"The project aims to sensitize university staff to the inclusion of international students, mainly refugees and migrants from third countries, and to maximize inclusion processes. Thus, the opening up of the university is promoted in the sense of an inclusive self-perception and also internal processes can be reflected in this sense and possibly modified.The employees (primary target group) can improve their intercultural and communicative skills, e.g. in the context of counseling or teaching. The focus of the teaching and learning concept developed in the project is on concepts such as fair treatment (irrespective of religion, origin and gender), which can be linked to the current discourse of civic/citizenship education and didactics of social sciences.Refugees and migrants are the secondary target group of the project. They will benefit from the improved skills of the staff in the start-up and counseling centers of the universities. The role of counseling for (international) students is repeatedly attributed great importance (see HRK, 2018).The concept is based on the experiences of intercultural and civic adult education. There are many years of expertise in working with heterogeneous learning groups in this field. And it was often institutions of adult education that created educational offers for newcomers as part of the so called ""refugee crisis"". Methods and exercises from inclusive adult education are therefore adapted for the concept. In addition, concepts and contents of civic education are included in the project.In order to determine the exact need for the specific contents of the modules of the curriculum and to develop corresponding offers and exercises for the further education, a needs analysis in the national contexts at the universitiesis going to be carried out. Based on this, the partners develop the modules of the curriculum by exploiting their joint, partly specific expertise.The curriculum is divided into different modules:1. Self-reflection on (conscious or unconscious) assumptions of refugees / migrants (civic education)2. Communication strategies in consultation as well as in everyday exchange3. (Inter) cultural diversity and intercultural learningThese three form the cross-section modules that are relevant for all employee groups. In addition, the professional groups addressed require group-specific offers. These specific offers (for example, only for university teachers) are the content of a fourth module, which is made up of target group-specific offers.At a joint, four-day workshop, the concept will be tested together and critically evaluated within the project consortium. Here, groups of people from different levels of the universities (administration, teachers, student groups) should participate.This is also the start of a comprehensive practice-oriented evaluation phase, which in turn is divided into:Local evaluation phase: The project involves a total of five universities that carry out the evaluation within their own institutions. The employees previously involved in the workshop now function as ""practical consultants"" who, on the one hand, continue to transfer and disseminate the developed content, and on the other hand are actively involved in the evaluation process.(Over) regional evaluation phase: Thereafter, a transfer is made from the local to the (above) regional level, by evaluating the program with one more university each in the nearby area of ​​the respective partner institution. For this purpose, an online course will be developed in the form of a webinar, which will facilitate access to (over) regional universities and provide additional feedback. The webinar will also be further developed as an independent output and thus contribute to a sustainable continuation of the project concept.The collected evaluation results and feedback from the participants ultimately lead to a didactically concept, which is made available as a handbook and digital manual in all partner countries. The distribution is thus national and EU-wide."