The project's acronym is HEIDA (for Higher Education, Internationalization, Data) and responds to two specific needs: a data collection and sharing tool for the internationalisation activities of higher education institutions (HEIs) and, the need to bridge the gap in communication between HEI faculty, staff and senior management in their internationalisation efforts and activities.Existing internationalisation indicators and tools do not reflect its diversity adequately and tend to focus on a single dimension of internationalisation performance such as mobility or research impact. This limited set of data and indicators are what are most commonly found in HEIs annual reports, brochures, websites and other reporting or accreditation documents. Some institutions, due to their size, funding or other characteristics are not always able to dedicate the time and other resources to develop business intelligence or data analysis tools internally to have a single source of information about the state of internationalization at their institution. Likewise, internal awareness of what constitutes internationalization and the information or data behind it is generally considered low at most institutions.To address these concerns, a Strategic Partnership was formed including partners from three European countries (Turkey, Slovenia, Spain) with complementary competencies, skills and experience. They are all Higher Education Institutions that are active in their respective internationalization processes. The project's general objectives were achieved specifically as follows:1. Identifying the internationalization concepts, approaches, indicators and data that are most relevant to HEIs in the participating project countries and the type of information that would be most useful to institutions through a literature review and testing of a draft online tool using an online questionnaire.2. Identifying adequate internationalization data management practices that can be useful for other HEIs 2. Developing and implementing a test online tool and training course that allows a single source of information about the state of internationalization at a HEI and online training course3. Disseminating the results Europe-wide to HEIs through the project website, social media accounts and groups, sessions at international education and higher education conferences and other partner communication channels and a launch conference to maximize the impact and sustainability of the HEIDA tool and online training course.The project started in December 2014 and ended in November 2016. In the first phase, a desk-based literature review was conducted to provide a clear conceptual and methodological framework that guided the design and implementation of the internationalization data sharing tool and training component. The review was complemented by the findings and reflections of a stakeholder workshop held in Istanbul with representatives of Turkish higher education institutions. This review looked at the concepts of internationalization in higher education at the institutional scale, dimensions and levels. It also looked at why it is important to measure and monitor internationalization in HEIs and provided a map of the most comprehensive indicator tools and/or approaches developed to date by different organizations. In the second phase, the feasibility of the tool was tested on a sample of 117 HEIs in Europe through an online questionnaire, with most respondents belonging to institutions in Turkey and Slovenia. The aim was to evaluate if the order of steps, number of questions, data management criteria questions and internationalization indicators would be considered easy to understand and useful to its users. The online questionnaire was also meant to gather feedback from future users about whether they considered such a tool a way to add value to their internationalization activities and strategic decision makings. A series of one-to-one interviews, focus groups, surveys and desk research was also conducted at the three partner HEIs to understand how data is managed and used and how does this apply to the online tool and training module as well as best practices.The third and final phase consisted of activities to promote awareness of the HEIDA online tool and the HEIDA online training module amongst HEIs and other stakeholders and improve a final version of both outputs. The HEIDA tool was presented to an international audience at the HEIDA Conference in Istanbul and other international conferences.Impact: feedback received from participants through a post-conference questionnaire was mostly positive in terms of the perceived relevance and usefulness of the online tool and their indication that they will incorporate the HEIDA tool and online training to their institution's activities in the future once ready. All the project reports and outputs are available on the project website (https://heida.ku.edu.tr).

