Building on the Yerevan (2015), Rome (2020), and Tirana (2024) Communiqués, the project emphasizes practical tools and strategies to tackle inequalities, mental health, housing costs, and discrimination. Aligned with Erasmus+ priorities and the European Strategy for Universities, INSPIRE promotes inclusivity in higher education by addressing socio- economic, health, and cultural barriers.

Through peer learning, country reviews, actionable toolkits, and collaboration, INSPIRE aims to close implementation gaps, advance measurable progress for the 2027 social dimension report, and foster a more inclusive and sustainable European higher education system.

Aim

The aim of INSPIRE is to make the social dimension a defining feature of higher education across the European Higher Education Area. The project focuses on turning political commitments into action, equipping governments, institutions and students with the tools to address inequality and create inclusive systems. It seeks to remove barriers linked to socio-economic background, health, housing and discrimination, ensuring that all learners have a fair chance to access, participate in and succeed in higher education.

Main Objectives

INSPIRE will connect countries and stakeholders in a space of exchange and cooperation, encouraging dialogue and the transfer of good practices. National strategies will be reinforced through country reviews that help identify progress, gaps and clear directions for improvement. 

Practical resources and toolkits will be developed to bring the Principles and Guidelines closer to implementation, offering concrete guidance for policymakers and institutions. The project also aims to support the Bologna Process and the 2027 Implementation Report, ensuring that the social dimension is embedded as a measurable and lasting achievement across the EHEA.

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Project description

Anchored in the commitments of the Rome (2020) and Tirana (2024) Communiqués, BP4LnT examines current policies and practices and aims to promote an informed dialogue between national authorities, higher education institutions and students.

While SCL and LLL are pivotal for fostering inclusive, flexible and innovative education systems, their practical implementation remains uneven and conceptually fragmented. The project takes a multi-faceted approach to increase understanding, promote peer learning and provide actionable recommendations for institutions and national authorities.

Partners

• European University Association (BE)
• European Students’ Union (BE)
• European Association for the Applied Sciences in Higher Education (BE)
• Algebra Bernays University (HR)

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To achieve this, the project will carry out international surveys, design an online curriculum with interactive risk scenario training, and create a 12 Steps Safety Plan for Academia. It will also evaluate the program’s impact and advocate for its integration into higher education curricula. Key dissemination activities include the European Summer School of Suicidology, a dedicated workshop in Vilnius, and a high-level strategic meeting in Brussels. Through these efforts, ELLIPSE aims to deliver sustainable tools and policy recommendations that will make suicide prevention a core component of academic life across Europe.

Consortium: 

-Karlstads universitet (coordinator) 

-UNIWERSYTET JAGIELLONSKI 

-UNIVERSYTET MEDYCZNY W LODZI

-UNIVERSIDAD COMPLUTENSE DE MADRID 

-VILNIAUS UNIVERSITETAS LVIVSKYI NATIONALNYI 

-MEDYCHNYI UNIVERSYTET IMENI DANYLA HALYTSKOHO

-Communal Non-profitable Institution of Lviv Oblast Council «Lviv District Clinical Psychiatric Hospital»

-EUROPEAN STUDENTS’UNION 

-LVR-Klinik Köln

Starting date: 01/09/2025

Upcoming events: Kick Off Meeting in Krakow – 15th-16th September 2025 

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Consortium: 

-ESU (coordinator) 

-EUA

-IHS

-ENQA

-EURASHE

Starting date: 01/09/2025 

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Its main objectives are to:

• Develop a Technical Implementation Methodology for the monitoring framework and support its application across the EHEA.
• Create an online platform to systematically collect feedback on fundamental values.
• Raise awareness, promote, and reinforce fundamental values among EHEA stakeholders.
• Provide technical and advisory support to the BFUG Working Group on Fundamental Values.

To maximize impact, the project involves stakeholders through consultations, international awareness events, Mutual Learning Workshops for national operators in charge of data collection, and Peer Learning Activities fostering collaboration and shared understanding among stakeholders.

Consortium: 

-UEFISCDI (coordinator)

-MFHEA

-ESU

-EUA 

Starting date: 01/07/2025

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• Conduct a survey across 18+ EU countries, followed by the collection of a questionnaire from 60+ HEIs and the identification of 25+ relevant case studies. The findings will serve as the foundation for a Comparative Matrix and a Good Practices Report on ULLL.
• Develop a standardised Self-Assessment Model for European universities to evaluate and enhance their ULLL strategies. This model will be tested in 18 HEIs to ensure its adaptability across different educational contexts.
• Formulate a set of Policy Recommendations and Action Plan for EU policymakers at different levels to support the seamless integration of ULLL into HEIs.

SAMUELE Consortium

Full Partners:          

• eucen – project coordinator (BE)
• ESU (BE)
• Johannes Gutenberg University (DE)
• Copenhagen Business School (DK)
• University College Cork (IE)
• University of Lille (FR)
• Stifterverband (DE)
• Station (DK)
• IRD Duhallow (IE)
• FCU (FR)

Associate Partners:

• Tallinn University (EE)
• Universität für Bodenkultur Wien (AT)
• Universite de Lausanne (CH)
• Universita degli Studi di Bari Aldo Moro (IT)
• Universidade do Porto (PT)
• Universitatea din Bucuresti (RO)
• Aalto University Executive Education (FI)
• University of Barcelona IL3 (ES)
• Katholieke Universiteit Keuven (BE)
• Universiteit Gent (BE), Univerza v Ljubljani (SI)
• University of Sunderland (UK)
• LLL Platform (BE)

If you are interested, have any questions or comments, contact us at samuele@eucen.eu!

