An increasing number of teaching environments are becoming multicultural, requiring new sets of skills on the part of teachers. Furthermore, both the professional world and the associative field are looking for a new profile of employees with teaching skills, capable of opening up to the challenges of multi-cultural and discrimination-free environments. The Joint Master program the TELME project aims to sept up will recruit high quality students in Teaching foreign languages in a multicultural environment, organized in two academic years among four universities for the time being: the University of Rennes 2 (France), The University of Limerick (Ireland), Åbo Akademi (Finland), Univerzita Mateja Bela (Slovakia). The Universities of Alcara and Computense (Spain) are also interested in joining the future JMD consortium. TELME will also allow the consortium to look for constant collaboration with institutions and the business world, which will guarantee a focused training process: European and non European networks, Educational institutions, Regional Associations; Companies; Libraries, Cultural Institutes – both regional and national institutions should collaborate with the universities to offer theoretical training, conferences and internships.TELME will set up a) a joint program with learning validation (120 ECTS); b) mandatory trans-national mobility, with validation of all activities and a multiple diploma, offered by the consortium universities; c) top quality education in language teaching, linguistics, ICT, multi-cultural environments; d) the knowledge of at least two European languages (among French, English, German and perhaps Spanish)..

"""DECLAME'FLE - Development of a FFL (French as a Foreign Language, FLE, in French) Collaborative Space: Literature, Learning, Migration, Exile""In the current context of increased migration, FFL (French as a foreign language) teachers need to take the reality of these societal transformations into account in order to fully participate in the construction of an inclusive and pluralistic society. The transnational European cooperation project, ""DECLAME'FLE - Development of a FFL (French as a Foreign Language, FLE, in French) Collaborative Space: Literature, Learning, Migration, Exile"" seeks to meet the challenge of intercultural dialogue by drawing on contemporary literature on migration and exile (French acronym: LIME) and to offer new open educational resources (OER) to teachers and trainers of French as a foreign language in initial or continuing education. For the three European partners of this project (France, Slovakia, Poland), LIME offers a forum for mediation and the exchange of human experiences and constitutes the foundation for education in contemporary debates.A new approach to literature in FFL didactics calls for innovative teacher training: DECLAME'FLE's mission is to provide a digital collaborative space designed as a toolbox comprising methodological, didactic and pedagogical tools that are modular and co-constructed by the community (corpus of contemporary works, pedagogical scenarios, innovative collaborative workshop support sheets, skills map, enriched manuals, interactive watch and glossary).Revisiting the didactics of literature (including both corpora and learning methodologies) to achieve a more efficient learning of a foreign language also requires new pedagogical teaching methods, in both face-to-face and distance learning – using ICTE and virtual classes, running collaborative and participatory workshops (in Hackathon or kick-off format ) – , representing a range of new innovative models created by participants, illustrated and available on the DECLAME' FLE platform.The innovation here lies both in the resources produced and in the collaborative pedagogical mechanisms implemented to create the resources in question. In DECLAME'FLE, all the actors (university students, external professionals) share their experiences, collaborate among peers, and participate collegially in a new production. The project taps into collective intelligence, sharing and shifting the teaching posture (from direct transmission to the co-construction of knowledge and skills). The proposed measures are part of a truly transductive European strategy: none of the elements can exist without the others and each partner is therefore essential to the project as a whole. At the end of the project, the DECLAME'FLE Collaborative Space will allow all audiences to have access to the OER and adjust them in order to achieve their own pedagogical or learning objectives. To carry out these actions successfully, to encourage productive dialogue on a European scale and to create the conditions for a sustainable exploitation of the results, the structuring of a DECLAME' FLE network on a European and international scale will complete the system so that other users (teachers, trainers, heads of language training institutions) can exploit it and adapt it according to their own objectives and according to their needs.In the long term, the European transnational project DECLAME'FLE will have promoted:- the revisiting of FFL didactics in its curricula and university training- the co-construction of new OER knowledge and resources, both didactic and pedagogical- new pedagogical, transnational, collaborative and participatory practices- the development of new advanced ICT and digital skills.The Collaborative space DECLAME'FLE will allow:- the circulation of European open educational resources (OER) for the didactics of French as a foreign language and LIME- re-appropriation and transfer- the sharing of experiences, good pedagogical practices and the synergy of skills- the development of a European and international network of strategic actors for the transfer of the project’s OER.With its corpora, its free pedagogical resources and its examples of actions carried out in transnational, inclusive and pluralistic collaboration, DECLAME'FLE, constitutes an efficient solution to the construction of an integrated European education."

