The project Bridge is co-funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the Servicio Espanol para la Internacionalizacion de la Educacion (SEPIE). Neither the European Union nor the National Agency SEPIE can be held responsible for them. -- Number: 2025-1-ES01-KA220-HED-000359236 --
The BRIDGE Digital Museum brings together good practices, educational proposals and images that inspire reflection and action
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A collection of teaching resources identified in the framework of the identified good practices.
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Best practices and case study analysis for the sustainable management of cultural heritage in line with UN 2030 Agenda for Sustainable Development and UNESCO's Conventions, in the aftermath of COVID-19 pandemic.
.. continue >>A set of guidelines on how to train adults on cultural administration as well as on how to support trainers and adult educators in properly using the curriculum, the digital platform and its tools developed during the project
.. continue >>A modular, e-learning platform for the development of cultural heritage management competences
.. continue >>A document translating experts' views on the administration of cultural heritage into relative policy recommendations for EU policy makers.
.. continue >>An evidence-based Curriculum outline for the training of community members as access point-role mentors.
.. continue >>Training material to be used at each workshop
.. continue >>An outline of the Workshops carried out within the project to empower educators with essential skills and insights into the rapidly evolving landscape of digital and media literacy. It is addressed to educators in primary and secondary schools and adult education, and pre-service educators still completing their studies to become educators.
.. continue >>A Guide supporting school leaders in driving digital transformation
.. continue >>A document which explores methods of implementing the ThinkTwice “Think Outside the Box” game with learners of different ages - children (ages 8-12), teens, and adults.
.. continue >>An online game to test knowledge and understanding of digital literacy. Grounded in UNESCO’s “Think Critically, Click Wisely!” and the European Commission’s Guidelines on Digital Literacy.
.. continue >>The Approach Document sets out the conceptual basis of UnfakeSoMe: the play-reflect-apply model and the four theoretical frameworks on which the games are built, namely constructivist theory (participants construct meaning through interaction), Kolb's experiential learning (cycles of action and reflection), gamification theory (challenges, feedback and scoring to sustain motivation) and Bandura's social learning (peer learning and observation of ethical online behaviour). The practice description also refers to the typologies of misinformation mapped in the ideation phase and to the participatory action research approach used for co-design and evaluation with youth workers from Germany, France and Austria. The document is useful for educators and researchers who want to adapt or evaluate game-based media literacy interventions.
.. continue >>The more than 14 original games form the interactive core of the practice. Filter Bubble Run is an immersive simulation in which participants navigate a simulated digital environment and make real-time decisions under the pressure of algorithmic preference reinforcement, so that the power of the platform becomes visible. Real or Fake? and Memearazzi train participants to identify bias, clickbait and manipulated content, and Memearazzi additionally invites them to produce their own informed memes as counter-narratives. Other games, such as Busted!, INKvestigate and Bingo, are designed to be low-tech so that they can be played where technical resources are limited. Each game includes a scoring system and reflection rubric so that facilitators can observe learning progress. The games were piloted with 40 young people in the Unfake Your News mobility and refined from participant feedback.
.. continue >>The Event Guides are implementation protocols written for youth workers and educators who want to run UnfakeSoMe sessions with their own groups. They contain step-by-step instructions for preparing and facilitating the games, guidance on moderating the post-game reflection rounds that consolidate critical learning, and notes for adjusting news examples to the local political and linguistic context. Because the guides assume no advanced technical training, they support immediate uptake by third parties in non-formal and informal education settings. They are available in English, German and French and are published as open educational resources. The modular format of the games also allows them to be integrated into formal education curricula, for example in workshops on source verification, algorithmic bias and ethical communication online.
.. continue >>The Digital Toolkit is the main output of UnfakeSoMe. It is conceived entirely as an Open Educational Resource under a CC BY 4.0 licence and brings together more than 14 original online and offline games, each with rules, scoring system and reflection rubrics, plus practical verification checklists that young people can use to evaluate sources on their own. The games are organised in three strands: Lateral Reading (fact-checking by comparing multiple sources), media literacy tools (identifying bias, clickbait and manipulated content) and social media simulations (experiencing algorithmic reinforcement and echo chambers). The toolkit is deliberately low-tech, so that press clippings and game tokens can replace digital infrastructure, and it includes notes for adapting news examples to local political and linguistic contexts. Available in English, German and French.
.. continue >>Short explanatory videos and recorded webinars present two technical phenomena in a form suited to classroom use. 'AI hallucinations' refers to confident but false outputs of language models; the project links this to the EBU/BBC 2025 finding that 45 per cent of AI-generated answers on current news contained significant problems of accuracy or reliability. 'Model collapse' describes the degradation of quality when models are trained recursively on synthetic data. The videos can be used as preparation before a session or as input within the teaching units. They are part of the transmedia materials on the project's bilingual platform, which is intended to continue offering webinars and updated materials after the project ends.
.. continue >>A set of playful tools supports the modules. The AI Pub Quiz tests and consolidates knowledge about how AI systems work and where they fail, in a format suited to larger groups and non-formal settings. Matching games let learners practise the concepts of the modules, for example the difference between rule-based automation and machine learning. The Mega Prompts exercises are practical prompt-engineering tasks in which participants experiment with language models and observe how outputs depend on framing, where hallucinations arise and where bias appears. The tools are intended to demystify the technology through hands-on experience and to give learners material for the subsequent critical discussion. They are part of the OER package.
.. continue >>Two short activating formats complement the longer teaching units. The Me & AI barometer is a physical positioning exercise: participants move and position themselves in the room in response to statements about AI, which makes the spectrum of opinions in a group visible and prompts reflection on personal biases. 15 Minutes News is a compact methodology for working with current news about AI in a short time slot. Both are active methodologies with their own instruction manuals and can be used independently of the full modules. Teachers who want to introduce critical AI literacy in an existing course can therefore start with either of them.
.. continue >>AI.Dialogue is the project's main participatory method. Participants are assigned one of three controversial positions towards AI (anxious, sceptical or optimistic) and deliberate about how AI should be governed in their own institution or community. The exercise is designed to make the range of views in a group visible, to expose personal assumptions and to lead from abstract debate to concrete proposals for self-governance. In the governance strand of the modules it is used to co-create 'institutional compasses': criteria for the ethical use of AI in teaching and learning that teachers and students negotiate together. A manual with instructions is part of the OER package, so the method can be run in higher education, vocational training and non-formal settings.
.. continue >>The core of the practice is a modular curriculum organised in three thematic blocks: (1) Fundamentals and Reality, which demystifies AI and distinguishes rule-based automation from machine learning; (2) Systemic Implications, covering AI in everyday life, filter bubbles on social media and AI tutors in education; (3) Governance and Democracy, examining the EU AI Act and AI as a political and ideological project. The ten teaching units add up to about 750 minutes of instruction. Each unit comes with a detailed trainer guide stating learning objectives, estimated timings and the sequence of activities, together with interactive slide decks and ready-to-use handouts on automation risks and algorithmic ethics. The modules are aligned with DigComp 2.2 and the UNESCO competency framework for teachers, and are available in English and German under CC BY-SA 4.0.
.. continue >>The project's YouTube channel collects recorded webinars, tutorial videos and presentations from joint events, including training on the Digital Democracy Score. Presentations from joint events had been downloaded more than 1,030 times by March 2025. The videos are designed to support participants with low levels of digital literacy and to explain the project's concepts in an accessible way. They can be used as introductory material before a seminar session, as flipped-classroom input, or as examples of how a research consortium communicates with non-expert citizens. Combined with the written deliverables, they give students a multi-format overview of the project.
.. continue >>The Digital Democracy Score is a prototype tool, accompanied by a methodological document (D2.2), that measures and evaluates the level of digital democracy of an institution; it has been piloted in training sessions and webinars and is available for use free of charge via the project website. The Preference Toolkit examines what citizens and governments expect from e-participation applications and offers a framework to compare those expectations. For teaching, the two resources support an applied exercise: students select a municipality or university, assess it with the DDS, identify exclusion gaps and propose improvements, then check their proposals against the preference findings. Policymakers and administrators can use the same tools for self-assessment before introducing digital participation.
.. continue >>The white paper uses storytelling to present four possible scenarios of how digitalisation could change society and governance by 2035. It draws on the interdisciplinary knowledge base and on surveys about the futures of digital democracy, and it has been downloaded more than 550 times from Zenodo. Because of its narrative format it is particularly suited to classroom use: students can read the scenarios, identify the assumptions behind each one, discuss which actors gain or lose power, and relate the scenarios to current debates on platform regulation, AI in the public sphere and European digital sovereignty. It can be paired with the knowledge base (D2.1) for a more evidence-based reading, or with the FIMI incident dataset to ground the disinformation scenarios in documented cases.
.. continue >>The methodology guide explains the co-creation approach used throughout the project: a five-stage process (understanding, framing, ideating, evaluating, testing), the public-private-people partnership principle, and techniques such as red teaming, Q-sorting for prioritising governance requirements, role selection (citizen, researcher, 'guardian' of rights) and expert moderation to support participants with little technical confidence. The Living Lab final reports document how this was applied in practice, including participatory audits of existing tools such as Decidim and Pol.is (LL#4), stress-testing of app functions against exclusion barriers, participant satisfaction surveys (LL#5: 4.64/5 overall) and qualitative findings such as the rejection of social scoring. Together they form a blueprint teachers can adapt for a Living Lab exercise with students.
.. continue >>The Zenodo community hosts the project's open-access publications: the D2.1 Interdisciplinary Knowledge Base on Digital Democracy (over 1,270 downloads), the D3.1 White Paper 'The Futures of Digital Democracy' with four scenarios for 2035, the D4.1 Digital Democracy Preference Toolkit, the D4.2 state-of-the-art report, the D5.1 report on access inequalities, the D1.2 Living Labs Methodology, the final reports of Living Labs 2 to 5, the policy brief 'Holding Democracy Together' and datasets (FIMI incidents 2020-2025, digital democracy applications registry, survey data on digital futures). These materials can be used directly in seminars on political science, public administration, law, computer science and media studies, for example to compare scenarios, analyse disinformation cases or study co-creation findings. Licence terms should be checked in each record's metadata.
.. continue >>The official portal is the entry point to all project outputs. The Resources section lists the public deliverables linked to the Key Exploitable Results (reports, toolkits, factsheets, newsletters); the Living Labs section documents the co-creation workshops held in cities such as Paderborn, Geel and Thessaloniki; the Events and News section records consortium activities, and the Digital Democracy Scoring section gives access to the DDS assessment tool, available free of charge. For teaching, the site is useful as a case study of a Horizon Europe democracy project in progress: students can follow how deliverables evolve between versions, compare Living Lab reports and examine how the consortium communicates with citizens, policymakers and researchers. A newsletter subscription is offered for updates.
.. continue >>The Training-of-Trainers curriculum is a detailed guide for an intensive four-day workshop that prepares youth workers and teachers to use the DEMOGAMES tools systematically. It covers the RFCDC competence model, game-based and experiential learning, the facilitation of each game and the design of debriefing phases. The curriculum was piloted and evaluated in spring 2022 in Timisoara, Romania, with almost 40 experts and youth workers before publication. It is the basis of the project's multiplier strategy. The Swiss 'Democracy multiplied' initiative, for example, trained seven young facilitators who now run workshops in their own communities, and Radboud University uses the materials to train social sciences teachers in the Netherlands.
.. continue >>The MOOC consists of six instructional video modules linked from the project portal. It provides the theoretical background on the Council of Europe's Reference Framework of Competences for Democratic Culture and on game-based learning as a method for democratic education, followed by practical tutorials on how to set up, facilitate and debrief each of the games in the Democracy Game Box. The course addresses both facilitators preparing a session and players who want to understand the competences behind the games. Together with the Facilitator's Manual it allows teachers and youth workers to prepare a session without support from the original consortium. The video modules are hosted on a freely accessible YouTube channel linked from the portal.
.. continue >>The Facilitator's Manual is the central methodological document of the package, aimed at professionals in formal and non-formal education. It combines political theory on democracy with principles of non-formal, experiential education and explains the three-phase session structure of input, gameplay and debriefing. For each game in the Democracy Game Box it provides a detailed guide, including the competences addressed, group size, time and materials, as well as debriefing questions that connect the game experience with participants' social and personal reality. Ready-to-use session plans allow facilitators to start without prior preparation, while advice on handling conflict and promoting analytical thinking supports less experienced educators. The manual is published as a PDF under a CC BY-SA 4.0 licence and may be adapted and redistributed under the same terms.
