The general objective of the project is to study the EU experience in European values implementation in the fields of education, science, and sports. On this basis, it is planned to develop winter and summer schools, prepare and publish recommendations for the Ministry of Education and Science of Ukraine and Ministry of Youth and Sports of Ukraine.The target groups are: students, teachers, scientists, civil servants, policy-makers, representatives of public organizations.Project activities consist of three main pillars: 1. Teaching phase – the Module consist of three blocks; 2. Research phase: a questionnaire for target groups about their attitudes towards the integration process of European values; a number of scientific and scientific-popular articles on European values in the fields of education, science, and sports; 3. Dissemination and implementation phase: round tables for civil servants, policymakers, and representatives of public organizations; presentations at three outreach conferences will be performed.The main Module results will be as follows: database with materials on European values in the field of education, science, and sports for teaching and research; to introduce and conduct the main three blocks of the Module based on a compiled database with materials on European values into the curricula of the university, which will be freely available for all target groups; to transfer, disseminate and implement the knowledge about the integration of European values in the fields of Ukrainian education, science, and sports for Ukraine (especially for the Ministry of Education and Science of Ukraine and Ministry of Youth and Sports); recommendations on the integration of European values in the fields of Ukrainian education, science, and sports for Ukraine for the Ministry of Education and Science of Ukraine and Ministry of Youth and Sports of Ukraine.

"<< Background >>Reading competences in foreign languages are essential for young Europeans to gain access to information in other countries, to compare different perspectives on complex issues and to cooperate in solving problems in international contexts. The teaching of these crucial competences cannot rely on pre-packaged materials in textbooks and readers, but needs to use reading materials that (1) address current issues to build and maintain reading motivation and that (2) meet the language levels of students to develop their reading competences. In order to increase fluency in reading, it is of particular importance that the texts' linguistic features correspond to the individual learner's level of second language acquisition. Most learning environments require individualisation, and in the field of reading in a foreign language, this means that teachers need to be able to provide texts of different difficulty level to a group of students in order to effectively foster indidivual development. Therefore, the LATILL project supports foreign language teachers by developing digital tools that enable them to identify such level-adequate texts of interest for their various classes and individual learners. More specifically, the LATILL team is to create a freely accessible platform for European – and worldwide – teachers of German as a foreign and second language that provides a search and analysis function for German texts on a specific topic and CEFR level and offers supporting tools and materials for working with authentic texts. Technical advances in the field of computer linguistics allow to develop a digital tool that enables foreign language teachers to identify texts that are level-adequate in terms of morphology, syntax, lexicon, and genre. The use of such level-adequate texts in combination with a self-regulatory approach to foreign language reading and implicit lexico-grammatical learning allows for substantial quality improvement of foreign language programs.<< Objectives >>The LATILL project addresses this need for the field of German as a foreign and second language by providing open educational resources including a search engine to identify level-adequate texts on a particular topic in the internet. To initiate change at the classroom level and to overcome theory-practice problems of top-down approaches to the professional development of teachers, the LATILL platform will be developed in a joint effort of foreign language researchers and teachers; this collaboration involves professional development modules for foreign language teachers that are grounded in experience-based and reflexive principles. An accompanying evaluation study will look into the teachers' use of and perspectives on the developed tools and materials in Spanish and Ukrainian classrooms at the secondary level and will allow for conclusions on desirable improvements of the tools, materials and accompanying measures. These professional development modules will be freely accessible for use in GFL teacher educationa and professional development.<< Implementation >>In a first phase, the LATILL team develops the above-mentioned tools based on a theoretical modelling of lexical and grammatical difficulty of texts in foreign language reading related to ""Profile deutsch"". In a second phase, these tools will be piloted with groups of German-as-a-foreign-language teachers from Spain and Ukraine at the secondary level. For preparation, teachers will be offered a three-day online workshop in Vienna to discuss methods of teaching reading in a foreign language and to explore potentials of the LATILL tools for their specific contexts. A continuous webinar will support their community of practice during the piloting phase. In a third phase, the LATILL team will improve the educational platform with its tools, information and materials according to the feedback of teachers from the piloting phase.<< Results >>The LATILL platform is to provide teachers of German as a foreign and second language with powerful tools for identifying level-adequate texts, helpful information on teaching reading and motivating materials for the classroom. LATILL conferences in four partner countries are to engage wider communities of teachers and teacher trainers in the use of these educational resources as well as the professional development modules. Finally, publications in academic journals on the theoretical background of the LATILL project are to inspire the academic discussion on reading in a foreign language and dissiminate the project results as well as to motivate and support colleagues in foreign languages other than English and German to develop similar tools."