"The focus of this project is students who require some level of support or consideration to be fully included in HE. While HE organisations have a stated mission to be inclusive and accessible places, anecdotal evidence from both students and teachers suggests that this is not always the case. Furthermore, awareness of accessibility and support strategies can tend to be in ""silos"" of knowledge such as equality and diversity units, student support centres, student enabling centres, faculty representatives for diversity and inclusion. HE lecturers , already under pressure to transfer their teaching materials and methodologies from classroom-based to online within a short timescale, have often had to focus on online teaching which suits the majority of their students. They may not consider or take into account additional accessibility options unless they are formally asked to do so by an organisational policy or a student's specific request for accommodation. It is accepted that when students have to request accommodations in advance, they are already being penalised or excluded to an extent, since students who do not require those same accommodations can simply turn up to any lecture without notice and be able to participate fully. To build a really inclusive higher education system, therefore, lecturers would need to incorporate as many accessibility features as possible, *without* waiting for student requests. InclUDE therefore has three objectives:•Provide an easy way to search and access free and open tools for online accessibility. •Create a practical, step-by-step resource that guides lecturers through setting up online teaching sessions that are accessible to a wide range of students. •Create guidelines of considerations that can help lecturers to make their teaching scheduling and practice more inclusive. These objectives will be reached through the production of 3 intellectual outputs: •IO1: Web repository of existing digital access tools (e.g. online transcription tools, website visibility checks for users with sight loss…);•IO2: Guidelines for accessible online teaching – how to make teaching via e.g. Zoom or Teams accessible to specific groups, for example:D/deaf students; students with sight loss; autistic students; students with mental health issues; economically disadvantaged students with limited access to technology/wifi (including Roma);•IO3: Guidelines for inclusive online teaching – looking at considerations for teaching practice that don't fall under the category of legally mandated accommodations, but can facilitate attendance and participation for students with a range of challenges. The outputs respond directly to this call in that they focus on activities to support learners, teachers and trainers in adapting to online/ distance learning, while facilitating quality and inclusive education. The direct target groups addressed by this project are:•HE lecturers - the main beneficiaries of the objectives and outputs mentioned above; •students - who will benefit from lecturers using best practice in online teaching. Indirect target groups include:•HE managers and administrators;•teachers from other fields (e.g. schools, adult education, VET);•learners from other fields;•local councils and ministries of education; •other policyholders in the field of education; •disability support and service organisations.The project will be managed using the Waterfall methodology, which works well with strategic partnerships that have the budget and outputs agreed from the very beginning. This project addresses the need to gather the best practice discovered under stress during the spring 2020 lockdown, as well as through ongoing online teaching. It further addresses the need for lecturers to have quick, practical and clear resources that they can use at their convenience, and without taking a lot of time away from everything else they are involved in. It aims to ensure that students in a range of circumstances do not get left behind as online and blended learning becomes more prevalent."

<< Background >>Higher education has a critical role to play in the global quest to address the societal challenges that underpin the United Nations Sustainability Development Goals (SDGs) through innovations in teaching, learning, scholarship, operations and community leadership. The TRIP project aims to exemplify through a focus on SDG 4: To ensure inclusive and equitable quality education and promote lifelong opportunities for learning for all with a ‘how to guide’ to support higher education institutions within the partnership and beyond to realise such global ambitions through innovations in inclusive internationalisation at home. Internationalisation at Home is to be understood here as “the purposeful integration of international and intercultural dimensions into the formal and informal curriculum for all students within domestic learning environments” (Beelen & Jones 2015, p.69), is increasingly becoming a key strategic priority for higher education across the globe. Yet, it is recognised within the literature that there is “no recognized strategy, formula or approach” (Robson et al., 2017, p.20) to IaH which establishes the need for collective efforts of key stakeholders from the level of national and international policy makers to that of the individual students. While a number of previous funded projects have focused on these levels individually, the aim of this project is to bridge the gap that exists in taking a full 360 degree approach to robust and innovative Internationalisation at Home. The TRIP project will address this existing gap by developing a framework to embed a quality assured Internationalisation at Home model focused on a tripartite action model addressing: (i) macro (Institutional level & Societal Level) , (ii) meso (Curriculum enhancements and teaching innovations) and (iii) micro levels (Inclusion of all students). We see this as working in tandem with the need for actionable measures that can be operationalised transnationally as indicators of quality IaH linked to the EU