"<< Background >>Virtual or blended mobility, or virtual exchange cooperations, need to be promoted within universities, academic faculty members need to be trained, infrastructure like digital platforms need to be fit for the cooperation of two or more partners. The fact that we focus on virtual forms of cooperation is based on the intention to make our cooperation both more inclusive and greener in the sense that we want to offer our students international experiences that take into account the need to make our lifestyles more sustainable. Environmental impact, climate change and pollution of our environment make no halt at national borders. This is why collaborating with international partners in this field is of the utmost importance.We focus on Education for Sustainable Development. All lectures and seminars we wish to introduce in form of a curriculum that is being developed will address issues connected with ESD. The target audience will be students of teacher education (TE), as all the partner institutions are specialised in teacher training. We include TE for primary and secondary education in this project. It is our belief that the target group of future teachers is the perfect group of multipliers for the important task of spreading the idea of a more sustainable and environment-friendly way of life. As we see the task of universities in the 21st century in combining teaching and research not only with the transfer of knowledge, but also with the renewal of our society, we consider our students as change agents. With our project we hope to contribute towards achieving the SDGs. But not only the ESD content, also the application of sustainable intercultural collaboration will be transported by our students to their future school classes: their experience of Virtual Exchange will be the basis for their own implementation of VE in schools. At some of our partners, seminars on ESD are already part of the curriculum or at least part of the offer made to students. At PUK, however, ESD is not at all part of teacher education programmes. This is why we decided to collaborate and to open the existing classes at the other partners to students of PUK. In order to do so, we need to change the teaching format: Teaching will have to be done virtually, and the classes will have to be delivered in English. Despite the fact that our faculty is familiar with online teaching, the format of Virtual Exchange is still new to most. This is why we will develop a staff training framework, addressing both the general aspects of design and implementation of Virtual Exchange in our context of ESD, but also adding a new component of how to mentor students in a virtual environment, enabling them to open up for the intercultural experience and for behavioral change, developing the attitude of a teacher as change agent. Having in mind that intercultural exchange does not always lead to intercultural learning and growth – not even by going for a semester abroad –, we will develop a systematic material collection for pre-trained faculty on virtual intercultural mentoring with a focus on our ""green"" context. Opening classes for virtual mobility also brings up the question of recognition. The development towards virtual mobility is not well represented in previous recognition processes at HEIs. There is currently no possibility of enrolling or recognising virtual mobilities. This needs to be addressed in the project, and put into relation to the Erasmus without paper (EWP) process that is about to start this year and to which we all committed ourselves. Lastly, as we realise the need for certified professional development of in-service teachers, we decided to provide micro credentials as a way of certifying the participation of in-service teachers in our ESD curriculum, strengthening the role of our institutions in lifelong learning.<< Objectives >>The goal of the partner organisations is to strengthen their cooperation through this project by introducing virtual forms of collaboration, in order to make internationalisation both more inclusive and more eco-friendly. The structures for this closer, yet ""green"" cooperation are to be set up by NETT DEVISE.In order to do so, we commonly develop a curriculum around Education for Sustainable Development for our students of teacher education. We involve our teaching faculty in this, create new courses (Virtual Exchange cooperations) and train the faculty members to better be able to design and implement those. Having more virtual offers and more offers taught in English is one of the objectives that all partners have. Another important goal is to strengthen the digital skills of both teaching faculty and students of TE, as well as in-service teachers. The current situation made it way too clear that a lot has to be done in this field - especially in Germany, where the digitalisation of schools has so far not been a political priority. Our students will be assigned tasks of virtual cooperation, and working on these tasks will help them to develop digital literacy.As the project takes a structural approach to introduce sustainable internationalisation in teacher education, the international offices of all partner institutions are involved as central coordinators in the administration of the project. These units have been chosen because we all want to build structures that facilitate and upscale virtual cooperation in the future, and secure the quality of Virtual Exchange for students. As the project also includes numerous activities relating to administrative procedures, further administrative staff will be involved (e.g. the responsibles for Campus Management Systems, E-Learning etc.), thus spreading internationalisation measures within our institutions.<< Implementation >>The overreaching subject of our cooperation is Education for Sustainable Development (ESD). With this in mind, we are planning on implementing the following activities:- Virtual and blended mobility offers, including two Learning, Teaching and Training Activities (LTTAs), as well as Virtual Exchange experiences in order to make international experiences more inclusive and facilitate the access and participation of target groups with fewer opportunities. All teaching activity has a focus on ESD. - A Virtual Exchange training programme for academic faculty, developed on individual needs and according to the objectives of all partner universities (we will develop a framework).- The development of a mentoring programme for students participating in the Virtual Exchanges (we will develop a tool kit for faculty).- An evaluation of the new forms of cooperation with focus on the achievment of intercultural competence.We are planning to use different digital tools and online platforms, for example Moodle and eTwinning, to further develop digital skills and competences of both students and staff.<< Results >>We plan to realise six project results and two LTTAs within NETT DEVISE. PR1: This project result consists of the development of a curriculum on ESD for students of teacher education and for in-service teachers. All partner universities will offer courses taught both in English and virtually for participation of the students and associated teachers of the project partners. Responsible project leaders are PUK and VIAA. PR2: Means to accredit the ECTS, full recognition of participation in virtual mobility, virtual exchange cooperations and blended mobility. PR leaders: LUE and PHFR. There are strong links to PR 1, PR 3 and to PR 4.PR3: Green intercultural mentoring programme/tool kit to intensify the experience for students. Leading institutions: PHFR, HAN and LUE. There is a link to PR 4.PR 4: Training programme/framework for academic teachers for designing and implementing class-to-class Virtual Exchange (and introduction of Virtual Exchange cooperations amongst the partner institutions). PR leaders: PHFR and PUK. This PR is linked to PR 3.PR5: Evaluation of intercultural competencies earned in the different mobility programmes – physical, virtual mobility, blended mobility, virtual exchange cooperations. PR leaders: VIAA and HAN. Links exist to PRs 1 and 4 as well as to the Learning, Teaching and Training Activities. PR6: Creation of a micro-credential for the participation in the curriculum created by PR 1. Project leaders: PHFR and LUE."