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1 | ECIU Institution proposing the idea | Title | Targeted Erasmus+ KA2 call | Aims of the proposed idea | Objectives of the proposed idea | Aimed Activities | Partner Profile Sought | ||||||||||||||||||||
2 | Kaunas University of Technology (KTU) | Artificial Intelligence in Higher Education (Third Cycle): Support, Facilitation, and Execution | Cooperation partnerships (KA220) | The project aims to enhance the quality, inclusiveness, and innovation of doctoral education through the meaningful integration of Artificial Intelligence (AI) tools and practices | - Analyse the current use and potential of Artificial Intelligence in doctoral education across partner institutions, identifying good practices and existing challenges. - Develop and to design innovative AI-based tools and methodologies that enhance doctoral supervision, progress monitoring, and research management. - Build digital training programme for supervisors, doctoral candidates, and administrators through targeted training, workshops, and collaborative learning activities. - Develop a European framework for ethical, responsible, and inclusive use of AI in doctoral education, ensuring transparency and academic integrity. - Establish a transnational Community of Practice for knowledge sharing and continuous professional development in AI-supported doctoral education. - Promote accessibility and inclusion by leveraging AI to provide personalized support for diverse doctoral learners, including those with special educational needs or from underrepresented backgrounds. - Disseminate and mainstream project results through open-access resources, policy recommendations, and integration into institutional strategies for digital transformation. | WP1 Analysis on the current use and potential of Artificial Intelligence in doctoral education across partner institutions, identifying good practices and existing challenges. WP2 Innovative AI-based toolbox WP3 Digital training programme for supervisors, doctoral candidates, and administrators through targeted training, workshops, and collaborative learning activities. WP4 European framework for ethical, responsible, and inclusive use of AI in doctoral education, ensuring transparency and academic integrity. WP5 Transnational Community of Practice for knowledge sharing and continuous professional development in AI-supported doctoral education. WP6 Piloting to promote accessibility and inclusion by leveraging AI to provide personalized support for diverse doctoral learners, including those with special educational needs or from underrepresented backgrounds. WP7 Dissemintion and mainstream project results through open-access resources, policy recommendations, and integration into institutional strategies for digital transformation. | In total 4 HE oganizations having PhD studies in Computer Science | ||||||||||||||||||||
3 | Linköping University (LiU) | The Summer Match | Alliances for Innovation | Transform the successful LiU “Summer Match” programme (see https://lead.se/en/entrepreneur-programs/the-summer-match/) into a transnational initiative that connects universities, researchers, and students across Europe. The programme will foster innovation-driven entrepreneurship by matching students with research-based business ideas during the summer period, enabling them to work collaboratively on commercialization strategies and prototype development. | - Create a structured, cross-border programme that facilitates collaboration between research and education. - Provide students with hands-on experience in innovation and entrepreneurship through real research-based projects. - Accelerate the commercialization of research results by leveraging diverse talent pools and international perspectives. - Build a sustainable network of universities, research institutions, and innovation hubs to support long-term collaboration. | - Develop a common framework for the transnational Summer Match programme, including selection criteria, training modules, and mentorship structures. - Organize virtual and physical matchmaking events to pair students with research projects from partner institutions. - Deliver entrepreneurship bootcamps and innovation workshops tailored to cross-cultural teams. - Implement a monitoring and evaluation system to track project outcomes and student learning progress. - Disseminate results through conferences, publications, and digital platforms to ensure scalability and sustainability | - Universities and Research Institutions with strong innovation ecosystems and active technology transfer offices. - Innovation Hubs and Incubators experienced in supporting early-stage startups and research commercialization. - Geographical Diversity: ECIU partners across Europe to ensure cross-cultural collaboration and knowledge exchange. - Expertise: Institutions with experience in entrepreneurship education, IP management, and international project coordination Partners should be committed to co-designing the program and contributing resources for training, mentoring, and dissemination.ystems and active technology transfer offices. | ||||||||||||||||||||
4 | TecMonterrey/IFE | Mission-DUAL | Cooperation for partnerships (KA220) | The proposal builds upon Missions (https://missions.es/), an existing digital platform that functions as an operating system for active, challenge-based learning. Missions already enables learners to face real-world professional challenges, developing competencies through practical application rather than passive content consumption. The platform currently integrates AI capabilities under the Eugenia project, which assists in mission design, profile creation, and personalised user support. it aims to develop and advanced AI-powered training and simulation platform for dual-use tecnologies and strategic sectors | - Advanced scenario design: develop generative AI for creating dynamic, high-fidelity simulation scenarios in dual-use environments (cybersecurity, critical logistics) - Synthetic teams: research AI agents that simulate teammates, adversaries, and collaborators to train leadership, negotiation, and conflict resolution skills Intelligent assessment: build AI-based continuous evaluation systems that analyze real-time problem-solving processes, providing granular feedback on technical and soft skills - Value chain integration: create agile integration tools for rapid deployment in corporate reskilling