Le projet s’aligne à l’objectif global de l’Appel de Contribuer à la pleine jouissance, par tous, de l’ensemble des droits humains en créant un réseau de coopération entre les acteurs fondamentaux pour la jouissance de la liberté de culte, et aussi à… Leggi tutto ses objectifs spécifiques, en particulier du Lot 6 de promouvoir et protéger le droit à la liberté de pensée, de conscience, de religion ou de conviction. Les priorités de l’Appel sont prises en considération à travers les activités dédiées à la prévention et lutte des pratiques discriminatoires, l’intolérance et la violence fondée sur la religion ou les convictions, sous toutes ses formes. Les actions du projet s’articulent autour de son objectif général de Contribuer à promouvoir et protéger le droit à la liberté de pensée, de conscience, de religion ou de conviction et au renforcement de la cohésion sociale en renforçant les capacités de la société civile au Sahel (OG), au Burkina Faso, Tchad et Sénégal. Sur la base des expériences antérieures du consortium et des connaissances acquises par les partenaires de recherche, nous avons identifié un lien fort entre la liberté de pensée, en particulier dans le domaine de la spiritualité religieuse, et la cohésion sociale entre des groupes d’origines différentes. Le Sahel a une histoire de rencontres, d’échanges et de coexistence entre différents groupes ethniques et religieux, mais aussi de problèmes sociaux profondément enracinés. Il s’agit de l’une des régions avec les plus bas indices de développement humain au monde (Tchad-TD 189ème, Burkina Faso-BF 185 ème, Sénégal-SN 169ème sur 193 pays, IDH 2022) et l’une des zones les plus touchées par le changement climatique et traversée par une forte crise politique et institutionnelle. Ces situations ont un impact sur la liberté de culte avec les différentes insurrections djihadistes au Sahel au cours de la dernière décennie et une augmentation des tensions religieuses et identitaires. En 2024, le Burkina Faso est dirigé par une junte militaire, le pays est marqué par une détérioration des droits humains exacerbée par les deux coups d'État des dernières années. Les groupes armés islamistes, tels que ceux alliés à Al-Qaïda et à l'État islamique, ont intensifié leurs attaques contre les civils, tuant des centaines de personnes et provoquant le déplacement de près de deux millions de personnes . Les forces de sécurité de l'État ont également commis des exactions, aggravant la situation des droits humains et affaiblissant l'État de droit (Human Rights Watch, 2023). Plusieurs personnalités publiques ont été victimes de disparition forcée, des journalistes étrangers ont été expulsés et des médias ont vu leurs activités suspendues par les autorités (Amnesty International, 2023). Le Tchad est en train de retourner à l’ordre constitutionnel à travers une transition très tendue. En 2022 et 2023, le pays a été marqué par des restrictions à la liberté de réunion et d'expression, ainsi que par des actes de violence perpétrés par les forces de sécurité. Des rapports indiquent des cas de harcèlement et d'intimidation de groupes religieux minoritaires, et des restrictions sur la construction de lieux de culte (HRW, 2023). Le Sénégal sort d’une grave crise institutionnelle qui a été résolue après diverses tensions entre la présidence et la Cour constitutionnelle. La répression des droits à la liberté d’expression, d’association et de réunion pacifique s’est poursuivie à l’approche de l’élection présidentielle. Des défenseures des droits humains, des militantes et des journalistes ont été arrêtés. Les forces de défense et de sécurité ont utilisé une force excessive lors de manifestations, et des personnes ont en conséquence été blessées ou tuées (56 personnes tuées entre mars 2021 et juin 2023, et un millier d’autres au moins ont été blessées) (Amnesty International, 2023). Des cas de discrimination contre les minorités religieuses ont été rapportés ainsi que certaines restrictions légales limitent la liberté d'expression religieuse (HRW 2023). En effet l’instabilité politique et économique impacte les conditions de vie des populations et génère un ressentiment qui conduit à des discriminations à l’égard des pratiques religieuses, culturelles et sexuelles différentes de celles majoritaires. En novembre 2023, le United States Commission On International Religious Freedom a dénoncé une détérioration rapide de la liberté de religion, en le liant à la fragilité des États sahéliens. Il faut aussi considérer que dans les pays du Sahel la population compte aujourd'hui près de 65% de jeunes de moins de 30 ans, qui constituent l’un des groupes les plus touchés par les conséquences des conflits.

