This study module aims at enhancing cultural awareness as a key skill in Early Childhood setting.

Globalization has the last decades turned national and local communities into migrant societies. ECEC is an institution in which children, guardians, parents, and staff from various backgrounds and with multiple belongings meet. This gives ECEC a key role in creating inclusion and belonging in dynamic communities influenced by local and global concerns.

The course will enrich students’ knowledge and skills for leading and guiding processes of creating belonging in children’s groups, cooperating with a diverse group of parents/guardians, finding practical, enjoyable, and efficient ways of working as professional staff requires high level of intercultural competence.

Transcript of Records is an official document issued by your home university. It specifies the name of the institution, the academic programme you are enrolled in, the list of courses taken up until the current period, the exams or tests you passed, the grades and the credits you earned. 

Transcript of Records

Motivation letter is a personal statement and it might include a brief introduction of yourself, explanation why are you interested in the learning opportunity you are applying to, any relevant experience or skills that you have, your goals and how this opportunity will help you achieve them, This document should not be more than 400 words.

Motivation Letter

University of Stavanger

Critical Cultural Awareness in Migration societies

Early Childhood Education and Care

Critical and innovative thinking

Inter-personal skills

Global citizenship

This challenge addresses an often-neglected dimension of diversity and inclusion which is ‘age’, particularly ‘minor age’. Adultcentric bias can create barriers in recognizing the capacities of children and youth to contribute to society as they can be pre-judged to be ‘incompetent’ or ‘not-yet developed’ due to their age. Raising critical self-awareness of adultcentrism among adults in educational contexts can support them to develop more age-inclusive attitudes towards children and youth in daily life. However, this process of raising critical self-awareness related to one’s own adult age can bring up emotional responses e.g., fear, guilt, insecurity, denial etc. that can create obstacles in the learning process of adults and might worsen intergenerational differences.

The central challenge in this course is to propose a game to be used by adults to raise the awareness of the psychological concept of ‘adultcentrism’ among adults in educational relationships with children and youth.

A key ethical question in developing a game for this purpose is whether the design of such a game is age-sensitive towards adult learners.

The participants work in a Challenge Based Learning framework to propose a game designed for raising critical self-awareness i.e., of adult-centric biases, among adults in educational relationships with children and youth. The activities include readings, podcasts, teamwork, lectures and workshops. Participants will work part-time, digitally, over a period of three months. There will also be the opportunity for a 5-day visit to the University of Stavanger, but this part can also be attended online.

Adultcentrism in Educational Relationships

Creating Awareness of Adultcentrism in Educational Relationships through Game-based Learning

Intra-personal skills

Intercultural skills have been recognized as the top-valued skills for not only employers in various industries but for education from the earliest age. Multilingualism goes hand in hand with intercultural competencies, and is already a stated goal for EU-education and a need in increasingly diverse working and living contexts. Therefore, the aim of the course is to explore and critically evaluate the key issues in research on intercultural competence and multilingualism, especially from the standpoint of teacher education and foreign language teaching.

Art-based Research Methods in Intercultural Competence and Multilingualism

Exploring, analyzing, and using various research methods

The students will work on one challenge provided by NorSea Group.

A specific method is used in the workshops: Challenge Based Learning (CBL). (CBL) has three distinct phases, Engage, Investigate and Act.

The workshop begins with the **Engage phase**, which moves from the Big Idea (green transition in offshore) to a concrete and actionable challenge by using the essential questioning process (Swiden, 2013).

Once this has been decided upon, participants can then proceed to the **Investigate phase**. Here, participants develop guiding questions to gain the knowledge needed to develop a solution to the challenge. Guiding questions continue to emerge throughout the challenge (Nichols et al., 2016). These could be gathering relevant data for their challenge. A problem-solving technique for this stage such as fishing techniques will also be presented. By these tool participants will understand problems in a more holistic and in-depth way and be enabled to structure their investigations. Participants will then develop their own guiding questions and resources to better understand their challenge. The learnings from this phase provides a foundation for the eventual identification of potential solutions to the challenge (Nichols et al., 2016).

In the **Act phase**, a technique to develop potential solutions will be presented. This includes the ‘six thinking hats’ technique, which encourages each participant to take a different role for developing solutions and help choose the best solution. These roles can include thinking more innovatively, or more cautiously, in a more risk-averse manner or in a more bold and experimental way. This is a key part of CBL as it demonstrates how participants do not have fixed roles and are able to change their roles to have different perspectives on their challenges.

Solutions should be evidence-based and implemented with an ‘authentic’ (real-life) audience. They should evaluate the effectiveness of the solution and make adjustments, which will deepen their subject area knowledge (Nichols et al., 2016). Within each of the phases there are opportunities for mini-investigation cycles and, if necessary, a return to an earlier phase.

