"<< Background >>Virtual or blended mobility, or virtual exchange cooperations, need to be promoted within universities, academic faculty members need to be trained, infrastructure like digital platforms need to be fit for the cooperation of two or more partners. The fact that we focus on virtual forms of cooperation is based on the intention to make our cooperation both more inclusive and greener in the sense that we want to offer our students international experiences that take into account the need to make our lifestyles more sustainable. Environmental impact, climate change and pollution of our environment make no halt at national borders. This is why collaborating with international partners in this field is of the utmost importance.We focus on Education for Sustainable Development. All lectures and seminars we wish to introduce in form of a curriculum that is being developed will address issues connected with ESD. The target audience will be students of teacher education (TE), as all the partner institutions are specialised in teacher training. We include TE for primary and secondary education in this project. It is our belief that the target group of future teachers is the perfect group of multipliers for the important task of spreading the idea of a more sustainable and environment-friendly way of life. As we see the task of universities in the 21st century in combining teaching and research not only with the transfer of knowledge, but also with the renewal of our society, we consider our students as change agents. With our project we hope to contribute towards achieving the SDGs. But not only the ESD content, also the application of sustainable intercultural collaboration will be transported by our students to their future school classes: their experience of Virtual Exchange will be the basis for their own implementation of VE in schools. At some of our partners, seminars on ESD are already part of the curriculum or at least part of the offer made to students. At PUK, however, ESD is not at all part of teacher education programmes. This is why we decided to collaborate and to open the existing classes at the other partners to students of PUK. In order to do so, we need to change the teaching format: Teaching will have to be done virtually, and the classes will have to be delivered in English. Despite the fact that our faculty is familiar with online teaching, the format of Virtual Exchange is still new to most. This is why we will develop a staff training framework, addressing both the general aspects of design and implementation of Virtual Exchange in our context of ESD, but also adding a new component of how to mentor students in a virtual environment, enabling them to open up for the intercultural experience and for behavioral change, developing the attitude of a teacher as change agent. Having in mind that intercultural exchange does not always lead to intercultural learning and growth – not even by going for a semester abroad –, we will develop a systematic material collection for pre-trained faculty on virtual intercultural mentoring with a focus on our ""green"" context. Opening classes for virtual mobility also brings up the question of recognition. The development towards virtual mobility is not well represented in previous recognition processes at HEIs. There is currently no possibility of enrolling or recognising virtual mobilities. This needs to be addressed in the project, and put into relation to the Erasmus without paper (EWP) process that is about to start this year and to which we all committed ourselves. Lastly, as we realise the need for certified professional development of in-service teachers, we decided to provide micro credentials as a way of certifying the participation of in-service teachers in our ESD curriculum, strengthening the role of our institutions in lifelong learning.<< Objectives >>The goal of the partner organisations is to strengthen their cooperation through this project by introducing virtual forms of collaboration, in order to make internationalisation both more inclusive and more eco-friendly. The structures for this closer, yet ""green"" cooperation are to be set up by NETT DEVISE.In order to do so, we commonly develop a curriculum around Education for Sustainable Development for our students of teacher education. We involve our teaching faculty in this, create new courses (Virtual Exchange cooperations) and train the faculty members to better be able to design and implement those. Having more virtual offers and more offers taught in English is one of the objectives that all partners have. Another important goal is to strengthen the digital skills of both teaching faculty and students of TE, as well as in-service teachers. The current situation made it way too clear that a lot has to be done in this field - especially in Germany, where the digitalisation of schools has so far not been a political priority. Our students will be assigned tasks of virtual cooperation, and working on these tasks will help them to develop digital literacy.As the project takes a structural approach to introduce sustainable internationalisation in teacher education, the international offices of all partner institutions are involved as central coordinators in the administration of the project. These units have been chosen because we all want to build structures that facilitate and upscale virtual cooperation in the future, and secure the quality of Virtual Exchange for students. As the project also includes numerous activities relating to administrative procedures, further administrative staff will be involved (e.g. the responsibles for Campus Management Systems, E-Learning etc.), thus spreading internationalisation measures within our institutions.<< Implementation >>The overreaching subject of our cooperation is Education for Sustainable Development (ESD). With this in mind, we are planning on implementing the following activities:- Virtual and blended mobility offers, including two Learning, Teaching and Training Activities (LTTAs), as well as Virtual Exchange experiences in order to make international experiences more inclusive and facilitate the access and participation of target groups with fewer opportunities. All teaching activity has a focus on ESD. - A Virtual Exchange training programme for academic faculty, developed on individual needs and according to the objectives of all partner universities (we will develop a framework).- The development of a mentoring programme for students participating in the Virtual Exchanges (we will develop a tool kit for faculty).- An evaluation of the new forms of cooperation with focus on the achievment of intercultural competence.We are planning to use different digital tools and online platforms, for example Moodle and eTwinning, to further develop digital skills and competences of both students and staff.<< Results >>We plan to realise six project results and two LTTAs within NETT DEVISE. PR1: This project result consists of the development of a curriculum on ESD for students of teacher education and for in-service teachers. All partner universities will offer courses taught both in English and virtually for participation of the students and associated teachers of the project partners. Responsible project leaders are PUK and VIAA. PR2: Means to accredit the ECTS, full recognition of participation in virtual mobility, virtual exchange cooperations and blended mobility. PR leaders: LUE and PHFR. There are strong links to PR 1, PR 3 and to PR 4.PR3: Green intercultural mentoring programme/tool kit to intensify the experience for students. Leading institutions: PHFR, HAN and LUE. There is a link to PR 4.PR 4: Training programme/framework for academic teachers for designing and implementing class-to-class Virtual Exchange (and introduction of Virtual Exchange cooperations amongst the partner institutions). PR leaders: PHFR and PUK. This PR is linked to PR 3.PR5: Evaluation of intercultural competencies earned in the different mobility programmes – physical, virtual mobility, blended mobility, virtual exchange cooperations. PR leaders: VIAA and HAN. Links exist to PRs 1 and 4 as well as to the Learning, Teaching and Training Activities. PR6: Creation of a micro-credential for the participation in the curriculum created by PR 1. Project leaders: PHFR and LUE."