ACCELERATE has a simple but ambitious aim: to improve the teaching of art and design at higher education in a post-pandemic Europe through the development of innovative methodologies, tools, platforms, and resources for accessible immersive learning. It will do so by bringing together art and design lecturers, educational researchers, and learning technologists from the UK, Ireland, Poland, and Ukraine to reflect on the impact of COVID-19 and to explore new possibilities for pedagogy and digital innovation.In March and April 2020, 95% of European universities moved to online distance learning. The shift was as deliberate as it was profound—despite the enormous social upheaval, university teaching carried on—but impact was unevenly distributed, varying by country, university, and subject. Practice-based subjects such as art and design were particularly hard hit with a fifth of European students reporting that their university had not been able to move practical classes online (as opposed to less than 4% who reported that lectures had not been moved online). Nonetheless, as the experiences of art and design institutions and faculties across Europe testify, practice-based lecturers and students demonstrated remarkable ingenuity in adapting existing online platforms and tools to ensure a continuity of learning amidst tremendous uncertainty. These experiences in turn informed preparations for 2020/21, with practice-based subjects currently offering a 'blended' learning approach mixing in-person and virtual teaching or, once again, delivering their learning entirely online.ACCELERATE will draw on the spirit of practice-led creative innovation that art and design lecturers have been invoking since March. It will focus on the potential transformative role of immersive technologies (that is, augmented, virtual, and mixed realities, also known as extended reality (XR)) in the teaching of art and design while recognising that many learners face significant challenges in engaging effectively with XR technologies: disabilities; complex personal circumstances; low quality devices; poor and unreliable internet access. It proposes to create a new prototype platform (Intellectual Output 4) for accessible immersive teaching in art and design that aims to democratise XR technology rather than limit to those with the best equipment and the fastest connections. The collaborative development of this immersive ecosystem—open-source, scalable, sustainable—as a gateway for art and design lecturers and students with little or no previous experience of XR technologies will be informed by a considered evaluation of the impact of COVID-19 on art and design teaching at the partner universities (Intellectual Output 1), the co-drafting of a methodological guide (Intellectual Output 2) and the co-designing of a standalone online training course aimed at lecturers (Intellectual Output 3); it will be populated by teaching materials including co-created case studies (Intellectual Output 5) that will draw on the shared expertise and perspectives of the project partners. By engaging with the layered complexities of XR accessibility and immersive learning, ACCELERATE has the capacity to be genuinely pioneering in its pedagogical and technological outcomes and to find new ways of engaging with art and design students from disadvantaged and underrepresented groups.All the intellectual outputs will be shared publicly. The immersive ecosystem and case studies will maintained well beyond the end of the project, allowing lecturers and students from other universities across Europe and beyond to experience the benefits of immersive learning as well XR developers to use, enhance, and extend the immersive ecosystem itself.

"ENACTED associates research, teaching, debate and dissemination activities in the area of European Studies, in the framework of a network of 12 partners (8 universities and 4 NGOs) from 6 countries: 3 EU member states (Romania, Hungary and Poland), and 3 eastern neighbouring countries (Moldova, Ukraine, Belarus), having as main topic EU actorness and its role in the eastern borderlands.Eastern borderlands are defined here as the territories alongside the EU’s eastern borders which comprise areas of land under the jurisdiction of both the EU and EaP states. Borderlands are usually vulnerable and heterogeneous territories, since within a very condensed geographic areal the border effect could create visible economic, political and social asymmetries between countries part of the European project and countries outside the EU. In the eastern neighbourhood of the EU, borderlands have received increased attention in the past years, particularly since the commencement of the Ukrainian crisis and the subsequent geopolitical competition between the Euro-Atlantic community and Russia affected the broader eastern neighbourhood area. Thus, in line with the ENP review from November 2015 which emphasised the urgent need for reconsideration of the EU’s neighbourhood and external instruments, borderland regions have become salient for increasing the cooperation between Eastern European EU and non-EU members.In order to boost the EU’s value-based logic in the region, the project seeks to promote the concept of an ""open academic network” in the eastern borderlands by integrating academic partners from countries located on both sides of the EU’s eastern borders: 1. universities which produce and foster knowledge about the EU; 2. NGOs that are closely interested in EU-related matters and which are able in partnership with the universities to generate synergies between the academia and the civil society for disseminating knowledge in the area of European Studies."