CONTEXT: Since the UN has introduced the Sustainable Development Goals (SDG) and the EU is promoting the European Green Deal much more attention is drawn to sustainability management. To ensure quality of life on earth, a contribution of every economic sector will be required. Sustainability management weights the importance of economic, ecological and social goals of a company equally. The Social Economy (an uprising European sector providing social services) consists mostly of nonprofits, who are lacking skills related to this new kind of management. These organisations need staff members with skills in sustainability too. It is necessary to include these topics in the university education of future managers in Social Economy. eco3 - Sustainability Management and Green Controlling in Social Economy- will fill this gap and elaborate an educational package with 15 ECTS for Social Economy study programmes consisting of:1) Two specific courses (sustainability management & green controlling) help students to develop specific competences/skills; 2) Learning and teaching materials will be developed with regard to different study programs (Social Work, Social Management) and groups of students: a lecturer’s guide, Power Point slides, a notated list of recommended literature, a guidance for group work and discussion groups, and a script for every course. 3) A workshop simulation game “green monopoly” and a “green controlling tool” to experiment with 7 different scenarios in 5 social economy business cases, both specially developed for this project. In the game, students initiate, accompany and evaluate an introduction process of sustainability management in a social enterprise. The green controlling tool helps to select indicators suitable to find measures and to assess the management success.4) Pocket Lectures: Video and podcast episodes for sustainability management in social enterprises, to repeat or to prepare for a flipped classroom concept.OBJECTIVES include:1) to co-operatively elaborate the above mentioned results 2) to motivate other universities to use the educational material3) to deepen the understanding of the specific framework conditions for Social Economy 4) to broadly disseminate project results and to establish a future plan to maintain and to develop results after the project end in higher education RESULTS A) Deepening the international cooperation of universities in the field of Social EconomyB) Elaboration of new ways of cooperation between universities and social economic enterprises to develop teaching content and research focusesC) Enlarging the social impact of social enterprises and enfold sustainability effects D) Developing and sharing the importance of sustainability TARGET GROUPS: Dissemination activities and 2 multiplier events address university lecturers, students in Social Economy and social work in Austria, Germany, Romania and the Czech Republic and stakeholders and representatives of different study programmes as well as practitioners from the Social Economy and people from neighbor disciplines (like public management or health management).The METHODOLOGY is research- and experience-based and will include a variety of didactic approaches for the educational package such as lectures, presentation of case studies, flexible interactive and self-study elements, gamification elements like the simulation game and software-based learnings; project management will be lean combined with critical path analysis.The CONSORTIUM consists of 4 universities and 2 SMEs from 4 countries:Co-ordinator FH CAMPUS WIEN (AT) – Department of Social Work, Master´s Degree Program Social Economy and Social Work. FH CAMPUS WIEN has invited the UNIVERSITY OF OSTRAVA – Department of Social Work (CZ) and BABES BOLYAI UNIVERSITY (CLUJ-NAPOCA) - Faculty of Sociology and Social Work (RO) to co-operate in this project, as these three universities are already co-operating regarding their Social Economy classes. The CATHOLIC UNIVERSITY OF EICHSTÄTT-INGOLSTADT (DE) - Faculty Social Work, is also offering a Social Economy programme and will contribute further expertise in nonprofit management and impact measurement. Practitioners’ inputs comes from the following SMEs: AKARYON (AT) is contributing expertise in sustainability reporting, in programming of web-based, interactive tools with impact assessment algorithms and in development of digital tools for teaching. XIT (DE) is providing services and support to primarily Social Economy organisations building on expertise in nonprofit management control and social impact measurement.IMPACTS: This project’s results educate lecturers and Social Economy students - future company founders or employees - with green skills needed for the upcoming required ecological transition. Eco3 contributs to opening education through new digital technologies, boosting digital competence as well as enhancing cross-cultural exchange (Europe’s Digital report 2016)

