The Erasmus Mundus Joint Master in Archaeological Materials Science (ARCHMAT) is a 2-years (120 ECTS) fully joint Program focusing on the application of scientific techniques to the study and conservation of archaeological assets. It is delivered by a consortium of 4 Degree-awarding HEIs from Portugal (Universidade de Evora), Greece (Aristotle University Thessaloniki) and Italy (Sapienza Università di Roma) and a satellite network of EU (Portugal, Greece, France, Italy, Spain, Belgium) and non-EU (Israel, China, Brazil and Colombia) academic and non-academic associated partners of 8 HEIs, 4 Museums, 3 Research Laboratories, 3 SMEs, 1 National Governmental Institution, 1 Civil Society Organization, 1 ENIC-NARIC Agency. Excellent students possessing either a Science or a Humanities educational background are eligible to apply. A compulsory mobility track Portugal-Greece-Italy is envisaged for the first 3 semesters with the 4th semester dedicated to Theses. ARCHMAT Associated partners complement the curriculum by providing theoretical/practical/field seminars/workshops and by co-hosting internships for ARCHMAT Theses. The curriculum includes modules in transversal skills including Project Management, IT tools, Entrepreneurship and Scientific writing. Upon successful completion, a Joint ARCHMAT Degree diploma is delivered. At system level, ARCHMAT raises awareness on the importance of preserving archaeological assets in Europe and worldwide. At institutional level, ARCHMAT reinforces the internationalization strategy and foster the adoption of the European Approach for Quality Assurance. At individual level, ARCHMAT forms professionals equipped with the multisectoral and transversal knowledge, competences, and skills necessary to enrol in PhDs or develop a career in the private (Restoration/Conservation SMEs, private profession) or public sector (Museums and Cultural Heritage National and International Institutions) in the broad Cultural Heritage research field.

<< Background >>Diversity in its many forms is today a globally recurring feature of people’s day-to-day experiences and social interactions. It surfaces in a variety of contexts ranging from ethnicity and political ideology to education and culture, and its sheer presence facilitates a need to acknowledge and address it.The position of the EU in the face of diversity is one that enables and encourages a culture where differences are embraced, and diversity can thrive. Asserting that linguistic and cultural diversity are integral to the European identity and prioritizing inclusive higher education systems, EU policies openly promote the case for diversity-inclusive education and call for a scrutiny of instructional and research-based prospects to develop capacity for inclusion, equity and equality, to which end interculturality has significant potential. Having become part of the everyday vocabulary of various disciplines, interculturality is a field the boundaries and dynamics of which move between different interpretations, numerous theoretical and methodological perspectives, and models. It has a particular significance in the field of language education because it can relate to both linguistic and educational objectives, demanding exploration not in isolation but in association with related issues and disciplines. Perceiving interculturality thus in all its potential and adopting an innovative and transnational approach to professional development of early-career researchers (ECRs) with the use of interculturality approach will have implications on diversity-focused research conducted in the field, knowledge produced through research and global dialogue formed on interculturality with a network of diverse group of researchers. To that effect, EUREDIE project is designed to respond to the increasing concerns for inclusion, equity and equality by proposing an inclusive, accessible and sustainable researcher development and engagement path through an interculturality approach for a diverse group of ECRs involved in language education across Europe.<< Objectives >>The implementation of the project will renew the significance of the field of interculturality in relation to diversity-inclusive education and mainly serve the needs of the early-career researchers involved in language education. It will enable increased knowledge and awareness of the role of interculturality in promoting social and linguistic diversity and greater understanding and engagement with inclusive and equitable knowledge production, among the ECRs involved in language education research. It will also create increased capacity for the construction and utilization of a digital ecosystem for sustainable, inclusive, and easily accessible researcher development and engagement. To generate a wider impact and network of ECRs across Europe, the project will capitalize on the resources and opportunities that digital technologies offer today and adopt a participatory and data-driven strategy to the production of knowledge.<< Implementation >>In order to achieve the stated results and outcomes, the activities of the EUREDIE project are geared towards five main areas: The management activities to oversee the project include budget control, time management, quality assurance, risk management, communication in the consortium and the supervision of the follow-up activities. A simple but effective and efficient team and management structure, entailing a steering board, scientific advisory committee, administrative support team, results managers/local managers and local teams of researchers and technicians, will be adopted to administer all the tasks leading to the production of the intended results, monitor and ensure progress and quality, file the related reports and disseminate and promote the results. The second area of activities will center around the production of the project results.The first result involving a tripartite report will be gathered from the data-driven review of the field of interculturality with an exclusive focus on its intersections with language education. The review will be structured around three core components: review of the literature across Europe in the last