and upskilling programmes | WP1 - Project Management: agile coordination, risk management, stakeholder communication, compliance with funding requirements throughout the 15-month project lifecycle. WP2 - Research & Architecture Design: analyze state-of-the-art AI technologies (LLMs, intelligent agents), define modular technical architecture, design user experience flows, and establish the learning analytics data model WP3 - AI Development & Core Functionalities: build the narrative AI agent for mission design, develop AI-powered assessment tools, implement the visual mission design interface, create the mission execution engine, and lay groundwork for synthetic teams. WP4 - Integration, Testing & Piloting: integrate with external systems (Moodle via LTI 1.3, GitHub, Discord), conduct comprehensive testing, and run pilot programs with real users to validate the solution in representative environments. WP5 - Methodological Frameworks & Content: document active learning design methodologies, create demonstration missions and use cases, develop user guides and tutorials for platform adoption. WP6 - Dissemination & Exploitation: present at conferences, release open-source components, create public datasets, and develop the commercial exploitation plan | - Background in learning sciences, instructional design, and educational innovation. Capabilities: pedagogical framework development, user experience research, learning analytics - Value: evidence-based learning methodology and educational validation - Expertise in LLMs, generative AI, and autonomous agent systems - Capabilities: advanced AI model development, synthetic team algorithms, intelligent assessment systems - Value: cutting-edge technical innovation and academic credibility | ||||||||||||||||||||
5 | University of Aveiro (UAveiro) | Education and innovation for healthy shellfish systems | Capacity building in higher education | - Build capacity in aquatic health and sustainable shellfish production - Improve diagnostic and modelling skills to address parasite emergence and climate impacts. - Strengthen links between research, education, and management of bivalve resources. | See aims | - Joint training modules, staff/student exchanges, and open learning materials. - Shared case studies on disease monitoring and ecosystem modelling. - Enhanced diagnostic capacity, employability, and resilience of coastal sectors. | - ECIU Institutions with advanced expertise in marine disease diagnostics, modelling, or ecosystem management. - ECIU Instituions experienced in blue economy education and stakeholder integration. | ||||||||||||||||||||
6 | University of Aveiro (UAveiro) | IEM-Lab4Skills: European Network of Industrial Engineering and Management Laboratories for Skills Development | Cooperation partnerships (KA220) or Small-scale partnerhips (KA210) | This project aims to enhance the quality, relevance, and attractiveness of Industrial Engineering and Management (IEM) education within European higher education institutions. The project emphasizes hands-on learning, including modular laboratories, small-scale assembly line simulations, and 3D printing facilities, enabling students to apply theoretical knowledge to realistic scenarios. Aligned with Industry 5.0 principles, the project promotes human-centered, sustainable, and digital innovation in teaching and learning. It prepares students to develop both technical and transversal skills, fostering creativity, problem-solving, and critical thinking in IEM education. | - Create management and process-improvement games. Design interactive management games that allow students to practice IEM techniques (such as process optimization, lean manufacturing, operations planning, and decision-making) within educational settings. - Enhance pedagogical methodologies and exchange experiences. Facilitate the exchange of experiences, best practices, and innovative teaching methods among participating institutions, strengthening collaboration, mutual learning, and professional development of educators. | - Management and process-improvement games. Design interactive games for students to apply IEM techniques (process optimization, lean manufacturing, decision-making).Test and adapt games in different institutional settings. - Exchange of experiences among institutions. - Organize workshops and virtual seminars for educators to share best practices. - Set up a collaborative platform for ongoing dialogue and knowledge sharing. Hands-on learning sessions. Conduct practical activities using modular labs, assembly line simulations, and 3D printing. Combine theory with experimentation to enhance problem-solving and human-centric skills. - Develop an open repository of resources, games, and case studies. Share results via webinars, publications, and institutional networks. | - ECIU Institutions with IEM programmes or related fields (mechanical, industrial, production, or management engineering). - Expertise in Innovative Teaching Methods. Experience in active, project-based, or problem-based learning. Knowledge in designing and implementing gamified learning or management games. Capacity to develop and share educational resources and digital tools. - Optional Expertise Areas. Knowledge of Industry 5.0 principles (human-centric, sustainable, and digital innovation). Experience in simulation labs, 3D printing, or modular teaching setups. | ||||||||||||||||||||
7 | University of Aveiro (UAveiro) | The Living Family Protocol Project | Cooperation partnerships (KA220) | The aim of this proposal is to research on Family Firms Governance so as to engage family business members in co-creating, analyzing, and sharing knowledge about their family protocols, using participatory research methods. This will generate both practical value for the families and academic insights into governance practices across family firms. This research proposal is crucial for understanding the dynamics that shape decision-making, succession, innovation, and sustainability within family-owned enterprises—key drivers of regional and global economies. This proposal aims to use participatory research (citizen science approach) to study and co-develop family protocols in family businesses. | - Facilitate the co-development or revision of family protocols in participating firms. - Collect qualitative data on what parts of protocols are used, ignored, or adapted - Create a shared, anonymized knowledge base of family governance