Before the COVID-19 pandemic there was as increasing use of digital media and technologies for learning in HE. Almost all staff engaged in teaching and learning in HE used some form of digital technology. Some of these technologies such as PowerPoint and online learning platforms including Moodle were used extensively, with HE Staff feeling they had a high level of competence. However, the range of digital technologies used was very narrow. Since the pandemic, HE staff have been required to use a much broader range of technologies as they have continued their teaching through blended or online approaches. Now almost all HEI staff are required to use video conference-based classrooms and most will produce voiceovers or video presentations. These changes have been made in an ad-hoc way with limited training and thought about the design and pedagogic implications of the way technology is introduced. In addition, there is pressure to use technologies in ways that were not anticipated by HEIs, with concurrent (e.g. in class teaching that is at the same time streamed to students at home and recorded for others) rather than blended use of approaches being used in prototype forms, as HEIs innovate to meet students’ changing and differing needs. There is a need to expand HE Staff competence in using a wider range of digital media and technologies and the ability to embed them in the design of their programmes so that they have the greatest impact. The PRUDMET project will address the need to support HE Staff in becoming competent in a wider range of digital media and technologies, and to embed them in their teaching and learning programmes. Building on the work of other projects that address digital media competence and using workshops, mentoring, and online video guides, it will develop interventions that support HE Staff. The objectives of the project are to: develop a competency matrix for Digital Media for HE Staff; produce workshops and handbooks for Trainers of HE Staff to support them in training; develop and implement a series of workshops, mentoring, and video guides to train HE Staff on digital media and technologies.Led by the University of Gloucestershire (UK), the project will involve three further Partners from three countries: ISSBS (Slovenia), University of Alicante, (Spain); Vytautas Magnus University (Lithuania). The PRUDMET Consortium brings together Higher Education Institutions with expertise in the development of workshops on digital media and technologies, mentoring, and course design for HE. The Partners have experience of creating positive outcomes for individuals through building their skills in a range of sectors.Together, they are experts in the development of HEI diagnosis tools, learning materials, and leading learning interventions that facilitate growth, and the project will use workshops, supplemented by mentoring, and video guides.The outputs of the project will have a positive impact on the skills for digital media and technologies held by HE Staff, and will increase the performance of HE Staff and their impact on students, by embedding the outcomes in the day-to-day activities of HEIs.The project adopts a practical approach that will result in HEIs adopting and embedding workshops and outputs in a way that will ensure their impact is sustained. In the long term, the project results will remain available through a publicly accessible website. The project Partners also expect the materials to be reused and modified by HEIs, providing the platform for long term development of digital media and technology competence across HEIs.

Young people are still not properly prepared to enter labour market. In spite of many reports listing soft skills and competences mostly required by employers, in spite of closer cooperation between schools and companies, in spite of many tools and method available for young people wanting to gain soft skills. So, where is the problem? Dr Helen Soulé, executive director of the Partnership for 21st Century Skills (P21) says ”..these new types of soft skills cannot be taught in isolation but must instead be suffused throughout the curriculum.” Nowadays, universities understand their task in the process of shaping soft skills of students. Soft skills courses are very often part of the study programs. But apparently, this is not enough. Andreas Schleicher, director of the OECD’s Directorate for Education and Skills, highlights, that soft skills can be taught through the traditional subject base—often more effectively than when they are self-consciously administered as a separate focus. What can be solution for that? The best solution – to incorporate teaching of soft skills to programs of regular subjects taught by academic teachers. What is the problem with such strategy? Not all teachers are prepared for that. Most of them are researchers busy with research work, and when they started their teaching job – they were not required to be responsible for shaping soft skills of students. We would like our project to contribute to change of this situation. Having the awareness that high quality of teachers’ skills results in high quality of skills and competences of their students, we would like to develop system of tools helping academic teachers to be more successful in shaping of soft skills and competences of their students. Our goals: - Equip academic teachers with skills and knowledge allowing them to shape soft skills of students during regular classes - Change attitude of academic teachers and encourage them to support students in gaining soft skills - Support teachers in the process of making their work more efficient and increase its quality - Create an academic environment friendly with teachers' professional development towards increasing the efficiency of work with young people - Develop tools widely available for academic teachers who want to improve their skills - Initiate, in academic environment, discussion about possibility and advantages of shaping soft skills of young people during regular classes Our outputs: O1 – Publication for academic teachers. Publication containing directions and advices about how to improve quality of teaching O2 – Courses for teachers. We prepared 4 courses for academic teachers. The aim of these courses was help teachers combine standard teaching programs with new, attractive attitudes