decade, ECRs’ perceptions of interculturality and analysis of ECRs’ research-related needs. The production of the first component will include the specification of the selection criteria of the literature, selection of the relevant literature, development of the review framework and its implementation and reporting. The production of the last two components will require the development of data collection tools, data collection and analysis, quality and credibility assurance of the tentative findings and reporting. The achievement of the first result will be followed by the designing and implementation of an online problem/task-based researcher development program that will be organized in three two-week modules. The first module will involve synchronous joint sessions of core seminars and workshops pertaining to the theoretical and methodological perspectives and issues of the field, the second module will incorporate self-study days supported by interactive discussion, exchange and reflection sessions carried out locally and ended with a joint round-table discussion, and finally the third module will be composed of joint sessions focusing on case studies and problem-oriented and research-oriented tasks in light of the first two modules. Finally, a digital platform offering a massive open online self-directed e-learning course centered around the issues of interculturality, inclusion, diversity and language education will be designed and developed including the components such as content delivery, discussion platform, progress tracking elements, live/asynchronous seminar and workshop sessions, collaborative tasks, gamification elements, e-portfolios, embedded social media feeds of the project community, and a live question-answer component. The third area of activities will involve regular online meetings and four face-to-face transnational meetings to be held throughout the project to discuss the specifics of major issues such as communication plans, roles and responsibility allocation, timetables at the beginning of the project, take stock of what has been completed and what is due,status-checks of anticipated results, and finally evaluate the project findings and results against the intended objectives and outcomes. The fourth area of activities will include active and passive dissemination activities comprising posters, email newsletters, brochures, virtual events, presentations, and field visits in order to share and promote the use of project results and increase the impact on the target groups. The last area of activities will focus on impact management under the leadership of the steering board; indicators for the successful accomplishment of the project results and impact plan will be monitored and evaluated, and revisions or improvements will be conducted if necessary.<< Results >>The ultimate result intended by EUREDIE Project is the generation of an inclusive, accessible and sustainable researcher development and engagement path for the early-career researchers involved in language education research to address the increasing social and linguistic diversity involved in language education and research, by using an interculturality approach, capitalizing on the resources and opportunities that digital technologies offer today and adopting a participatory and data-driven strategy. To attain this overall result, the project aims to achieve the following specific results:-Open-access tripartite report gathered from data-driven review of the field, including the review of the literature across Europe in the last decade, ECRs’ perceptions of interculturality in language education and analysis of their research-related needs -Problem/Task-Based Online Study Program offering a six-week three-module online intensive summer school for a select group of ECRs involved in language education-Digital Platform for Researcher E-learning & Networking, comprising an online open self-directed e-learning component on interculturality and language education related issues, including embedded interactive e-portfolios, an online researcher's handbook and an interactive space for discussion and networkingThe production of the results is accordingly intended to achieve the following outcomes:-a novel approach to address the many forms and aspects of diversity involved in language education and research increased capacity for the utilization of an open digital ecosystem for sustainable, inclusive, and easily-accessible researcher development and engagement path in a variety of fields involved in language education research-increased knowledge and awareness of the role of interculturality in promoting social and linguistic diversity and greater understanding and engagement with inclusive and equitable knowledge production, among the ECRs involved in language education research

<< Objectives >>VR4Learning is a 24-month Project to engage Youth in new learning methods, with a high level of technology incorporation (virtual and augmented reality) with contents in the areas of environment and green transition towards a sustainable society in 2050.The Project will create videos for online courses, and use virtual and augmented reality for digital learning, including training sessions with 3D glasses which will enable learning at a distance in an immersive environment.<< Implementation >>The main activities of VR4Learning centres around the content creation to be used in Virtual Reality courses, focusing on the areas of environment and green transition towards a sustainable society in 2050. Virtual reality scenarios will be created for immersive learning. With these, webinars, workshops and short trainings will be organized to showcase the innovative learning environment proposed in VR4Learning. Lastly, the content created will be made available in the digital library.<< Results >>The main expected result of VR4Learning is enabling an immersive learning environment, made available to all, regardless of background. For instance, youths with reduced mobility or from disadvantaged backgrounds could attend lessons, events, and field visits remotely. This is achieved through the video contents being accessible to all via the digital library.