practices. - Explore patterns and variations in family firm governance across sectors, generations, or cultures. | Each Partner University must gather: → 5–10 family firms (pilot scale), ideally from diverse industries. → Mix of generational stages (first, second, third gen). → Families with an existing protocol or interested in developing one This proposal will focus on Participatory Sessions, conducted online or in person, that consist in: →Values Mapping Workshop Families identify and prioritize shared values. → Governance Reflection Interview Structured interview about the family’s governance practices, challenges, and how the protocol has (or hasn’t) helped. → Protocol Audit Template analyzing sections of their protocol: Succession, Employment of family members, Conflict resolution, Family council/board rules, Commitment to shared values, Co-Creation Feedback Round | - Partner Universities with active research focused on Family Firms, with researchers committed to advancing knowledge in family firm governance - Reseachers willing to generate insights that directly inform better management practices and policy recommendations - Institutions/researchers a strong network of family firms willing to engage in this citizen science (or participatory research) | ||||||||||||||||||||
8 | University of Aveiro (UAveiro) | TEACH-NATURE – Training Educators for Activities Combining Hands-on Nature and Game-Design Based Learning | Erasmus+ Teacher Academies | The proposal has as main goal to support educational agents in the development of “reconnecting with nature” activities able to trigger students’ motivation and interest towards the environment | - Train teachers (in-service and future) to develop and implement school projects that combine in-nature experiential learning activities with the creation of games by students. Training also how to address local environmental problems by bringing nature and games into the educational context. | - Development and validation of a Game Design Toolkit, available in a physical format so that it can be used independently of the school's technological infrastructure. Based in previous research https://www.gamers4nature.pt/toolkit.php?lang=EN - the creation of the “Training Package – presential&MOOC” - a Large-scale training through all project partners | - ECIU institutions with Initial teacher education - Continuing professional development (in-service training) for teachers - Schools | ||||||||||||||||||||
9 | University of Trento (UniTrento) | Design Your Future. Building piece by piece your career path. | Cooperation Partnerships in School Education or Higher Education (KA220) or Small-ScalePartnerships (KA210) | This proposal aims at introducing a set of initiatives to equip students with the necessary competencies for approaching future career decisions in STEAM fields and not only. This is made possible by the use of a powerful framework integrating Life Design and Design Thinking | Delivering targeted activities to late high school and university students blending creative design methods and vocational training. The purpose of such activities is about enhancing students' self-efficacy in career decision-making and providing practical techniques for exploration, to forge a stronger link between their personal aspirations (meaning-making) and tangible skill development. | - The key activity is about Life Design workshops, a group session applying design thinking techniques and narrative approaches to creatively design next steps. - Mentorship and storytelling sessions featuring different role models in STEAM careers, focusing on real-world experiences, decision-making processes, and overcoming challenges. - Facilitators and teacher training: whether teachers willing to bring this approach in schools or other actors wanting to implement it, formative sessions will allow to get all the tools and resources to learn to conduct life-design sessions | ECIU partners with complementary expertise and networks in: - Career education, guidance, and counseling (psychology, pedagogy, or social sciences departments) - Design thinking and educational innovation (design schools, fablabs, or innovation hubs); - STEAM education and outreach (universities, schools or foundations); | ||||||||||||||||||||
10 | University of Twente (UT) | FCTWENTE* - Flexible Competency Taxonomy Within the ECIU Network for Transformative Education | Cooperation Partnerships (KA220) | Establish a quality framework that enables flexible curricula that is fully based on self-directed learning within the context of adherence to the frameworks for good quality higher education (European and national rules & regulations, educational missions & visions, and quality standards for education and educational assessment). | - Establish a competency framework that: a) allows institutions (ECIU/Universities/Faculties) to capture profiles of programmes/courses in terms of core and sub competencies b) disclose educational offer in these terms to enable students to develop personalised learning pathways with courses that fit their envisioned future professional role. c) allows students to think about their professional identity in the same terms | At UT, two developments form the basis of this proposal: a) Development of quality framework in radical open curriculum: In the context of a Liberal Arts & Science programme, a quality framework has been developed to complement the setting of a radically open curriculum, which has since been praised by external accreditation panels. b) Development of competence profile tool: In the context of the redesign of one of our interdisciplinary programmes, the competence profile could not simply be an update of "what it had always been". - Test these two current developments from UTwente at two or more programmes and universities in non-NL settings - Merge the two developments into one comprehensive framework - Integrate the framework with the ECIU University Competency Taxonomy | - Programmes and/or other ECIU Universities (The frameworks should be tested in context that differ from the Dutch context) - Programmes and/or Universities that are looking for connection between initial and lifelong learning. (To demonstrate the beyond-diploma merits) - Programmes with an engineering/science focus AND with a social science / humanities focus. (To demonstrate the interdisciplinary applicability) | ||||||||||||||||||||
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