<< Background >>Teacher education (TE) in universities has remained one of the least internationalised subjects in higher education. In part of its activities, the Profformance project has e.g. identified the strong need to improve internationalisation in teacher education as well as its assessment. Only around 3.5% of all teacher education students ever become mobile during their studies (due to -among other reasons- the exclusion of didactics from learning agreements or the problem of double majors). In 2019, only 54 000 teachers were mobile (2.46% of the overall population of teachers). Yet, teachers are expected to educate future generations to become global citizens. In other words, students of teacher education are so far ill-equipped to transform their prospective pupils into individuals with a global mindset. Since international projects in schools are comparatively rare and most teachers do not have or take opportunities to engage in further education in internationalisation at a later stage, (high) school education shows comparatively few international components. And yet, our world as well as the labour market ask for young people with global minds, truly global citizens. To educate pupils to become such global citizens requires a stronger global orientation of the teachers themselves. This means they should be better able to face major challenges such as SDGs, climate change, sustainability, or the preservation of democracy in international and global contexts. Internationalisation of TE will innovate learning and teaching practices by widening the perspective. It is not considered an end in itself (“just internationalise”) but a means to an end, improving the understanding of global interconnectedness of the mentioned key challenges and the fact that the landscape constantly changes.In addition, mobility is not the key option to internationalise TE nor the teaching at schools (see context answer below). Thus, DITE relies on Internationalisation at Home (IaH) and digitalisation in particular. The latter has already permeated school education due to the COVID crisis, so that DITE can build on growing digital competences introducing digital-based IaH of TE generating hybrid approaches combining online and in-person approaches. Since DITE also cannot realistically aim at changing the curricula and structure of teacher education directly, which are main hindrances to an increased physical mobility, the project focuses on IaH and the power of online/virtual/digital components to internationalise mindsets. Prioritising IaH over mobility is therefore another innovative strength of this project. Lastly, combining train-the-trainer activities with in-house training courses will provide innovative opportunities to revisit teaching approaches.The project also actively addresses inclusion and diversity. TE students originate usually from the least diverse parts of the society, because of social selection. The percentage of teachers from a migration background is in most countries below 10%. Teachers usually also come from financially advantaged middle-class backgrounds. This collides with a much larger range of diversity within the classroom population with -depending on the school location- not seldomly upwards of 50% migration background and high percentages of low-income families. The consequence is a substantial challenge for inclusion and diversity management for teachers in such an environment that most of them are unfamiliar with from their personal backgrounds. Since DITE cannot change the demographics of both groups, it focuses on the element of internationalisation to increase capabilities of future teachers by sensitising TE students to international perspectives. Thus, the project contributes to a learning environment at schools which takes inclusion and diversity into consideration in a much more organic way by having more teachers using international partners and input in their education.<< Objectives >>DITE pursues six concrete objectives:1. Internationalisation at Home (IaH) as key instrument for inclusionWe know from the Erasmus Impact Study 2014 and various follow-up studies that mobility is not the solution if a large percentage of students (90%+) are to be reached by internationalisation. Therefore, DITE relies on internationalisation at home (IaH) to develop a model of globalised teacher education through diverse internationalisation with a focus on students becoming teachers in upper secondary education since that is the level of school education closest to higher education itself and most relevant for direct impact on future global citizens. IaH will allow to include many more individuals including those for whom mobility would not be an option for different reasons.2. Internationalisation to improve key competencesInternationalisation is understood as a means to an end, not a goal in itself. DITE aims to improve key competences:3. Better understanding of international/global interconnectednessInternationalisation will help to improve the understanding of how concepts and problems are intertwined across national borders, not by reading about it but by actively engaging with individuals in other countries.4. Comprehension of international diversity of perspectivesDITE aims to contribute to the innovation of perspectives and approaches of lecturers as well as students of TE with regard to the complexity of the major social challenges. It also aims to find ways to improve the teaching with respect to these aspects. Direct Interaction with lecturers and students from other countries in the train-the-trainer (TTT) (PR2), the in-house modules (PR3) and the network (PR6) as well as the reports produced in PR1, PR4 and PR5 will provide diverse insights (e.g. that challenges to democracy might be viewed differently, that the Sustainable Development Goals (SDG) are addressed and understood differently in different countries, etc.).5. Use of online/digital/virtual tools via international engagement to improve inclusion and diversitySince most students and lecturers in TE will never be physically mobile, digital mobility as part of IaH will be a key competence to achieve international perspectives. DITE aims to link the experience in digitalisation from the COVID crisis in general to its power for internationalisation, showing how seamlessly integrated such international components can be integrated via these means and tools.6. A more complex concept of change. A key competence for a global mindset is the acceptance that change is the only constant. Where TE curricula and frameworks for school education tend to be extremely static, internationalisation can be a powerful way to open the mind towards change and prove its value in school education. DITE will use the different stages of the project to confront the participants with this change concept and the usability of internationalisation to integrate it as a standard component in education.All this will be applied to the following target groups:As participants: lecturers and students in TE On the local, regional, national, European and international levels, we address five major target groups:1. Departments related to Teacher Education2. International offices and HE leadership3. Students of Teacher Education4. Schools and organisations/networks such as eTwinning5. Ministries of Education and related bodies such as the European SchoolNet.<< Implementation >>Activities implemented across 6 Project Products:PR1: Report on the status of internationalisation of teacher education, which contains an online survey, focus groups, online repository and a report. These outputs require:- Preparing & running an online survey to identify examples of good practice on DITE addressing TE academics, international offices & student organisations at HEIs in the Erasmus+ programme countries- focus groups involving academics and students from all 4 universities as well as SGroup and associated partners (schools, regional authority, eTwinning ambassador)- creating an online repository of the identified examples set up as a PHP database that feeds into the interactive map of PR6- further analysing the examples to expand existing knowledge by grouping identified examples based on typological aspects PR2: Conceptualisation and implementation of the Train-the-trainer ManualThis PR will produce the HEI training experts in internationalisation (Train the Trainers), open seminars (multiplier events) and the TTT manual.These require:- developing the TTT manual based on the results of the report as well as the focus group feedback from PR1. Designated academics and internationalisation specialists will develop the content in cooperation with the associated partners.- Conducting the TTT with TE lecturers from four partner universities in a blended format (online courses plus 2-3 day workshop).- Organising open seminars in Portugal, Poland and Spain conducted in the local language, with local trained lecturers as well as trainers and administrators.PR3: Design and development of the in-house training materials with the outputs: students in TE trained in internationalisation (in-house seminars), focus groups with students, in-house manual.These require:- developing the in-house manual based on the results of the report as well as the focus group feedback from PR1. The manual will be generated by distributing different chapters to all partners in DITE. Designated academics and internationalisation specialists will develop the content in cooperation with the associated partners.- Conducting the in-house training with TE students trained by TTT participants and supporting DITE trainers of the respective university. - Organising focus groups among the participating students to collect feedback for the in-house manual as well as the course as such to be considered for the design of the DITE model (PR5). PR4: Report on the impact of the training on the development of skills and competences with the outputs evaluation concept, participant survey, report on findings.These require:- The development of a 3-pillar assessment model for TTT and in-house training courses including personality traits (Big Five Inventory), perceptions on internationalization, and learning outcomes (defined by the trainers)- Creation of an online survey and data collection before and after training activities as well as 6 months later- Data analysis and report preparation including comparison of groups, 2-tailed t-tests for significance as well as Cohen’s d for effect size. PR5: Design and development of a model and guidelines for implementing DITE in Europe with outputs of focus groups and report.These require:- Focus groups with SGroup members as a qualitative quality assurance measure and associated partners to validate examples and proposals from a practitioner perspective.