The Green Deal Industrial Plan gives new urgency to the full implementation of the European Skills Agenda as well as to improving how skills are valued and used in the economy. The green and digital transitions will bring many opportunities… Leggi tutto in terms of new jobs, if appropriate measures are taken to ensure that the workforce has the right skills. However, as stated in the Plan, a gender gap continues to prevail in net-zero technologies. For example, women are under-represented in vocational education and training (VET) in Science, Technology, Engineering, and Mathematics (STEM) sub-fields that are highly relevant for the net-zero industry. Also, in the renewables sector, women account for only one third of the workforce. Underlying barriers to women’s participation in the net-zero economy include not only a lack of technical skills but also insufficient mentorship opportunities, as well as cultural and social norms more broadly. Hence, there is a clear opportunity for harnessing female talent in these fields, which is why the inclusiveness of women is at the heart of the third pillar of the Green Deal Industrial Plan. The STAR Girls project capitalizes the work done on the SECOVE (Sustainable Energy Centres of Vocational Excellence) project. Specifically, the project builds on SECOVE's WP5: "Making SECOVE inclusive and encouraging female in technical professions", where the partners have developed observatories for monitoring and promoting gender equality in VET studies related to sustainable energy. STAR Girls goes one step further proposing specific policy interventions, that will be thoroughly evaluated and can be replicated, in order to attract girls in studies and careers in the sector of renewable energy and energy efficiency. The STAR Girls' target groups are girls in secondary education, their teachers, female professionals in RES that will act as role models and mentors, educational authorities, career guidance organizations and employment services, etc.

Research consistently shows the links between school climate, student and teacher well-being, social and emotional competencies, and academic performance. The "Thriving Schools" proposal draws on principles from Positive Psychology, Social and Emotional Learning (SEL), and Whole School Approaches to create… Leggi tutto supportive environments that foster the well-being of both teachers and students. Public education authorities, universities, research centers, and NGOs from Greece, Italy, Cyprus, and Romania collaborate to build on past initiatives, directly contributing to the call’s priority of promoting well-being at school for all teachers, staff, and learners. The objectives are to promote mental health and well-being literacy, develop a positive school climate, and empower educators with innovative practices and resources. These will be achieved through an evidence-based framework, extensive capacity building for teachers, and the implementation of the PERMA model and Positive Psychology interventions. Each school will establish a core team of Well-being Champions who will work with a coach to implement a yearly plan of activities. A randomized controlled trial will assess the impact of the intervention on schoolteachers’ well-being, job satisfaction, self-efficacy, children’s well-being, outcomes, and school climate. A total of 40 schools, 400 teachers, 2000 learners, and 500 parents will engage in this research. Evidence-based policy and practice recommendations will be disseminated widely. The proposal’s relevance to the program is demonstrated by its focus on improving educational outcomes, equity, and well-being for all learners, and alignment with EU priorities and policies such as the Council Recommendation on Pathways to School Success, “A systemic, whole-school approach to mental health and wellbeing in schools” (Cefai et al., 2021), and the recent EC (2024) report on “Wellbeing and mental health at school: Guidelines for school leaders, teachers and educators”.

Under EUGreenComp(2022), all educational settings provided by the university develop awareness and civic competences to take action to transform society into a more sustainable one. ESDEUS aims to build university capacity as a leader in Education for Sustainable Development. It… Leggi tutto focuses on ESD-relevant teaching and collaboration with stakeholders. The consortium comprises four universities from Poland, Sweden, Portugal, and Italy. The Polish local stakeholder is invited as an associated partner. The main activities are mapping and collecting HE ESD policies, strategies, and instruments and designing-implementing a course called “Introduction to ESD,” identifying stakeholders’ ESD perspectives and collective actions in the ESD field, and finally, comparing ESD practices in different EU regions. The consortium implements these activities by organizing Intersectoral Teaching Learning events and using various methods based on problem-solving, peer learning, and exchange of good practices. Joint efforts of HE and communities in ESD contribute to bridging intercultural and social gaps by promoting greater collaboration and civic engagement and addressing systemic inequalities. The results are HE ESD Catalogue, Toolbox, Booklet, ITLEvents, Course Curriculum, Reports. ESDEUS directly impacts on building links of HE with all stakeholders. Long-term benefits relate to the sustainable society's value and UniLLL promotion. ESDEUS follows green and digital principles in all activities.

TInGLE aims to create strategic partnerships between HEIs and CSOs to sustain academic programs and policies toward intersectional gender equality, contributing to SDG 5 of the 2030 Agenda. TInGLE aims to develop new practices, innovative learning, and teaching instruments to… Leggi tutto integrate a gender-sensitive and intersectional perspective into the curricula of HEIs through international cooperation; raising awareness of structural inequalities in academia to lay the foundation for transformation. TInGLE implements detailed analyses of the educational needs of students, professors and administrative staff, in three European partner HEIs focused on gender and intersectionality. It then establishes a network with CSOs that work and advocate for equality and equity daily. Meetings, discussions, focus groups and Design Thinking workshops are devised to create an innovative toolkit that enriches the educational offerings of HEIs with a gender and intersectional perspective. TInGLE develops a comprehensive picture of the existing gender gap and gender-blindness among the teaching curricula of the three HEIs involved. It builds cooperation with relevant CSOs, crucial sources of knowledge, and innovative practices outside the HEIs. TInGLE uses the first two outcomes to develop a participative toolkit that enriches and engender the educational offer in the three universities involved, bringing a positive impact to both the academic and wider community.

