"<< Background >>As any citizen, student-teachers and their teacher-educators constantly deal with global issues: migration, religions, intercultural dialogue, economic competition between nations, wars, global terrorism, hate speech, etc. Even though there are strong common points in approaching citizenship education within many liberal countries (valuing individual liberty, promoting tolerance towards other beliefs or values, etc.), each state tends to handle controversial issues in a culturally, and hence politically specified way. As a result, teacher-trainers are often required to follow national recommendations to equip future teachers to teach citizenship in line with a specified (national) conception of what ""kind of citizen"" pupils need to become. The needs of our target groups, notably student-teachers, are to realise and reflect upon the fact that 1° Their national conception of citizenship may be enriched when confronted to other conceptions of citizenship; 2° Many issues seem entirely consensual within one country but become much more controversial from a global point of view; 3° In the context of globalization, the issues that citizens (trainees, trainers, but also pupils) are facing are inherently global and need to be addressed more and more globally. Hence, as researchers and teacher educators, we assume that there is a need to have student teachers engage hands-on with authentic global interactions by using what may be seen as a global type of pedagogy. That is why the GlobalSense consortium, starting from already-existing collaborations in previous projects, decided to apply for an ambitious international project, as a means of making different countries collaborate together and share their conceptions of citizenship, in the context of teacher-training programs. The consortium gathers 4 full partner institutions (from France, Germany, Belgium, Israel) as well as an associated partner (from the United States) which will implement the same pedagogical activity. Additionally, GlobalSense involves numerous associated partners ranging from academic specialists to governmental and non-governmental organisations.<< Objectives >>The GlobalSense project fully takes the European context and requirements into account, in line with transnational endeavours such as the Recommendation of the European Parliament and of the Council of Europe about Social and Civic Competencies (18 December 2006), the European Economic and Social Committee promoting ""A more inclusive citizenship open to immigrants"" (16 October 2013), or the Migrant Integration Policy Index Education Indicators (MIPEX) which measure the implementation of ""Education to diversity"" and ""Intercultural Education"" in secondary schooling. In line with these priorities related to inclusion, diversity, and anti-discrimination, the project has three main objectives: 1° To contribute to student-teachers training on global citizenship in secondary schools. 2° To help future teachers to deal with controversial civic topics in class. 3° To expose student-teachers to a variation of national views on citizenship and evaluate their influence on controversial national and global issues. More precisely, we will engage student-teachers, studying in higher education institutions from five different countries, in an e-collaborative pedagogical design of controversial topics in global civics. We aim at generating a dialogical milieu in which student-teachers can examine and refine their pedagogical ideas in light of critique and alternatives suggested by their peers from other countries, who might have different cultural and political views on the topic and different pedagogical approaches.<< Implementation >>The core activity will be a series of online collaborative teaching on the topics of i) international migration, ii) secular-religious relations. Each activity is three phasic. In phase 1, as part of each course requirements, students will be asked to design a lesson plan on international migration. The instructors will provide some background and various content materials, including materials prepared by the GlobalSense team, related to intercultural, inter-religious, or secular-religious relations. In phase 2, students will be divided into groups of 8, representatives from all the countries, based on criteria related to their lesson plans. All participants will be asked to read the first round of lesson plans of the fellow participants from the group and prepare questions regarding their pedagogical aspects. Following this preparation, in phase 3, students will interact online using zoom. The participants will exhibit their complete lesson plans. These presentations will be followed by a guided peer discussion, and participants will be asked to rewrite their lessons plans following the insights that came up in the online activity. The finalised lesson plans will be viewed and shared by all, part of them disseminated, and a multicultural sensitivity questionnaire will assess the transformation of student-teachers' multicultural and/or global sensitivity. Additionally, the consortium will organise bilateral exchanges between students. Each country will host four students during the last year of the implementation, providing them with the opportunity to deepen their understanding of a foreign approach of conceptualising citizenship as well as related controversial/international issues.<< Results >>The expected outcomes and results are as follows. 1° A database of lesson plans about global citizenship, made available for teacher-trainers in 5 countries and for secondary school teachers. 2° Data regarding the process that the student teachers went through as manifested in pre and post surveys documenting multicultural sensitivity. 3° Presentations in academic and non-academic public conferences, including through Erasmus+ Multiplier events. 4° Articles in academic journals. 5° Interactive online presentations explaining the core methodology, the concrete implementation, the possible obstacles and the most significant potentialities of this kind of teaching activity. 6° Identification of situated best practices through the fieldwork in terms of coordination between stakeholders and users (trainers, students) as well as their involvement in online interactions. 7° Policy recommendations: once best practices have been identified in terms of enhancing multicultural sensitivity and improving digital capabilities in higher education, the team will provide a report about administrative and policy arrangements favouring the educational aims of projects or initiatives that might be inspired by the GlobalSense activities. In sum, we aspire to influence the participating institutions to incorporate broadly international online interactions in their programs. We hope that such a pedagogy will be adopted in additional institutions of teacher education at the regional level in this manner, making it possible for more and more beginning teachers to feel prepared to talk, with pupils or students, about potentially controversial subjects - such as many subjects surrounding the fields of migrations and religions. Finally, the consortium aims to promote favouring conditions making it possible for other actors to reshape the GlobalSense method so that stakeholders (educational authorities, policymakers, trainers, teachers, non-school educators) can adopt it for their own purposes, targeting various publics and engaging various stakeholders."

