https://docs.google.com/document/d/116Y1MU0TwrpNnc2VUumJy8YyKNCk70GD/edit?usp=sharing&ouid=100446253667610366504&rtpof=true&sd=true

The main aim is to help participants better understand sustainability challenges while also critically exploring the pedagogical value of participatory methodologies.

Follow this link to know more:

https://docs.google.com/document/d/1QLK1GVi1KDqVwBhDzoVcpWUANIrU2UwjFW1IEjEFyLA/edit?usp=sharing

I would like to run a challenge-based learning (CBL) Virtual Exchange (preferably a BIP but very much open) on theme of wicked problems in sustainability in the winter or summer semester.

I teach environmental ethics. Students are undergraduate philosophy/ethics/and teaching. There is usually 10-15 students in my course.

Learning outcomes:

·      Identify and assess a wicked problem in sustainability

·      Coordinate and arrange a proposal

Students will develop the following skills:

·      Global collaboration

·      Dialogue and negotiation

Looking forward to chatting more in Brussels! https://docs.google.com/document/d/1fHAXW0t2d6Aw7HmeBv1iF9v4Vflzr6ug/edit?usp=sharing&ouid=115715136544899120426&rtpof=true&sd=true

I am teaching a class of Master students in Agricultural Science (8 to 20 people). The course I teach is on bioenergy and renewable energy systems.

I would like to develop a VE in which students collaborate together to investigate different aspects of the bioenergy landscape: technical (this is the focus of my course), as well as social, economic and policy aspects.

I am open to use methodologies such as business/policy simulations and gamification. I'd like the deliverable of the project to involve use of creative skills (visual content, debate, role-playing, and the like).

I am planning a VE of approximately 7 weeks, from March to May.

Please come and chat with me in Brussels if you think our plans can overlap!

https://euccc-my.sharepoint.com/:w:/g/personal/io_vekiri_euc_ac_cy/IQC6ZJ1Lm9i8So9KNc_MSg21AcZ8AQxfl9AXo2VmV3AGhpM?e=fq5Jjq

I teach Genetic Engineering (undergraduate, autumn semester) and Biotechnology (graduate, spring semester). From the next academic year, I would like to integrate a VE into my courses or possibly develop a BIP. I am planning for my students to work together with international students from natural sciences, as well as social sciences, communication, in international and interdisciplinary teams.

The focus would be on SDG‑related topics (health, environment, sustainability, biotech solutions), combining scientific and societal perspectives.

https://docs.google.com/document/d/1CG2vDB_4VmwR6t4v307Jyu4KC4kTG3E6/edit?usp=drive_link&ouid=118323664498643135580&rtpof=true&sd=true

Possible collaboration welcome. :)

I am seeking partners to co-create Virtual Exchanges and Blended Intensive Programmes (BiP) that use arts, cultural heritage, and creative practices to address SDGs, e.g. 4, 10, 11, and 13.

If you have time, please take a look at my two proposals; I’d be happy to discuss them in detail, along with other ideas, when we meet in Brussels.

https://docs.google.com/document/d/1tVSY5-oyZv2gXUX1pGs8DRZb6jZ0hcKmythmKnLv0i0/edit?usp=sharing

I am an Assistant Professor at the Faculty of Economics and Business Administration at Vilnius University, with an interdisciplinary academic background in Economics, Business Administration, and Sociology. I specialise in marketing analytics, marketing research, behavioural economics and consumer decision-making, particularly focusing on data-driven insights, cognitive biases and sustainable consumption. I teach Essentials of Marketing Research, Marketing Analytics and Behavioural Economics of Decision-Making to both international and local bachelor's and master's students. I am open to discussing different ideas for Virtual Exchange (VE) or Blended Intensive Programme (BIP) projects, and you can find my initial project idea in the link below.

I look forward to seeing you soon in Brussels!

https://docs.google.com/document/d/1gVG4oSmIPwyAbUv4gJQTxoCO3gaTf8DTfsat4ZZZPH0/edit?usp=sharing

This is Oti AYENBI. I teach English language to French and international students from multidisciplinary back ground.

I would like to run a BIP on “Introduction to United Nations Sustainable Development Goals”.