Currently, EU societies are facing many challenges: global warming, the COVID-19 pandemic, challenges connected to socio-cultural integration of migrants and refugees, increasing income inequality, … This causes growing social and political polarisation in and among societies. As stated in the Horizon 2020 BRAVE project: “building resilience to vulnerabilities that result from polarisation will likely require greater educational resources that address what it means to belong in the 21st century, beyond nativism and nationalist exclusivism.” There is a need for new means to train and support competent, motivated and highly qualified teachers, trainers, educators and school leaders. This teacher academy, TASC , will provide future and current teachers with the necessary skills to become reflective and agile European teachers capable of preventing, or eliminating violence, discrimination, polarisation, exclusion and bullying. We summarise these skills as sustainable communication skills. Bringing sustainable communication into schools can be the start of the social change we want. The TASC wants at first to develop competences of teachers in sustainable communication and will enroll in a joint training programme of 20 ECTS on sustainable communication. TASC wants to enable and fully integrate mobility models in initial teacher education and continuing professional development education in a green and inclusive way. The TASC wants to develop a European sustained and structured partnership between the providers of initial teacher education and continuous professional development. Finally the TASC wants to formulate guidelines for policymakers to implement sustainable communication as a crucial cross-cutting competence for teachers and teacher trainers. The consortium established for the TASC involves 12 partners of 7 countries, all involved in (initial) teacher training and/or continuous professional development.

Psychosocial disadvantages and adversity during (early) childhood and development determine mental health and wellbeing as well as behavioural adaptation in later stages of life. Recent studies evidence a high prevalence of psychopathology and behavioural difficulties in children and adolescents – especially amongst those subgroups characterised by social and emotional special needs requirements in child and youth welfare services. Thus, there is increased need for interventions that facilitate resilience and inclusion and a critical reflection of such approaches.Mentalising describes the capacity to ascribe meaning to one’s own behaviour and to that of others based upon intentional mental states. Those include feelings, wishes, beliefs and thoughts. The capacity to mentalise develops during childhood und matures over adolescence informed by an individual’s attachment patterns and relational experiences. The capacity is a fundamental building block for the development of the self and for affect regulation. Prolonged exposure to stress may impair mentalising, temporarily or in a sustained fashion (trauma). Under heightened arousal (stress) it becomes increasingly impossibly for individuals to take another person’s perspective and to achieve a differentiated and reflective way of problem solving. Children and adolescents with a reduced capacity to mentalise or those with particular vulnerability to stress often tend to express challenging behaviours in school, at home with their families or with peers. This is thought to critically impact social learning and, in turn, school attainment, social participation and resilience. It is, thus, vital to better understand such behaviour and psychosocial stress.The mentalisation approach is an innovation conceptualisation that has roots in theory of mind, attachment theory and psychoanalysis. The successful application of the concept in psychiatry and psychotherapy has inspired extensions into other fields that have enabled the discovery of key aspects underpinning affect regulation, mindfulness and attention, interpersonal behaviour and social learning. This new understanding has recently been introduced and increasingly informed educational settings. This can facilitate dealing with psychosocial stressors, promote social participation, education and wellbeing. Furthermore, mentalising also fosters mental health and prevents burn out in professionals working in pedagogical fields.Our international and interdisciplinary group now proposes to develop a mentalisation-based curriculum to train those educational professionals with the aim to increase their resilience, improve their reflective capacities to understand and deal with challenging behaviour in a way that directly informs daily practise. The project will lead to the development of a pilot curriculum entitled „Mentalisation Training for Professionals in Pedagogical Fields“ (primary and secondary school, early intervention and pre-school context and social education) and it will thereby contribute to the professionalization of those working in educational settings. Attendees of the training increase their understanding of the important of mental states for successful interpersonal relationships in pedagogical settings and will gain an deepened understanding of how to faciliate epistemic trust and mentalising with regard to enhancing socio-cognitive learning and developmetal processes in groups. The integrated reflective practice that will be run in parallel leads to a better detection and dealing with stress and conflict and therefore will improve inclusion-centred education, particularly of children and youth from disadvantaged backgrounds. As a result it will increase and maintain wellbeing of children and adolescents as well as that of professionals. The teaching material produced and the results and insights from the accompanying evaluation of the training will be prepared as intellectual output and disseminated to allow adaptation and use across the EU. train the trainer workshops for interested professionals will be used in order to inform, guide and support others to implement the curriculum and training in their institutions. Furthermore, academics and faculty will be supported in how the resulting curriculum and teaching material can be integrated into their university trainings of future professionals.