<< Background >>According to the in depth analysis that the partners have prepared in preparation of this application (attached)the partners have found, that in the face of the COVID-19 pandemic, social inequality and societal incoherencedemonstrably increased and also became more visible, particularly through negative communication, fake news,disinformation and cyber-bullying. These societal trends are felt also in universities on two levels: as divisionsgrow, also the bitterness and style of the in-university discourse becomes rougher. There is a risk that alsoamong University members the awareness of considerate and respectful communication is suffering from thesenew trends.Need: Therefore an up to date code of respectful and effective communication needs to be developed. Such acode needs to consider the different literacies and communication styles and expectations of differentsubgroups. A more confrontational and less harmony orientated style of communication impacts on the generalsocially responsible behaviour and practices of University members. Such development is also reflected inseveral needs analyses from different European countries and recent scientific studies, which suggest thatgeneral societal behaviour and impact from habits and attitudes which have grown in social media are impactingon Universities and have significant impact on the teaching process and academic communication. Among thenegative impact of disinformation, also cyber-bullying is a growing problem with well-documented social,psychological, and academic consequences ( Byrne, V. L. (2021) Al-Rahmi, W. M., Yahaya, N., Alturki, U.,Alrobai, A., Aldraiweesh, A. A., Omar Alsayed, A., & Kamin, Y. B. (2020), since due to the COVID-19 pandemic,universities have moved their activities online. On the whole, university teachers are in the focus of attention,as they are or should be the role models of correct, respectful and encouraging communication. Suchcommunication and media literacy therefore need to be a universal part of university teacher competence. Whilemedia literacy as an approach and integrative concept to solve this divide has a strong tradition in social work,pedagogics and especially in youth work practice, there is a lack of imparting these competencies within thewider higher education sector. Also, universities are not sufficiently networked with the wider civil society, asyouth groups, cultural and civic initiatives, so that there is little knowledge of the media consumption and mediacreation habits of students and faculty and therefore little influence on these habits. Cyberbullying poses adouble risk. Children can fall victim to it, but they can also become cyberbullies themselves. Consequently, it isnecessary to focus on the relationship between media and youth culture and on the skills in relation to digitalmedia of young people, not only concerning the use of technology, but the development of cognitive resourcesthat enable them to evaluate information critically. This project calls for educational literacy not only confined tothe acquisition of skills, but to the development of a critical structure, towards the understanding of social,economic and communication contexts.<< Objectives >>To address this need, imparting media literacy has to be approached in the sense of a general values education and thought within the oncept of multiliteracies, which can be defined as “the skills to interpret, to produce and to evaluate different kinds of texts. These skills help students to understand diverse cultural forms of communication and to build their identity”. Students and university faculty have to connect with the civil society, in particular youth groups in order to develop a common, socially responsible code of conduct for media usage, which includes knowledge about media, particularly social media, as well as skills and values in using them in a university and/vs a civil society context.There needs to be an ethics code of conduct concerning factors like correctness of information, bullying, netiquette, communication style, emotional intelligence and soft skills in general. To promote media literacy, the project will establisha transnational training network between those most commonly active in this area, as experienced social workers/multipliers in the field of media literacy and respectful communication in youth work on the one side and general university staff and students on the other side. The aim of the network is to develop and practice a common code of conduct of responsible media usage and training multipliers of media and communication literacy as a resource for university staff as well as civil society activists as role models for the younger generation at universities and in society. The project addresses the topics of Democracy and inclusive democratic participation”, “Media literacy and tackling disinformation” and the “Prevention of bullying” in order to contribute to the horizontal priorities “common values, civic engagement and participation”. This will be done by contributing to “digital readiness, resilience and capacity” of University members. Therefore, the objectives of the project are:● developing the media literacy of University staff and students in order to foster a culture of respectful scientific dialogue within the university and as members of the civil society● increasing the exchange of experiences and interchange with the wider regional civic society to build a knowledge partnership between Universities and civil society for a respectful societal dialogue● develop a code of respectful dialogue in University and (social) media for all University Members● more attractive education and training programmes, in line with individual needs and expectations● modern, dynamic, committed and professional environment inside the organisation ready to integrate good practices and new methods including digital capabilities into daily activities;To this goal, it is our objective to● develop a Matrix of Media and Respectful Communication Competences for University Staff● develop Multimedia Modules on Media Competences