priorities of making higher education systems inclusive and connected to society with the SDGs as catalyst to address this gap, with our own focus on SDG 4.We align ourselves with Brandenburg (2020) who promotes the concept of “internationalisation in higher education for society” (IHES) by defining it as “… to benefit the wider community, at home or abroad, through international or intercultural education, research, service and engagement…” (p. 12) A focus on the SDGs enables higher education to look inward to address inequalities in access to education and opportunities to engage fully with education programmes. For example, students from refugee backgrounds are often unable to engage in mobility and what we are proposing in PR2 would enable such students to make-use of their skill set cross institutionally through our innovative virtual modules. In addition, using the SDGs as a catalyst to enable higher education to look externally to help governments and business and civil society to chart pathways to sustainable development. TRIP will also enable a civic and community engaged education to flourish. Our belief is that COVID 19 pandemic has shown higher education to be flexible and agile and we need to build on the capacity to find creative and innovative solutions to provide education through globally engaged civic institutions.<< Objectives >>The priority focus for this project is in building an inclusive higher education system. In training and realising innovations in Internationalisation at Home pedagogies (TRIP) we aim to build robust frameworks and systems to up-skill staff and students to become more inclusive and to hold institutions accountable through a quality assured process which enables purposeful engagement with the UNSDGs. The global benefit of such an approach reflects our commitment to ensuring that higher education produce globally engaged graduates who are capable of working interculturally to solve problems of global significance. Here, we focus on ideas of global citizenship as a frame for raising awareness of global societal challenges and enabling participation in creative solutions through an IaH based module that allows students in engage in virtual mobility. Also, in line with the European University Association’s mission, our goal is to advance the ethos of ‘university without walls’, by ensuring that higher education provides effective mechanisms for the design and delivery of curricula that are on the one hand, inclusive and providing means to access transversal skills (e.g. intercultural competence and global citizenship) while on the other hand, are underpinned by the commitment of higher education to address key societal challenges. Our approach explicitly recognises the importance of interdependencies between and within the SDGs and key pillars underpinned by the European Commission including, but not limited to Sustainability; Diversity and Inclusion, Civil Society, Digital Capacity and Widening participation. We are keen to move away from a process where the UN SDGs are evoked in a time of sustainability washing and provide a framework for effective operationalisation centred around the SDG4: Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all. TRIP focuses on three project results which are built around mapping, building capacity, embedding, evaluating and quality assuring a SDG4 indexed approach to inclusive internationalisation. Each project result takes a levelled focus. In promoting an internationalisation for everyone approach through our focus on a tripartite model, the macro levels of the national policy, the institutional level of benchmarking, the faculty of level of teaching to the micro level of the student population. The following outlines our approach in detail: This vision is underpinned by a number of concrete objectives: To build capacity amongst teaching staff to develop their curricula in line with the inclusive education pedagogy, To build capacity through a train the trainer and a phased approach to the addition of partners and themes across the lifecycle of the project, To map the extent to which Universal Design for learning is a good fit for enhancing inclusive learning and classroom settings (both in person and virtually), To develop students globally engaged citizens through SDG indexed community-based modules, To enhance students transversal skills through engaging in transnational virtual modules with a specific focus on language and intercultural competencies, To deconstruct the artificial boundary between domestic and international student and institution and local community through community engaged teaching, To build inclusive internationalisation champions, Address systems thinking with respect to the mapping on the SDGs to University strategic planning, To develop a quality assured framework through a Certificate in Quality Assured Inclusive Internationalisation at home, and to provide a map to higher education to implement the principles of SDGS through operational and strategic policies.<< Implementation >>Project Result 1 (PR1) focuses on the meso level of university teaching staff through engagement in a development programme for enhanced pedagogy and curricula design. Working to establish a framework for inclusive education which accounts for the range of student types e.g domestic or international and also on learner types is one of the key goals of this project. Project Result 1: We will address this through the development and promotion of an innovative modelling of the Universal Design for Learning framework on to a culturally responsive teaching framework . This PR will produce a micro-credential based CPD course recognised through a digital badge created by the University of Limerick. Project Result 2 (PR2) focuses on the micro level of the student and aims to provide an opportunity for the acquisition of transversal skills including intercultural competence. This will be achieved through virtual challenged based modules, which across of the lifecycle of the project will address on number of societal