The project was based on how universities are currently reflecting on their roles in contemporary society and the relationships between their component parts and institutions and the community. One such relationship between universities and society is considered to be the third mission of universities. A strategy, which has been successfully developed around the world for several decades in the context of the third mission of universities, is the service-learning (SL) strategy. SL is a method of education, in which theoretical training is linked to the acquisition of practical experience. The added value of SL is that, in addition to one’s own development, it allows one to help others in their natural environment through the activity created. SL is described as one of the ways of experimental learning, which includes a balanced focus on the service provided to the community and the learning that takes place in this service. Thanks to this strategy, universities comprehensively fulfill their basic mission and prepare a new generation of experts who can integrate the acquired academic qualities with social responsibility and civic engagement. There are universities in the European educational area where the service-learning strategy has been in place for several years, but in most Central and Eastern European countries it is only at its early stages or is as yet unknown (similar to the considerations of the social role of universities). Consequently, the main goal of the project was to strengthen the capacity of higher education institutions to fulfill their third mission and to increase the civic engagement of students through the implementation of an innovative SL strategy in the region of Central and Eastern Europe. A partial goal of the project was to increase the quality and relevance of the offer of education in the area of implementation of the SL strategy into higher education through the development of training curricula and materials adapted to the context of Central and Eastern European countries.The project was based on the experience and expertise of partners from 6 EU countries (Slovakia, the Czech Republic, Romania, Croatia, Germany and Austria) and two countries outside the EU (associate partners) in the implementation of the service-learning strategy. The project coordinator was Matej Bel University in Banská Bystrica.The key activities of the project consisted in the creation, testing and dissemination of innovative outputs, which can be used even after its completion. The main innovative outputs of the project are: 1) Training for teachers on the SL strategy and a handbook for trainers, 2) Service-learning for higher education for teachers. A manual for teachers. 3) Recommendations for the promotion and strengthening of SL in the European context of universities and examples of good practice. Outputs are available in English, Slovak, Czech, Croatian, Romanian and German. All project outputs are available online on the project website www.slihe.eu. The outputs of the project are translated into several languages and are ready for implementation and development within other organisations (universities, secondary schools, third sector organisations). The outputs have contributed and will in the future contribute to the development of the social role of universities, the involvement and competences of young people, but also to the solution of the problems of different communities.Testing of project outputs consisted of the implementation of SL training for university teachers, which was attended by 70 people, and the implementation of service-learning projects accompanied by mentoring of 27 teachers. During the implementation of the project, 67 service-learning projects were implemented within the testing, in which a total of 810 students collaborated with 58 partners in the community whereby their projects had an impact on more than 2,300 people. The project also involved 218 people from within the student and target groups of service-learning projects with a lack of opportunities and therefore contributed to their inclusion in the project. Within the project, 6 transnational project meetings were held, these were used to create the intellectual outputs of the project and its management. The key dissemination activity was a two-day international conference held online, which was attended by 116 people from outside the project partners and more than 250 people during the accompanying activities. The project had an impact not only on the participating organisations, teachers and students but also on local communities. Cooperation between different actors in solving various problems has been strengthened, i. e. between civil society, citizens and universities. At the international level, we can identify an increase in international cooperation as an impact. The project also contributed to the building of a network of institutions in the field of service-learning at the European level.