and Respectful Communication● develop Transmedia Learning Platform on Media and Communication Competences for University MembersFurther on we aim to support the ● contribution of science to mitigating societal tensions, as expressed in phenomena like conspiracy narratives, hate speech and cyberbullying ● consideration of European values in the further internal development of Universities and in their collaboration with the Civil Society.The project will consider aspects of multi-dimensional diversity in all its activities. It will also consider eco-friendliness in the execution of all objectives. The project will therefore train in three learning activities 15 socially active advanced students, 15 University members (staff) and 40 additional University members to develop and design social implementation of a code of conduct for respectful communication and media use at the University-Civil Society interface. This core group of learners will reach out to additional 530 beneficiaries. The learning outcomes of the coaches will be certified by a Europass validated by ISSBS.<< Implementation >>We will implement Project Management activities, Learning and Teaching activities, activities to multiply and disseminate the results, internal evaluation and quality assurance activities Project Management and Implementation activities (led by Pegaso Telematic University) to● manage, coordinate, monitor project (incl financial management)● setup project administration and internal communication systems● carry out quality assurance (led by SoWiBeFo e.V.) and awareness raising activity (led by UPT) throughout project● and all other implementation activities requiredTo achieve the material results and outputs we will implement the following activities:● Elaborate methodological guide and instruments for data collection for developing a matrix of University-CivilSociety Competences for Respectful Communication and Media Competences:● Analyse COVID impact and influence of social media on in-university communication in each country● Deliver focus groups in each country● Identify and describe 5 good practices/country (3 p and short video (20 overall))● strategic planning of professional development for staff in line with individual needs and organisational objectives● Draft a preliminary matrix of media communication and respectful communication competences for validation● Survey among 10 university staff members in each country and analyse survey● Finalise matrix of media competences and respectful communication for university staff in skill developmentrecommendation report and info graphic format, translationActivities contributing to the result “Multi-Media Modules on Media Competences and Respectful Communication”(Led by POU) include:● Review of competences matrix and survey results to deduce training priorities● Selecting, adapting and developing national and target group specific content● Synthesizing and translate draft version of 10 multi-media modules (10 p written introduction to topic, ppt,instructional video (5 min))● Obtaining feedback from partner organisations and modify draft versions of multimedia modules● Elaborating final version of modules, translation, introduction of content to online portal● Contributing to the result “Transmedia Learning Platform Content” (Led by ISSBS) are the activities:● Elaborating a framework didactical concept based on transmedia storytelling● preparing content templates● Developing training material on relevant topics in infographics, stories, snippet info and adapting it to use in a webformat● Shooting 50 snippet video/animation sequences, subtitling● Registering Users, Building User Community, Facilitating use of platform (online support)● Collecting User Feedback through Focus Groups (10 users in each country in online group) and analysingfeedback● Adapting the blended transmedia learning platformMeetings:● 5 Transnational Project Meetings (4 face to Face and 1 Virtual)● 1 Virtual, 2 Slovenia, 3 Italy, 4 Romania, 5 Germany● 27 virtual meetings● 3 Learning, Teaching and Training Activities:● C1 International Training of civil-socially active students in advanced semesters from partner organisations withmulti-media modules (2-5 per country) in a blended format of 3 days Face to Face training over 4 weeks of 8 hoursfor 15 learners (● C2 Training for a mixed group of 15 civil society activists and University staff members (2-5 per country) in ablended format of 3 days Face to Face training over 4 weeks of 8 hours for 15 learners (Slovenia)● 8 Multiplier Events in the partner country to raise awareness and disseminate the results. These events will have340 participants● One International Online Conference with 150 participants, among them 40% from countries outside thepartnership (ISSBS)<< Results >>Result 1: Matrix of Media Competences and Respectful Communication for University Staff (Led by UPT):The result takes up the challenges of digitised communication, which has disrupted traditional communication styles The matrix will define a list of hard and soft skills that define a respectful and constructive communication among University members(staff and students) and vs. the Civil Society. The result will be based on a selection and expansion of such competences. The result will help Universities to reflect on negative communication styles and find competencies that need to be improved. Also competencies of understanding and identifying mechanisms of anti scientific narratives, conspiracy narratives, rules of fact and evidenced based reasoning and communication as well as essential skills of effective science communication will be defined. The result will be highly innovative and can be used by a wide audience within Universities and Civil Society organisations to review and assess own competences and to define programs of further training.Result 2: Multimedia Modules on Media Competences and Respectful Communication (Led by POU): The result addresses the need for training for coping with the disruptive style of anti-scientific narratives, hate speech and cyber bullying that currently dominates the public discourse and negatively impacts on Universities. A common competency building programme of good, factful, effective and