- Report writing on the DITE model analysing all results from previous PRs and generating a model (or different models, depending on the findings). This includes practical guidelines.PR6: Establishment of a DITE Network with the outputs interactive online map & network of DITE experts.It requires:- the interactive map set-up- organising the annual DITE network conference- establish the network including statutes and recruiting members<< Results >>Participants (direct target group):Our main aim is a strong impact of DITE on the direct participants (lecturers in TTT & students in in-house training activities). We have outlined 12 detailed outcomes. Key impact factors relate to the 6 goals we set for target groups:We expect that participants in TTT gain insights into the opportunities for IaH in TE in order to modernise TE enabling TE students to become teachers better equipped for educating future global citizens. They shall gain a better understanding of international/global interconnectedness and how such internationalisation can improve key competences of their fellow TE students and lecturers respectively. They are expected to develop a good grasp of the diversity available in internationalisation far beyond the most common concept of physical mobility. Crucially, DITE aims to build on the new experience with online education (due to COVID) and widen the perspective towards the power of digitalisation to further the internationalisation in TE. Beyond these objectives directly related to DITE, we also want participants to widen their concept of change as a complex and omnipresent aspect of TE. We do not expect that the forms of impact are one-way (from trainers to trainees) nor uni-directional (everything is better) but rather a mutual learning and self-enhancement process that takes negative experience (e.g. zoombombing) into account and finally leads to positive ideas, perspectives & learning.Partners:We expect that the project will have profound effects for all participating partners. For the four HEIs, the effects are expected to be the strongest in terms of structural considerations, content and mindset. We expect them to revisit approaches to TE regarding internationalisation and engage more in joined activities. For SGroup, the impact expected concerns knowledge about opportunities for TE internationalisation, how this can be related to and promoted among members as well as incorporated into future activity agendas. For the GII, we expect an improvement of its impact assessment approach, stronger engagement in secondary education-related aspects and a better understanding of the conditions, limitations and opportunities for and of DITE in HEIs.For the defined 5 indirect target groups we expect in the short-term an impact in the sense of increased interest in DITE and the underlying concept, especially through the multiplier events. In the medium to long-term, we have envisioned deeper effects and impact on all 6 objectives which might not be directly visible such as a debate on reforming TE education with regard to internationalisation, new programmes to foster a standardisation of DITE and increased cooperation between schools and HEIs on this topic. We especially aim for IaH gaining ground with respect to the concept of mobility in order to address better the issues of inclusion and diversity both in TE in general as well in the international components of TE. Overall, we want to aim for 12 outcomes: - O1: Better insight into the most recent developments in internationalisation of TE- O2: Pioneer group of internationalisation experts in TE- O3: A tool for developing TTT concepts for internationalising TE- O4: A pioneer group of TE students trained in internationalisation- O5: A tool for in-house training courses in TE internationalisation- O6: Increased inclusion and diversity in TE internationalisation- O7: Hard evidence of the effectiveness of TTT and in-house activities- O8: A common understanding of a feasible model for TE internationalisation- 09: Establishment of TE internationalisation as a continuous theme- O10: Raising awareness for green internationalisation- O11: Understanding the need for and benefits of internationalising TE- O12: widening awareness for the need of an inclusive and diverse approach to TE internationalisation

"Context and background of the project: Internationalisation at present is primarily focused on HE staff and students as the target groups and on mobility as the main activity, while Internationalisation at Home (IaH) is still marginal. Even in the most advanced and internationalised HEIs, internationalisation is still inward oriented and not strongly focused on the wider community. HEIs are increasingly active, however, in social engagement (third mission) but these activities, as the TEFCE mapping report states, are usually viewed as competing for priority and relevance with excellence in research and internationalisation. Massive social challenges with a strong connection with internationalisation are also apparent: climate change (e.g. with respect to air travel mobilities) and xenophobia/populism to name only a few. For these challenges, internationalisation will be in need of strong instruments to support change which at the same time would be considered social engagement and - since most of these activities will take place in the home community of the respective HEI - IaH. As TEFCE stated, however, internationalisation and social engagement today usually do not cooperate but instead compete for resources. IHES explicitly aims to change this and activate the internationalisation potential for social engagement. It is therefore placed in a highly relevant and changing social and political environment, not the least considering the COVID-19 crisis. Objectives:IHES aims to build any activity concerning the real needs of society. IHES also wants to test different approaches in a ""regional lab"" setting, thereby also using a quasi-experimental design by