3IPEP is a higher education training project in the field of law, developed on the belief that master programmes in law should conciliate transfer of excellent legal expertise (knowledge and competences) in international business law, with the awakening of students’ awareness of major ethical challenges faced by public regulators and multinational companies: the protection of environment and the respect of human rights, including the rights of vulnerable people such as indigenous peoples. The whole project is driven by the growing social concern for international business to respect the fundamental rights of the people, with a specific focus put on the Arctic, a region under major threats due to global warming.In this line, the project pursued three main objectives.Firstly, it aimed at creating tools supporting innovative teaching of international business law, based on the assumption that business law shall be (re)conciliated with human rights in general, and indigenous peoples’ rights in particular. To reach this objective, four innovative courses with related teaching materials were developed within the project: 1) Global Environmental Litigation; 2) Multilevel Governance of Natural Resources in the Arctic; 3) Arctic Indigenous Peoples Law; 4) Business and Natural Resources Rights.Secondly, the project ambitioned to provide legal assistance, using the students’ training program, to indigenous peoples and non-governmental organizations dedicated to the protection of human rights and of the environment. With this view, a law clinic was created and completed its first tasks in 2020 on behalf of the NGO Minority Rights Group. Further collaborations with NGOs are to be developed.Thirdly, the project was expected to contribute to the effort of raising general awareness about the situation of indigenous peoples and more generally about ethical issues. To this aim, a website has been created. Several scientific contributions have been published and more are to be published soon. Events have been and will be organised. Above all, students have been trained during two intensive teaching programmes organised in the context of the project, and more should be educated on these topics in the future.Conducted by a consortium of three partners (University of Versailles Saint Quentin-en-Yvelines/Paris Saclay, France; University of Lapland, Finland; Riga Graduate School of Law, Latvia), which are all actively involved in international law, environment and climate change issues, human rights and Arctic Studies and had prior common experiences, the project has been a unique opportunity for the partners to tighten their bonds and deepen teaching and scientific cooperation. Further collaboration between UVSQ and ULapland, in relation to the project’s topics, has been decided. It should consist of a joint master programme, of which the courses and the clinic will be the cornerstones. The project has also been the occasion to establish contacts with new partners. Whereas RGSL decided not to be involved in the master programme, University of New Caledonia has shown great interest. Privileged contacts have also been established with the University of Iceland for further collaboration.The project’s expected impact to enhance European academic expertise on indigenous law issues has been fulfilled.The longer-term impact consisting of fostering international law students’ employability by delivering a training consistent with contemporary concerns of MNC, international organizations and NGO, and of contributing to the entry to the labor market of highly skilled lawyers mastering international law fundamentals in connection with business ethics, shall be achieved through the master programme. The programme should also be a good opportunity to involve multinational companies further.The longer-term impact of supporting stakeholders (indigenous people, NGO) should operate through the work of the clinic.Hopefully, these three impacts, combined, will contribute to raise awareness of the general public on the situation of vulnerable peoples, the risks of climate change, the need for a more ethical international business design and the role public and private regulation should play for achieving this objective.

One of the main challenges for the education systems in Europe is to increase the low level of basic skills achievement, including math and science. STEM education is often carried out in a schematic manner, regardless actual conditions, and is focused on preparation for external exams instead of real development of skills and interests. Technological development and dissemination of research results, which are obligatory in most projects co-financed with the public funds, contribute to increase the availability and open access to research results shared by leading research centers. This allows to increase the attractiveness of science education through the introduction of real scientific results into school practice and to familiarize students with scientific work through contacts with scientists. This requires diligent preparation of materials and equipping teachers in good quality, comprehensive teaching materials and educational resources, and showing the benefits of using inquiry-based learning methods and getting familiar with scientific methods of work. The aim of the project was to increase interest of students in lower and upper secondary schools in mathematics and science, and in making a scientific career through the development, pilot implementation and dissemination of educational packages and methodological materials which allow the exploitation of research results in education systems in 3 European countries. The project was dedicated to teachers of mathematics and science, and students from at least 30 schools: lower and upper secondary schools in each partner country: Poland, Romania and France. ERIS project was divided into 2 parts: testing phase and dissemination phase. In the testing phase teaching materials (total: 60 packages) in national languages and in English to work with students in lower and upper secondary schools were prepared. Packages were tested in schools, which enrolled for the testing phase in each partner country. Packages were adapted to the needs of end-users: teachers and students, according to the results of the evaluation studies. In the dissemination phase all interested schools in partner countries, as well as in whole Europe, had the opportunity to take part in the project for free. They may use prepared packages during their lessons and take part in the webcasts of online lessons conducted by scientist in national languages and in English. Such virtual meetings with scientists give a closer look at the specificity of scientific work, the measurements and research in the field of mathematics and science. That meetings can also be an inspiration for students and encourage them to continue an independent exploration of science. Moreover, a guide for teachers on the effective exploitation of research results in school practice with examples of good practice in this area and the project website containing teaching materials were prepared. In addition, in the dissemination phase conferences and workshops for teachers were organised, which helped to increase the level of use of project‘s products among schools that have not participated in the testing phase. The success of these activities is proved by transferring of packages to almost 1000 users.Furthermore, the project contributes to the growth of students' ability to search for reliable sources of knowledge, which is important in today's world overloaded with information. Usage of modern technologies and forms of communication (e.g. teleconferencing system that allows students to participate in international broadcasts) also positively affects the increase of interest in STEM. Participation in the project allowed schools to exchange experiences and establish Pan-European cooperation. Participation in online lessons and usage of educational resources in English contributed to the increase of students’ language skills and expand specialized vocabulary in STEM. It may be very useful for future students of STEM studies, which are crucial for knowledge-based economy of Europe. In the long term, the project will also help to increase the understanding of the language of science and scientific messages.

