Search Results (125)

Background/Objectives: In light of the concerning research data on students’ mental health, it is essential to provide high-quality programs that support children and young people in strengthening their psychological well-being. To address this need, the three-year Erasmus+ KA3 international project PROMEHS: Promoting Mental Health at Schools was developed. The project involved universities and education policy representatives from seven European countries, Italy (project leader), Greece, Croatia, Latvia, Malta, Portugal, and Romania. Its core activities included the development of the PROMEHS curriculum, grounded in three key components: social and emotional learning, resilience, and the prevention of behavioral problems, alongside a rigorous evaluation of its implementation. The main research aim was to test the effect of PROMEHS on students’ and teachers’ mental health. Methods: In Croatia, the curriculum was introduced following the training of teachers (N = 76). It was implemented in kindergartens, and primary and secondary schools (N = 32), involving a total of 790 children. Using a quasi-experimental design, data were collected at two measurement points in both experimental and control groups by teachers, parents, and students. Results: The findings revealed significant improvements in children’s social and emotional competencies and resilience, accompanied by reductions in behavioural difficulties. These effects were most evident in teachers’ assessments, compared to parents’ ratings and student self-reports. Furthermore, teachers reported a significantly higher level of psychological well-being following implementation. Conclusions: Bearing in mind some study limitations, it can be concluded that this study provides evidence of the positive effects of PROMEHS in Croatian educational settings. Building on these outcomes and PROMEHS as an evidence-based program, a micro-qualification education was created to ensure the sustainability and systematic integration of the PROMEHS curriculum into Croatian kindergartens and schools. Full article

The Erasmus+ YOU4BLUE project represents an interdisciplinary educational initiative aimed at fostering a youth culture of sustainability through hands-on learning, scientific literacy, and critical thinking focused on the marine environment. The project aimed to encourage lasting behavioural change and empower young people to act. It engaged secondary school students aged 14 to 18 on three Mediterranean islands (Sardinia, Crete, and Mallorca) through a blended Place-Based Education (PBE) model that integrates online learning with local, experiential activities. Forty-nine students completed a pre-assessment questionnaire measuring baseline marine ecosystem knowledge, sustainability-related behaviours, and attitudes toward the sea. Following three international exchanges involving the learning activities, roughly the same cohort of students completed post-activity surveys assessing self-perceived knowledge gains and intercultural interaction. Qualitative data from emotional mapping, field observations, and group reflections complemented the quantitative analysis. The results indicate substantial self-perceived increases in students’ understanding of marine ecosystems (+1.0 to +1.7 points on a 5-point scale), enhanced collaboration with international peers, and strengthened environmental awareness. Across all three sites, students applied their learning by co-designing proposals addressing local coastal challenges, demonstrating emerging civic responsibility and the ability to integrate scientific observations into real-world problem solving. These findings suggest that combining place-based education, citizen science, and participatory methods can effectively support the development of sustainability competences among youth in coastal contexts. This study contributes empirical evidence to the growing literature on education for sustainable development and highlights the value of blended, experiential, and intercultural approaches in promoting environmentally responsible behaviour. Full article

Russia’s 2022 invasion precipitated one of Europe’s largest episodes of forced academic mobility, compelling universities to shift from emergency access to durable inclusion. This article investigates how Ukrainian students are integrated into Romanian higher education through a qualitative case study at Ovidius University of Constanta, undertaken within the Erasmus+ EIUS project. We analysed a participatory focus-group workshop (“Building Bridges,” May 2024) involving 72 participants (15 Ukrainian students, 31 Romanian students, 26 academic staff). Transcripts were coded via reflexive thematic analysis and interpreted through a SWOT lens to connect lived experience with institutional strategy. Findings indicate that integration generates tangible pedagogical and social value—diversity enriches coursework, empathy strengthens peer collaboration, and exposure to multilingual classrooms catalyses instructional innovation. Yet systemic fragilities persist: language anxiety (“translation silence”), fragmented support pathways, and limited access to counselling shift emotional labour onto faculty and peers. Opportunities cluster around Erasmus+ infrastructures, bilingual materials, and co-created projects that transform access into participation; threats include latent prejudice, social isolation, compassion fatigue, and policy discontinuity as crisis attention wanes. We advance the concept of institutionalised solidarity—a multi-level inclusion model that couples emotional infrastructures (mentoring, trauma-informed pedagogy, counselling) with organizational infrastructures (integration offices, linguistic scaffolding, adaptive assessment). The study contributes an empirically grounded framework for moving from humanitarian reaction to sustainable academic inclusion and offers actionable guidance for European universities seeking resilience under protracted disruption. Full article

