Projektai

About the Project

The EmpowerAId Academy aims to build an innovative, multistakeholder and participatory reference network of European teacher education providers who join forces to codesign a comprehensive bottom-up training pathway. Innovative training programmes on artificial intelligence (AI) ethics and creative teaching approaches will be developed both for teacher trainers and pre-service and in-service teachers adapted to each trainee group profile and training needs.

These programmes will incorporate all forms of mobilities (physical, digital and blended) and support the development of AI-related digital competences from AI literacy and data reasoning to critical thinking, bias identification and digital leadership skills. The EmpowerAId initial teacher training (ITE) and continuing professional development (CPD) programmes developed, along with a variety of multimodal training resources, will be tested and validated through structured blended piloting schemes in real educational settings, resulting into valuable data and insights that will enable the integration of AI in education training in formalized and standardized ITE and CPD programmes. On top of that, synergies creation with EU and international projects and initiatives, as well as national and EU policy outreach activities will contribute to the ultimate goal of the project, which is to establish over time a European partnership between ITE and CPD providers to catalyze future digital education ecosystems.

Activities

EmpowerAId Academy is comprised of 7 interlinked working packages (WP) and will be running throughout a period of 36 months. WP1 refers to the project management and coordination aspects of the project including financial and contractual administration, the quality assurance and monitoring of risks and together with WP7 which is responsible for the dissemination, communication and exploitation components of the project, span across the whole project lifetime. WP2 is linked to the research activities laying the conceptual underpinings of the EmpowerAId approach and is also the WP whereby the EmpowerAId Interactive Knowledge Hub is established. WP3 is devoted to the co-design, development and delivery of the EmpowerAId “Train the Trainer” programme. Within WP4, both ITE and CPD programmes are being co-created and the joint mobility scheme is being developed. Moving to the implementation and advocacy phase, WP5 is dedicated to the piloting, monitoring and evaluation processes whereby WP6 involves the co-design and introduction of scalable teacher training pathways towards national systemic adaptations.

WP1: Project management and coordination (VU)

WP2: Setting the scene: EmpowerAId's conceptualisation and Interactive Knowledge Hub (UM PEF)

WP3: EmpowerAId Train-the-Trainer Programme (VIU)

WP4: EmpowerAId ITE and CPD programmes and joint mobility scheme (VU)

WP5: Piloting, monitoring and validation activities (UH)

WP6: Policy Advocacy and Uptake Pathways (Dpeath)

WP7: Communication, Dissemination and Exploitation (Stimmuli)

Project Consortium

	Vilnius University (Lithuania)
	STIMMULI (Greece)
	Dpeath (Greece)
	University of Helsinki (Finland)
	Valencian International University (Spain)
	University of Maribor (Slovenia)
	University of Malta (Malta)
	Ministry of Education, Sport and Youth (Cyprus)
	Center for Social Innovation LTD (Cyprus)
	Scoala Gimnaziala Nr. 29 (Romania)

About the project

AI-THOS is an Erasmus+, Higher Education project with a duration of 30 months, consisting of 6 partners from Poland, Greece, Lithuania and Slovenia. The AI-THOS project aims at facilitating the systematic and wide-spread education on ERI, with a special focus on the use of AI technologies, to promote ERI principles, to engage participants and their social networks into a dialogue about the importance of ERI in scientific practices, and ultimately to foster the cultivation of an ERI culture in Europe that will eliminate ethical implications and improve public confidence in science and technology. The consortium will develop a Train-the-Trainer Programme, Curriculum and Online Course to train, support and empower educators and trainers to develop knowledge and competences to deliver ERI training with focus on AI technologies through art- and inquiry based tools in their settings, and nurture a generation of trainers and researchers capable of recognizing and confronting AI ethical implications, so as in the long-term to enhance research transparency, eliminate AI biased content, and improve public confidence in science and technology. On top of that, the project envisions the establishment of the AI THOS multi-actor Knowledge-Sharing Community that will facilitate the widespread training on ERI in HEIs, research and science establishments across Europe.