Green Transition in Offshore Wind

Reduce the envioronmental footprint of ocean renewable systems

Energy and sustainability

Circular economy

Entrepreneurship, technology and innovation

This challenge is a collaboration between 6 ECIU universities: UAB (Spain), KTU (Lithuania), UiS (Norway), Unitn (Italy), INSA (France), and UT (the Netherlands). This means you get to gain knowledge from experts of all these different universities! This is therefore a unique opportunity that offers multiple perspectives and an intercultural experience.

### Why do Interculturality and Citizen Science matter?

Interculturality is a crucial skill in today’s globalized world, enabling effective communication and collaboration across cultural boundaries. It fosters empathy, helps navigate differences with respect, and is essential for addressing global challenges like climate change and migration. In professional settings, intercultural competence is highly valued, supporting teamwork in diverse and international contexts. Personally, it enriches your worldview, enhances self-awareness, and opens you to new perspectives. By embracing interculturality, you contribute to a more inclusive and collaborative global society.

This brings us to Citizen Science as well, which democratizes knowledge by engaging the public in scientific research. It bridges the gap between academia and society, empowering citizens to contribute to solutions for the mentioned pressing issues like climate change. By combining diverse cultural perspectives with participatory research, we can create inclusive, innovative solutions that truly resonate with and benefit global communities. Together, Interculturality and Citizen Science inspire collaborative action and a shared responsibility for the future.

### What you'll do

When you get accepted to this challenge, you will automatically also get all the information and learning activities of the online micro-module "Introduction to Citizen Science". That part has a study load of 1 ECTS, the other 3 ECTS will come from the Citizen Science project and mandatory mobility week.

**Please only apply to one of the two: this challenge OR the micro-module Introduction to Interculturality.**

**Introduction to Interculturality**

This online part is designed to give you a comprehensive understanding of interculturality through a structured blend of expert-led lectures and interactive discussions. There are three thematic blocks, each building on the previous one to create a cohesive learning experience:

**Block 1: Understanding cultural differences**

You’ll start by exploring foundational theories of culture, learning what defines and distinguishes cultures around the world. This block highlights the importance of cultural diversity in today’s globalized world, helping you develop an awareness of how cultural differences shape interactions and perceptions.

**Block 2: Global perspectives**

In this section, you’ll examine the effects of migration, media representation, and the concept of global Englishes. These topics will give you a broader perspective on how cultural narratives evolve and influence societies across the globe. You’ll gain insights into how these factors contribute to both challenges and opportunities in intercultural communication.

**Block 3: Practical intercultural skills**

The final block focuses on practical workshops to equip you with effective communication techniques for interacting across cultures. You’ll learn how to navigate cultural nuances in professional and personal settings, ensuring your interactions are respectful, clear, and impactful.

By the end of this part of the course, you’ll have a deeper understanding of cultural theories, a global perspective on societal changes, and the practical tools to engage effectively in intercultural settings. This combination of theoretical and hands-on learning prepares you to adapt in diverse environments and address the complexities of global communication

**Citizen Science Project**

You will select a preferred Citizen Science project from a curated list, which serves as the focus of your group work. The project groups are formed based on these preferences, ensuring diverse and multidisciplinary teams. Over the course of the challenge, you:

- Explore the core concepts of Citizen Science through expert-led sessions on its methodologies, applications, and potential impact;
- Investigate your selected Citizen Science project to understand its design, research goals, and current level of citizen engagement;
- Develop an outreach strategy aimed at increasing citizen participation, taking into account cultural diversity, ethical considerations, and inclusivity.

**Mobility week**

A key highlight of the challenge is the **mandatory** mobility week, during which students come together on-site to collaborate intensively, interact with project researchers, and participate in workshops that enhance their project outcomes.  

Scheduled in the seventh week of the challenge, the mobility week is a pivotal moment for team collaboration and cultural immersion. Held at the University of Twente, this week includes:

- Meetings with researchers from the selected Citizen Science projects.
- Workshops on interculturality, citizen engagement, and other relevant skills.
- Time for cultural exchange, group work, and networking with peers from other universities.

Students will also have the chance to pitch their initial ideas, gaining feedback from experts and refining their plans.

CV (Curriculum Vitae) is a document that summarizes your educational and professional history. It must provide a detailed overview of your academic and work experience, skills, achievements, and qualifications.

University of Twente

Intercultural Competences through Citizen Science Challenge

Contribute to ongoing Citizen Science projects while enhancing your intercultural skills.

This micro-module is a collaboration between 6 ECIU universities: UAB (Spain), KTU (Lithuania), UiS (Norway), UniTn (Italy), INSA (France), and UT (the Netherlands). This means you get to gain knowledge from experts of all these different universities! This is therefore a unique opportunity that offers multiple perspectives and an intercultural experience.

### **Why learning about interculturality matters**

Interculturality is a crucial skill in today’s globalized world, enabling effective communication and collaboration across cultural boundaries. It fosters empathy, helps navigate differences with respect, and is essential for addressing global challenges like climate change and migration. In academic and professional settings, intercultural competence is highly valued, supporting teamwork in diverse and international contexts. Personally, it enriches your worldview, enhances self-awareness, and opens you to new perspectives. By embracing interculturality, you contribute to a more inclusive and collaborative global society.