.. continue >>The Democracy Game Box is a compendium of eight analogue games, two of which also exist in digital form (the Demodice app for iOS and Android, and a web version of Observers). The games are: Competence Card Game (cooperative storytelling on the 20 RFCDC competences), Deckmocracy (how political and social events shape the history of democracies), Demodice (dice with symbols for stories and reflection on democratic culture), Fake Expert (social deduction in a talk-show setting), Draw The Line (boundaries, competition and cooperation), Observers (puzzle game with real stories), Participedia (global democratic innovations linked to Participedia.net) and Utopia (building a democracy and managing value dilemmas). Aimed at young adults aged 18 to 25 and adaptable for players from 16 upwards, all games are published under Creative Commons licences and available in six languages.
.. continue >>Several articles arising from the project are available open access or via their DOIs. 'I don't see a way in' analyses emerging adults' responses to hate speech online; 'Scrolling against hate' presents the project's approach for a broader audience; the Politikum article discusses antisemitism in young people's social media in German. A scoping review of existing trainings identified a lack of programmes specifically addressing digital antisemitism and insufficient research on their actual impact. Together with the effectiveness evaluation of the training (control versus training group), these publications document the evidence base of the practice and are useful for researchers and lecturers who want to teach about online hate speech, media competence or intervention research. Links to the individual publications are available via the project website.
.. continue >>The bilingual project blog records the project's development and findings. It summarises results from the research phases, including the media-diary study with 47 participants (1,100 posts, 2,222 data fragments, 2022) and its core findings that 65% of antisemitic content is subtle and 33% is Israel-related. It also offers in-depth reflections on contemporary events, notably the debate around documenta fifteen (December 2022) and the difficulty institutions have in recognising antisemitism when it appears within postcolonial or social-justice narratives. The blog is used to receive questions and opinions from the community and can serve teachers as a source of current, evidence-based case material for discussing online antisemitism and polarisation in class.
.. continue >>The project's central educational resource is a bilingual digital platform that users can explore autonomously and in any order. It is structured into six thematic fields: content on Judaism and Jewish social ethics (approx. 12 min), 'Ich und meine Bubble' with reflections on one's own digital environment and community quotations (approx. 6 min), Deconstruction with videos and examples for dismantling hate narratives (approx. 12 min), Tolerance of ambiguity (approx. 8 min), Manifestations of antisemitism (approx. 10 min) and the '5 Rs' strategy (Recognise, Reflect & React, Report, Repost, Retell). Modules combine videos, interviews, explanatory texts and reflection questions. A controlled evaluation showed significant gains in knowledge, reflection and empathy and reduced antisemitic attitudes among participants. Free to use with attribution.
.. continue >>The research strand of Play Your Role documents the diagnosis on which the educational resources rest. The Survey Analysis on Hate Speech Online (May 2020) presents the results of surveys of students aged 11–20 in Portugal, Italy and Lithuania, including 195 pupils from nine Italian classes, on their perceptions of hate in video games. A focus group with 44 young people aged 12–19 in Šiauliai, Lithuania, complemented the survey. The report 'Hate speech in video games and online gaming communities: State of the art' (January 2021) analyses current trends in hate speech among young gamers and is summarised in infographics for dissemination. Together these publications give teachers and researchers an evidence base for discussing the prevalence and normalisation of online hate with students.
.. continue >>Invasion of the Cybertrolls is a digital pen-and-paper role-playing game in which a group of players cooperates to defeat 'trolls' with words. The game trains argumentation skills and a constructive discussion culture. Players must find strategies for responding to hateful messages without escalating the conflict. All materials needed to run a workshop independently are provided, including instructions, guides, character sheets and objective circles. The original game was created by OKF DE under a CC BY 4.0 licence; the translation produced by JFF for Play Your Role is also licensed CC BY 4.0. It suits classrooms and youth groups in school and out-of-school settings.
.. continue >>The manual (September 2021) systematises the experience of four urban games held in Italy, Germany, Lithuania and Poland with more than 400 young people, teachers and educators. Urban games are activities in which participants move through real public space and encounter situations of discrimination and hate that they must recognise and respond to. The manual explains the educational rationale, offers two versions with different levels of interaction with the urban environment to suit different settings, and analyses participants' responses to discrimination as observed during the pilots. It is intended for teachers and youth workers in school and out-of-school settings who want to take the discussion of online hate into a physical, cooperative format.
.. continue >>The booklet (September 2021) accompanies the four serious games and provides the pedagogical framework for using them in formal education. It contains four evaluated teaching proposals for secondary schools, youth centres and associations, with activities designed to explain mechanisms of manipulation and social polarisation and to promote creative counter-narratives and the values of tolerance. The proposals show how to integrate the project's games (Divide et Impera, YouTuber Simulator, Social Threads, deplatforming) into a workshop, so teachers who have not yet used games as learning tools have a ready structure to start from. The booklet has been translated into all project languages and can be combined with the toolkit pathways or used on its own.
.. continue >>Four short serious games were created at European hackathons in which game designers and educators worked together. In Divide et Impera the player takes the role of a political leader who uses divisive discourse on religion, sexuality and migration to fracture a community, revealing how manipulation works on social media; the game was selected for the 9th WordPlay Festival in 2021. YouTuber Simulator asks players to balance channel growth with comment moderation and their own mental health. Social Threads simulates online interactions in which constructive responses to harassment protect the player's 'mental stamina'. In deplatforming the player leads an activist group trying to stop hate campaigns across digital platforms. The games run on Android, iOS and in web browsers; several offer multilingual support.
.. continue >>The toolkit collects 15 educational pathways developed by teams from France, Germany, Italy, Lithuania, Poland and Portugal for workshops with young people aged 11–19. Each pathway uses existing video games or games created by the project to encourage reflection on online hate, stereotypes and the culture of online discussion. The pathways are built on game-based learning and guided reflection on young people's own media practices, and they explicitly address xenophobic and racist hate. The toolkit was published in November 2020 as an Open Educational Resource in six languages under a CC BY-SA 4.0 licence, so teachers and youth workers can adapt and translate the workshops for their own contexts. Educators are invited to send comments and adaptations to the project's institutional email address.
.. continue >>The discussion paper documents the needs assessment that preceded the programme: 20 semi-structured interviews with representative voices across the campus, 25 identified problem areas, grouped into four domains (institution, teaching, research and social environment), and the measures proposed in response. It is complemented by the certificate curriculum framework, which specifies module structures, work-unit requirements and target groups, and by theoretical concept papers by Prof. Dr. Gesine Lenore Schiewer and PD Dr. Frank Meyer on intercultural communication theory, interpretive authority, the Third Space, alterity and reframing. Together these documents show how the findings of a campus-wide diagnosis led to the curriculum. The materials may be used with attribution; the institutional contact is the ZHL. No public download is available; please contact the ZHL.
.. continue >>ProfiLehrePlus is the state-wide Bavarian platform through which all seminars of the certificate programme are booked and documented. The portal lists the annually recurring introductory and advanced seminars, records completed work units and provides the documentation on which the ZHL certificate is issued. For the BRIDGE audience the portal shows how an existing regional infrastructure for teaching development can carry an intercultural qualification without a dedicated platform. Booking, recording of work units and institutional recognition are handled by a shared system used across Bavarian universities. The portal is in German; seminars are held in German and English. Users can browse the current seminar programme and see how the intercultural modules sit within the broader continuing education portfolio.
.. continue >>The official programme page of the Centre for Teaching and Learning in Higher Education (ZHL) presents the certificate 'Designing Teaching with International Students'. It sets out the modular structure of 50 work units: the introductory course 'Culture and Intercultural Awareness' (9 AE), the advanced seminar 'Teaching in Multicultural Classrooms' (20 AE), the transfer module 'Teaching Project' with a reflection report (15 AE) and the classroom observation by interculturality experts (8 AE). It also explains the target groups, from professors and post-doctoral researchers to lecturers and administrative staff, the voluntary entry with individual consultation, optional courses of the Language Centre and Writing Centre, and the award of the official ZHL certificate. The page is in German and is the entry point for anyone wishing to adapt the programme's four-step logic.
.. continue >>A repository of more than 15 educational videos and facilitation demonstrations hosted on YouTube. The videos accompany the written OER and show how the ROCKET approach is facilitated in practice, which makes them a useful entry point for lecturers and student facilitators who want to introduce role-playing games and conflict transformation in their own virtual exchange or classroom. The project website is the starting point for locating the videos. Alongside the videos, ROCKET provides Common Cartridge files that allow the training courses to be imported directly into any university learning management system, so a complete course can be set up without building it from scratch.
.. continue >>The Whole-Institution Map is ROCKET's structural tool against fragmented diversity management. The handbook explains how to map the support structures of a university and how to connect institutional policy with the everyday practice of teaching and administration. Three institution-specific maps for Göttingen, Groningen and Uppsala serve as worked examples. The maps make existing support visible to students and staff, help coordinate institutional responses to discrimination or exclusion, and promote shared responsibility across all university groups. The format is fully exportable, so other institutions can identify and map their own structures; the content itself must be adapted to the services actually available locally and to the national legal framework.
.. continue >>Two collections of validated role-playing scenarios: one for students and one for administrative staff. The scenarios stage real dilemmas around diversity and equity in university life, such as microaggressions, institutional discrimination or the tension between caring responsibilities and rigid institutional expectations. Participants co-create their characters with their own names and pronouns and bring in aspects of privilege or marginalisation according to the scenario, while a rule against 'dark tourism' discourages portraying forms of marginalisation one does not share. Played in an environment of acceptable risk, the scenarios allow participants to rehearse responses to conflict and to reflect on power asymmetries afterwards. Scenarios need local adaptation to national legal frameworks and available support services.
.. continue >>Two planning tools for lecturers. The Guideline for Teaching Staff offers checklists on diversity, equity and inclusion for designing courses, covering gender-sensitive language, intersectional perspectives and inclusive digital course design, so that virtual formats do not reproduce offline imbalances. The CVE Collaboration Worksheet is the instrument partner lecturers use before any exchange begins. It requires them to negotiate and align learning objectives, activities and assessment by consensus and to reflect on power asymmetries between the participating institutions. Together they make it possible to prepare a critically designed exchange with a partner university without prior experience of virtual exchange. Both are part of the six OER packages hosted on Zenodo under an attribution licence.
.. continue >>The central guide to implementing a Critical Virtual Exchange, an online exchange that addresses equity and social justice in digital environments in addition to intercultural encounter. It systematises the ROCKET model (10 hours over 6 weeks, four synchronous sessions and four asynchronous activities), explains the educational rationale of embodied practice and role-play, and describes the conflict-transformation techniques used, from identifying layers of conflict and I-statements to the facilitation meta-techniques Escalate, Cut and Hot Seat. It also covers translanguaging, safety in educational role-playing games and accessibility, and includes an 'Impact Stories' section with experiences of students and lecturers. Available on Zenodo and the project website in graphic and screen-reader-compatible versions.
.. continue >>The transfer package consists of twenty pre-configured course templates for a range of academic disciplines, accompanied by short 'How to' guides and tutorial videos. The templates show how a complete e-service-learning course can be structured from the first contact with a social partner through to assessment and reflection, and are intended to allow immediate replication in any faculty. They also serve as ready inspiration for lecturers in different areas of knowledge. All materials are hosted on the project website as Open Educational Resources under a Creative Commons licence and are free to use. Lecturers new to service-learning can start from a template and adapt it; experienced lecturers can use the set to compare approaches across disciplines.
.. continue >>The Best Practice Audit is the research report produced in the first phase of the project. It combines a review of the scientific literature, a quantitative survey of 54 experts and 50 in-depth interviews with lecturers from 11 European countries. The report systematises success factors, drivers and barriers to integrating social impact into university teaching, including the finding that lecturers' digital competence drops sharply above the 'expert' level and that a large share of change initiatives fail because of institutional resistance. It serves as the evidence base for the Course Configurator and is useful for researchers and lecturers who want to understand the conditions under which digital service-learning works. The report had been downloaded 593 times at the time of reporting.