The rapid integration of large language models into higher education creates opportunities for mathematics instruction, but also raises the need for structured interaction strategies that support reflective learning rather than passive answer consumption. This study, conducted within the Erasmus+ MAESTRO-AI project, examines how selected AI prompt patterns can be implemented in concrete university mathematics activities and how students evaluate these AI-supported experiences. Two experimental modules were compared: complex numbers for first-semester Applied Mathematics students in Poland ($n=100$) and conditional probability for second-year Computer Science students in Romania ($n=213$). After completing AI-assisted learning activities with ChatGPT and/or Gemini, students completed a common evaluation questionnaire assessing engagement, perceived usefulness, and reflections on AI as a tutor. Group comparisons and experience-based analyses were performed using the Mann–Whitney test. Results indicate that students who reported regular prior use of AI tools evaluated AI-supported learning significantly more positively than those with occasional or no prior experience. They gave higher ratings across most questionnaire items as well as for the overall score. The findings suggest that prompt-pattern-based designs can support engaging AI-assisted mathematics activities. They also indicate that such designs can provide a structured learning experience, while introductory guidance may be important to ensure comparable benefits for less experienced students. Full article

The growing cultural diversity of higher education calls for systematic and curriculum-embedded approaches to the development of students’ intercultural competence. This article explores strategies for fostering intercultural sensitivity and effective cross-cultural communication, drawing on Bennett’s Developmental Model of Intercultural Sensitivity (DMIS) and Deardorff’s intercultural competence framework. The study situates these frameworks within an Internationalization at Home perspective, emphasizing the role of intentional pedagogy, assessment, and attention to the hidden curriculum in supporting intercultural learning. Adopting a design-based pedagogical research approach, the study examines how intercultural competence frameworks can be operationalized through developmentally sequenced classroom interventions in higher education. The pedagogical framework and activities, including cultural artifact presentations, critical incidents, simulations, role-plays, and structured reflective practices, were developed and implemented in culturally diverse bachelor’s and master’s level courses in Spanish higher education institutions within the Erasmus+ MULTICLASS project. Classroom-based evidence collected in Spanish higher education contexts, including reflective discussions, written reflections, and observed communicative behaviors, indicates that approximately 70% of students (n = 44; N = 63) demonstrated observable progression in intercultural sensitivity, most commonly from Minimization toward Acceptance. The contribution of this article lies in linking established intercultural competence models with practical guidance for curriculum design and pedagogical sequencing within Internationalization at Home contexts. Full article

Promoting empowerment regarding the SDGs among students requires teaching practices based on a student-centered approach. Storytelling has gained prominence as a tool to increase student engagement, critical thinking, and more equitable school environments. While its benefits for students are well documented, less is known about the factors influencing teachers’ willingness to adopt storytelling. The Erasmus+ project PLACES aims to support the implementation of the SDGs in Belgium, Denmark, Greece, and Italy. This study, conducted during the need analysis phase, investigates the psychological and contextual dimensions associated with teachers’ use of storytelling as a practice to promote the SDGs. Self-efficacy, attitudes, time-related, didactic barriers, and the perceived organizational climate for innovation within schools were investigated by 5-point Likert scales. A quantitative analysis was conducted using hierarchical regression and moderation models based on data collected through a questionnaire administered to 138 primary and low-secondary schools’ teachers from Italy, Belgium, and Greece. Results showed that teachers’ self-efficacy is significantly associated with storytelling use, and this relationship is moderated by perceived school climate for innovation. Moreover, the lack of didactic support is relevant. These findings underline the importance of strengthening individual and contextual enablers in teacher training and school leadership to promote the SDGs. Full article

The present systematic review aims to provide a comprehensive synthesis of evidence and practices regarding sustainable career transitions in elite sport. Following PRISMA guidelines, an extensive literature search was conducted in SPORTDiscus (EBSCOhost), PsycINFO, Scopus, Web of Science, and Google Scholar databases, resulting in 117 manuscripts, published from January 2015 to May 2025, and meeting the defined inclusion criteria. The review focused on mental health, dual-career pathways, transition readiness, and identity-related issues among elite athletes, Olympians, and Paralympians. Methodologies included qualitative, quantitative, and mixed-methods designs, with multisport and mixed-gender samples prevailing. The most commonly used instruments were semi-structured interviews and surveys. The main findings highlighted the centrality of mental health support, the role of dual-career planning, and the importance of proactive identity negotiation. Despite growing research interest, significant gaps persist in access to psychological support, structured transition planning, and dual-career strategies, with notable inconsistencies across countries and sports. The review emphasizes the necessity for integrated, multidimensional guidance, culturally sensitive psychological services, and flexible educational pathways to promote athlete well-being and sustainable post-sport careers. These insights are intended to inform the implementation of the ERASMUS+ funded PORTAL project, supporting evidence-based interventions and the development of resources such as an online platform and Real-Life Transition Officers to enhance the transition experiences of elite athletes. Full article