Why ERI training on AI in education and reseach? AI-THOS will fill a gap in ERI training, by equipping educators, trainers, researchers and students with new competences and training opportunities through experiential pedagogies to explore the nuances of ERI, its key principles and its grey zones, especially on AI technologies, and how to recognise and confront them so as in the long-term to enhance research transparency, eliminate AI biased content, improve public confidence in science and technology, and create high-skilled employment that will work on research-driven innovation.

Leader: Arūnas Poviliūnas, el. p. , tel. (+370 5) 266 7601.

Project timeframe: 2024 - 2026 

Project consortium

The coordinator:
	Wroclaw University of Environmental and Life Sciences, Wroclaw University; Poland
Partners:
	University of Ljubljana https://www.uni-lj.si/en/university, Slovenia
	Vilnius University www.vu.lt, Lithuania
	National Technical University of Athens, https://www.ntua.gr/en/, Greece
	Art Transparent Contemporary Art Foundation https://arttransparent.org/en/foundation/, Poland
	Stimmuli for Social Change, www.stimmuli.eu, Greece

Project website: www.ai-thos.eu

Activities

• WP1 – Project Management (UPWr)
• WP2 – Development of ‘Train the Trainer’ programme for HeIs Teaching Staff (University of Ljubljana)
• WP3 – Design & Development of the AI-THOS Curriculum for students and researchers (Vilnius University)
• WP4 – AI-THOS Curriculum testing and AI-THOS online course development (UPWr)
• WP5 – AI-THOS Disseminatiosn and Follow up activities (Stimmuli)

About the project

The goal of the project is to develop a new transnational joint Executive Master in Cross-border Criminology. The programme would address newly emerging problems perpetuated by transnational organised crime that require a high level of cooperation and subject-specific knowledge to be solved. In particular, the programme would focus on four key thematic tracks:

1. Online crime
2. Environmental crime
3. Corruption and white-collar crime

4. Migration and crimes of mobility

Furthermore, the programme would be highly integrated, allowing students to gain knowledge and skills from internationally acclaimed scholars representing different regions in Europe. The programme would be aimed at practitioners working in law enforcement, crime prevention and similar institutions or has such work experience. Students would be encouraged to create and foster professional networks across a range of national and international law enforcement agencies and other relevant institutions across Europe and beyond, laying foundations for transnational cooperation.

Deliverables

The project is expected to have designed the following joint mechanisms:

• Joint student admission requirements and application, selection, monitoring, examination/performance evaluation rules/procedures;
• Joint programme and integrated teaching/training activities;
• A plan for common services offered to students (e.g. language courses, visa support);
• Joint promotion and awareness-raising strategy;
• Joint administrative and financial management strategy;
• A joint degree policy;
• A draft joint partnership agreement involving at least three HEIs from three different countries, of which at least two should be EU Member States and third countries associated to the Programme. This agreement is intended to cover all academic, operational, administrative and financial aspects related to the implementation of the Master programme.

• A draft joint Student Agreement.

Meetings

Project consortium

The Coordinator:
Vilnius University, Lithuania

Partners:
Utrecht University, The Netherlands
University of Porto, Portugal
University of Warsaw, Poland

About the project

Inclusion+ addresses the issue of inclusion and diversity in Erasmus+ at higher education level. The project offers comprehensive, participatory and culturally sensitive action to identify and tackle the barriers to international mobility faced by students with fewer opportunities, in particular, students with disabilities and students with caring responsibilities. It aims to impact both higher education institutions and host cities.

Inclusion+ aims to develop a series of activities involving students, municipal actors, and practitioners in the field of international student mobility to create change-making tools to be utilized by higher education institutions (HEIs), and host cities to enhance inclusion and diversity within the study abroad experience.The project started on 1st of November 2023 and will end on 31st of October 2026.

Activities

Inclusion+ project activities encompass diverse range of tasks:

• Structured Scoping Review aims to take stock of academic and grey literature on the international mobility of students with disabilities and caring responsibilities. The goal is to understand the existing knowledge on the topic, highlight the main discussions developed so far, and pinpoint the primary obstacles that students with disabilities and caring responsibilities face in participating in international mobility programs, as identified by the existing literature.
• Dialogue Forums aim to promote open and productive discussions between students with disabilities and caring responsibilities to share information, ideas and experiences to relevant stakeholders. They will help ensure that the interests and concerns of students with fewer opportunities and other stakeholders are considered in the implementation of the Inclusion+ project.
• Online survey on inclusivity in student mobility aims to gather valuable information from the academic community and student mobility stakeholders to identify challenges, opportunities and good practices. It will also help the project to better understand the needs of students with fewer opportunities and develop better solutions to improve inclusion in student mobility.