<< Background >>From an international perspective, which recognises the great importance of skills and competences acquired through Higher Education, the role of universities is increasingly important, becoming a key element for the future of Europe (European Commission, 2006). In fact, this issue is framed in a WHO directive (2020) calling on governments to focus on the training of health workers (Nursing and Midwifery), reinforced by the International Year of Health and Care Workers (YHCW), designated by the WHO (2021) in view of the current SARS-Covid-19 pandemic. If we focus on sexual competence, it stands out that, in the teaching and learning process in Higher Education, in part of the countries of the southern fringe of the European Union (EU) (Spain, Italy, Portugal), there is a standardised curricular dimension guided by a behaviourist line based on a biological vision. Even the theoretical and clinical teaching of sexuality is approached from a reproductive health perspective. If one takes into account that the factors that influence sexuality are also sociocultural, the need for sexual competence training with a more holistic vision becomes evident.This is why this project is requested, as it aims to carry out a cross-cultural and multidisciplinary training approach with the introduction of a comprehensive sexuality education model in Higher Education. Furthermore, it contributes to strengthen this in other social fields (youth associations, women and immigrants), bringing new visions in the field of sexual competence beyond our borders and to the modernisation of sexual education in the socio-health field. The transnational approach becomes a basic requirement, promotes intercultural dialogue and enables awareness of a new Europe enriched by different cultures. In line with goal 5 of the UN Agenda (2030) our project aims to train in sexuality education to achieve gender equality by empowering women and girls. In fact, the EU and the UN promote the Spotlight initiative (2020), which aims to eliminate all forms of violence against women and girls in line with the project. In addition, the pandemic caused by Covid-19, has unbalanced the gender balance, so it is of utmost importance to include this issue.In order to frame the approach to the needs of the project, it is subdivided according to the actors involved in the project:1- For students: increasing knowledge; enhancing critical thinking; acquiring intercultural awareness/practical skills and constant practice; opening up to sexual, social, gender and cultural diversity by fostering a sense of belonging to the EU;2- For teachers: increase sexual skills/competences; use innovative pedagogical approaches focusing on students, migrants, women and young people, face-to-face/distance at international level; possibility of comparison/cooperation with other European universities; 3- For the universities involved in the project: facilitate theoretical/practical sexual competence; possibility of mobility and cooperation between EU partners; develop innovative educational approaches (gamification); produce face-to-face/distance learning formats; strengthen EU inter-university networks.4- For social and cultural groups: promote intercultural rapprochement and respect on a sexual level. Promote critical thinking.5- Degrees in Nursing Universities outside the project: facilitate the free use of distance learning formats on sexuality; promote the development of sexuality education within the European nursing profile.6- Degrees in Higher Education outside the project: facilitate free access to distance learning formats on sexuality.<< Objectives >>It aims to achieve:- To develop sexual competence in Higher Education; fostering a sense of belonging in the EU and discovering its cultural diversity in the field of health.- To develop transnational sexuality education tools by strengthening networks of partners and increasing the capacity to act together at international level.- To promote collective sexual awareness from a multidisciplinary perspective in an integrative way from the European member universities of the project.- To promote multicultural sexual vision in peer-to-peer Higher Education through mobility in European territories.- To generate openness to sexual diversity, understanding, dialogue with sexual, social, linguistic and cultural diversity.- To use innovative student-centred pedagogical approaches to sexuality (gamification), with shared recognition of acquired references, in line with the European portfolio (Bologna Process, 2015); -Produce multilingual distance learning formats on sexuality, gender and multiculturalism.<< Implementation >>The project is divided into the following activity blocks: A.- Activity Block 1: (Research Study/Analysis):Quantitative and qualitative study is carried out.1) Quantitative study: the aim is for students (1st, 2nd and 3rd year) to complete the Survey of Attitudes and Beliefs about Sexuality (SABS) validated from English to Spanish, Portuguese and Italian by this working group. The aim: to find out the needs and shortcomings of the students of the partner universities and the partner university with regard to the subject of the study.2) Qualitative study: the aim is to investigate the difficulties of teachers (theoretical/practical) in dealing with the sexual dimension of the patient. Since this difficulty emerges in the literature, this study is necessary. The approach of this study will be multicentre, observational. Data will be collected through semi-structured interview. This block involves a face-to-face training activity for teachers from the partner universities in the hospital qualitative research unit of reference at Unimore (Italy). The partner university will participate via Teams.B.