This study examines the contribution of ERASMUS+ Key Action 2 (KA2) projects, funded between 2014 and 2020, to the dissemination and promotion of the United Nations Sustainable Development Goals (SDGs). A predominantly quantitative content analysis was conducted based on metadata extracted from the official European Commission database, focusing on the presence of SDG-related keywords within the titles, topics, and abstracts of the projects. In total, 24,838 KA2 projects were examined. The findings reveal a growing alignment between funded projects and certain SDGs, particularly SDG 3 (Good Health and Well-being), SDG 4 (Quality Education), SDG 13 (Climate Action), SDG 7 (Affordable and Clean Energy), and SDG 9 (Industry, Innovation, and Infrastructure). In contrast, goals such as SDG 2 (Zero Hunger), SDG 6 (Clean Water and Sanitation), and SDG 14 (Life Below Water) are scarcely represented. Overall, the results demonstrate an increasing commitment to sustainability themes over time and also highlight notable gaps in the promotion of several SDGs. This analysis offers valuable insights into the strategic alignment of ERASMUS+ funding with the 2030 Agenda and identifies opportunities for strengthening its future contributions to sustainable development. Full article

Modern social work is inseparable from the provision of timely and practical assistance to vulnerable populations, including forced migrants. In the context of increasing geopolitical instability and the growing influx of displaced people, social workers are increasingly required to serve this group not as exceptional but as regular clients. However, significant barriers—such as restrictive social policies and the inadequate preparation of social workers—limit forced migrants’ access to quality support services. This article examines the strengthening of core social work competencies in the learning process (e.g., through developing intercultural communication skills and applying experiential learning and trauma-informed methods). The article presents the results of an empirical study implemented within the Erasmus+ project “Improved Social Workers” in Lithuania and Cyprus. A mixed-methods research strategy combining observations, psychodiagnostic techniques, and reflexive analysis was employed in this study. Quantitative data revealed an increase in social workers’ communicative tolerance and a reduction in ethnocentrism. At the same time, qualitative analysis highlighted significant growth in both professional and personal aspects of the participants’ lives. Following training, both Lithuanian and Cypriot social workers reported improved intercultural communication, increased sensitivity to trauma, and enhanced professional skills. The findings underscore the importance of training social workers to effectively address the complex needs of forced migrants. Full article

The modern job market demands soft and future skills from both technical and non-technical professionals. It is often challenging to teach these competencies in a traditional academic setting. This paper presents an effective approach for developing these skills through a short, intensive, joint project. While our case study is an Erasmus+ program, the methodology can be applied within various frameworks. We use problem-based and active learning, along with group work, to teach. The approach also emphasizes diversity by arranging multidisciplinary student groups to work on software development tasks. In our project, less than half of the participants had a computer science background, demonstrating that these tasks are engaging for non-technical students. The multicultural and international environment of the project is crucial in a global working environment, and its brief, intense nature helps simulate real-world stressful situations. This methodology provides a practical way to prepare students for the demands of the modern workplace. The results confirmed the effectiveness of the project in developing certain key skills, though not all competencies showed a measurable increase during the event’s short duration. Full article

This article explores how gender biases in STEM education persist despite formal commitments to equality. Based on data from the Erasmus+ project STEMGenderIN, we analyze responses from lower-secondary school teachers (ISCED 2; ages 11–15), of STEM subjects, in Portugal, Italy, Belgium, and Romania using the TPGESE scale, which assesses three dimensions: perceived gender equality in education (PGEE), the awareness of the effects of gender segregation (AEGSE), and the naturalization of gender stereotypes (GSNGI). Findings show a consistent gap between teachers declared support for gender equality and their limited awareness of structural and cultural barriers faced by girls in STEM. While most teachers affirm equality in principle, many attribute girls’ underrepresentation to personal choice or aptitude, overlooking the influence of stereotypes, social expectations, and systemic inequalities. The results point to a paradox: formal recognition of gender equality coexists with low engagement in reflexive practice or institutional change. Differences between countries suggest varying degrees of critical awareness, with some contexts showing greater openness to questioning dominant narratives. This study highlights the urgent need for teacher training that goes beyond rhetoric, promoting deep pedagogical transformation and equipping educators to create more inclusive STEM learning environments. We argue that addressing the perception–practice gap is essential to closing the gender gap in STEM. To situate these findings, we also note how national cultural–political debates—such as Portugal’s public controversy around so-called “gender ideology” in Citizenship and Development—may shape teachers’ perceptions and self-reports, reinforcing the need for context-aware training. Full article