challenges including environment, social inclusion and building tolerant communities. PR2 will empower and mobilise students and given the virtual nature, provides an opportunity for all students to engage in mobility.PR2 will take an annual add-on approach where new student groups across UG, PG, PhD cohorts to access students to international students in host universities. Thereby honouring our commitment to provide accessible, affordable and inclusive education. Project Result 3 (PR3) brings the project up to the macro level of institutional and national policy. The core goal of PR3 is to provide a comprehensive, transnationally accepted definition of a responsible University. In PR3 we will develop and test a Certificate in Quality Assured Internationalisation at Home with the aim of providing a toolkit for others to follow. PR3 will also directly develop a framework for the implementation of the principles of the SDGS in to operational policies.<< Results >>The core project outcome of TRIP is to propose an effective and efficient manner in which a more inclusive higher education system can be developed where the SDGs are used as a catalyst to effect change across all levels of the institution. We achieve this through a focus on SDG4 quality education using inclusive internationalisation at home as our lens. The life-cycle of the TRIP project includes the delivery of a core set of project result types which address the three levels of our tripartite model with the aim of effecting real change in teaching, learning, scholarship , operations and community leadership. At the micro-level of the individual student which is the focus of PR2 the tangible outcomes will include (i) a virtual module which is societal challenge focused (ii) development of transversal skills through their engagement in transnational and multilingual teams (iii) a training manual will provide opportunities for other higher education institutions to engage in this model. At the meso level of teaching staff PR1 will produce (i) a Special issue of a higher education journal that accounts for the design and development of our training course in inclusive internationalisation that is linked to our curriculum innovation of mapping the principles of UDL to culturally response teaching, (ii) e-learning CPD course for staff to upskill and in an effort to ensure the longevity of the project we will develop (iii) a train the trainer programme. While PR 1 and PR2 focus on creativity for sustainability through the training and realising of our innovations and production of accompanying toolkits for other higher education institutions to follow, PR3 has a focus on accountability and governance to ensure out outcomes are robust and resilient. At the macro level of policy addressed in PR3 our project results are aimed at the operations, governance and quality assurance policies of institutions. We plan to develop (i) a policy framework where other higher education institutions can build on our experience of embedding SDG4. We will also produce a (iii) Certificate in Quality Assured Inclusive IaH with the aim of ensuring a transparent mechanism for recognising thorough and real engagement with the SDGS and not a simple ‘washing’ approach. The more intangible benefits are to the wider communities that we serve. For example, in PR1 students will work with community organisations through Virtual Societal Challenge (VSC) modules and as a result will be empowered to make a real difference through their own creative agency in finding local solutions to global societal challenges. PR2 and PR3 higher education will have access to a series of roadmaps that will enable robust approaches to genuine and real inclusion, which in turn will attract a more diverse student body and open routes to lifelong learning to those traditionally more marginalised from such opportunities. In taking account of our three project results and associated result types and outcomes, we promote an ambition for higher education that is globally minded and civically engaged, where the opportunities to access education and take part fully are available to all.

The IDEAL Futures Teacher Academy will develop a range of professional development (PD) activities and a collaborative digital hub to provide opportunities for transformative dialogue to support educators to develop as future digital educational leaders. It will support pre-service, in-service teachers and educational leaders to consider the challenges facing education in the future and develop a vision based on their individual beliefs and the needs of their school communities, through collaboration with the wider education and technology sector. They will be supported to simultaneously solve specific challenges in the area of digital educational leadership and acquire the necessary skills and expertise through formal online PD. The main objectives are to:1.Support high quality collaboration between ITE Universities, Teacher PD providers, Teacher employment organisations, Policy Makers and Educational Technology providers 2.Identify the key challenges, problems and dilemmas facing pre-service and in-service teachers in a digital era in the context of the digital leadership ecosystem from the perspectives of policy, praxis, pedagogy and identity and identify opportunities for teachers to re-envision and lead a transformative approach to digital leadership in education3.Develop and evaluate a high quality, multi-level, pedagogical model that supports transformative dialogue and leads to a co-operative and integrated approach to addressing issues facing education in the area of digital pedagogical leadership4.Create a range of professional development (PD) content, activities and associated micro credentials to implement the pedagogical model. These will support educators across all levels of education to foster skills in digital educational leadership, including formal Open Educational Resources, Synchronous Workshops, Hackathons, Peer Observations, Transformative Learning Projects and Design Based Research Activities.