The context of this project is two-folded and aligned to the European Commission’s priorities. On the one hand, it addresses the need for the development of the students' key competences for socio-educational and personal development and on the other hand, the need for an increased relevance of the educational offer of HEIs in line with structured dialogue between academia and business.The ERUM project aims to develop a relevant transversal educational offer on the topic of “quality of information between mis and disinformation today” for higher education students who are partaking in the shaping of the present and future of the information and knowledge society. It also brings about a shift in the way higher education institutions and media are collaborating vis-a-vis evidence-based and research communication.The core objectives of the project lie in the quality of information today, between mis- and disinformation or so-called “fake news”:To improve the educational offer on the topic of quality of information in higher education and equip students with transversal skills that are necessary for the exercise of democratic citizenshipTo foster structured collaboration between higher education and media and contribute to the policy discussion about the role of universities and media in the knowledge and information societyImprove the quality of information with regards to research-based communicationThese objectives are translated into four main outcomes namely, media representation gaps reports and evaluation methodology to debunk and raise awareness about the impact of mis/disinformation, guidelines for evidence-based communication to reduce risk of misleading scientific information, learning material to develop media literacy skills and deepen knowledge about “fake news” as well as policy recommendations to foster structured academia-media cooperation. The training activities (intensive study programmes) will further the impact of the abovementioned outputs towards higher education students, academics and media experts and pilots in the HEI partners as well as OERs of the learning material will enable proper implementation.The specific target groups to be reached by the project activities are a) higher education students, in particular postgraduates, as well as lifelong learners; b) higher education institutions targeting both teachers and researchers; c) media organisations, including general and scientific journalists; d) policy-makers and civil society organisations. It is to be noted that the project ERUM focuses on, but is not limited to, higher education students who are postgraduates since they have already accomplished research work and are familiar with the concept of evidence-based communication, therefore, they would be able to apply the methodologies, and relevant recommendations as well as gain additional knowledge from the courses.The project aims to have a systemic impact across EU higher education institutions and the media industry with about 2000 people reached both directly through the project outcomes and piloting and indirectly. At short and mid-term, higher education students from different study fields will benefit from advanced learning tools and material to develop and reinforce their skills and resilience related to the mis/disinformation topic. At long-term, the project will enable the establishment of structured collaboration between media and academia on a structural systemic level.The project will be implemented by the University of Vienna (Austria), University of Alcalá (Spain), Aristotle University of Thessaloniki (Greece), University of Versailles (France), Vytautas Magnus University (Lithuania), Cyprus University of Technology (Cyprus) and the European University Foundation (Luxembourg).

