implementation. Thanks to this innovation, universities will educate students in a way that better responds to the expectations of the labour market, preventing early school leaving. Students will learn to look at science as a tool to solve real-world technological or social problems, and their academic teachers will treat it as an important support on this path. The change that the project is to initiate will be carried out at the level of university administration and in the attitude of academic teachers and students. Only such action can have the effect of educating a scientific elite focused on implementing and solving real problems in the future.