• Collaborative laboratories (Collabs) aim to create a platform where participants can work together to co-create recommendations for inclusive mobility for higher education institutions and host cities. Through these Collabs, creative, innovative and effective recommendations will be developed to tackle the barriers faced by students with disabilities and students with caring responsibilities.

The Inclusion+ project aims to implement a series of initiatives to share our outcomes with diverse audiences, including multiplier events in all partner countries. Additionally, a final conference will be held in Istanbul in 2026 to showcase the project’s final results.

Project consortium

Inclusion+ project consortium consists of six universities from four different countries – Portugal, Finland, Turkey and Lithuania. Partners activities are covered by five work packages:

• WP1 – Project Management (ISCTE – Portugal) – the foundational framework for the entire project, encompassing activities, timings, project quality, functionality, and the materials used, ranging from project results to dissemination activities.
• WP2 – Needs Assessment and Inventory of Erasmus+ Participation Promotion Practices (University of Porto – Portugal) aims to identify barriers faced by students with fewer opportunities, focusing on those with caring responsibilities and special needs in Erasmus+ mobility and assesses existing practices at higher education institutions (HEIs) and cities to promote inclusivity.
• WP3 – Collaborative laboratory to define priorities (Vilnius University – Lithuania) work package aims to establish an inclusive platform where students and various stakeholders can share their views on the challenges and opportunities for fostering the inclusion of students with fewer opportunities in Erasmus+. The specific goals include initiating discussions on priorities for inclusive mobility in each country, generating evidence-based recommendations, and co-designing an innovative tool (a prototype mobile application) to enhance inclusiveness.
• WP 4 – Changing Making Tools (Turku UAS – Finland) WP aims to develop concrete and evidence-based change-making tools, including factsheets, a roadmap, and to finalise the prototype for a mobility app. These tools are intended to support inclusive approaches for students with fewer opportunities in Erasmus+ mobility, with the outputs designed to be adaptable to different cities in Europe.

• WP5 – Communication and Dissemination (Galatasaray University – Turkey) focuses on maximizing Inclusion+ impact through strategic communication, engagement with stakeholders, and effective dissemination. It aims to ensure broad visibility, accessibility, and uptake of project messages and results.

	ISCTE – Instituto Universitário de Lisboa - the Coordinator
Partners:
	Vilniaus Universitetas
	Turun Yliopisto
	Turun Ammattikorkeakoulu
	Galatasaray University
	Universidade Do Porto

More information

For more information, please visit: www.inclusion.iscte-iul.pt and www.linkedin.com/inclusion-project

About the project

The main objective to strengthen social-emotional learning (SEL) of secondary school teachers and pupils through non-traditional methods – a combination of art and outdoor pedagogy

Objectives:

• To offer a theoretical background on SEL.
• To provide educators with practical knowledge about SEL.
• To increase the number of schools that are willing to take a systematic approach and improve teachers and students social-emotional wellbeing.

• To raise awareness of synergies between eco thinking and SEL.

Activities

3 intellectual outputs will be developed:

• Teachers handbook and tool kit
• Teachers qualification program

• Sterategy handbook for schools

3 training events for teachers, 3 online seminars for school managers and one international hybrid conference organised.

Impact

• Teachers' Handbook and toolkit developed;
• Teacher training program developed;
• Strategic Handbook for School Managers developed;
• At least 60 teachers will participate in teacher trainings.

• At least 60 school managers will participate in a virtual seminar for managers.