The goal of the project is to contribute to teacher education for sustainability (EduS) in different European countries. In general, this goal will be achieved by promoting professional knowledge about EduS both in theory and practice in contexts of in-service teacher education. Teacher education for EduS include the following dimensions: equity and social solidarity; diversity, dialogue and inclusion; natural resources, environment and technology; economy and financial literacy. The project is designed for 36 months, involving a network of teachers, teacher educators and researchers from 5 countries and a collaborative work between higher education institutions, teacher education centers and schools. With the main aim of understanding how to educate teachers and teacher educators for EduS, the team of the project will analyze and systematize produced knowledge on EduS; will analyze teachers and teacher educators’ social representations on EduS; will develop collaboratively teacher education programs (TEdP) in order to reinforce networking within the community of teachers, teacher educators and researchers; will develop and disseminate case studies on teacher education for EduS.The project has 3 phases: (1) construction of teacher EduS framework, emerging from a literature review and a characterization of teachers and teacher educators’ social representations; (2) design, implementation and evaluation of TEdP, including action research projects in schools for EduS; (3) construction of a teacher education framework for EduS and dissemination of the project results at institutional, local, regional, national and European levels.

<< Objectives >>Univercine.EU aims to democratize access to European audiovisual training in higher education, and more specifically to the young European cinema in original languages (VOST). It will contribute to strenghen multidisciplinarity in HEI academic offers by integrating innovative and hybrid training modules about cinema into various curricula, and intends to create a transnational and multisectoral network to sustain and foster the development of initiatives for education in and through cinema.<< Implementation >>Within the framework of the UniverCiné festival, it will allow the development of an international e-jury concept on young European cinema through the creation of a training programme with hybrid modules and a phase of experimentation through learning activities for students (2nd year of Master degree), carried out on mobility in a partner university (training follow-up and European masterclass) and remotely (subtitling of a film, screening of films in competition, and deliberation).<< Results >>The project will enable the consortium to enrich its training programme, promoting European cultural and linguistic diversity, and to produce a guide of good practices to deploy the concept to other cultural spheres and/or with other partners. In the long term, it will lead to the creation of a joint International Master's degree in translation and subtitling, which would include the concept of student e-jury in its model (with recognition of the activity by ECTS credits).

ContextThe spectacular progress of space exploration during the last 30 years has allowed the development of Planetary Geosciences, characterised by an increasing involvement at the international level, of specialists of the Earth in understanding evolutionary processes of other planets. GeoPlaNet-SP project addresses the needs of structuring and internationalise the research training in Planetary Geoscience in European Higher Education Area (EHEA), strengthening excellence, increasing cooperation with industry and training young students to address the future challenges of space exploration in a fully multidisciplinary environment. PartnershipThe partnership was born from the GeoPlaNet project (2017-19 locally funded by Région Pays de la Loire (France)) and led by the Laboratoire de Planétologie et de Géodynamique of the University of Nantes, which successfully build up a world-wide training and research consortium of 20 partners in 16 countries, combining teaching establishments, research institutions and space agencies deeply involved in planetary geosciences, some of which having been collaborating for more than twenty years through their joint involvement in space missions.GeoPlaNet-SP is based on a partnership of 5 European Universities with complementary expertise in Astrophysics and Astronomy, in Planetary Geology and in Planetary and Earth Sciences: Nantes (France) coordinator of the project, Coimbra and Porto (Portugal), Padova and Chieti/Pescara (Italy) and a start-up VR2Planets (France) specialised in Virtual Reality (VR). Activities will be held in 3 European countries. Associated partners are start-up in Portugal specialised in space instrumentation and the 15 other GeoPlaNet Institutions including the European Space Agency.Project objectives1- Structure and enrich the training offer in Planetary Geosciences in Europe by:-Strengthening cooperation between partners and develop new collaboration with private companies,-Allowing the realisation of synergies and exchange of good practices inside a network of excellence, with joint activities and intellectual outputs, sustainable for future training courses,-Allowing participants to develop a multicultural European approach that will be very valuable for their careers in an intrinsically international sector.2- Transfer the research collaborations, expertise and cutting-edge disruptive technologies used in research field into the training field:-Increase knowledge about employers needs in the space exploration sector to adapt training offers,-Foster Innovation through testing and implementing innovative practices in the field of education such as VR and new interdisciplinary modules in planetary geosciences that will enrich existing international degrees. Target groupsThis project is meant for:•The 500 researchers and Master1, Master2, PhD and post doctorate students in Planetary Geosciences from the Partners Institutes, •The 20 Institutions of the whole