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.

"The Film Corner for all. Digital innovative environments for film and media literacy” is built around the design, development and test of an innovative set of interactive resources, an online interactive user-centered platform for film education and audience engagement. The… Leggi tutto platform is based on a selection of EU arthouse films and audiovisual, both feature and heritage short and long. The platform will be strongly connected to the SVOD platform www.cinetecamilano.it, edited by Fondazione Cineteca Italiana in the occasion of the European Year of Cultural Heritage, in which heritage and feature long and short films from different ages, places and genres are regularly available. Covid-19 has strongly transformed the audience's relationship with film. In 2022-2025 The Film Corner wishes to contribute to the recovery of the sector and takes a step forward: after 4 years of start-up, experimentation and testing The Film Corner aims at putting in place an education-based innovative business model aimed at enhancing circulation and fostering engagement towards EU arthouse feature and heritage films in which film education would became a strategic asset in order to to rebuild the relationship of EU audiences with cinema and grow a curious and skilled audience for the future. The Film Corner platform will be addressed to around 11100>1400 users of a wider audience, going beyond the school target and widening the age range to 11-26 years from schools, universities and generic audience. A set of offline/onsite screenings of a catalogue of EU short and long arthouse films and audiovisual, both feature and heritage. The impact of the project will be measured not only through educational/cultural indicators but also through economic indicators: the interactive platform will be more strongly connected with the SVOD platform www.cinetecamilano.it encouraging “transfer of audiences” from The Film Corner to the SVOD platform to promote a model for enhancing income through education.

O: contribute towards the development of regional/local government strategic & professional capacities to understand and integrate a child-based approach to their work, improve the quality of support for and protect the rights of children living in alternative care, with a special focus… Leggi tutto on early preparing, facilitating, and accompanying them during and after the leaving process SO: promote & adopt a true participatory approach engaging key beneficiaries, above all future careleavers, ensuring that support for leaving care truly follows a child rights approach; provide tailored traniing to local government staff: implement an integrated approach by actively involving main stakeholders such as :careleavers, policymakers, child care institutions & professionals, educational insitutions & business in all stages of the project; design & pilot test innovative tools for planning & monitoring interventions in alternative care, focusing on capabilities along a rights-based approach and draw policy recommendations being replicable & adaptable for reuse in other EU countries. Activities: study & consultation with stakeholders to uncover current practices in care at local level; design and pilot implementation of service planning and monitoring tools facilitating children's development and transition process out of care; training in children's rights, capacity building for local authorities' officers and social co-workers. Beneficiaries: Future careleavers (400), their families, local government professionals in children care system and other children care professionals (240), local public authorities (2) Expected results: Local authorities have increased their capacities, thereby delivering quality services that are empowering and supportive to future careleavers