- Activity block 2 addressed to Higher Education (HE): Block 01: - Module 1: Covert Sexual Violence: Behind Sexual Consent, April (2022). Seattle delivered via Teams (by teachers, experts on the topic), to all students (Partner and Associate Universities).- Module 2: Sexual Diversity: Validating emotions from sexuality, May (2022). Face-to-face in each of the partner universities, taught by teachers, experts on the subject.Block 02: A face-to-face training activity will be carried out in the sexuality unit (Hospital Nacional de Parapléjicos-HNP), for students and teaching staff from all the partner universities. The partner university will carry it out by Teams.- Modules 4: Functional diversity lived from sexuality. October (2022). Via Teams Italy will be taught to all students (partner and associate universities).- Module 5: Migrant cultures: looking at sexuality from a transcultural perspective. Presential in each of the partner universities.C.- Activity block 3 (EC):Block 01: - Module 3: aimed at community training. It will contain 3 activities, one per group (women, immigrants and youth). March/April/May 2022. Face-to-face at each of the Partner universities. Seattle will carry out this activity (March), aimed at women. Block 02: - Module 6: aimed at community building. It will contain 3 activities, one per group (women, immigrants and youth). October/November/December 2022. Face-to-face at each of the Partner universities. Seattle will carry out this activity (December), aimed at young people. D.- Activity Block 4 (Training Guide): to facilitate the acquisition of sexual competence, with a corresponding format applying interactive tools (Toolkit). It can be downloaded from the EdSex website, used by university teachers and interested persons. The activity blocks will contribute to the use and dissemination of innovative pedagogical approaches, focusing on a new formative vision of sexuality for the student body and community, in line with the European portfolio (Bologna Process, 2015). Furthermore, it will help to develop and give permanence to the transnational tools implemented in this sexuality education project after the end of the project. It will be available in English, Portuguese, Italian and Spanish. It will be used by all member countries and stakeholders.<< Results >>RESULT 1. Research study and analysis: it is necessary to visualise the real existing needs. In such a way that, before the implementation of the project, it will inform the research team of the possible contents and practices to be developed within higher education. It is intended to produce a research report, which will consist of:a) Quantitative study using the Survey of Attitudes and Beliefs on Sexuality (SABS) validated from English to Spanish, Portuguese and Italian by the partner universities. It will be carried out with the courses (1st, 2nd, 3rd) involved in the study. Students from the partner and guest universities will complete the survey. The results will be analysed and processed by the University of Unimore (Italy), which will produce a document reflecting the state of sexual competence.b) Qualitative study, being the University of Unimore (Italy) the manager of this result, with the joint participation of the partner universities and the invited university. The interview will be carried out with both theoretical and practical teachers belonging to hospitalisation, primary health care and socio-sanitary devices, without forgetting school nursing. The data will be collected with the prior consent of the participants, eliminating their identification, and will be processed by the Atlas-Ti programme. 9.RESULT 2.- REA-EdSex: Higher Education: hosted within the Web-EdSex platform. The University of Castilla-La Mancha will manage the contents to be included and will advise on their development, following consensus with all participating/invited universities. Two blocks:Block 01: 1st Training Module: Covert Sexual Violence: Behind Sexual Consent; April 2022: delivered by expert teaching staff from the invited university in Seattle to all partners (via Teams).2nd Training Module: Sexual Diversity: Validating Emotions through Sexuality; May 2022: delivered by each partner university. Expert teachers will be available to carry out the planned activities. Block 02: 4th Training Module: Functional Diversity experienced through sexuality; October 2022: delivered by Reggio Emilia staff to all partners (through the Teams). 5th Training Module: Migrant Cultures: looking at sexuality from a cross-cultural perspective; November 2022: delivered by each partner university. Expert faculty/staff will be available to carry out the planned activities.RESULT 3-REA-EdSex: Community (youth, immigrant and women's associations), hosted within the EdSex Web platform. The University of Évora will manage the contents to be included and will assess the development of this, following consensus with all the participating universities and the invited university. It will be developed by all the partner universities by teachers/experts in the topics covered/participating students who wish to collaborate in community training:Block 01:3rd Module: Social Perception of sexuality: urban environment; disseminated in the community during March/April/May 2022 (women/immigrants/youth). The invited partner, will develop this aimed at women in the month of March 2022.Block 02:6th Module: Social Perception of sexuality: rural setting; disseminated in the community during October/November/December 2022.The invited partner, will develop this one targeting youth in the month of December 2022.RESULT 4- Training Guide: To be implemented after the development of at least two training modules. The University of Santarém will manage the contents to be included, prior consensus with participating/guest universities. (Hosted by EdSex Web: 1st block: June 2022/2nd block: January 23).