"<< Background >>The diverse innovations in the relevant school and university contexts that have been implemented in recent years and have resulted in measurable improvements, as outlined in this application. However, all actors involved in the application of the current project ""Language Power(s) Europe"" can and could recognize considerable socio-cultural changes on the basis of their respective activities and daily work in their respective countries. Relevant observations in the core area ""place of action school"" as well as latest scientific findings urgently suggest a well-founded, reflected and targeted further development of the acquisition of intercultural communicative competences in the broadest sense. The special importance of grades 3-6 (from childhood to adolescence) as a formative and groundbreaking phase of development is recognized as is the role of parental work. Without a stronger involvement of parents, the school's work would remain deficient. The broadest possible acceptance of our inclusion efforts in Europe requires a change in awareness: linguistic and cultural diversity as a constitutive feature of our continent must not be seen as an obstacle and barrier, but rather as an opportunity, a wealth and a resource. Models of bilingualism must be critically questioned and further developed in the direction of translingual teaching strategies while developing and using transferable basic competencies. Recognition of all multilingual constellations (including non-European family first languages) in the multicultural classroom should be the basis for successful inclusion of all students. The adequate inclusion of teacher training is essential as well. This results in a need for action, especially in the following areas:The existing Multi-language Curriculum must be revised and expanded to include several teaching and learning concepts. Language didactic concepts must be developed for the multilingual competence model, which already exists. Furthermore, it has to be extended by the topic of intercultural school development with special consideration of the educational partnership with the parents (""turning those affected into those involved""). The further developed concepts are to be tested in bilingual as well as in regular classes and their effectiveness is to be evaluated. A pilot is also planned in the teacher education in Kosovo (financed with non-EU funds). Increasing teachers' multilingual and intercultural competencies is imperative. Classroom design must fully enable instructional design based on the innovative didactic-methodological concepts. There is a need for creative multimodal design of classrooms in which interactive methods become optimally applicable. In addition, the further development of social competencies and the improvement of the school climate is indispensable. For the purpose of exchange, mutual understanding, networking of teachers and learners (collaborative research and learning) as well as for the achievement of synergy effects, a contemporary exchange possibility is required for all those involved in the project. For this purpose, we are planning the installation of the digital platform (creative network) ""Lingua Creativa"" under the lead of the association ""Education Unlimited e.V."" in the sense of the Action Plan for Digital Education (2021-2027) of the European Commission. With regard to the technical implementation, to meet the standards of data protection as well as the maintenance of the platform, external partners are also involved. The accompanying and targeted training of those responsible for the project is indispensable for the implementation and the desired achievement of substantial project results. Five training events on various aspects of modern teaching, learning and instruction strategies are planned (in Germany, Austria, and France).<< Objectives >>Our project provides a determined contribution to the successive, prosperous path towards each other, all of the people of Europe, united in diversity, into a community of values and destiny based on mutual respect, without prejudice and in solidarity. The EU organizes this unification process in many fields of action, which are reflected in corresponding programs such as the European Green Deal, the Corona Recovery Plan, the European Pillar of Social Rights (Porto) etc. The area of language (learning) is extremely important in this context, because growing together and cooperating closely and in a spirit of trust can only be achieved by those who can understand each other (language) and who know each other (intercultural competence). Our project ""Language- Power(s) - Europe"" defines itself in line with the recommendations of the Council of the EU of 22.5.2019 on a comprehensive approach to the teaching and learning of languages. According to these, member states should ""value learners' linguistic diversity and use it as a learning resource, also involving parents and other carers and the local community in language teaching."" Member states are recommended to ""advance research on and recommend the use of innovative, inclusive, multilingual didactics, such as the use of digital tools, integrated content and language learning, and renew initial teacher training."" In addition to these desiderata, all of which are reflected in our project, the Council additionally highlights an aspect that is also particularly important to us. In the area of developing comprehensive approaches to language learning, it states, ""The entire language repertoire of learners can be valued and promoted in school and also used as a pedagogical resource for further learning for all students."" In view of the migration-related processes of social pluralization (for example, the children in the Müllheim elementary school come from more than 20 nations), the first languages of the students' families cannot be left out of the