<< Background >>“Preserve peace, prevent conflicts and strengthen international security” (Article 21(2), Lisbon Treaty) is one of the EU’s core values and it is a transnational issue which involve all countries of the world. “The Global Strategy for the European Union’s Foreign And Security Policy” have clearly established links between education, conflict and peace. Higher education is not exempt. Indeed, education plays an imperative role in peace building; if a university student (learner) is educated he/she not only understands and possesses academic knowledge, but also acquires moral values, norms, etiquettes, proper code of conduct, decency and effective ways of communication; education will enable him/her to find out means to resolve the conflicts in an effective manner without being aggressive. Through an effective peace building education, students become more effective communicators, more engaged citizens, and learn to think critically about the relationships between local and global issues. These skills are all vital to building peace in a world full of conflicts. However, much of the current educational provision is offered piecemeal, disconnected from other relevant learning opportunities. There is no clear guidance for students on the skills and competencies they should acquire and no easy way for them to combine courses strategically. Indeed, students who wish to learn about peacebuilding and develop their skills in this area can turn to a range of learning providers. These include formal educators, such as universities, and non-formal educators, such as NGOs. Collaboration between these two learning providers is often challenged by differences in pedagogical perspective, underpinning ethos and teaching methodology. So, the immediate consequence is that these educators are disconnected from one another, with a particularly huge gap between formal and non-formal education providers.<< Objectives >>Following, DACG will provide the educators new innovative tools and competences to develop competences and enhance students knowledge by using an integrated learning approach, which will encourage university students to question, reflect and increase their decision-making abilities, grounded in ethical and peacebuilding values. All of this will be achieved through integrating two different teaching (formal and non-formal) methods and partners experiences. Indeed, the DACG project will consider formal and non-formal education as a part of a lifelong learning process and do not separate these different methods, stressing the necessity of an integrated approach for peacebuilding education. Indeed, formal education is usually criticised for lacking interactive methods for learning and that the one-directional process limits the involvement of the student in the overall learning process, while in contrast, non-formal education methods promote active learning with participation of the student within the knowledge building process. Therefore, the integration of both approaches is vital for a complete cognitive experience by the student (learner).<< Implementation >>Following a schematic and chronological description of the main activities of the project:Phase 1: Nov 2021 – May 2022 -Kickoff meeting -Project management & Coordination activities -Development of Mapping study -Development of eLearning platform -Realization of dissemination activities.Phase 2: June 2022 – February 2023-First intermediate meeting-Project management & Coordination activities-Realization of dissemination activities-Development of the Online course -Realization of the Blended mobility (BM) (C1)-Multiplier events – First Conferences.Phase 3: March 2023 – October 2023 -Second intermediate meeting-Project management & Coordination activities-Realization of dissemination activities-Development of the Toolkit for Educators-Realization of Short-term joint staff training event (C2)-Development of Alliance Roadmap -Multiplier events – Final conferences -Final meeting which will take place after the final conferences.<< Results >>DACG will have a big impact on partners organizations and in general on all formal and non-formal educational stakeholders with interest in peacebuilding education:-Educational process will be improved, assure the use of modern teaching methods based on an integrated approach, as well as the use of IT technologies, e-learning, in delivering peacebuilding education.-Universities will have a better connection with the social and community environment and so have a better identification of the competence requirements for a student approaching peacebuilding related studies.-The PRs will be integrated into the management and/or pedagogical/curricular framework and practice of the participating organisations. -A new capacity to create a cross-sectorial cooperation among the universities (formal sectors) and the NGOs (non-formal sector), which will lead to a decrease in the differences between the two learning providers. -Universities will promote new researches in the field of peacebuilding integrated learning approach and scholarly debate will be fostered.-The new connections between participating NGOs and universities will allow NGOs to attract more young people to their social services, to have access to more funding opportunities and to have recognized the value of education provided.-Universities will benefit of DACG PRs for upgrading their educational offer and upgrading their university curriculums, taking the opportunity to create new degrees or single courses as well as university staff will also learn how to use new methodologies. New collaboration between Universities and NGOs will start.-NGOs and any other entities working with young people, university students. They will count on new educational tools and resources (OERs) about peacebuilding to offer young people participating to their activities.-Public educational authorities could include PRs in their local programmes for young people or create incentives and funding programmes for formal and non-formal educators to work together.-Policy makers. They could use the PRs during the shaping of relative national policies and systems.