Sustainable management of Mediterranean Marine Biodiversity is a key-priority of EU programs and actions, with the aim of integrating marine diversity protection and human development. Two main gaps need to be filled to achieve this goal: the overall lack of understanding of… Leggi tutto European citizens’ conceptions and misconception on the sea; the lack or oversimplification, both in political and scientific debate, of “diversity” as a key driver acting on the relationship among European citizens and marine biodiversity. MEDiverSEAty is a transnational project based on several local case studies with the aim of filling these gaps, through the implementation of a Doctoral Network Training and Research Program in 6 European countries (IT, ES, FR, EL, ME, MT), a novelty in the educational and scientific panorama of marine science and biodiversity management. MEDiverSEAty develops an international, interdisciplinary and inter-sectoral Training Program for 10 PhD Candidates who, in a medium term perspective, will form a community of early career researchers trained in the study of marine biodiversity, via joint research projects in both academic and non-academic settings, with local and network training, open science and complementary skills. The project is based on two keypillars of contemporary marine sciences, policies and education, with an interdisciplinary approach that tackles the barriers that continue to exist among the biological sciences, the humanities and social sciences, and the study of environmental governance: Ocean Literacy and Marine Biodiversity Conservation. The scientific research objectives of MEDiverSEAty are to develop a common theoretical framework of Mediterranean Marine Biodiversity Conservation which integrates human and biological dimensions and implications, to foster the crucial role of human dimensions in the protection and conservation of Marine Biodiversity and to make Biodiversity the focus of Mediterranean Ocean Literacy

Growing complexity of societal challenges and issues (e.g. evolution to more community-based support) requires new competencies and knowledge from the field of social studies (Gardner, 2006; D´Cruz, Gillingham, Melendez, 2007). In this evolution a strong focus lies on the strengths and capabilities… Leggi tutto of people themselves. Expertise of people in vulnerable situations (those with fewer opportunities caused by disabilities, socio-economic difficulties and all sorts of discrimination) is seen as third form of knowledge (further knowledge by experience) (Humphreys a kol., 2003; Pawson a kol., 2003; Driessens, Saurama, Fargion, 2011), in addition to academic and professional knowledge in the broad social domain. These evolutions are strongly connected to the development of democracy, citizenship, human rights and social justice, which are also central to higher education (Laker, Naval & Mrnjaus, 2014). Knowledge by experience in the field of social studies has for a long time been undervalued and underestimated (Wilson, Beresford, 2000) and people in vulnerable situations are as well excluded from the process of its co-creation (Fisher, Freshwater, 2014). Although in a recently finished practice-based research project in the social domain we saw that the presence of experts by experience (people in vulnerable situations employed as peer workers, therefore using their experience to help others) in professional teams resulted in an openness to discuss vulnerabilities, barriers, personal experiences of other team members (Van Steenberghe et al., 2020). Applied to higher education context, working together with experts by experience may result in a more reflexive stance of teaching staff around their own lived experience and how it affects their role as an educator, and its integration in their teaching. Still, only the first steps have been taken to embed knowledge by experience in higher education (e.g. Černá et al. 2019; Geregová, Szotáková, 2019). However, there is a momentum to involve considerably more knowledge by experience in (European) social and medical professional field (e.g. Beales and Wilson, 2015; Stefancic et al., 2019; Lennox et al., 2021). It is crucial that higher education reflects these developments and that we seize this momentum. It is therefore desirable to improve access of people in vulnerable situations to higher education, as well as support current students of Social Studies in vulnerable situations in voicing out their own life experiences and incorporating them in their professional life. At the moment there is a mismatch between skills and knowledge students are receiving within Social Studies in higher education and skills and knowledge that are required by current labour market and institutions.

The world is changing fast and it is vital that education keeps pace. Yet, at a time when innovation is most needed, the world of education is lagging: only 38% of recent entrants to the education sector believe their school/college… Leggi tutto is adept at adopting innovations, new knowledge or methods (Innovating Education and Educating for Innovation, OECD, 2016). InDo will support educators to rise to the challenge, helping them transform their teaching methods and bring learning to life through innovative and inclusive learning spaces. According to the Digital Education Action Plan (2021 – 2027), fostering the development of a high-performing digital education ecosystem and enhancing digital skills and competences for the digital transformation are the strategic priorities of European Commission. Based on the above, the InDo project outlines this vision for high-quality, inclusive and accessible digital education in Europe by upskilling the digital skills of educators in Higher Education Institutions (HEIs) through high-quality learning content and user-friendly tools so as to have confident and digitally competent teachers to maximize students’ capacity in the 21st classrooms. InDo project underlines the need of fostering digital capabilities among academic staff of HEIs and academia representatives, so as to improve their teaching, through a blended Understanding by Design (UbD) and Differentiated Instruction (DI) teaching by obtaining essentials skills, attitudes and techniques, based on the development of a curriculum and instructional teaching model in the 21st century classrooms.