The idea is to do an overview of and expose students to the entire SDGs and eventually get them to do a case study using the contexts of their countries of origin.  

The main aim of this project is to introduce students to and create awareness on the SDGs with a view to developing their knowledge/skills in addressing the SDGs. It equally aims at constructing student’s analytical and negotiation skills in identifying any of the SDGs upon which concrete projects could be designed and implemented.

Final outcome: -At the end of the programme, students will pick one of the goals and create a project around it; which they may be able to present to policy makers in their local communities or municipal councils.

If you are interested in this maiden project of introducing the entire SDGs to your students, why not join me in this exploratory journey to open our students’ horizon to potential programme development skills with a view to mobilizing communities towards infrastructural development.

If this makes sense to you, click on the link to the entire proposal.

https://docs.google.com/document/d/15U82vu6IjE8PAk4dKyGDRxOcGYCohhiV/edit?usp=sharing&ouid=105839888342497082182&rtpof=true&sd=true

See you in Brussels.

Two of my classes would be fit for such a format: (a) a project-based undergraduate class on Environmental/Energy Humanities, and (b) a Master seminar on green-black relations in the British post-colonial world. Teaching outcomes would be to have my students fully engage in interdisciplinary initiatives around the multifaceted socio-political climate challenge and to develop research-based skills in an international environment. Looking forward to meeting you all in person!

https://drive.google.com/file/d/11YYJb-q7_mn2vMbpNuikMNEvXgHnXASZ/view?usp=drive_link

I have 2 preliminary ideas for a VE course (as I don't yet teach, I can afford to be aspirational). Both of my ideas involve natural and social science students meeting to learn about each other's worlds.

Idea #1:

This ideal is less well-formed:

I am a researcher in Political Science, with a specialization in Arctic politics. The Arctic is a region that has been gaining massive attention and funding in the natural sciences, while the social sciences have been marginalized (did you know that over 4 million people live there?) I would like to create a VE course that helps natural scientists become aware and sensitive to the social side of Arctic life, while at the same time helping social scientists understand why the region is so important in a natural science way.

Idea #2:

In order to understand and solve global environmental and social problems, natural scientists and social scientists need to work together. But they don't.

The idea for this VE course would be to bring both groups together in a Model UN-type of simulation where they need to work together to devise a sustainability plan for a particular global issue, taking into account all of the pillars of sustainability/sustainable development.

These are my course kernels. If anyone wants to help me flesh them out to the mutual benefit of both/all our universities and students, I'm eager to work with you!

I would like to develop a BIP on “Critical AI for Sustainable Futures”, to run either in F2026 or S2027, targeting master’s and/or doctoral students from different disciplines. I am especially interested in collaborating with colleagues who want to connect sustainability education with AI, critical thinking, intercultural dialogue and responsible innovation.

Students would work in international, interdisciplinary teams on a sustainability challenge linked to the SDGs (e.g. climate action, sustainable cities, health, responsible production). Partner teachers could bring case studies or challenges from their own disciplines, while I could contribute the critical data/AI literacy component.

In the virtual phase, students would introduce their local contexts, compare how a chosen sustainability issue appears in different countries and disciplines, and use AI tools to explore the problem. They would then carry out an AI evidence and bias audit: a structured critical check of AI-generated information, asking whether the claims are accurate, whether sources are reliable, what evidence or perspectives are missing, and whether the AI response includes bias, stereotypes, oversimplification or ethical risks.

In the physical week, teams could work as a small design lab, using their online findings to develop a concrete output such as a sustainability action plan, policy brief, teaching activity, research proposal, responsible AI-use guide, or prototype. Their final presentation would include both the sustainability idea and a reflection on how AI was used critically and responsibly.

I would be very happy to connect with colleagues from any discipline. Looking forward to discussing possible collaborations in Brussels!

I would like to run a BIP/ VE  focusing on the ways in which stereotypes influence intercultural communication (including gender, national, professional stereotypes).

Students from different cultural backgrounds could collaboratively explore the role of stereotypes in intercultural communication.

The project aims to develop students’ critical awareness, intercultural sensitivity, and reflective communication skills.