equation, but must be made available in a targeted manner in terms of teaching strategy. Their inclusion not only increases the efficiency of language learning (transferable language acquisition competence), it also satisfies the legally binding obligation of the EU ""to respect linguistic diversity"" (Art. 22 of the Charter of Fundamental Rights of the EU).Thus, our project is based on EU goals in all thematic areas and fields of action. The participating universities analyze and evaluate the current state, further develop the concepts, design new teaching strategies and follow their implementation and application, which they in turn critically evaluate. They ensure dissemination through scientific publications. In their initial and in-service training, as well as through their daily teaching practice, teachers recognize potential for change and learn to exploit it through practical implementation. School authorities (e.g. classroom design) and external partners (e.g. artists) support and enrich the development processes. Pupils and their parents benefit from the methodical-didactical developments and feel accepted, involved and valued. In their all-important developmental stage (grades 3-6), the children expand their linguistic-cultural horizons and thus their personalities. Thanks to multiple networking, the project's steering team continuously coordinates the interaction of all stakeholders and undergoes ongoing training. The digital platform ""Lingua Creativa"" as a marketplace for the exchange of ideas offers a broad participation basis for participants and interested parties, so that the project radiates outwards and contributes to the realization of the overall project goal of raising awareness and changing attitudes.<< Implementation >>The Corona pandemic has exposed our schools to unprecedented constraints (distance instead of face-to-face teaching, hybrid and alternating teaching) and has revealed considerable deficits in the area of digitization. Notwithstanding the petition to give children from deprived families equal opportunities with regard to their digital equipment at home, we must now see the exceptional situation as an opportunity for the future and ensure high digital standards in every one of our implementation measures. As diverse as our goals are, equally as wide-ranging are the corresponding functional implementation measures, which can be summarized as follows: -Development of an intercultural school development concept, its school testing and scientific research of its effectiveness-further development of the multilingual curriculum, taking into account the multilingual competence model, and expansion to include multilingual didactic approaches to teaching (testing of teaching and learning strategies, task formats and teaching units)-development, use, and testing of innovative teaching methods and task formats and scientific evaluation of their effectiveness-testing the transferability of innovations from bilingual schools to regular schools-transfer to teacher training (development of a training and further education concept)-Research on expectations, attitudes and attitude changes of teachers (questionnaire surveys/feedbacks)-Focus group interviews, expert interviews, job shadowing-Mobilization of learners for the multimodal and multilingual configuration of their learning environment (linguistic schoolscaping), i.e., creative classroom design according to the four project steps perceiving, conceiving, constructing, inhabiting (with transfer to the digital space) -use of multilingual artists (architecture, street art, creative writing, music and theater performance)-Transnational workshops (including informative contributions), scientific conferences-Symposium, lectures, seminars (dissemination and exchange) -Multiplier, education and training events-Transnational multiplier event in fall 2024-Development of the digital platform ""Lingua Creativa"", use of national educational servers-Creation of scientific publications, handouts and scripts-Creation of videos on teaching sequences and learning situations for further training courses -conception and realization of webinars, creation and maintenance of thematic forumsThe persons in charge of the partner institutions of our project are not only in continuous exchange with each other, but also ensure the expansion of their respective expertise by attending further training courses at five renowned institutes. The focus of these research institutes corresponds to the topics and needs of our project.<< Results >>The project ""Language Power(s) Europe"" pursues the overall goal, in accordance with the recommendations of the Council of the EU of 22.5.2019, to make a transnational contribution to teacher education and training in the areas of innovative multilingual didactics, intercultural competence and digitization in language teaching. The materials and concepts will be developed for grades 3-6. One of our Project Results is to extend the Multi-Language Curriculum developed in the Erasmus+ project MiG, taking into account the Multilingual Competence Model, , with innovative language didactic concepts and materials that can be adapted site-specifically. The implementation of successful multilingualism concepts of the bilingual partner schools in regular schools in the partner regions will be scientifically evaluated by the university partner institutions and integrated into their training and continuing education courses. Testing and implementation is also planned in teacher training in Kosovo (financed with non-EU funds).Another planned Project Result includes the development and evaluation of a transnational intercultural school development concept with a special focus on educational partnerships with parents. The contents will be tested at the partner schools and with Kosovar teachers (financed with non-EU funds) and evaluated for their effectiveness. The