respectful communication must be developed and implemented to ensure that the public discourse at Universities and between scientists and the civil society is a safe and encouraging space (diversity of origin and opinion, common understanding of rules of conduct).Indicative contents include:Current trends of disruptive digital communication: fake news, hate speech and cyberbullying phenomena, Philosophical and media theoretical foundations of communication and scientific argument, basic rules of respectful communication; the theory of multiple literacies; respect for diversity vs. methods for finding common ground; Communication in different systems: science vs. public discourse, differences in scientific disciplines; development of individual competences (with practical exercises; anger control and appropriate communication styles; success factors of effective science communication in University and Civil Society. Each module will have an introductory text of 10 p. plus teaching material (worksheet, presentation, explainer video) and the overall volume will equal 100 p. of written text.Result 3: Transmedia Learning Platform Content (Led by ISSBS): In order to widely communicate and transmit the findings of R 1 and to communicate the programme of R 2 to a unlimited audience of users in Universities and Civil Society the partners will create content for a transmedia platform which will feed a transmedia outreach strategy by the partners on the topic of respectful communication and dialogue within University and between University and the Civil Society. Snippet sized multimedia messages on Social Media, short videos for the use on YouTube, TikTok, Twitter, Instagram etc., produced to “go viral” to create a dominance of respectful attitudes as a standard of good practice and behaviour at universities and in Civil Society. The material and methodology is designed for sustainability: the consumers of the material will be invited and encouraged to become co-creators and the material is designed as a template for the production ofsimilar media within University seminars and in Civil Society activities. Therefore an impact far beyond the lifetime of theproject is expected. 60 learners trained and certified by ISSBS (Europass). Expert audience of 490 stakeholders involved and engaged in 8 multiplier seminars and one international conference Interim and final Evaluation report of outputs and outcomes for the information of the expert community and potential users from the target groups (30 p. + 60 p.)

Inclusive university – a set of tools dedicated to HEI for better respond to disabled student’s needs project will be implemented by international consortium of partners – HEI and NGO in the period between 01.09.2019 – 30.09.2021.the process of social cognition helps to select, interpret, remember and use information in order to make judgment and decisions on social world (Aronso, Wilson, Akert 1997). Such activity bases on simplification. Very often it deforms the image as it enables to create wrong opinions on other people, categorizing them and even creates stereotypes and prejudices. According to researches on stereotypical approach to disabled people, disabled person is: weak, withdrawn, frightened, failure-liable, unsuccessful, help and support needed rather than being treated like a partner. Due to the fact those stereotypes emphasize wrong, inadequate specifics of disabled people, they influence interpersonal reactions and social contacts. Our project’s main aim is to break this approach and build the image of disabled person as an equal member of university society. Our proposition is to launch “Inclusive university” project, which main aim is to contribute to improve the situation and functioning of students with disabilities at University. Taking into consideration year-by-year increasing number of disabled students at European Universities, we would like to develop a set of tools dedicated to HEI for better respond to special needs of disabled students.Goals of the project are to:-Equip didactics, academic teachers with the knowledge on how to organize and coordinate education processes for students with special needs and disabilities, with the use of modern technologies-Support academics on how to diagnose and develop educational programmes responding to needs of disabled students-Tailor education strategies and methods to different types of disabilities: blindness, deafness, mental disorders, autism, socially awkward, other difficulties-Raise awareness of university community (didactics, administratives and students) on the presence of disabled students at the university-Increase the quality of studying and feeling of self-confidence of students with disabilities-Increase the quality of teaching by developing new approaches in teaching programmes including the concept of universal designDuring implementation of our project 3 main intellectual outputs will be developed:Output 1 – Publication dedicated to academics on how to teach disabled students with different disabilities.Output 2 – Training programme – raising awareness of university staff (didactic and administrative) and students on the presence of disabled students at the universityOutput 3 – Training course for students - universal designThe consortium consist of HEI from Poland, Slovenia and Cyprus and NGO from Poland. All partners are experienced in the field of international cooperation on innovative products. Impact of the project (in short):-Academics will have opportunity to learn how to incorporate new methods to their work and increase its quality and have opportunity to learn how to make their everyday classes more interesting and understandable for disabled students-Administrative staff will have opportunity to learn how to professionally deal with students with disabilities and raise their awareness about needs of students with disabilities-Students will be equipped with knowledge and competences enabling them to be more open and helpful in cooperating with their peers that have special needs. The project and its outputs will contribute to increase the openness and feeling of solidarity.-Universities will be more open, inclusive and friendly places for students with disabilties