Mokymai mokytojams "Patirk, kurk, ugdyk"

Vilniaus universiteto, Miško briedžio mokyklos specialistai kartu su partneriais iš L2 Consulting AB (Švedija), Uppsala Kommun (Švedija) ir Sakarya universiteto (Turkija) kviečia gyvenimo įgūdžių, biologijos, dailės ir kitų dalykų mokytojus dalyvauti 3-jų dalių mokymuose, skirtuose mokinių socialinio ir emocinio ugdymo stiprinimui, pasitelkiant lauko pedagogiką ir mokymąsi per meną kaip mokiniui artimus ir šiuolaikiškus ugdymo metodus. Mokymų metu į šias temas pasigilinsime ne tik teoriškai, bet ir išbandysime praktiškai gyvo susitikimo metu. Mokymų tikslas – tobulinti mokytojų kompetencijas ugdyti vaikų socialinius emocinius įgūdžius taikant mokymąsi lauke ir meną. Mokymai skirti gyvenimo įgūdžių, biologijos, dailės bei kitų dalykų mokytojams ir neformalaus ugdymo mokytojams.

Mokymai vyks 3 dienas derinant kontaktinį ir nuotolinį mokymąsi:

• 2025 m. rugsėjo 23 d. (nuotoliu) 15.00 – 17.00
  Susipažinimas ir įvadas.
• 2025 m. spalio 9 d. (kontaktiniu būdu) 10.00-16.00
  Praktinės užduotys ir mokymai gamtoje. Programa.
• 2025 m. lapkričio 13 d. (nuotoliu) 15.00 – 17.00
  Apibendrinimas, refleksija ir diskusijos.

Mokymai nemokami.

Mokymus ves:
Mamerta Ralytė (Vilniaus universitetas), Laura Stašaitytė (Miško briedžio mokykla), Anna Aldén (UPPSALA KOMMUN, Švedija), Lotta Carlegård (L2 Consulting AB, Švedija), Mürsel Koca (Sakarya universitetas, Turkija).

Kilus klausimams kreipkitės el.p.

Mokytojo knyga "Patirk, kurk, ugdyk"

Mokykla turi būti vieta, kur harmoningai ugdomas jauno žmogaus protas, jausmai, santykiai, kūryba bei ryšys su aplinka. Šiandienos pasaulyje, kuriame vaikai ir jaunuoliai susiduria su nuolat besikeičiančiais iššūkiais, socialinės ir emocinės kompetencijos yra ne mažiau svarbios nei akademiniai pasiekimai. Vis dėl to mokyklose šie gebėjimai neretai atsiduria antrame plane. Menas ir ugdymas lauke, kaip gyvas, patyriminis mokymasis, tampa vertingu būdu grąžinti pusiausvyrą.  Knygoje pateikiamos veiklos, kuriomis gamtoje ir per meną, yra ugdomos socialinės ir emocinės kompetencijos. Jos lengvai įgyvendinamos mokyklinėje aplinkoje arba gali tapti įkvėpimo šaltiniu mokytojams, norintiems eksperimentuoti. Nors veiklos kurtos galvojant apie vyresnių klasių mokinius, daugelį siūlomų metodų nesunkiai galima pritaikyti bet kuriame amžiaus tarpsnyje. Knyga mokytojams sukurta įgyvendinant projektą „EmpowerED: Building Emotional Strength and Social Resilience through Art and Outdoor Education“ (Nr. 2024-1-LT01-KA220-SCH-000253448).

	Knygos kopija lietuvių kalba. Spauskite atsisiųsti čia
	Knygos kopija anglų kalba. Spauskite atsisiųsti čia
	Knygos kopija švedų kalba. Spauskite atsisiųsti čia
	Knygos kopija turkų kalba. Spauskite atsisiųsti čia

Social media

We launched three project-dedicated Facebook groups for local teachers in Turkey, Sweden, and Lithuania as part of our collaborative project. These groups aim:

1. To systematise and present the key principles of developing social-emotional skills through outdoor education and the arts.
2. To offer educators practical tools to help develop social and emotional skills.
3. To encourage more schools to adopt a systematic approach to teachers' and students' social and emotional well-being.

4. To raise awareness within the educational community about the strong connection between ecological thinking and the development of social-emotional skills.