.. continue >>The Course Configurator is an interactive online platform that guides university lecturers step by step through the design of a digital service-learning course. For each stage of a course the user selects suitable activities, tools and resources, which reduces planning time and technical complexity. The underlying toolkit covers the design phase (Empathy Map Canvas, Stakeholder Expectation Matrix), delivery (Design Thinking, rapid prototyping, collaborative whiteboards) and reflection (Theory of Change, Outcomes Harvesting, 5R framework). The tool was refined iteratively on the basis of feedback from pilots in four countries and is published as an Open Educational Resource under a Creative Commons licence. At the time of reporting, 1,498 users had registered on the platform.
.. continue >>A document of policy recommendations for policy-makers at national and European level as well as university leaders. Drawing on interviews with four experts from organisations including the Irish National Forum on Teaching and Learning and the Association of Dutch Universities (VSNU), it advocates a quality assurance system centred on the learning process and student autonomy in place of standardised bureaucratic metrics. It proposes mechanisms such as 'Teaching Grants' and National Teaching and Learning Forums to give pedagogical innovation status and stable funding, mirroring the research grant system. The paper can be used to discuss how institutional and national frameworks shape teaching practice and inclusion in higher education.
.. continue >>A policy and pedagogical strategy document analysing future social, economic and civic challenges for higher education and proposing a reform of the European Higher Education Area towards more flexible and personalised models of teaching. It frames co-creation and academic advising as systemic reform at three levels (European, national and institutional) and calls for changes in human resources management so that teaching excellence and pedagogical innovation are rewarded in recruitment and promotion. It is aimed at university leaders and decision-makers and is useful in seminars on higher education policy or for staff who want to argue for the institutionalisation of advising and co-creation within their own universities.
.. continue >>An academic paper offering a systematic review of the scientific evidence underpinning the CREATES approach. It sets out how co-creation and active learning develop the skills needed in the 21st century: agency, analytical thinking, creative thinking, interaction with others and learning to learn. The paper provides the pedagogical rationale for the four toolkits and is aimed at lecturers and research staff interested in educational innovation who want to ground their own co-creative teaching or advising practice in published evidence. It is available as a PDF on the project website under an open licence and can be used as a reading in teacher training courses, higher education didactics programmes or seminars on student-centred learning.
.. continue >>A digital guide that supports students' own decision-making during their studies. It includes recommendation systems ('guided pathways') and structured reflection techniques designed to build agency and metacognition, so that students can make their way through university independently and rely less on prior social capital. The tools are aimed at undergraduate students and are scalable and customisable according to individual progress, which makes them suitable for students from non-traditional backgrounds who may receive less guidance from family or networks. The toolkit was validated collectively by the inter-institutional development teams during the project and is published as an open educational resource that institutions can embed in their own orientation or study-skills provision.
.. continue >>A digital guide comprising frameworks, planning sheets and case studies for setting up peer advising, based on the 'students helping students' model. It recognises the knowledge that senior students can pass on to newcomers and aims to create safe spaces built on shared experience and equal access, supporting peers in academic questions and in settling into university life. The toolkit is aimed at students who act as advisers and at the coordinators of mentoring programmes, and can be adapted to the needs of individual degree programmes. It defines peer advising, identifies the key decisions students face and offers planning tools for running a programme. The approach was discussed and validated at the International Student Conference in the Black Forest in 2018, where student representatives from five partner institutions exchanged experiences.
.. continue >>A digital guide of advising tools and resources for university staff with tutoring and advising roles. It builds on the concept of 'advising as teaching', which treats academic advising as part of the educational process and focuses on students' intellectual and personal growth beyond administrative questions. The toolkit promotes reciprocal dialogue between advisers and students and seeks to reconcile students' expectations with what the institution can offer, helping students make sound curricular decisions. Its accessible format is designed to be adapted to the specific institutional context of each university. It was tested and refined at the Maastricht multiplier event in 2019 with more than 15 lecturers and advisers and is available as an open educational resource.
.. continue >>A digital guide for university lecturers containing practical tools, programme examples and lesson plans for co-creative teaching. It is grounded in Problem-Based Learning and Research-Based Learning and aims to develop students' autonomy and critical thinking by working on real-world problems that prepare them for social diversity and global citizenship. Each technique is presented in a 'What, Why and How' format that can be adapted to different disciplines and institutional contexts. Students participated in the development team as co-creators. The toolkit was validated at the Lüneburg multiplier event in 2019 with 29 lecturers from Germany, other European partner universities and associated universities in the United States, and is published openly under a CC BY-NC-SA 4.0 licence.
.. continue >>The Good Practice Case Study Guide compiles success stories of SDG integration from universities in different European contexts, available as downloadable PDFs and interactive SWAY presentations; by the project's reporting date the guide had been downloaded 3,803 times. The cases illustrate how the SDS4HEI model is applied in practice and are intended to promote intercultural dialogue and shared learning between institutions. The Knowledge Base is a compact digital repository that classifies open-access literature and resources on sustainability in higher education at institutional, regional, national and European levels. Together they provide teaching staff and students with authentic examples and reference material for seminars, projects and comparative analysis.
.. continue >>A practical handbook published in March 2024 that systematises 16 tools for measuring progress and mapping sustainability activities in teaching, research and campus operations. It includes checklists, stakeholder matrices and mapping instruments and follows a learning-by-doing approach: institutions identify gaps in their capacities and can enter the seven-step process model at any point, depending on their level of maturity. The Toolbox complements the Strategic Framework by providing the hands-on instruments needed to plan and monitor measures, and it can be used in workshops with staff and students or as material for courses on sustainability management and institutional change. Open access under CC BY 4.0.
.. continue >>A free massive open online course in six self-directed multimedia modules that equips students and university staff with practical knowledge and skills relating to the Sustainable Development Goals. The course is student-centred, modular and self-paced, uses introductory English and requires no prior knowledge of sustainability; it is accessible across devices. It focuses on applying the SDGs in real-life scenarios and on helping learners understand how they can act as agents of change within their institution. The project collected user feedback and student testimonies ('Hear from the Students', 'How User Feedback is Shaping the Future') and used them to refine the course. The MOOC is intended as a recurring training resource for new cohorts after the end of the project.
.. continue >>An interactive digital tool that allows higher education institutions, faculties, departments or individuals to assess their current position in relation to the Sustainable Development Goals and to receive tailored recommendations for concrete next steps. It is based on reflective learning and institutional self-diagnosis and is designed to help users move from individual motivation to strategic action. The tool was pilot tested and peer reviewed by 28 strategic stakeholders from different universities, whose feedback was incorporated into the final version. It is complemented by the 'Ten Recommendations' document, a strategic guide for integrating sustainability by design into governance and curricula, available in English, German, French and Turkish, each language version with more than 4,000 downloads.
.. continue >>The Strategic Framework is the core output of SDS4HEI. It is a research-based theoretical and operational guide in three parts: Part I (Responsibility) discusses the role of universities in sustainable development, Part II (Mode) presents the integrated framework model, and Part III (Process) describes a seven-step process model for embedding the SDGs in institutional vision, mission, strategic plans and organisational culture. The model offers two implementation pathways, outward from the institutional vision to the regional ecosystem, or inward from regional challenges to the institutional vision. It is grounded in transformative learning and a whole-institution approach and is intended primarily for university leaders and managers. Published under CC BY 4.0. By the project's reporting date, Part I had been downloaded 4,566 times, Part II 3,775 times and Part III 2,616 times.
.. continue >>The official project pages of the lead institutions provide background information on SISEE: aims, partners, the 12 pilot sub-projects, the three project phases and links to the outputs. The HNEE page (https://www.hnee.de/forschung/forschungsprojekte/hochschulnetzwerk-fuer-social-entrepreneurship-education) is in German; the University of Bayreuth page is in English and is an entry point for international visitors who want an overview before consulting the German-language guide and platform. The pages name the lead consortium (HNEE, SEND and the University of Bayreuth), list the participating institutions such as the University of Hamburg, KIT, the University of Bremen and the University of Wuppertal, and give the institutional contact at HNEE.
.. continue >>FutureSEE is the national network of teachers created to continue the SISEE Community of Practice after the project ended in August 2024. It aims to strengthen the pedagogical skills of lecturers in social innovation and social entrepreneurship education and to keep the exchange between universities, transfer offices and external practitioners active. Information is available on the HNEE project website, and the community is organised via a LinkedIn group (www.linkedin.com/groups/12863626). For teaching staff from other countries it offers a contact point to learn how the German network works, to follow its activities and to exchange experiences on embedding social innovation permanently in curricula.
.. continue >>A three-episode podcast series in which experts, pioneers and lecturers from the SISEE network share lessons learnt and success factors in implementing social innovation and social entrepreneurship education at universities. It serves as an awareness-raising tool and as accompanying material to the practical guide, reflecting real-life examples from the sub-projects and addressing knowledge transfer as a tool for social justice and cohesion. The series uses digital storytelling and is freely available on Spotify. It is suitable as a listening assignment for lecturers preparing new formats, for staff in transfer offices and for students interested in social entrepreneurship.
.. continue >>The SIGU platform is the main open-access repository of SISEE results. It centralises the teaching materials and tools generated by the 12 pilot university sub-projects: Open Educational Resources, digital modules, templates, technical manuals, methodological and impact assessment tools and funding databases. The materials are modular, designed for students across all disciplines and adaptable to different contexts. They include guidelines for inclusive events, promote Codes of Conduct to ensure safe spaces and a diversity of perspectives, and offer versions in plain language to reduce cognitive and linguistic barriers. Digital storytelling and Virtual Reality are among the methods used. The platform is free to use and is intended as shared digital infrastructure for universities in Germany and abroad. Content is mainly in German.
.. continue >>An open-access guide for teaching staff, university management and administrators on designing and permanently establishing social innovation and social entrepreneurship education. It was validated through 35 interviews with lecturers and systematises the experience of the 12 coordinated pilot sub-projects. The guide sets out guidelines that promote interdisciplinarity, recommends inclusive language that avoids business jargon alienating to students from the humanities, describes the 'coalition from the centre' strategy for institutional anchoring and proposes success metrics based on civic competences in place of counts of start-ups founded. It includes recommendations for policy-makers and university management and can be adapted to different types of higher education institution. Available in German only.
.. continue >>Subgroup 2 (Resources and Data) addressed the lack of disaggregated data on barriers to inclusion by developing an open database of inclusion questionnaires and a standardised overview sheet. These instruments allow universities and National Agencies to collect comparable data on the obstacles faced by 'underserved' students and to base inclusion policies on evidence. The repository is intended for mutual learning in research on inclusion and can be used independently by institutions in the long term; questionnaires may be translated with tools such as DeepL for local use. For teaching, the database offers authentic survey instruments for courses on research methods, educational inequality or higher education management.
.. continue >>A report by the Erasmus Student Network analysing the inclusion-related results of the ESNsurvey XV, collected between May and July 2023 with 23,223 responses (17,855 exchange students and 3,064 non-mobile students). The report provides comparative national data on financial, administrative and information-related barriers to mobility and shows that top-up grants alone are insufficient without reduced precariousness and more transparent administration, since delayed payments exclude students without family support. Within the LTA it served as the main evidence base for recommendations and illustrates how student-generated data can inform European policy. It is useful in teaching as a case study of large-scale survey research on educational inequality and as a source of up-to-date figures.
.. continue >>A practical guide for Erasmus+ coordinators and international project managers at higher education institutions on how to integrate the horizontal priority of inclusion into cooperation projects (KA2). It translates the policy mandate of the Erasmus+ programme 2021-2027 into operational steps for project design and management and is intended to move institutional staff from reactive to proactive inclusion management. Together with the Guidelines on Synergies, it forms the core of the technical toolkit the LTA offers to universities and serves as a directly transferable roadmap for any European university. The guide is in English and is freely usable; the DAAD project page is the official repository of the LTA.
.. continue >>A technical handbook produced by Subgroup 3 (Bridging Actions) that explains how universities can apply sequential or parallel funding, combining Erasmus+ mobility grants (KA1) with cooperation projects (KA2) and policy support (KA3) to maximise the social impact of inclusion measures. This synergy logic is the most innovative element of the practice at management level. It offers a route out of the 'projectisation' of inclusion, in which actions depend on temporary funding, by embedding inclusion in ordinary governance and internationalisation strategies. The guidelines were validated through World Cafe and Gallery Walk sessions with 120 participants at the Training and Cooperation Activity in Berlin in November 2023. The handbook is in English and free to use; the DAAD project page is the official repository of the LTA.