### **What you'll learn**

This online micro-module is designed to give you a comprehensive understanding of interculturality through a structured blend of expert-led lectures and interactive discussions. The course is divided into three thematic blocks, each building on the previous one to create a cohesive learning experience:

**Block 1: Understanding cultural differences**  

You’ll start by exploring foundational theories of culture, learning what defines and distinguishes cultures around the world. This block highlights the importance of cultural diversity in today’s globalized world, helping you develop an awareness of how cultural differences shape interactions and perceptions.

**Block 2: Global perspectives**  

In this section, you’ll examine the effects of migration, media representation, and the concept of global Englishes. These topics will give you a broader perspective on how cultural narratives evolve and influence societies across the globe. You’ll gain insights into how these factors contribute to both challenges and opportunities in intercultural communication.

**Block 3: Practical intercultural skills**  

The final block focuses on practical workshops to equip you with effective communication techniques for interacting across cultures. You’ll learn how to navigate cultural nuances in professional and personal settings, ensuring your interactions are respectful, clear, and impactful.

By the end of the course, you’ll have a deeper understanding of cultural theories, a global perspective on societal changes, and the practical tools to engage effectively in intercultural settings. This combination of theoretical and hands-on learning prepares you to adapt in diverse environments and address the complexities of global communication

Introduction to Interculturality

Explore interculturality in an international context

**Cultural Diversity**

An increasing international migration, with a growing welfare gap, contributes to new challenges and demands for citizens and social and welfare workers more specifically. A transnational framework captures the cultural diversity in a globalized world. This course emphasizes cultural diversity within welfare systems and intercultural practices, by addressing families separated by distance and national borders, which forces them to negotiate and maintain family relations with multiple societies across borders. The course provides insight into transnationalism, migration and return migration.

Cultural Diversity

The course seeks to facilitate participants to reflect upon intercultural practices in diverse contexts

This challenge addresses an often-neglected dimension of diversity and inclusion which is ‘age’, particularly ‘minor age’. Adultcentric bias can create barriers in recognizing the capacities of children and youth to contribute to society as they can be pre-judged to be ‘incompetent’ or ‘not-yet developed’ due to their age. Raising critical self-awareness of adultcentrism among adults in educational contexts can support them to develop more age-inclusive attitudes towards children and youth in daily life. However, this process of raising critical self-awareness related to one’s own adult age can bring up emotional responses e.g., fear, guilt, insecurity, denial etc. that can create obstacles in the learning process of adults and might worsen intergenerational differences.

The central challenge in this course is to propose a game to be used by adults to raise the awareness of the psychological concept of ‘adultcentrism’ among adults in educational relationships with children and youth.

A key ethical question in developing a game for this purpose is whether the design of such a game  is age-sensitive towards adult learners.

The participants work in a Challenge Based Learning framework to propose a game designed for raising critical self-awareness i.e., of adult-centric biases, among adults in educational relationships with children and youth. The activities include readings, podcasts, teamwork, lectures and workshops. Participants will work part-time, digitally, over a period of three months with a 5-day visit to the University of Stavanger.

## The Challenge

Learners will work together to acquire skills and competencies related to the physiopathological basis of the reproductive system, infertility, and influence of lifestyle on reproductive health. The ultimate goal is to integrate and apply this knowledge in identifying and solving real problems in the area through the implementation of multicultural working groups. During this challenge, priority will be given to innovative and experimental teaching models, such as challenge-based in a blended learning approach that combines virtual and face-to-face mobility

## Impact

The participants will develop cross-cutting and transdisciplinary knowledge in reproductive health lifestyle. This challenge will also promote new forms of international mobility that allow an increase in the number of individuals with an international mobility experience in higher education, while also promoting collaborative and cooperative work skills through the experience of active teaching and learning methodologies. This intensive blended program is aligned with the strategic development plan of the Department of Medical Sciences, within the scope of its internationalization policy, as well as with the Sustainable Development Goals of the United Nations, namely for Good Health and Well-being (Goal 3), Quality Education (Goal 4), Gender Equality (Goal 5), and Reduced Inequalities (Goal 10).

University of Aveiro

Lifestyle Influence on Reproductive Health

Resilient communities

This micro-module is based on the idea of developing solutions for the European Diploma  and Flexible Learning Pathways in an international environment during the summer school hosted in Poland. Paricipants, ECIU teachers,  will carry out in-depth teamwork in one of those topics. They will learn how to identify the challenge, obtain, and compile reaserch information and communicate the results in English on minimum CEFR B2+ level. The participants will be able to gain valuable creative problem-solving skills. This challenge is a chance to make a tangible difference in how we approach lifelong learning within the ECIU capacity. We invite teachers who are ready to create a meaningful change by benefiting not only themselves through skill acquisition, but also by making a valuable impact on the ECIU community.

Member university

University of Stavanger

Member university

University of Stavanger

Learning opportunities of University of Stavanger