Preventing climate change is one of the key priorities of the European Union (EU). This is reflected in its Europe 2020 Strategy, which highlights sustainable growth as one of its priorities, and more recently, in the roadmap of the European Green Deal, where the ambition of having no net emissions of greenhouse gases in Europe by 2050 has been enshrined.Erasmus+ is one of the EU’s main instruments to support growth, jobs, equity and social inclusion, with 400,000 students, trainees and staff going abroad every year. The success of the Erasmus programme has prompted the European Commission to propose doubling the budget of the next Erasmus programme (2021-2027) to EUR 30 billion. If enforced, this would result in an increase in the number of mobilities and in a larger ecological footprint of the programme.While the benefits of spending time abroad for studying, training or teaching on key competences and skills (multilingualism, digital competences, interpersonal skills, sense of European citizenship, cultural awareness and employability) have been well documented, little attention has been paid to the carbon footprint of the Erasmus+ programme. Against this backdrop, and to ensure the sustainable growth of the Erasmus programme, the Erasmus Goes Green (EGG) project aims to reduce the transport-related carbon footprint of higher education students and staff taking part in mobility activities within Europe across the three key actions of the programme. To achieve this, the EGG consortium will develop an IT tool that will allow students and staff to visualise the CO2 footprint of the different means of transport that they can use to go on mobility abroad. The visualisation tool will present them with relevant comparisons, incentives and options to engage in behaviours that minimise and ultimately offset their carbon emissions. Additionally, the EGG consortium will put forward targeted policy recommendations aiming at including environmental principles in the structure of the next Erasmus programme, ensuring systemic change and greener exchanges.Five universities (UVSQ, Aristotle University of Thessaloniki, Lapland UAS, University of Lodz, Erasmus University of Rotterdam), the largest student network in Europe (ESN) and the European University Foundation (EUF), a network of more than 60 innovative universities spread across Europe, join forces to put this project into practice.The CO2 visualisation tool and the policy recommendations will be the result of four intellectual outputs that will guide the work from the research stage (IO1) to the development, testing and piloting of the IT tool (IO2), the definition and incorporation of incentives and offsetting alternatives (IO3), and the production of guidelines and policy recommendations (IO4) to ensure the dissemination, uptake and long-term impact of the project results. The EGG project will put information at the fingertips of higher education students and staff and empower them to make more conscious and environmentally-friendly decisions when going on mobility abroad. At the same time, it will aim at embedding environmental principles in the core functioning of the Erasmus programme to support the sustainable implementation of its three key actions and the accurate monitoring and offsetting of its CO2 footprint. In doing so, the EGG project will not only increase the environmental awareness of the ultimate beneficiaries of the programme, but also spread good practice examples among higher education institutions and encourage policy makers to embrace sustainable internationalisation strategies. In the short and medium term, this will help to bring the Erasmus programme closer to carbon neutrality, ultimately contributing to the global fight against climate change.

A main goal of Erasmus+ is to contribute to the achievement of the objectives of the strategic framework for European cooperation in education and training, which includes making lifelong mobility a reality and improving the quality and efficiency of education and training. Institutions are increasingly pushing to internationalise and create more mobility opportunities for students. There are many reasons why students do not or cannot go on mobility, often due to working capacity issues, not knowing the benefits, or simply being intimidated by going to another country. Physical inability to go on mobility is an obstacle. There are also many cases where students are unable to go on mobility because of employment obligations or strict university programmes. With the implementation of the new Erasmus programme, there is the possibility to adapt programmes and practices of higher education institutions, including a variety of lengths and mobility types. Thus, the aim of the project How long is too long (hLitl) is to enable Higher Education leaders and Internationalisation managers to adapt and improve their mobility strategies, fostering mobility schemes with the greatest impact on key competences of students (multilingual, expression and digital competence as well as intercultural awareness, etc.), including mobility schemes mixing distant learning and physical mobility (blended learning) and broader mobility for all types of students.The consortium is constituted of 4 Universities, with diverse existing links between them, and too Institutions acting on the European level. The University of Versailles Saint Quentin-en-Yvelines (UVSQ) is the coordinator and is working with the Eötvös Loránd University (ELTE),the University of Porto (UPorto), the University of Lodz (UoL), the University of Marburg (UM), the European University Foundation (EUF) and the Erasmus Student Network (ESN).To implement the project, some actions and activities have been settled: first, a “Literary Review” will be written to study and analyse what is currently made at the institutional level and proposed at the policy level (ELTE). This will be completed by an analysis of the conditions of implementation of the different mobility schemes (technical, social, etc.) in order to have the largest patterns on our subject (UPorto). Surveys will also be implemented during the first and second year of the project (UoL). This step is crucial to better understand the students' needs and institutions' strategies for mobility. During the second year of the project, a testing phase will be settled to analyze the impact of such typologies of mobility on the students’ key competences, and see which one is the most efficient (UM). This will then be used for the development of institutional recommendations (in the form of toolkit implemented by EUF) and policies (ESN) which will make it possible to propose and improve good practices at European and university level.The main result of the project is thus to raise awareness of Higher Education Institutions about the previously mentioned students' Key Competences developed by international mobility and the efficiency of different mobility schemes. These findings will influence their mobility strategies by delivering substantial information on the following points: length of mobility, type of mobility, obstacles, diversification of mobility typologies, technicality and training of HEI staff.The project will have an impact on the Local, National and European levels. On the Local level: international influence of the universities developing innovative practices in mobility that attract more students and allow universities to develop their catalogue: internships, etc. Excellence of the universities of the Consortium will be recognized at the European and international level. On the National level: enhanced ability to design conscious internationalization strategies as well. Finally, on the European level: recommendations made to the attention of HEI to aware them about better mobility practices and enhance their ability to design conscious internationalization strategies. This awareness will enable a smoother transition towards the new program and the new mobility typologies that it will support.The diversification of mobility types will also attract an increased number of foreign students, especially coming from countries previously unwilling to send students, for economic reasons for example.The project will finally sensitize European people to new types of mobility and allow students distant from mobility to take part in an international experience.