.. continue >>The inclusivemobility.eu platform was redesigned by Subgroup 1 (Inclusion Reader), co-led by the Erasmus Student Network. It compiles the national inclusion strategies of the 13 participating National Agencies and presents the range of support services available to students with disabilities or facing socio-economic barriers across Europe, including geolocated information and student testimonials. It is built as an interactive resource and aims to reduce the information gap that disadvantages students without social capital or existing support networks. The platform is open access and is planned to be updated annually. It serves students preparing a mobility period, advisers, and teachers introducing inclusive internationalisation.
.. continue >>The primary resource is the "Key Dimensions of ED/GCE" self-reflection tool, developed within the Transformative Schools project under the leadership of Fundação Gonçalo da Silveira. Grounded in the "Learning Tree" conceptual framework, the tool structures critical evaluation across eight core dimensions: Ethical, Political, Collective, Community, Experiential, Critical Thinking, Learning Process, and Alterity. Designed as an open-access resource, it provides educators and higher education institutions with a set of guiding questions to plan, monitor, and evaluate educational practices. The tool equips educators to embed democratic citizenship, social justice, and transformational methodologies into teaching.
.. continue >>The project provides an app with educational games.
.. continue >>The EQUNI project offers a suite of open-access educational tools designed to foster emotional intelligence and combat discrimination in higher education. Its main resource is an interactive digital game available as a mobile app. This serious game places players in realistic university scenarios where they must identify bias, manage complex emotions, and practice empathy. In addition to the app, the project provides a comprehensive set of pedagogical materials. These include practical guides, training modules, and research reports developed by European university partners. All content focuses on soft skills, conflict resolution, and diversity inclusion. Since the project is co-funded by the Erasmus+ program, all toolkits, manuals, and digital tools are free for students and educators.
.. continue >>List of active Migrant and Refugee Integration Councils (SEMP) and communities/organizations/associations of Third Country Citizens (recognized minorities) that exist in Thessaloniki. Available also in Arabic, Farsi and Urdu
.. continue >>List of social care service providers for migrants and refugees, accompanied by a short description of the key functions of each provider. Available also in Arabic, Farsi and Urdu
.. continue >>Deliverable that presents the methodology and results of Task 4.2 “Co-creating intersectional mitigation plans” implemented within the project.
.. continue >>Derivable that refines the project’s methodological approach to ensure that fairness and inclusivity are at the heart of project activities.
.. continue >>Deliverable that reports on the outcomes of hazards and negative impacts associated with the twin transition in Europe, with a particular focus on how these processes affect disadvantaged and marginalized groups across four critical sectors (energy, transport/mobility, housing/construction and agriculture/food).
.. continue >>Deliverable that presents the results of an extensive foresight exercise designed to explore plausible futures for the twin transition in four key sectors (energy, transport/mobility, housing/construction and agriculture/food).
.. continue >>Deliverable that provides an investigation on how policies, institutions, and regulatory frameworks govern the simultaneous green and digital transitions across several European countries.
.. continue >>Policy brief that provides evidence analysis and recommendations drawing on research on justice within the twin transition and its governance in six EU Member States, undertaken during the first 15 months of the project.
.. continue >>Deliverable that provides conceptual background for the FITTER-EU understanding of just transition processes and contributes to existing knowledge by critically assessing mainstream approaches to the twin transition.
.. continue >>Online deliverable that describes key findings of the conducted analysis of the twin transition process and associated vulnerabilities in the four key sectors in Hungary, Germany, Ireland, Italy, Portugal and Spain.
.. continue >>Deliverable that articulates the just transition concept and related definitions and provides the foundations for the methodological approach to be conducted in the FITTER-EU project.
.. continue >>Online publication about Inclusive sustainability for vulnerable communities in the context of the digital twin transition necessitates, that considers socio-economic disparities, cultural sensitivities, and accessibility barriers.
.. continue >>An online Coffee Talk examining what the European Green Deal means to local actors and how governance innovations can emerge through social experiments. It shows how local experimentation can strengthen participation, generate practical knowledge and inform more democratic sustainability governance.
.. continue >>An online Coffee Talk exploring how social innovation experiments can foreground the participation of communities that have experienced historical inequalities and marginalisation. It offers examples and reflections on designing more inclusive and socially just approaches to environmental transition.
.. continue >>An online Coffee Talk presenting findings and recommendations on embedding gender and intersectional diversity into local actions supporting the European Green Deal. It provides an accessible resource for discussing how overlapping inequalities shape participation in and the impacts of the green transition.
.. continue >>A collection of practical case study guides translating experiences from the 24 SHARED GREEN DEAL social experiments into accessible and transferable learning resources. The guides cover six Green Deal priority areas and highlight methods, outcomes, lessons learned and practical takeaways for local sustainability action.
.. continue >>A resource exploring the diversity of values associated with biodiversity and conservation. It supports reflection on how different social and cultural perspectives can be recognised in environmental decision-making and in community-based approaches to biodiversity protection.
.. continue >>A research-based resource examining behavioural, cultural and social dimensions within European Green Deal policy documents. It helps readers understand how social sciences and humanities perspectives can strengthen environmental policy and support more inclusive and effective implementation.
.. continue >>A project resource exploring pathways towards a European green transition that combines environmental sustainability with social justice. It highlights the importance of inclusive participation, behavioural and social change, and attention to structural inequalities when implementing Green Deal priorities.
.. continue >>A comprehensive toolbox designed to make Responsible Research and Innovation accessible and applicable within SHARED GREEN DEAL activities. It supports inclusive, participatory and socially responsible approaches to research, community engagement and environmental action.
.. continue >>An action plan supporting the integration of Responsible Research and Innovation (RRI) principles into SHARED GREEN DEAL activities. It provides a structured approach to responsibility, inclusion, participation and reflection throughout the design and implementation of sustainability initiatives.
.. continue >>A practical methodological guide for designing inclusive, translocal spaces for co-creation around European Green Deal challenges. The Arena approach supports collaboration among researchers, citizens, policymakers, businesses and civil society and provides a transferable framework for participatory sustainability initiatives.
.. continue >>List of educational providers for adult migrant and refugees learners, accompanied by a short description of the key functions of each provider. Available also in Arabic, Farsi and Urdu
.. continue >>An accessible presentation of findings from the analysis of tens of thousands of Portuguese-language YouTube comments and Twitter/X posts, highlighting the prevalence, characteristics and differences between direct hate speech, indirect hate speech and counter-speech across platforms.
.. continue >>A collection of scientific publications presenting the project’s research on automatic hate speech detection, social network analysis, counter-speech and linguistic patterns. These resources provide the scientific evidence underpinning KNOwHATE’s technological and educational outputs.
.. continue >>A podcast series exploring different dimensions of online hate speech, including the boundaries of freedom of expression, different manifestations of hate and links between far-right discourse and online hate. It provides an accessible resource for discussion, awareness and media literacy activities.
.. continue >>An artificial intelligence prototype developed to automatically identify online hate speech in Portuguese. The tool demonstrates how computational models can support the detection of discriminatory discourse while highlighting the importance of linguistic and cultural context.
.. continue >>An awareness campaign translating KNOwHATE research into accessible public resources explaining what online hate speech is, how it manifests and how it can be challenged. The campaign includes a booklet, practical leaflet, podcasts and audiovisual materials designed to strengthen awareness and critical digital literacy.
.. continue >>An accessible educational booklet presenting the main findings of KNOwHATE and explaining the complex nature of online hate speech in Portuguese. It includes examples and explores direct and subtle (indirect) forms of hate, providing educators, media literacy professionals, policymakers and civil society with knowledge to identify and address discriminatory discourse.
.. continue >>Capacity-building programme combining theoretical knowledge, practical methods and experiences from participating cities to strengthen the intercultural competences of local practitioners.
.. continue >>E-learning resources supporting capacity building in intercultural integration, diversity management and inclusive governance.
.. continue >>An online self-reflection tool that encourages users to examine their knowledge, attitudes and behaviours concerning diversity, intercultural interaction and citizenship.
.. continue >>Tools and training approaches designed to identify and counter stereotypes, prejudices and misinformation concerning migrants, minorities and culturally diverse communities.
.. continue >>Tools and training approaches designed to identify and counter stereotypes, prejudices and misinformation concerning migrants, minorities and culturally diverse communities.
.. continue >>Introductory resources supporting cities entering the ICC network and helping local authorities understand the programme’s principles, methodology, tools and participation opportunities.
.. continue >>Individual city reports based on ICC assessments and expert analysis, highlighting achievements, challenges and recommendations for strengthening intercultural policies.
.. continue >>Interactive visualisation tool allowing users to explore and compare city performance across the policy areas covered by the ICC Index.
.. continue >>Structured questionnaire used by local authorities to assess policies and practices through an intercultural lens. It supports systematic reflection on equality, diversity, interaction, participation and institutional capacity.
.. continue >>Benchmarking and diagnostic tool that enables cities to assess their intercultural policies, identify strengths and areas for improvement, monitor progress and compare their performance with other cities. The Index supports evidence-based policymaking across multiple areas of intercultural integration.
.. continue >>A roadmap supporting higher education institutions in developing internal policies and guidelines for the ethical, responsible and pedagogically meaningful integration of AI.
.. continue >>A multimedia repository of verified cases of AI-generated disinformation designed as a digital library for critical analysis. It enables users to explore real-world examples and develop their ability to identify and critically assess manipulated content.
.. continue >>A practical handbook supporting lecturers in adapting teaching and assessment to the emergence of generative AI, including approaches to AI-inclusive and AI-resilient assessment and the critical and ethical integration of AI into teaching.
.. continue >>An approximately 20-hour online course providing structured training in AI literacy, generative AI and disinformation. It is complemented by face-to-face training activities and student bootcamps.
.. continue >>Interactive learning modules addressing topics such as generative AI, deepfake identification, misinformation and algorithmic bias. The modules combine technical understanding with critical, ethical and reflective approaches.
.. continue >>An open-access and multilingual collection of practical resources supporting critical and responsible engagement with AI. The toolkit addresses key AI literacy competences and is designed to be adaptable to different institutions, disciplines and national contexts.
.. continue >>A common conceptual and pedagogical framework for developing AI literacy in higher education. It supports understanding of generative AI, disinformation, algorithmic bias and ethical issues and provides a basis for educational activities and institutional approaches across different European contexts.
.. continue >>Recommendations to strengthen intercultural conflict management in higher education.
.. continue >>Videos explaining key concepts and project approaches.
.. continue >>Online course on intercultural conflict prevention and management.
.. continue >>Digital platform providing access to project learning resources.
.. continue >>Real-life intercultural conflict cases for learning and discussion.
.. continue >>Practical handbook on intercultural conflict management in higher education.
.. continue >>Interactive digital tool providing integration information for migrants in Portugal, developed as part of NET-IDEA's digital dimension.
.. continue >>Governance document co-created by young people from all 6 participating countries at the European Youth Summit in Lublin (October 2023), articulating youth priorities for diverse, inclusive democratic societies.
.. continue >>Baseline survey and interview instrument, validated across 6 countries and 125 participants, assessing municipal intercultural competences, governance challenges and youth participation practices.
.. continue >>Participatory action research toolkit enabling young people to document and analyse their lived experience of belonging, inclusion and exclusion through photography; applied in Vila Verde and Santa Maria da Feira.
.. continue >>Validated 4-module online training programme (12 hours total) on intercultural communication, anti-discrimination policy design, minority inclusion in governance, and youth co-creation tools; delivered to 35 municipal and CSO staff in Portugal.
.. continue >>Videos introducing the project's objectives, resources and educational approach.
.. continue >>Reports and publications presenting the project's methods, activities and outcomes.
.. continue >>Collection of examples promoting intercultural and inclusive educational practices.
.. continue >>Online platform providing access to training materials and project resources.
.. continue >>Practical toolkit with methods and activities supporting intercultural education.
.. continue >>Online course developing teachers' intercultural competences and inclusive teaching practices.