It is widely accepted that collaboration leads to greater productivity and impact (Katz & Martin, 1997). International collaboration in research is most widely encountered in sciences, but there is a growing interest in social sciences towards establishment of research groups for gathering research fellows who are interested in the same research area. The main aim of the ILTERG project has been to establish international research groups which facilitate collaboration in the field of language teacher education. Through this project long term research companionships have been established to generate high quality studies in the field of language teacher education. Besides, productivity of researchers through cross-fertilization of ideas, and the impact and visibility of the products have been ensured through collaborative research. As a result of the collaboration, more research articles have been published than planned in the proposal. The ILTERG project adopts a dynamic structure which enables researchers collaborate with a wide range of other researchers from different countries. More specifically, through international research collaboration as highlighted by Katz and Martin (1997:14-15), here is what we have achieved for far:- International researchers have shared their research expertise, knowledge, skills and techniques in language teacher education,- The researchers have transfered their research knowledge and skills to each other which have promoted their continuous professional development (CPD),- International collaboration have fostered the cross-fertilization of ideas which in turn generated new insights or perspectives that researchers, working on their own, would not have grasped,- International research collaboration have provided intellectual companionship which created a common research culture among researchers,- International research collaboration have plugged the researcher into a wider network of contacts in the scientific community and as a result, the potential visibility and productivity of the research have been enhanced. Based on above-mentioned features of research groups in order to ensure the productivity, quality and impact of research in the area of language teacher education, international collaboration is a must. Training competent and qualified language teachers is a problem not only in Turkey but also in EU and other countries (Ziegler, 2013), conducting research in local context does not provide generalizable results and final solutions to this problem. We believe, ILTERG Project contributed to the solution of some existing problems in the light of the outputs it has produced. Moreover, the nature of research groups requires international collaboration. To put in a nutshell, to merge different research cultures of different countries is quite needed for a productive research activity.The research groups that were established in each partner university included researchers with different research interests and expertise. They collaborated with researchers with similar interest areas or studying the teacher education phenomena in a different aspect. The groups had a cosmopolitan structure including at least one but in most cases more participants from other countries than the one in which the group was established. As a result below isa list of the outputs of the ILTERG: 1. Media Sources, 2. Establishment of International Research Groups in Language Teacher Education 3. Development and Administration of a Needs Analysis Survey towards Collaborative Research in Language Teacher Education 4. Writing Research Articles5. Composing a a book of principled research in the Field of Language Teacher Education, edited by coordinators of all four participating universities6. Organizing Workshops for Novice Researchers 7. Composing a Guidebook on Establishment of International Research Groups 8. Organizing an International Conference on Language Teacher Education as a multipier event 9. (Extra output) One more book ( A guidebook for prospective teachers about practicum based on critical incidents) have been prepared although it was not proposed in the project proposal at the application.Fnally, Outputs 3, 4, 5 and 7 have been granted with a budget. The timesheets for them have been prepared. For the other outputs (1, 2, 6) there has been no budget granted. Yet they have been also carried out by the coordinating university and partners. All in all, the ILTERG project have ensured the productivity, quality and impact of research in the area of language teacher education. Therefore, the major impact expected from this project have been achieved by conducting and producing high quality studies in the field language teacher education through long term research companionships and cross-fertilization of ideas among international researchers in the field of language teacher education.It is also hoped that project partners continue collaboration to produce more research.