findings and content of the school development concept will be incorporated into teacher training and in-service training events at the university sites and in SCHILFS (in-school in-service training) and SCHÜLFS (inter-school in-service training) and will be made available on national education servers. The third anticipated Project Result is the development of concepts for creative multimodal design of learning architectures (linguistic schoolscaping) to facilitate interactive, creative, and performative language learning experiences. The focus is on collaborative forms of learning, making linguistic-cultural diversity visible, linguistic mediation as well as multilingualism competencies. Learning videos on successful learning situations will be created and serve as a stimulus for the development of language-sensitive digital learning spaces at bilingual schools and regular schools. The results will be integrated into the training and continuing education concepts of the partner institutions. Another concrete project goal is the creation of the ""Lingua Creativa"" platform in line with the Action Plan for Digital Education (2021-2027). It offers a transnational information and exchange platform for all those involved in school life and supports the dissemination of all project results. On the platform, teacher trainings in the form of webinars and learning videos are offered, handouts and materials on the tested concepts of the Project Results are provided and scientific publications are made available. Furthermore, the platform contributes significantly to the networking of the target groups in the partner regions and Kosovo within the framework of forums. The aforementioned Project Results can serve as an impulse generator and reference framework for teacher training and for language-sensitive teaching in all schools in Europe.Another overarching goal is the change of attitude of all participants towards a European language awareness and the perception of cultural diversity as an added value. Consequently, there may be increased participation in the political-social life. Furthermore, the use of synergy effects of the partner institutions is expected."

European educational policy makers envision the development of communicative competence as the main goal of institutionalized foreign language (FL) education (Council of Europe, 2001) and hope for the realization of the Barcelona Summit (2002) “mother tongue + 2” objective. Yet, learning a foreign language often proves challenging, especially to learners with special educational needs, as they experience pedagogical disadvantages because of a range of conditions stemming from biological, environmental, and psychosocial causes. International organizations such as UNESCO and the OECD see this risk and promote the implementation of inclusive education systems that enable all learners to actively engage in learning and reach their potential. However, on a practical level, not all educational systems and agents within them are truly ready to realize such task on a daily basis. In fact, some foreign language teachers even report strong feelings of being overwhelmed and disillusioned with the prospect of offering equal opportunities to all their foreign language students (Dose, 2019).As a response to this situation, the VInDOW project proposes the development of comprehensive and versatile digital educational modules that demonstrate how the principles of inclusion – in their broad, diversity-oriented interpretation – can be applied in the field of foreign language education. Specifically, the modules combine theoretical, empirical and evidence-based knowledge, as well as insights from language teaching practice with educational policy guidelines about the following topics: 1. Dyslexia and reading skills in the FL classroom2. Social, emotional and linguistic challenges in spoken FL communication 3. Multilingual/multicultural challenges in FL classrooms4. Autism in the FL classroom5. Neurodiversity as a challenge in the FL classroomStructurally, the modules consists of the following components:- teaching units focused on topics 1-5 for pre- and in-service foreign language teacher education including hands-on, interactive and collaborative activities and materials;- a teacher’s companion with a transparent description of desired learner outcomes (can-do descriptors), didactic commentary for the teaching unit and examples of possible teaching scenarios; - a reflection tool-kit for monitoring the learning process of the module target audience (i.e. pre- and in-service teachers).The modules will be available for use both as complete regular courses or intensive workshops (e.g. with 3 ECTS workload across participating European institutions) and as individual smaller-scale units/topics, on various levels of teacher education enhancing systematic and sustainable integration into teacher education structures. They will also be applicable in virtual learning environments.During the course of the project, the team will test the newly-designed modules in tertiary education by incorporating them into the partner universities' curricula as well as in the form of a learning activity/an international workshop (IP) for students (C1) from all project partner countries,and a joint staff-training for individuals (C2) associated with the field of foreign language teaching.Throughout the project, efforts will be made to disseminate information about the project and the modules, e.g. during the workshop and conference held at the University of Bremen (multiplier event E1). The expected result is the raising of awareness of the ways in which inclusive foreign language education can be made sustainable among stakeholders involved in foreign language learning: teacher trainers, teachers, educational policy makers, university staff and researchers, students and pupils, authors of learning materials, etc.