.. continue >>Multilingual welcome leaflet providing newcomers with essential information on municipal services, integration support and community contacts.
.. continue >>24-hour community mediation service via WhatsApp, Telegram, Facebook and Instagram, functioning as a real-time information and support hub for the foreign and Roma communities.
.. continue >>Comprehensive external impact evaluation by the University of Beira Interior, covering all eight actions, quantitative and qualitative results, testimonials and recommendations for continuity.
.. continue >>Accredited training programme (2 editions) for education professionals on interculturality in the school context, combined with the “Crescer em Cidadania – Círculos de Histórias” classroom activity.
.. continue >>3 virtual booklets designed to support parents and adolescents against disinformation - READING4Parents (https://drive.google.com/file/d/1lwKayQ-Q9hE4-4hN7ne7cU6zdDdrgUo1/view) for parents to provide background information to help conversations with children. - READING4Teens (https://drive.google.com/file/d/1mz1plKVDhBwyyQcZnGQFwvTQ7LkeCY8S/view) delivered as a comic book to be discussed together by parents and children. - READING4Youth (https://drive.google.com/file/d/1mpyLBrMpNzQyJPNR8blYyNQRGzSs_jGt/view) designed for older teenagers to work through independently.
.. continue >>ACM-approved intercultural municipal mediation methodology, structured around peer-to-peer community representation and applied consistently across all eight programme actions.
.. continue >>Audiovisual materials presenting the project's approach, activities and results.
.. continue >>Project reports and publications presenting methodologies, activities and outcomes.
.. continue >>Collection of examples promoting inclusion and students' sense of belonging in higher education.
.. continue >>Collaborative reflection supporting teachers in developing more inclusive educational practices.
.. continue >>Mentoring approach connecting students, institutions and communities to strengthen belonging and inclusion.
.. continue >>Structured dialogues promoting inclusion, participation and students' sense of belonging in higher education.
.. continue >>3 targeted Handbooks (for Teachers, for School Leaders and Parents) on digital literacy and disinformation
.. continue >>The YO-MEDIA project developed educational booklets and pedagogical resources for media literacy in times of crisis. They address misinformation, disinformation, information verification, critical thinking, digital citizenship and media consumption. The materials combine theoretical explanations with examples, activities and methodological recommendations for teachers, educators and youth workers. They can be adapted to formal and non-formal learning environments and support critical reflection on media systems, algorithms, information production and digital participation.
.. continue >>An e-learning platform hosting 2 courses, addressed to teachers and school leaders, on tackling disinformation and low digital literacy among children and adolescents, with a focus on the ones from vulnerable backgrounds. It comprises interactive modules, practical tools, and real-world strategies to build critical thinking, resist misinformation, and strengthen digital citizenship.
.. continue >>TeaMLit produced three public research reports documenting media and information literacy in teacher education across Europe. The project also developed an online course, guidance documents, frameworks, training materials, practical examples and audiovisual resources. The materials address critical media literacy, misinformation and disinformation, digital citizenship, media analysis, digital participation and pedagogical approaches for teacher education. They are research-informed, openly disseminated through the project website and designed to be adaptable across national and institutional contexts.
.. continue >>The practice uses a digital Mentoring Academy system, academic observatory tools, automated communication solutions, guides, manuals, workshops, training modules, videos and online content. The resources support mentoring, tutoring, monitoring, teacher development and student preparation. Presentations are available upon request; methodological and teaching materials and the final report were scheduled to become available at the end of the project period. Videos, reels and bilingual dissemination materials are used for visibility and engagement.
.. continue >>A document discussing and proposing the most effective teaching and learning methodologies and strategies for people with protected characteristics (disability in particular)
.. continue >>A document exploring museums as inclusive spaces and providing an overview of the current state of use of museums as inclusive spaces and learning contexts for health and wellbeing development. I
.. continue >>A document describing the transnational ToT workshop held within the Language buddy project and attended by 24 HEI students from the participating countries . Its aim was to present the Language Buddy online course as well as the eLearning platform through which the course was delivered.
.. continue >>An OpenLearning platform hosting the online course of Language Buddy project
.. continue >>A report analysing the most effective best practices concerning language teaching of migrant students through a mentor or buddy system in the participating countries of the Language Buddy Project. Focusing primarily on secondary level migrant/refugee students aged 12-17 years and Higher Education Institution (HEI) students serving as mentors or buddies, this report explores the effectiveness, success factors, and constraints of such practices across the examined countries.
.. continue >>The Report collects all the Good Practices at national and EU level to establish a platform for systematic consultations between actors of local society and third-county nationals (TCNs), where they will have the chance to exchange opinions, share experiences and practices, establish strong relationships, enable common activities, and become the representative voice in the Migrant Integration Councils (MICs) which have operated since 2010 in Greece.
.. continue >>The reports from 4 webinars conducted within the project in February 2023, addressing different expressions of hate speech and hate crime in the participating countries and at EU level.
.. continue >>A document critically discussing international, European and national legal frameworks in terms of non-discrimination and hate crime in the participating countries. By examining the existent legal order, the project strives to provide common standards that could contribute to a hate crime definition at EU level.
.. continue >>A Handbook offering support to public authorities (in particular LEAs and judicial bodies) through guidelines and best practices to strengthen victim support and protection throughout the reporting-investigation-prosecution-prevention process and promoting cooperation with CSOs to ensure the prioritisation of victim protection (as per Victims’ Rights Directive) by encouraging “sensitive investigation and prosecution”.
.. continue >>A set of policy recommendations, highlighting the shortcomings in data collection and reporting mechanisms, in an attempt to address pervasive issues that contribute to low levels of reporting of hate crimes.
.. continue >>Study cases, experiences, and activities implemented throughout the project, conveyed as a series of guidelines for interested parties.
.. continue >>A digital common space dedicated to the promotion, awareness raising and knowledge-sharing on issues related to intercultural dialogue
.. continue >>A Curriculum articulated in 5 modules, which provides lesson plans, non-formal teaching methodologies and relevant sources for study for the implementation of trainings in intercultural education
.. continue >>A report on the current state of awareness and development of intercultural dialogue in the participating countries. It provides insights into how ICD is understood, shaped and reflected both in policy and in practice, identifies the needs of local actors involved in ICD, and outlines examples of best practice in each country.
.. continue >>A presentation and analysis of participants' engagement into project activities focusing on increased accessibility in museums for people with sensory disabilities. The document placed an emphasis on beneficiaries' interaction and communication, their emotions, and the challenges encountered throughout their participation.
.. continue >>A set of training material, articulated in 7 modules, for museum staff, covering accessibility and disability awareness as a crucial parameter of a museum accessibility policy .
.. continue >>A literature review, a collection of best practices and a needs’ assessment analysis for the museum staff in the participating countries, regarding the access and inclusion of individuals with sensory impairments to museums
.. continue >>A handbook of digital tools and methodologies for making museums accessible and inclusive for people with disabilities or health disadvantages, supporting museum professionals and educators in adopting universal-design principles.
.. continue >>A certified micro-credential course of 60 adaptive challenges, addressed to VET Teachers in order to learn how to support their learners —particularly those with a migration background— to build critical thinking, social integration and professional skills.
.. continue >>A “Train the Trainer” course aiming to equip educators with the knowledge, skills, and resources needed to effectively implement transformative education principles.
.. continue >>A methodological guide to transformative education for VET, outlining trauma-informed, culturally responsive teaching approaches and the Core Competency Framework underpinning the project's Train-the-Trainer course.
.. continue >>Scenario-based simulation recreating municipal councils and courts of law, which enables young people to experience democratic decision-making and legal processes in a realistic, hands-on setting.
.. continue >>Locally produced podcast and web-radio series (including 'Erasmus+ Impact Stories') giving young people a platform to discuss democracy, human rights and civic opportunities, disseminated across Portugal, Spain, Greece, Belgium, Italy, Poland and Lithuania.
.. continue >>Guidance materials for families and education professionals to support children and adolescents in using the internet safely, healthily, critically and responsibly. They provide guidance on privacy, digital coexistence, risk prevention and the development of responsible digital habits, fostering shared educational responsibility between home and school.
.. continue >>A collection of freely accessible educational materials, including videos, infographics, guides, podcasts, interactive activities and awareness-raising resources on digital citizenship, privacy, digital well-being, cyberbullying, media literacy and the responsible use of social media. Its different formats allow materials to be selected and adapted to different educational contexts and target groups.
.. continue >>An educational initiative aimed at preventing hate speech, discrimination and other forms of online violence. Through awareness-raising materials, it promotes respect for diversity, empathy, human rights and inclusive digital coexistence, providing resources for critically addressing discriminatory behaviour in digital environments.
.. continue >>An awareness-raising and critical media literacy initiative that provides content and educational resources for understanding disinformation and information manipulation in digital environments. It encourages the critical analysis of content, assessment of source reliability and the development of skills to identify misleading information.
.. continue >>A socio-educational programme based on service-learning and peer education, in which previously trained adolescents carry out awareness-raising, guidance and digital mediation activities for their peers. It promotes youth participation, the safe and responsible use of the internet, cyberbullying prevention and respectful digital coexistence.
.. continue >>Video and written testimonials from students and staff describing their experience of ACT's virtual exchanges, illustrating impact on intercultural understanding and civic engagement.
.. continue >>Practical guidance materials designed to help families and educators support children and adolescents in developing safe, critical and responsible digital habits. They provide recommendations and educational strategies for addressing online privacy, cybersecurity, digital coexistence, the prevention of cyberbullying and other online risks. By encouraging dialogue and cooperation between families and schools, these resources support shared educational responsibility and the development of consistent approaches to children's digital well-being and responsible Internet use.
.. continue >>Specialised public support and reporting services providing guidance on online safety and digital risks. INCIBE's free and confidential cybersecurity helpline offers advice to children, adolescents, families, educators and other users dealing with issues such as cyberbullying, online harassment, privacy breaches and other cybersecurity incidents. A separate reporting channel allows users to report suspected child sexual abuse material found online. Together, these services provide complementary mechanisms for seeking assistance, reporting harmful content and responding to situations affecting children's digital safety.
.. continue >>Online training and awareness-raising activities aimed at teachers, educational institutions, families and other adults supporting children and adolescents in their digital development. These activities provide practical guidance on cybersecurity, privacy, cyberbullying prevention, digital coexistence and the safe and responsible use of Internet technologies. Through training sessions and complementary educational materials, they help participants strengthen their digital skills and develop coordinated preventive and educational responses across school and family settings.
.. continue >>A collection of thematic awareness-raising initiatives and educational materials designed to help children, adolescents, families and educators recognise online risks and critically assess digital information. Through accessible content and practical guidance, these resources address misleading information, online manipulation, responsible content sharing and the importance of evaluating the reliability of digital sources. They support media literacy, informed decision-making and the development of safer and more responsible online practices.
.. continue >>An open-access digital repository bringing together educational materials for children, adolescents, families and educators. It provides guides, videos, infographics, interactive activities and practical resources covering online safety, privacy, cyberbullying, digital coexistence, media literacy and responsible Internet use. Its thematic organisation enables users to select materials according to their educational needs and use them to promote critical thinking, digital resilience and safe, responsible participation in online environments.
.. continue >>A Guide describing the Language Buddy mentoring model, for mainstreaming buddy systems into the academic structures of HEIs, by creating volunteering opportunities or internships for HEI students
.. continue >>A repository of 48 effective language-support and mentoring practices reviewed across 8 EU countries, informing the co-design of the Language Buddy model and offering a reference resource for educators and policymakers.
.. continue >>Blended (in-person/online) training modules preparing HEI students to act as language mentors, covering language development strategies, intercultural pedagogy, digital tools and non-formal learning methods, including reflective exercises on power relations and intersectionality.
.. continue >>Diagnostic indicators and assessment tools used during piloting to assess levels of student participation and institutional openness.
.. continue >>Two self-paced massive open online courses (MOOCs) focusing on the development of skills related to democratic participation, leadership, negotiation and institutional communication for students.
.. continue >>Methodological guidance and models for strategic action plans that enable higher education institutions to develop inclusive and transparent governance structures.
.. continue >>A comprehensive manual compiling 50 innovative European practices designed to improve democratic student participation and representation in university governance.
.. continue >>An e-learning programme and resource library for student support staff, designed to strengthen their skills and promote inclusive guidance.