New trends in industry emphasize green and sustainable production on the one hand and personalized or individualized production on the other hand. Introducing new manufacturing technologies and materials to integrate the customer’s specific requirements into the product, while keeping the focus on environmental footprint, becomes a serious challenge. As a result, new production paradigms are developed to keep up with new trends. The most known Industry 4.0 paradigm is oriented towards new technologies and digitalization. Recently, Industry 5.0 appeared as a supplement to the existing Industry 4.0 paradigm, oriented to sustainability and the worker. A multidisciplinary approach is necessary to address these challenges. The Industry 5.0 paradigm’s main pillars—human centricity, resilience, and sustainability—are also pillars of the multidisciplinary approach used in this research. A human-centric approach includes workforce reskilling and acquiring new technologies to ensure that technology serves to enhance human work, while creating a supportive and inclusive work environment and prioritizing employee engagement and wellbeing. Resilience as a second pillar is related to the ability of manufacturing systems and processes to adapt to changing conditions to remain robust and flexible, and sustainability is an important and long-term requirement of this multidisciplinary approach. Based on the research part of the Erasmus+ ExCurS project, particularly research focused on application and training related to digital twins, an advanced concept of organizational sustainability is presented in this paper. The concept of organizational sustainability is realized through the usage of key digital twin technologies aligned with human-centric approaches. A new prototype of a digital twin that optimizes an assembly system based on a developed algorithm and humanoid decision-making is provided as a proof of concept. The human-centric digital twin for industrial application is presented through a case study of personalized products. Full article

This study explored the Erasmus+ project ’H2OMap: Innovative Learning by Hydraulic Heritage Mapping’, integrating environmental awareness and cultural heritage into secondary education through interdisciplinary, ICT, and STEM-based approaches. Focused on water-related heritage in the Mediterranean, the study pursued three aims: integrate ICT-supported participatory mapping bridging history/geography subjects with digital innovation; identify learning benefits and implementation conditions; and generate transferable outputs and datasets for classroom reuse. Intellectual outputs include a methodological guide, an e-learning course, and an educational multiplatform comprising a mobile mapping app for in situ geocataloguing, an online database, and a geoportal with interactive StoryMaps. Evidence came from classroom testing across age groups, teacher feedback from the e-learning course, student mobilities in Spain, Italy, and Portugal, and platform usage records. More than 390 students and teachers participated, documenting over 100 hydraulic heritage elements. Additionally, dissemination through nine multiplier events and conferences reached over 550 external attendees. Findings show increased student engagement and ICT/GIS skills, clearer cross-curricular integration, and a replicable open workflow supported by structured coordination that strengthens school–university partnerships. Learner experience emphasised hands-on, place-based exploration and collaborative documentation of water heritage. Recommendations include using open geospatial standards, providing teacher training, and maintaining geoportals for classroom reuse. Full article

This study presents the outcomes of the Erasmus+ European project Higher Education Classroom of the Future (HECOF), with a particular focus on chemical engineering education. In the digital era, the integration and advancement of artificial intelligence (AI) in higher education, especially in engineering, are increasingly important. The main goal of the HECOF project is to establish a system of new higher education teaching practices and national reforms in education. This system has been developed and tested through an innovative personalized and adaptive method of teaching that exploited digital data from students’ learning activity in immersive environments, with the aid of computational analysis techniques from data science. The unit operations—extraction process course—a fundamental component of the chemical engineering curriculum, was selected as the case study for the development of the HECOF learning system. A group of undergraduate students evaluated the system’s usability and educational efficiency. The findings showed that the HECOF system contributed positively to students’ learning—although the extent of improvement varied among individuals—and was associated with a high level of satisfaction, suggesting that HECOF was effective in delivering a positive and engaging learning experience. Full article

Hackathon events have become increasingly popular in recent years as a modern tool for innovation in the education sector as they offer important learning advantages. Within the “INVITE” Erasmus+ project, four distinct hackathons were organized to bring together academic institutions, teachers, and students in the design of innovative international virtual and blended collaborations. In addition, as part of the “INVITE” project, an Open Interactive Digital Ecosystem (digital platform) has been developed to facilitate hackathons organization and was tested within two of the events. This platform can enhance hosting action-training programs providing a shared open resources space for educators to contact peers and design projects. All four hackathons were held during 2024 and their duration and type (onsite, blended, hybrid, and online) varied significantly. However, all hackathon topics were related to sustainability, SDGs, and Green Agenda. In total, more than 220 participants enrolled in the four events, including students, researchers, and professors from different disciplines, age groups, and countries. All participants were provided with qualitative surveys to explore their satisfaction and experiences. The results compare different hackathon setups to reveal valuable insights regarding the optimal design for higher education hackathons. Full article