working in two different regions (Catalonia and Olomouc). The regions were also chosen due to both experiences in regional cooperation as well as specific societal challenges. Different approaches will be tested, compared and then set into context with findings related to the first objective. IHES additionally wants to generate knowledge that can be easily transferred from the regions and partners involved in the project. As many HEIs as possible will be able to learn from the experiences and apply their own IHES projects. Finally, IHES wants to ensure that the entire project is based on a multi-level inclusive approach that takes into account the main target groups for the project (see also below): HEIs and their networks, societal actors and their networks and regional governments. All Ios, as well as especially the constellation of the consortium, serve this goal.Number and profile of participants:Apart from the consortium members and their direct affiliates (esp. members of ACA, SGroup and LLLP), we will include members of local and regional university and student groups as well as participants from the wider public. Overall, we plan to have more than 500 individuals involved in various ways.Description of activities:IHES builds on a combination of desk research, exchange with different stakeholder groups, activities for individuals from society and university, continuous partner exchange and cooperation, production of various types of highly pragmatic and applicable products (guidelines, reports) and several multiplier events. All these activities are linked to each other and form part of different IOs. At the same time, all IOs build logically and chronologically on each other, assuring a step-by-step approach.The methodology to be used in carrying out the IHES project:As explained above, IHES employs a mixed method approach, using quantitative and qualitative methods of data collection and analysis, desk research as well as interviews and group discussions, within the consortium members and outside, with a strict hierarchical order of IOs.A short description of the results and impact envisaged:The results will be on three levels: individuals (personality traits, attitudes towards internationalisation, intercultural competence), the organisations involved (HEIs, societal actors, HE partners) with regard to IHES, and the wider HE community outside the project consortium with regard to the relevance of IHES. IHES also generates long-term effects by establishing a network of IHES ""enthusiasts"" by the end of the project cycle. Based on all the partner organisations, this network should to be open to any organisation beyond the consortium to establish an awareness for and interest in IHES activities, also long after the project ends. IHES will produce a series of tangible products in the form of reports, guidelines, videos and other materials. The planned dissemination activities, using social media intensively, are also designed to generate a certain intangible result: a shift in the mindset of the wider internationalisation community towards more engagement with the public. We also hope to closely link the results to the COVID-19 crisis and the lessons learned."

SYSTEMIC UNIVERSITY CHANGE TOWARDS INTERNATIONALISATION for AcademiaThe aim of the project is to raise awareness and shift the internal culture of our institutions towards internationalization, thus creating a systemic change in our institutions and in European Higher Education. SUCTI Academia is built on SUCTI, which was is a three-year initiative (2016-2019) approved for funding under the European Commission’s Erasmus+ – KA2 Strategic Partnerships for higher education focusing on the internationalisation of administrative staff. The project was coordinated by the URV, Universitat Rovira i Virgili (Tarragona, Spain). SUCTI has already shown that systemic change through trainings for administrative staff is a key to success of the international university and the impact of this change has been measured and assessed.Shifting a culture is only possible through internationalizing all groups of higher education institutions can we truly talk about international universities. While many activities exist for internationalising students and the predecessor project SUCTI concentrated on the administrative staff, SUCTI Academia now aims at empowering the third pillar, the academic staff, by providing them with knowledge and skills related to their university’s internationalisation process. Investments have been made in the internationalization of this group in an attempt to increase their impact on more international research and publications, more internationalized courses, more international programs. However, in order to perform those international tasks, the academics (scholars, researchers, teachers) need to have the right preparation, training, skills and knowledge to do it properly. Courses delivered at SUCTI partner universities also showed that there is a clear need among academics to get training on internationalisation. Academic staff is expected to internationalize both the teaching as well as research in their academic work while it may happen that they not equipped with the right tools and skills to deliver it properly. What is more, if they are convinced of the importance and added value of internationalisation they can become genuine change agents. In this way, they can make a key contribution to the overall objective of the project which is to transform the internal mind-set of universities and enable them to become truly internationalised institutions.