.. continue >>A step-by-step methodological guide to designing, implementing and monitoring institutional action plans aimed at strengthening democratic participation.
.. continue >>An interactive digital tool that enables institutions and student organisations to assess and improve their inclusion and participation mechanisms.
.. continue >>A collection of case studies on inclusive participation, accompanied by guidelines and strategic guidance for higher education institutions.
.. continue >>A diagnostic research report analysing existing participation models, structural barriers and the participation needs of non-traditional students in European Professional Higher Education.
.. continue >>Official information on Kraków's paid student internship programme, illustrating how university-city cooperation can create practical opportunities for experiential learning, civic participation and engagement with public administration.
.. continue >>Audiovisual introduction to the Kraków university-city liaison model, explaining reciprocal institutional representation, cooperation between academia and local government, knowledge transfer and participatory governance.
.. continue >>Evidence-based digital resource providing reliable information and self-management support related to depression. It illustrates how online tools can complement awareness, prevention and referral activities in higher education.
.. continue >>Research-based resource on student mental health and Mental Health and Psychosocial Support in Polish higher education, analysing institutional barriers and opportunities for systemic, preventive and community-based support.
.. continue >>Municipal resource on migration, diversity management and intercultural integration in Kraków, providing policy information, initiatives and support mechanisms relevant to intercultural assistance in educational settings.
.. continue >>An academic publication bringing together ReIncluGen’s scientific and practical findings.
.. continue >>A tool for training and measuring social impact.
.. continue >>A visual compilation of testimonies and narratives from migrant women.
.. continue >>Online collection of CEMORY educational resources, including academic publications, podcasts, debates, videos and materials on Holocaust memory, discrimination, intercultural dialogue and democratic participation.
.. continue >>A set of tools and guidance for civil society organisations to critically analyse media discourse and representations of migrant women. It provides resources for reviewing communication practices, challenging stereotypes and promoting more inclusive forms of representation, incorporating women’s own experiences and perspectives as producers of knowledge and active agents in the public sphere.
.. continue >>An operational manual for replicating successful inclusion initiatives.
.. continue >>Analysis of the impact of digital cultures on empowerment.
.. continue >>Advocacy documents addressed to regional and national decision-makers
.. continue >>Set of policy recommendations, drafted according to the project findings and discussions. They were collected during the transnational Youth Democracy Summit "Solidarity and Inclusion" held in Marineo, Palermo, Italy.
.. continue >>A compilation of intervention evaluations.
.. continue >>A quantitative study of social perceptions.
.. continue >>Detailed analysis of gender equality legal frameworks in each country.
.. continue >>Recordings of seminars and conferences, technical presentations and short informative audiovisual pieces associated with the project. They address the detection of hate speech using artificial intelligence and upstander response strategies and can be reused in training and awareness-raising activities.
.. continue >>The Toolkit is a collection of the educational material and resources that are destined for use in the project workshops and labs held in Southern Italy.
.. continue >>The Toolkit is a collection of the educational material and resources that are destined for use in the project workshops and labs held in Southern Italy.
.. continue >>Project documentation analysing hate speech, counter-narrative strategies and the transferability of REAL UP results to other institutional and European contexts. This resource includes reports produced within the project and excludes external sources used to support the initial diagnosis.
.. continue >>A guide to upstander discourse and a map of good practices bringing together guidance and examples for responding critically to hate speech through counter-narratives. They provide support materials for awareness-raising, training and the design of institutional and socio-educational responses.
.. continue >>Digital research corpora on hate speech and counter-narratives in Spanish. CONAN-SP contains 238 discourse–response pairs and CONAN-MT-SP comprises 3,635 instances. These datasets can be used to analyse and evaluate automated responses, subject to their specific access and reuse conditions.
.. continue >>Two studies on counter-narrative strategies: one examines the profiles of those who produce and receive hate speech in order to tailor responses; the other examines tools for generating counter-narratives through natural language processing (NLP). They provide a technical and methodological basis for producing contextualised, non-offensive responses.
.. continue >>A set of five studies on IT tools for identifying and analysing online hate speech. They document a monitoring tool, its user manual, social tagging systems, HaterCrawl for web crawling and the development of a detection algorithm. The studies do not imply that each tool is available as a separate public application.
.. continue >>An accessible e-learning platform offering training modules for service providers and professionals across Greece and abroad on identifying, preventing and responding to human trafficking. Enables people unable to attend in person to access the same training content, ensuring wide reach and sustainability.
.. continue >>7 pocket-size guides for frontline professionals (airport, transport, tourism, labour inspection, education and reception staff) providing practical information for trafficking signs, victim-centred referral protocols and cultural sensitivity. Developed through participatory, scenario-based methodology with input from practitioners and survivors, and piloted across PROCAP training sessions in Greece.
.. continue >>An educational and methodological manual for youth workers, organisations and other bodies interested in promoting collective and green entrepreneurship among young people from rural and urban areas. It includes more than 60 educational activities, 27 examples of good practice identified in five countries, interviews with organisations, guidance on developing social and green youth entrepreneurship initiatives, and public policy recommendations. Its content provides tools to foster intercultural dialogue, participatory learning and the development of collective projects adaptable to different community contexts.
.. continue >>A document for university decision-makers and stakeholders involved in equality, diversity and inclusion policies. It offers guidance on mainstreaming an intersectional perspective across governance, institutional policies, curricula, assessment and teacher training, with a view to promoting sustainable inclusion strategies that can be adapted to different university contexts.
.. continue >>A set of tools and pedagogical materials for university teaching staff and students to integrate an intersectional perspective into teaching and learning. It includes methodological guidance, intervention proposals, and reflection and self-assessment resources for analysing inequalities and adapting teaching practices to students’ diverse experiences and needs.
.. continue >>It brings together documented experiences and pedagogical projects that can inform the adaptation of intersectional practices to different Higher Education contexts.
.. continue >>It compiles and analyses methodologies for integrating an intersectional perspective into teaching and learning processes.
.. continue >>A pedagogical resource providing guidance on identifying and addressing intersectional inequalities in curricula, teaching methodologies, assessment and university learning environments.
.. continue >>A review of academic literature on factors related to early school leaving and a mapping of intercultural and inclusive experiences developed across Europe.
.. continue >>Self-assessment tools enabling schools to examine their inclusive practices, identify areas for improvement and learn about pupils’ sense of safety and acceptance through anonymous questions. They form part of the project’s practical resources and support the prevention of school disengagement.
.. continue >>A digital training pathway hosted on Moodle and organised into four thematic units: addressing diversity, moving beyond a deficit-based perspective, family–school–community partnerships and bullying prevention.
.. continue >>An open-access toolkit and practical manual (OER) compiling 12 effective approaches to preventing early school leaving and eight real-life initiatives implemented in schools in Spain, Italy, Portugal and Croatia.
.. continue >>A set of three audio recordings produced with Sindillar, featuring testimonies from domestic workers about racism, precarious working conditions and experiences during the pandemic. These are complemented by narratives of struggles for migrants’ rights in Barcelona between 1990 and 2017. These materials enable lived experiences and situated knowledge to be incorporated into critical analysis of structural inequalities and university education from a feminist, anti-racist and intercultural perspective.
.. continue >>An open-access e-book that systematises the main lessons learnt from the project and offers a methodological guide to narrative production aimed at creating feminist and anti-racist alliances within and outside universities.
.. continue >>A 3-ECTS-credit (75-hour) training course aimed at educators and professionals in Higher Education. It is organised into three blocks: diagnosing racism, theory for liberation and radical pedagogies. It is available in PDF format and online.
.. continue >>Freely accessible manual available in four languages (Spanish, English, German and Greek), including structured activities on the decolonisation of education, structural racism, bordering, solidarity and Eurocentrism.
.. continue >>Central open-access digital platform bringing together the processes, activities and pedagogical tools generated by the project. It serves as a permanent repository and facilitates transnational knowledge transfer.
.. continue >>A dedicated ZEMOS98 page documenting the project’s objectives, context, activities, European collaboration and main areas of work. It provides a stable entry point for learning about the initiative and its approach to media representation, migration, participation and collaborative narrative production.
.. continue >>Audiovisual and narrative materials generated through the project’s workshops, laboratories and co-creation processes. Documented examples include A wall to end all walls and the audio recordings from the Posters Against Walls campaign, illustrating collective authorship, counter-narratives and the participation of migrant and refugee voices.
.. continue >>Digital resources associated with media activism, audiovisual production and citizen narratives connected to the methodological context of Displaced in Media. They enable users to explore forms of critical communication and cultural participation linked to the production of their own narratives by migrants and refugees. Their relationship with the project must be distinguished from that of materials produced directly during its implementation.
.. continue >>An advocacy publication that analyses the media representation of migrants and refugees and formulates recommendations for the media and policymakers. Its aim is to encourage more pluralistic, inclusive communication practices that respect diversity and the participation of those being represented.
.. continue >>A methodological publication that systematises the learning, tools and “recipes” developed by the organisations participating in the project. It brings together approaches and practical proposals for working with young migrants and refugees on critical media literacy, audiovisual production, narrative creation and participation in the public sphere.
.. continue >>A set of practical guides, activity proposals and community tools designed to create and facilitate “Rumour-Free Spaces”. The materials support participatory actions against prejudice, racism and discriminatory discourse, and assist organisations, educational centres and community spaces interested in promoting intercultural coexistence and social participation.
.. continue >>A selection of sources, data and verified documentation used to check information and debunk rumours or false claims related to migrant populations. The materials are organised by topic and enable anti-rumour responses to be grounded in reliable information and academic or institutional documentation, strengthening media literacy and critical thinking.
.. continue >>Videos, audiovisual pieces and awareness-raising campaign materials aimed at challenging rumours, prejudice and stigmatising representations of migrant populations. These resources use accessible communication formats to disseminate verified information, promote counter-narratives and encourage attitudes oriented towards intercultural coexistence and the prevention of discrimination.
.. continue >>A set of accessible materials for addressing rumours, stereotypes and disinformation about migrant populations. It includes infographics, leaflets, presentations and other graphic resources that address specific rumours using verified information and messages adapted to different audiences, facilitating their use in educational, community and awareness-raising activities.
.. continue >>Training resources for independent learning of strategies to address rumours and prejudice in everyday interactions. They include guidance on listening, interpersonal dialogue, identifying stigmatising discourse and constructing well-founded responses, fostering communication skills, critical thinking and literacy in response to disinformation.
.. continue >>Includes the Stop Rumours Manual and various practical guides aimed at training anti-rumour agents and developing socio-educational and community intervention strategies. The materials provide guidance on identifying rumours, checking information, responding to prejudice and promoting forms of communication and intercultural coexistence based on verified information and dialogue.
.. continue >>A set of four cooperative games designed to address social inclusion and Global Citizenship through playful, participatory methodologies adapted to different educational stages. A Colourful Journey around the World introduces Early Years learners to cultural diversity and inequalities; A Transformative Journey around the World explores global interdependence and diversity with Primary Education learners through cooperative challenges; Visibles promotes critical thinking, equality and recognition of women’s contributions among Secondary Education learners; and Footprint, aimed particularly at learners aged 16 and over, uses an escape-room format to address sustainability, responsible consumption and the ecological footprint. Games included: - A Colourful Journey around the World — Early Years, ages 3–6. - A Transformative Journey around the World — Primary Education, ages 6–12. - Visibles — Secondary Education, ages 12–16. - Footprint — Sixth Form and post-compulsory education, ages 16+
.. continue >>A set of methodological guides designed to support teachers in incorporating transformative approaches to Global Citizenship Education and educational inclusion. They address four complementary areas: social-emotional education; the development of critical skills for understanding global inequalities and interdependencies; co-education and gender equality; and the use of educational games as a tool to foster cooperation, inclusion and critical thinking. The guides combine conceptual foundations, methodological guidance and practical proposals that can be adapted to different educational contexts. Guides included: • Transformative Educational Action: Contributions from Educational Games to Global Citizenship. • Transformative Educational Action: Curriculum Guidelines based on Co-education for Global Citizenship. • Transformative Educational Action: Critical Skills for Understanding the World from a Global Citizenship Perspective. • Transformative Educational Action: Social-emotional Education for Global Citizenship.