GeoPlaNet Consortium,•Students and researchers from other Universities and broader audience benefiting from the results that will be made public on the project website.Activities & resultsThanks to a dynamic governance, the partners have gathered in 4 work packages a programme of new education modules, innovative tools and intellectual outputs based on their joint and complementary expertise.1. Employability: Surveys on employability in the space exploration sector, and a dedicated workshop gathering private companies and academic.2. Innovative training practices: overview on existing educative practices and a focus on VR technologies applied to the educative field in Planetary Geosciences with an international meeting for exchange of good practice, training for trainers and a video of the use case of VR applied in training.3. Habitability: intensive week with international experts and educative material with the latest results on this hot topic.4. Planetary Mapping and Analog surface: summer school and field trip experience with specific outputs related to comparative planetology, digital mapping and numerical modelling.ImpactImpacts are expected at local, national and international levels: enriching existing education programmes will boost the attractivity of Universities, foster partnership with private companies and benefit to the excellence of the education offer at European level.Potential longer term benefits All the existing Master Degrees in Partners Institutes will benefit from the joint international activities organised in this project. To further address the need of research training in Planetary Geosciences in EHEA, the next step will be to jointly design with the Partners a full International Master Degree. The sustainability of the outcomes of this Strategic Partnership is therefore ensured with an application to an Erasmus Mundus Joint Master Degree between the partners within the next three years.

"<< Background >>The development and expansion of philosophy throughout the educational system’s curricula from kindergarten to college have long been part of the european Union ‘s orientations and have been strongly encouraged in the framework of cross-sectoralstratégies. Contemporary events have highlighted the crucial need to educate and broaden the horizons of future citizens, across Europe, from an early age, by tackling major topics In this perspective of open-mindness, the consortium aims to expand by integrating new partners, each of them bringing their practice and expertise.<< Objectives >>Through an international consortium gatheringe 8 organisations (universities, association, public entity) based in France, Belgium, Greece, Portugal and Lebanon, the project PhileACT aims at promoting a culture of peace and humanist values, taking into account the cultural diversity and awareness towards key challenges. Established in the context of the UNESCO Chaire ""Pratiques de la philosophie avec les enfants"" (https://chaireunescophiloenfants.univ-nantes.fr/), coordinated by Université de Nantes, the project aims at developing in a long term perspective the practice of philosophy in the primary and secondary education sectors at EU and international level. To achieve this, the project will work on the creation of pedagogical methodologies and ressources, will implement trainings for teachers and will disseminate its results to a wide audience (such as families, association, cultural sector etc.). This will enable the project to build and consolidate a lively network of researchers and students, collectivly reflecting on this thematic.<< Implementation >>Through an interdisciplinary and intercultural approach, the PhileACT project will focus on the creation of pedagogical ressources and tools (writing and designing resources for research, training and practice), the creation and implementation of training modules for both students and professors in the different universities and partner associations. These modules will provide key support to teaching teams, trainers and future teachers for the implementation of philosophy workshops in schools. The project wil also focus on the valorisation, towards key stakeholders (teaching world, but also cultural world, popular education, families), of good practices identified by the consortium (research, teaching etc.). This dissemination will be established through the organisation of events (conferences) and the free access (online) to the ressources created by the project (documents, videos database, transcription of philosophy workshops etc.).<< Results >>The project aims at enabling Europe to become a model and driving force for the development of philosophy with children and adolescents, and show that the practice of philosophy with children makes it possible to transmit the humanist values at the heart of the European project while respecting diversity and intercultural dialogue. It targets the valorization, legitimization and development of research on philosophical practices with children through the coordination of an international network. In a long term perspective, the consortium intends to influence European educational policies, allowing for the explicit inclusion in school curricula of the practice of philosophy with all publics from the youngest age. This teaching could contribute to the development of critical thinking, democratic practices, tolerance, open-mindedness and intercultural dialogue.More precisely, the projet aims at contributing to the development of trainings (initial or professional programs) for the animation of philosophical practices with children and teenagers and to the implementation of philosophy workshops in schools and in associative and cultural structures in all the territories of the different partners. By sharing freely a set of online pedagogical resources and training models, the project will enable the establishement of a solid network of stakeholders and trainers, which will result in further links between the research/academic community and civil society at large as well as in an increased international cooperation."