"SUCTI (Systemic University Change Towards Internationalisation) is the internationalisation at home response for administrative staff. While most internationalisation efforts have targeted students and professors, the SUCTI project has aimed at empowering the backbone of universities: its administrative staff, and this is done at home via a training course, thus reaching all staff and not just the small group of staff who knows English and can be mobile. All administrative staff, if convinced of the importance and added value of internationalisation, has proven to become true change agents towards internationalising our institutions. The SUCTI project has been created and coordinated by the Universitat Rovira i Virgili (Tarragona, Spain) and its consortium has been formed by 8 partners in total. There has been 3 universities: Adam Mickiewicz University in Poznan (Poland), Justus Liebig Universität in Giessen (Germany) and Porto University (Portugal); two research centers: Center for Higher Education Internationalisation (CHEI) at Università Cattolica del Sacro Cuore in Milan (Italy) and UNESCO Chair of University Management of the Universitat Politècnica de Catalunya (Spain); an association: the European Association for International Education (EAIE) based in the Netherlands and a consulting company: the Global Impact Institute based in the Czech Republic. This project has also counted with the support of an Associate Partner: the SGroup European Universities Network. The SUCTI project started by evaluating the context of training provision in internationalisation in Europe and published the ""SUCTI Report on Training Provision on Internationalisation for Administrative Staff in European Higher Education Institutions"". On the basis of this report, the consortium of partners developed training materials for a Train the Trainers course, which was delivered to three trainers per participating institution (6 institutions in 5 European partners). These trainers, in turn, adapted and translated these materials to offer in-house courses in their respective institutions to peer administrative staff members. Each institution then proceeded to offer and give two training courses to their own administrative staff in their own institutional language (while only one course was originally planned). All the materials are available online on the web site of the project to be downloaded. It is important to mention that the didactic materials were posted on the occasion of the Final Conference of the project (June 27, 2019) and 1.380 downloads of these materials have already been made at the time of the writing of this report. The SUCTI project is nevertheless wider than just the offer of training courses. Its objectives were to raise awareness of the importance of administrative staff in relation to strategic transversal processes in higher education and more precisely internationalisation. Through the development of a reference course on internationalisation for staff and the training of trainers to give this course, we have created a network of training experts in internationalisation, we have measured results of the course on participants and have made a big effort to share and disseminate this know-how, materials, manuals and results to all European universities, thus creating a multiplying effect and helping all our institutions to enhance the management, governance and innovation capacities in order to become truly international. This awareness-raising has been not only achieved but it has surpassed all expectations. Within the project we had to conduct 5 open Seminars and more than 8 have taken place. In these open seminars participants from other higher education institutions were able to get acquainted with the project, its objectives, outcomes and how to possibly implement it in their institution. We have also participated in the main conferences in the field of international higher education: EAIE, NAFSA, AIEA and APAIE presenting sessions on the SUCTI project, methodology and results. More than 1040 professionals of higher education from all over the world have attended these sessions. An open webinar offered by EAIE was filled (200 registrations) in less than 24 hours. The web site of the project has received more than 6.300 unique visitors from 115 countries! There were 6 issues of the SUCTI Newsletter, which are still available on the web site. Thanks to the big interest risen, the coordinating institution - URV, in agreement with all the consortium partners, has created a SUCTI Training Unit, who will manage the training requests of other interested institutions and organise Train the Trainer weeks in which staff from other universities can become SUCTI Trainers. The first Train the Trainer week will take place in October 2019. Finally, it is important to mention that the project was distinguished with an award for its contribution to the field of internationalisation: the EAIE President's Award 2019."

The School EducatioN for Sustainable and Equal Inclusion project will develop a module for Initial Teacher Training and a hybrid International Continued Professional Development course that help in- and pre-service teachers acquire the competences needed to differentiate and scaffold their lessons so as to make the (history) classroom experience more meaningful, motivating, and inclusive for all students. In doing so, it pursues the following objectives: (1) To create a wide and reliable network of (history and citizenship) teachers that can support the needs of its members by collaboratively working toward innovative solutions, ultimately strengthening the profile of teaching professionals and increasing the opportunities for cross-border cooperation; (2) To produce tailored training programmes for (history) teachers, providing pre- and in-service teachers with innovative and adaptable teaching methods that will increase their confidence to cater to students’ individual needs; (3) To upscale existing methods and approaches that make history education accessible and meaningful to all, making sure that they can be applied in different contexts and that new teaching approaches build on the success of pre-existing ones; (4) To create a transferable model on the development of hybrid continued professional development courses that can be used in the future to promote courses on multiple subjects.