.. continue >>Reference document establishing the common concepts and parameters underpinning the TEMSIC project in relation to Global Citizenship Education, social and educational inclusion, and transformative educational methodologies. Jointly developed by InteRed, CESIE and Südwind, it provides the conceptual framework supporting the four methodological guides and guiding the development of the project’s educational resources.
.. continue >>The handbook presents sixteen practical scenarios showing how artificial intelligence and assistive technologies can support students with disabilities and special educational needs. The scenarios address accessibility, communication, personalised learning, inclusive assessment and participation. They help educators connect inclusive pedagogy and Universal Design for Learning with concrete digital tools while reflecting on ethical use, data protection and the need to match technology to individual learners rather than applying one standard solution.
.. continue >>This 146-page compendium provides a research-based foundation for inclusive higher education. It explains inclusive education and selected disability profiles, including motor, sensory and psychological disabilities and autism. It examines educational, social, administrative, communication and technological barriers and presents forms of institutional support and assistive technologies. The publication also reports comparative research conducted in Poland, Germany, Lithuania and Spain, including staff knowledge, existing support systems, skills in using AI-based tools and examples of good practice.
.. continue >>This report presents international good practices for strengthening emotional intelligence, equality, diversity and anti-discrimination in higher education. It explains the relationship between emotional intelligence and inclusive institutional environments and analyses seven practices from Europe, Canada and South Africa. The examples cover surveys, equality impact assessment, institutional policies, inclusion programmes, professional training and integrated university strategies. Each practice is described in terms of its context, objectives, implementation, expected results, contribution to emotional intelligence and anti-discrimination, required resources and potential challenges. The report concludes with practical recommendations that universities can use to design or improve their own inclusion measures.
.. continue >>This document presents twelve EQUNI learning pathways leading to micro-credentials in emotional intelligence, inclusion and anti-discrimination. Each pathway defines its target audience, learning outcomes, content, workload, teaching and assessment methods, and links to the ESCO competence taxonomy. The pathways address inclusive awareness, empathy, emotional regulation, leadership, communication, challenging stereotypes, creating safe learning environments and responsible intervention. The resource supports universities in implementing transparent, transferable and recognisable short learning programmes for students, academic teachers and administrative staff.
.. continue >>The report presents evidence on discrimination and emotional responses within the university environment. It draws on a survey of 435 members of the Lodz University of Technology community, ten semi-structured interviews and comparative desk research. The findings identify frequently reported grounds of discrimination, its emotional and social consequences and barriers preventing targets and witnesses from responding. The report provides an evidence base for teaching, workshops, institutional discussions and the design of equality and inclusion measures.
.. continue >>The digital version of the EQUNI game is available through a web-based application designed for flexible and accessible learning. It translates the project's experiential approach into an interactive format that can be used individually or as part of facilitated teaching and training. Scenario-based activities help users recognise discriminatory behaviour, reflect on emotional consequences and consider constructive responses. Digital delivery broadens access to the practice and supports online, hybrid and self-directed learning.
.. continue >>The EQUNI board game uses realistic situations from higher education to develop emotional intelligence and anti-discrimination competences. Players encounter scenarios involving unequal treatment, stereotypes, exclusion and interpersonal conflict. Guided discussion and reflection encourage them to recognise emotions, examine power relations, consider different perspectives and propose inclusive responses. The game can be used in classes, workshops, extracurricular activities and staff training and can be adapted to different institutional and cultural contexts.
.. continue >>The Compendium brings together theoretical and practical knowledge on critical thinking, media literacy and protection against media manipulation, misinformation and fake news. It includes readings, case studies, articles and topics for discussion that can be used independently or alongside the online course. The resource helps learners understand information disorders and supports educators in designing evidence-based activities on source credibility, bias, persuasion, deepfakes, AI-generated content and responsible participation in digital environments.
.. continue >>The Teacher's Manual supports educators in delivering the CT&ML course and integrating media literacy into their teaching. It explains the methodological approach, course objectives and content and provides lesson plans, activities, teaching strategies, assignments, grading criteria, rubrics and evaluation methods. Practical guidance covers student engagement, communication, feedback and classroom management. The manual enables educators to adapt the programme to different teaching formats and institutional contexts.
.. continue >>A free, fully online and self-paced course designed primarily for university students. Its 30 academic hours develop skills in argument analysis, source evaluation, recognition of media bias, fact-checking and responsible decision-making. Learners examine news, social media, advertising, misinformation and fake news through presentations, readings, practical tasks, quizzes and reflective activities. The course can support formal higher education, staff development and lifelong learning, and participants may receive a certificate of completion.
.. continue >>The Open Virtual Platform is the central digital environment for the CT&ML programme. It gives learners and educators access to course materials and e-learning resources, including presentations, readings, podcasts, screencasts, tests, quizzes and assignments. It also includes evaluation forms for feedback and assessment. The platform supports self-paced learning, communication and knowledge sharing, extends access beyond the partner institutions and helps sustain the project's educational outputs after its formal completion.
.. continue >>An online resource presenting opportunities for international students to learn Polish. Teachers may use the resource to discuss how language competence affects inclusion, independence and intercultural exchange.
.. continue >>International Student Stories at JU. The videos use authentic student stories to help international candidates make informed study choices, present opportunities for academic and personal development, and promote an inclusive university community.
.. continue >>The delivery infrastructure of the training programme, hosting the full 10-module course together with the interactive video pills, the formative quizzes with automated feedback and the Module 10 self-assessment toolkit, a 12-item questionnaire that evaluates course design, delivery and feedback mechanisms against established quality standards and returns best practice recommendations. The asynchronous online format allows new participants to enrol beyond the project period without additional central infrastructure.
.. continue >>A 293-page methodological guide providing a curated taxonomy of the hardware and software available for designing e-labs. Hardware covers interaction devices such as touchscreens, joysticks, development boards and robotics kits, connectivity devices and AR/VR equipment; software covers programming, data analysis, 3D modelling and simulation environments. Selection criteria are grounded in Bloom’s Taxonomy and Media Synchronicity Theory, and require that recommended tools be compatible with assistive technologies, support multiple languages and run on a range of devices. It is accompanied by more than nine pedagogical case studies from partner institutions, spanning arts and humanities, engineering, chemistry and computer science.
.. continue >>A 30-hour online asynchronous training programme structured in 10 thematic modules of roughly three hours each, delivered through an e-learning platform and validated at 1.5 ECVET credits. Each module follows a standardised sequence: an introductory text with prompt questions, a peer-reviewed theoretical article, an interactive video pill, an application of the Toolkit and a final quiz with immediate automated feedback. Module topics run from the adaptive teacher profile and diversity in STEAM laboratories to instructional design, task analysis guided by learning outcomes, project-based and problem-based inquiry, assessment techniques, collaborative support in virtual labs, informed tool selection, AR/VR in laboratory teaching and continuous quality improvement.
.. continue >>Policy Recommendation paper
.. continue >>The project’s main output: a 220-page open-access publication collecting the complete lesson plans and didactic tools developed by all partners, organised into 12 distinct training modules adaptable to different institutional contexts. It is available in English and in the four national languages of the consortium (Italian, Spanish, German, Romanian) and it specifies, for each partner, the national and local context in which the training took place and the focus given to it. All materials were validated through pilot testing with end-user groups and refined through the Training of Trainers feedback process, so that any institution, organisation, training centre or school can adopt them selectively.
.. continue >>The primary objective of this report is the mapping and review of existing tools for training, social exchange and co-creation in Mental Health and Psychosocial Support (MHPSS) and across Successful Educational Actions (SEAs), with emphasis given to tools that address the needs of children, families and communities with a migratory or multicultural background, specifically in the European context. Project partners have worked together to define, test, refine and finalise criteria for tool identification; review the tools using a peer approach and finally select tools for inclusion in the report. Twenty-seven tools were initially identified for the MHPSS collection, and 23 for the tools for Education collection. Following a further refinement, this was reduced to a final inclusion of 19 MHPSS tools and 12 Education tools. A general overview of the resources, followed by an analysis of their strengths and gaps are included for both topic areas, with brief recommendations for use. This mapping will contribute to the development of the Brokering Knowledge Platform which is the primarily intended output of the REFUGE-ED project.
.. continue >>The REFUGE-ED Dissemination package is an important tool for effectively fulfilling the objective of “increasing EU citizenship benefits” derived from the project, supporting members of the consortium in communicating with stakeholders, making information about the project, its partners, and activities available in the public space, and to disseminate results. Dissemination is a continuous and a progressing activity within the project. Therefore, the dissemination package has evolved throughout the project lifetime, from before the kickoff meeting to the current package as presented in this deliverable, and it will continue to evolve during the last months of the project, as many of the main project outcomes will be presented at events and in the Brokering Knowledge Platform after the submission of this deliverable. Further documents, such as news, events, blog posts, information about the project, etc. can be found on www.refuge-ed.eu
.. continue >>The project’s lessons learned and best practices report, systematising what worked and what did not across all project phases and pilot settings. It draws on the fieldwork documentation produced in the six countries, including over one hundred distinct evaluation activities such as focus groups, interviews, wrap-up meetings and open assemblies, and presents the evidence gathered on the interconnection between wellbeing, sense of belonging and academic success. The report is publicly available and is addressed to educators, institutions and policy-makers seeking to transfer the approach to other contexts.
.. continue >>An 85-page policy recommendations book providing universities with an operational framework for the structural inclusion of students with intellectual disabilities. It is organised across five institutional domains: accessible quality teaching (10 measures, 30 actions); awareness and civic and social responsibility (4 measures, approx. 20 actions); inclusive research (4 measures, 40 actions); inclusive university life and governance (4 measures, 12 actions); and cooperation with the third sector (6 measures, 25 actions). Each of the 28 measures is accompanied by specific actions, monitoring indicators, target levels and proposed data sources, enabling institutional self-assessment. It also proposes a Specialised Service for Students with Intellectual Disabilities (SEEDI) as an internal coordination hub.
.. continue >>A digital handbook designed as a key resource for universities supporting the inclusion of students with intellectual disabilities, developed from the testimonies of key stakeholders across four European countries. It comprises eight thematic modules on independent living: gender equality and support networks; disability in science, technology and innovation; professional orientation; international mobility; coexistence; training and curricular adaptation; disability observatory; and regulation. Produced in English, Spanish, Italian and Portuguese, each module is also available in an easy-to-read version, making the content usable both by institutional staff and by students with intellectual disabilities themselves.
.. continue >>An online training programme on inclusion and independent living for people with intellectual disabilities in the university context, built on a Person-Based Learning framework that reconfigures generic programme structures around individual needs and circumstances. It comprises four modules: teaching approaches (social paradigm of disability, independent living, Universal Design for Learning); campus life (dimensions of inclusion); research (scientific production on intellectual disability); and management (inclusive policies, inclusive culture, student participation). Self-assessments close each module, and course variants are available for students with intellectual disabilities, undergraduate students, administrative staff and teaching staff. Available in English, Spanish, Italian and Portuguese, with easy-to-read versions.
.. continue >>Reports produced by each partner documenting the legislative, institutional and practical context of gender-based violence prevention in their country. They include the Italian analysis of resource typologies, the French identification of university-level response protocols, the Greek analysis combining national statistics with legal framework analysis, and the Estonian integration of the 2020 national survey on gender-based and sexual harassment in universities within a European comparative framework.
.. continue >>A guideline produced in English, Italian, French, Estonian and Greek, providing information, concrete suggestions, good practice examples and strategies for implementing a gender mainstreaming approach at institutional level. It is designed to accompany the Self-Assessment Tool by translating diagnostic findings into actionable recommendations for schools and universities, and it functions as a standardised reference for institutional gender mainstreaming across the different national contexts covered by the project.
.. continue >>An online instrument enabling schools and universities to evaluate their own institutional performance in preventing and responding to sexism, sexual harassment and homophobic bullying. The assessment is organised around five strategic areas: Policy (institutional rules and procedures for identifying and combating violence); Educational Environment (improving institutional climate towards inclusion); Training (knowledge-building on combating violence and harassment); Implementation Activities (research and project models for practical interventions); and Leadership (equal opportunities and gender discrimination within institutional hierarchies). It generates individualised scores linked to tailored recommendations drawn from the project database.