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IncluDE seeks to establish a comprehensive Inclusion Reference Framework to guide higher education institutions in evaluating and improving their inclusion policies and practices. This framework will provide practical tools to address a wide range of inclusion challenges, including disabilities, cultural and social barriers, economic obstacles, and geographical constraints. The project involves collaboration among institutions, experts, and stakeholders to promote inclusion throughout every stage of the academic journey, from pre-access to career readiness.

​Expected outcomes

Over the course of three years, IncluDE will focus on delivering the following outcomes:

Inclusion Reference Framework   

A matrix-based framework of indicators addressing the student journey from pre-access preparation to career readiness, integrated with key inclusion challenges identified by the European Commission.

Inclusivity Evaluation Instrument

A diagnostic tool to assess institutions’ current inclusion status, identify areas for improvement, and guide action planning at institutional, curriculum, and course levels.

Inclusion Monitor

A structured discussion and planning tool that helps institutions create actionable roadmaps for improvement and align strategies with EU and national policies.

Inclusivity Resources Portal

An online platform offering open-access resources, including guidelines, best practices, design models, and technological tools. The portal also integrates an AI assistant to support stakeholders in implementing inclusive strategies.

CPD Course   

A Continuing Professional Development (CDP) course for leaders, educators, and support staff, designed to introduce the framework, indicators, and tools, and to provide resources for managing inclusion in higher education.

Inclusion Consultancy Group

A network of experts available to provide on-demand support and guidance to institutions in adopting and implementing the IncluDE framework.

For more, check this website.

Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA). Neither the European Union nor EACEA can be held responsible for them.

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Inclusive Student Civic Engagement as a Pathway for Enhanced Skills & Competences in Professional Higher Education

The EngageAll project builds on the work of InclusiPHE (2020-2023) to expand student engagement beyond institutional governance to include civic participation, recognizing both as valuable experiences that enhance students’ skills and employability. It specifically aims to increase accessibility for students from disadvantaged backgrounds by improving awareness of the benefits of engagement, facilitating participation through PHE institutions, and introducing mechanisms for recognition of students’ contributions. The project will develop key resources, including a Competence Framework for student engagement, an online toolkit for service learning, a student ambassador scheme, and a course handbook to support engagement initiatives.
The project is led by Duale Hochschule Baden-Württemberg (DHBW) in Germany and supported by a diverse consortium of higher education institutions, student organizations, and research centers, including the European Students’ Union, Mondragon Unibertsitatea, UC Leuven, Malta College of Arts, Science and Technology, the European Association of Institutions in Higher Education (Eurashe), the Knowledge Innovation Centre, and the Institute for the Development of Education. By embedding civic participation as a core part of the PHE learning experience, EngageAll seeks to create a more inclusive and impactful educational landscape across Europe.

For more information, check EngageAll’s website

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The MindEd project aims to enhance mental well-being on university campuses for both students and staff by adopting a “whole university” approach to mental health. It focuses on fostering inclusivity and resilience, integrating mental health education into academic curricula, prioritizing preventive measures, and expanding support beyond traditional pastoral care. By creating a holistic and supportive environment, MindEd seeks to address the diverse mental health needs of university communities.

The project is led by Bordeaux Montaigne University (France) and implemented by a diverse consortium of higher education institutions, research centers, and mental health organizations, including Le LABA, Fundació Institut de Educació Contínua, European E-learning Institute, European Students’ Union, Momentum Marketing Services, Universidade do Minho, and IHLEU Limited.

MindEd is structured around four key work packages: the Wellness Framework, which assesses mental health literacy and well-being competencies in HE; the MindEd Toolkit, offering lecturers resources to support student mental health; an AI-driven Social Prescribing App, which connects students to personalized well-being activities; and a Sharing & Sustainability strategy to maximize the project’s impact and long-term adoption. Through these initiatives, MindEd will equip educators and students with innovative tools and strategies to support mental well-being, ultimately fostering resilience, inclusivity, and academic success across European higher education institutions.

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For more information, visit AUREA’s Website.

Aim: Support automatic recognition for credit mobility students by identifying barriers, analysing existing options, and providing policy recommendations for the future of automatic recognition.

Main Objectives: 

-Assess the state of play in recognition for mobile students undergoing credit mobility.

-Create a shared understanding of (full) automatic credit recognition on a European level.

-Provide higher education institutions with the necessary tools and information to assess their readiness for implementation of automatic credit recognition and fostering evidence-based policy making.

On February 12-13, the European Students’ Union (ESU) hosted the first Transnational Partner Meeting (TPM) of the Automatic Recognition Assessment (AUREA) project. AUREA, an EU-funded initiative coordinated by ESU, seeks to advance automatic recognition for students undergoing credit mobility, addressing barriers that continue to hinder full recognition of learning periods abroad.

The meeting gathered representatives from the project consortium, which includes the European University Foundation (EUF), the European University Association (EUA), the Erasmus Student Network (ESN), University Eötvös Loránd (Hungary), University of Marburg (Germany), University of Ghent (Belgium), and Public University Kadri Zeka (Kosovo).

During the TPM, work package leaders provided updates on their respective tasks, highlighting key progress made so far. The consortium also reached a consensus on the project timeline and deliverables, ensuring a coordinated approach to tackling recognition challenges. The meeting reaffirmed the commitment of all partners to evidence-based policy recommendations, institutional capacity building, and fostering good practices for automatic recognition across Europe.
Stay tuned for further updates as we continue working towards seamless mobility and a stronger European Education Area!

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