Join our Facebook groups and let's begin this journey together:

Turkey: Öğrencilerin Duygusal ve Sosyal Gelişimi İçin Açık Hava Eğitimi ve Sanat

Sweden: Utomhuspedagogik och estetik för ungas psykosociala hälsa

Lithuania: Mokinių socialinių ir emocinių įgūdžių ugdymas gamtoje

Project consortium

The Coordinator:
Vilnius University (Lithuania)

Partners:
L2 Consulting AB (Sweden)
SAKARYA UNIVERSITESI (Türkiye)
Miško briedžio mokykla, MB (Lithuania)
UPPSALA KOMMUN (Sweden)

About the project

DIGITAL FIRST – Digital tech as the first language: Informatics for digital natives is a groundbreaking project aimed at shaping the future of informatics education in primary and secondary schools across Europe to match the needs of today’s children, the digital natives, born in a digital world and arriving at school education already with a certain level of digital skills.

DIGITAL FIRST calls for a move from a traditional approach in informatics education based on programming languages and technical knowledge to an innovative pedagogical approach focusing on computational thinking to help students learn how to address real-life challenges. This shift in education will encourage the young generation to be “active creators” of the digital world, rather than “passive consumers”.

The project started on 1 December 2023 and will end on 30 November 2026.

Activities

The Digital First project encompasses a diverse range of tasks aimed at fundamentally transforming informatics education across Europe.

Firstly, extensive research and analysis will be conducted to gain insights into the current landscape of informatics education in European schools. This involves examining existing practices and methodologies to identify areas for improvement and innovation.

Building upon this research, the project will be focused on developing and implementing innovative teaching methods in informatics. These methods will be designed to engage students effectively and emphasize practical application, by equipping learners with essential digital skills for the modern world.

Additionally, the project places significant emphasis on defining the competencies required for informatics teachers. By establishing clear guidelines and standards, educators will be better prepared to deliver high-quality informatics education to their students.

Furthermore, the project emphasizes hands-on learning experiences through pilot programs in selected schools. These programs will involve crafting teaching materials, training teachers, and evaluating outcomes to refine and improve teaching practices.

Finally, leveraging insights from learning analytics, the project aims to inform teaching practices and track student progress effectively. By harnessing data-driven insights, educators will be able to adapt their approaches to better meet the needs of their students and foster a more engaging learning environment.

Project consortium

The consortium consists of 15 partners from 10 European countries (Bulgaria, Croatia, Cyprus, Finland, Greece, Italy, Lithuania, Portugal, Slovenia, and Spain). Together, we are dedicated to transforming informatics education in primary and secondary schools across Europe through the DIGITAL FIRST project. By collaborating closely, we aim to develop innovative pedagogical approaches and pilot them in multiple countries, ensuring students are equipped with essential digital skills. Through research, data collection, and the establishment of a competences catalog for informatics teachers, we strive to enhance educators’ knowledge and foster safe digital use among students. By engaging all stakeholders and fostering collaboration, we aspire to influence national policies and EU-level guidelines, shaping the future of digital education in Europe. Together, we empower the next generation to become active creators in the digital world.

SVEUČILIŠTE ALGEBRA (AU), Croatia, the Project Coordinator

SURADNICI U UČENJU (PIL), Croatia,
UNIVERSIDADE DA CORUNA (UDC), Spain,
VILNIUS UNIVERSITY (VU), Lithuania,
TURKU UNIVERSITY (TU), Finland,
UNIVERSITY OF LJUBLJANA (UL), Slovenia,
MINISTRY OF EDUCATION SLOVENIA (MES), Slovenia,
OŠ BRATOV POLANČIČEV MARIBOR (PSBP), Slovenia,
OŠ TONETA ČUFARJA (PSTC), Slovenia,
ESCOLA SECUNDARIA DE ROCHA PEIXOTO (ESRP),
PROJECT LIGHTHOUSE (PLH), Greece,
T-HAP (T-HAP), Cyprus,
ISTITUTO TECNICO INDUSTRIALE “FERRARIS PANCALDO” (ITI), Italy,
SECONDARY SCHOOL “ST.ST. CYRIL AND METHODIUS” (CAM), Bulgaria,
ALL DIGITAL (AD), Belgium.

Website

For more information, please visit: https://digitalfirstnetwork.eu/