.. continue >>An online database cataloguing 177 resources on combating gender-based violence, sexism and homophobic bullying in educational settings, collected by the partners under standardised inclusion and exclusion criteria. Resources come from the four partner countries and from ten further national and international contexts, and are classified by type (publications, guidelines, tools, projects, guides, online courses), strategic area, target group, language, country of origin and best practice criteria, with full metadata including author, year, description and link. Publications of studies and research form the largest category. The database can be consulted either as an open library or through the filtered recommendations generated by the Self-Assessment Tool.
.. continue >>A structured database collecting successful and unsuccessful experiences in promoting physical activity among patients with respiratory impairments, developed by the consortium and hosted on the project platform. It serves both training and research purposes and operationalises the principle that negative experiences carry as much pedagogical value as positive ones, allowing students, lecturers and practitioners to learn from documented real-world cases rather than from theoretical models alone.
.. continue >>A freely accessible interdisciplinary e-learning platform designed for healthcare and physical activity professionals, structured in thematic training modules covering quality of life and physical activity assessment, the use of natural resources for respiratory management, lifestyle modification, acute and chronic symptom management, clinical diagnosis and pharmacological management, pulmonary rehabilitation protocols, dietetics, communication strategies and management competencies. The modular architecture allows users to select only the content relevant to their professional context. The Management, Communication and Dietetics modules were published between July and September 2025, with further modules in development.
.. continue >>A peer-reviewed open-access volume published by the University of Opole Publishing House in 2025 (e-ISBN 978-83-8332-100-4, CC BY-NC-SA 4.0), edited by A. Mroczek and A. Bredelytė and written by academics from all six partner institutions. It comprises five thematic chapters: quality of life and physical activity; the use of natural resources for the management of respiratory problems; lifestyle and pulmonary disease; acute and chronic respiratory symptom management; and chronic respiratory symptom management strategies. It also constitutes the comparative analysis of local contexts, synthesising national data on epidemiology, health service organisation and rehabilitation pathways in order to identify shared educational deficits and country-specific challenges. It was externally peer reviewed.
.. continue >>Official website of the EthicalAI project: information on the Costa Rica-Spain-Peru-Italy consortium, the Regulatory Framework, workshops and forthcoming deliverables.
.. continue >>Table of Contents of the first transnational workshop at Sapienza University of Rome on regulatory frameworks and ethical AI use in higher education. [149]
.. continue >>Regulatory framework on critical AI literacy in universities, with a four-component model and mandatory ethics committees.
.. continue >>eBUILD gamified platform hosting the six free online courses on social inclusion developed by the PROMIS consortium
.. continue >>Manual with eight gamification strategies based on the Octalysis model to make the PROMIS teaching modules more engaging
.. continue >>Six-module curriculum on social inclusion (poverty, gender, disability, migration) addressed to university students and teaching staff
.. continue >>Official page of the Phoenix project at the University of Florence, with information on objectives, methodology and partners.
.. continue >>Edited volume on marginalised, abused and incarcerated motherhood, presenting the methodology and findings of the Phoenix participatory research.
.. continue >>Official website of Base Camp – Territorial Educational Outposts: news, events and EduFest across the four Italian educational sites
.. continue >>Official page of the E-STAR project with information on partners, objectives and access to the Manual and the MOOC on invisible racism
.. continue >>Self-paced online course in 5 modules on invisible racism, for youth workers, in English with Italian subtitles
.. continue >>Manual and toolkit for youth workers on invisible racism: microaggressions, cultural privilege, internalised racism, with 18 activities.
.. continue >>Official website of the @nclusion project: information on the consortium, partner countries and activities for LGBTQI+ migrant inclusion.
.. continue >>National/transnational report on discrimination against LGBTQI+ migrants in Italy, based on surveys of professionals and direct testimonies
.. continue >>Official website of the BiMo project: access to the MOOCs, the policy recommendation book, case studies and dissemination materials
.. continue >>Database of 26 case studies of good CLIL and bilingual practices in secondary schools across the four partner countries, with video.
.. continue >>Policy recommendation book on bilingualism, based on interviews with families, teachers, school boards and international experts.
.. continue >>MOOC for parents to understand bilingualism and support their children's bilingual education, drawing on BiMo project research findings.
.. continue >>MOOC for CLIL subject teachers on bilingualism and foreign-language teaching, with content derived from BiMo project research, in 5 languages.
.. continue >>MOOC for school boards on bilingualism and CLIL teaching, based on the BiMo project research findings, available in 5 European languages
.. continue >>YouTube channel with presentation videos of the IDENTITIES project and interviews with adolescents, parents and teachers involved in the study
.. continue >>Official website of the ERC IDENTITIES project: project presentation, team, videos and access to all reports and scientific publications produced.
.. continue >>Final report presenting IDENTITIES aggregated results from the two-year longitudinal study on identity, well-being and prejudice in adolescents
.. continue >>Annual report presenting the first aggregated IDENTITIES results on identity development, well-being and life contexts of adolescents
.. continue >>Voices from the Field podcast series. Seventeen publicly available episodes bringing together student experiences, university practices and expert perspectives on inclusion.
.. continue >>Support services guide. Action-oriented guidance for access, recruitment, integration, mentoring, well-being, development and transition after graduation.
.. continue >>Support services guide. Action-oriented guidance for access, recruitment, integration, mentoring, well-being, development and transition after graduation.
.. continue >>Pedagogical guide. Practical guidance for adapting teaching to diverse academic backgrounds, interrupted studies, language barriers and trauma-related needs.
.. continue >>Best practices report. Examples of how European higher education institutions support displaced students through admissions pathways, language support, mentoring, psychosocial services and flexible learning.
.. continue >>Needs and constraints report. Survey- and interview-based analysis of barriers faced by displaced students, including administrative, financial, linguistic and social challenges.
.. continue >>Crisis Management Guidelines and country reports. Practical guidance, seven national reports and policy-oriented resources that help universities prepare coordinated responses to refugee crises.
.. continue >>Visual Linguistic Autobiographies of Students in Exile. A virtual exhibition using student-centred creative work to make linguistic and educational journeys visible and support intercultural dialogue.
.. continue >>Open badges for skills recognition. Digital credentials designed to make formal, non-formal and informal competences more visible, especially when conventional documentation is incomplete.
.. continue >>Three-tiered intervention plan and intervention report. Tested actions combining academic participation, language support, cultural engagement, civic learning and social inclusion in higher education.
.. continue >>Three-tiered intervention plan and intervention report. Tested actions combining academic participation, language support, cultural engagement, civic learning and social inclusion in higher education.
.. continue >>Landscape analysis and curriculum principles reports. Comparative diagnosis of crisis-support mechanisms, barriers to refugee inclusion and principles for institutional and curriculum change.
.. continue >>Model and Guidelines. A 27-page transferable reflection framework that helps departments and programme teams decide where, why and how internationalisation should be embedded, who should participate and what outcomes should be expected.
.. continue >>PR4 Impact Report. A 28-page evaluation of train-the-trainer and in-house activities using pre-, post- and follow-up surveys, statistical significance tests and effect sizes to assess changes in attitudes and learning outcomes.
.. continue >>PR3 Local Training Manuals. Locally adapted materials used by participating institutions to implement in-house training for teacher education students and academic staff in their own linguistic and institutional contexts.
.. continue >>PR2 Trainer’s Manual. A 167-page practical manual with pedagogical frameworks, modules, exercises and guidance for training staff and integrating international, intercultural and inclusive perspectives into teacher education.
.. continue >>PR1 Report. A literature review, comparison of teacher education systems and institutional research that identifies barriers to internationalisation and provides the evidence base for later project activities.
.. continue >>An online platform enabling participatory implementation of the Theory of Change methodology within VET organisations. The platform facilitates collaboration between VET staff, management, teachers, students, and migrant women in co-designing inclusion strategies and institutional changes. It provides access to training materials, inclusion frameworks, and self-assessment functions. The platform is accessible through the project website and supports both synchronous and asynchronous participation, making it adaptable for VET institutions across different national contexts.
.. continue >>A structured 30-hour training programme designed for VET teachers, trainers, and management staff. It covers the Theory of Change (TOC) methodology and its application in vocational education settings, inclusive educational practices, intercultural competences, gender-sensitive approaches, and strategies for supporting migrant women's participation. The programme was piloted across all five partner countries and evaluated through participant feedback and quality reports. It supports VET organisations in developing long-term inclusion strategies and improving their educational environments for diverse learner groups.
.. continue >>Materials from two international webinars organised during the project and opened to a wider audience interested in social inclusion through sport. The webinars covered topics such as working with refugee youth, applying trauma-sensitive methodologies in sport settings, and developing inclusive community activities. Materials include recordings, presentations, and practical guidance for coaches, educators, and youth workers seeking to improve their competences in intercultural and inclusive non-formal education
.. continue >>A methodological guide for sport instructors, youth workers, and community organisations on how to use grassroots sport as a tool for the social inclusion of refugee and migrant youth. The guide covers trauma-sensitive approaches, intercultural communication, inclusive participation methods, and strategies for fostering cooperation between local and displaced young people. It draws on experiences and good practices collected across five partner countries during the project implementation.
.. continue >>A practical educational toolkit developed in six languages (English, Estonian, Polish, Lithuanian, Latvian, and Ukrainian) to support grassroots sport organisations working with refugee and migrant youth. The toolkit provides methodological guidance, activity templates, and intercultural learning tools adaptable to different community and sport settings. Designed to be accessible and flexible, it supports coaches, youth workers, and educators in implementing inclusive, trauma-sensitive, and participation-oriented sport programmes with displaced young people.
.. continue >>A methodological handbook synthesising lessons learned across nine partner universities on implementing virtual mobility and online internationalisation. Covers technological, pedagogical, psychological, and administrative dimensions. Includes practical recommendations for crisis management, inclusive digital education, and long-term institutional integration of virtual mobility. Suitable for higher education managers, international relations offices, and educators.
.. continue >>A virtual social environment accessible via any web browser or VR glasses, designed to facilitate informal intercultural interaction among students from partner countries. Replicates the social dimension of physical mobility by creating a shared digital meeting space. Accessible without registration or specialist equipment, reducing participation barriers for students with limited access to technology.
.. continue >>An open-access online application documenting good and bad practices in online teaching and virtual mobility collected across nine partner universities during COVID-19. Users can browse, filter, and contribute practices organised by theme (technological, pedagogical, psychological, administrative). Freely accessible at https://app.covimo.czu.cz/. Designed for higher education staff seeking evidence-based guidance on digital internationalisation and crisis management.
.. continue >>Ready-to-use workshop scenarios designed for use alongside the New Shores game. Each scenario provides a structured sequence of activities, facilitation prompts, and debriefing questions tailored to different learning objectives (e.g., sustainability, civic engagement, social skills). Scenarios are adaptable in complexity and thematic focus, making them applicable across both formal and non-formal educational settings.
.. continue >>A structured 9-step online course designed to train educators and youth workers in facilitating New Shores workshops. The course covers the game mechanics, pedagogical foundations, facilitation techniques, and debriefing strategies. A total of 335 users registered and completed the course. Available on the project's e-learning platform, it allows independent, self-paced learning and supports continuous access for new educators beyond the original project duration.
.. continue >>A comprehensive guide presenting the theoretical framework (systems thinking, experiential learning, game-based learning), pedagogical rationale, implementation process, and practical recommendations for educators and youth workers. Includes facilitator instructions, debriefing protocols, and guidance on adapting the game to different educational contexts and learning objectives.
.. continue >>A multiplayer online game set on a simulated island where players make collective decisions affecting ecological, social, and economic systems. Designed for groups of 15–30 participants, it develops critical thinking, collaboration, civic responsibility, and understanding of democratic and sustainability challenges. The game is played in 2–3 hour structured sessions facilitated by a trained educator. It accommodates diverse learning styles and supports intercultural dialogue among youth from different countries.
.. continue >>Audiovisual resources. Introductory videos and audiovisual materials from the project.
.. continue >>Multilingual glossary. A glossary containing 80 terms on migration, gender and inclusion, available in six languages
.. continue >>Policy recommendations booklet. A booklet of recommendations for universities and public administrations.
.. continue >>E-learning course. An 8-module self-study programme on migration, gender and inclusion.
.. continue >>Interactive map of case studies. A repository containing 67 life stories and accounts of the integration of migrant women in six European countries.
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