<< Background >>In an era, which is characterized by a climate crisis, rapid loss of biodiversity, depletion of natural resources and continuation of global inequalities, it is pertinent to empower especially young people not only to change their thinking but also to change their actions in a progressive and sustainable way. While there is relative global consent, that transformative learning, which focusses on the idea that learners can adjust their thinking and acting based on new information, is necessary for sustainable development, the path towards it is often less clear. Schools need to react to the changing conditions, acting and educating for environmental protection and against climate change. This is not only a challenge for pedagogy but is often combined with processes of redesigning school buildings and yards. As Malinin and Parnell (2012) describe, schools communicate a “hidden curriculum” (p. 12) to teachers, students and the community, which unveils how learning is viewed and which role children and youths play in society. Accordingly it is important not only to work on pedagogy, but to simultaneously pay attention to the design, layout and day-to-day practices of schools. In line with a whole institution approach aspects such as energy consumption, mobility or food choices should be addressed by educational institutions. Accordingly it is important not only to work on pedagogy, but to simultaneously pay attention to the design and layout of schools as well as infrastructure, mobility and food choices.In order to deal with all these challenges, we need schools and educators, that lead by example and try out new, innovative pedagogical approaches in their schools and are willing to make changes to school policy beyond its pedagogy. In this respect, especially All-Day schools show a great potential. The extended time pupils spend at school means more equality between children from high and low income families. Secondly, they offer more extracurricular activities than half day schools, which is important in education for sustainable development (ESD) / transformative education. Furthermore, as children spend more time in this type of school social learning plays a more important role as well. The curricula of many All-Day schools contain numerous topics and educational principles, which are analogous to goals and principles of ESD or just need little adaptation in order to meet these goals. In addition, as students also eat at the school, food choices can be another aspect of a change towards sustainability and climate neutrality. Thus All-Day schools seem well suited to holistically incorporate ESD and transformative learning into their educational programme and to adapt their practice both in the mornings and in the afternoons as well as to the infrastructure and other aspects of school life. Thus, having All-Day schools as a starting point, sustainability education and practices can gradually spread to other social spheres such as families and the general public.<< Objectives >>The aim of our project is to support All-day schools in developing a curriculum as well as day-to-day practices, which foster sustainability education and make an impact toward climate stability. Thus, a major priority in the long term are environmental and climate goals in the sense that pupils are learning about sustainability in order to become active citizens, who are conscious about the environment and our climate and act accordingly. In order to reach this goal, key competences have to be acquired by teachers and pupils alike. Additionally value education, civic engagement and participation lie at the core of sustainability and environmental education and thus are vital ingredients to this project. The project endorses the whole-school approach, integrating ESD / transformative education in a holistic manner. Accordingly, teaching and learning for sustainability is extended to aspects such as community involvement and integrated governance. The whole-school approach further advocates for active, participatory learning (Hargreaves, 2008). In order to do so, this project will learn from existing good-practice examples. Based on these examples, which will be researched through case studies, the project aims at fostering the transformation towards sustainability education and practices by developing in-service training modules for All-Day schools wishing to adapt their programme towards ESD and transformative learning and to change their school policy in accordance with the whole-institution approach.<< Implementation >>Two case studies in All-Day schools will be conducted in each project country. Following the individual analysis of each case,, the next step is a comparative analysis of all cases, focusing on similarities and differences between the project countries and school types. The results will then be used to create teacher-training modules and materials. The development of these will follow an Educational-Design research approach based on researcher-practitioner-design hubs. Based on the idea of involving creative people with different professional backgrounds - partly from the case study institutions and partly from the project partners institutions - as an intellectual core within a design process, this methodology will be adapted to thedevelopment of the teacher training course and materials. Its core, the teacher-practitioner (TP) design hub, will be constituted by representatives of the project partners and collaborates remotely.The TP design hub is involved in every iteration of the design process. Following the development of the course, each partner will conduct one pilot course in their own country, inviting 20 teachers to take part. Through this course, we are supporting educators and head teachers in implementing sustainability measures in their institutions using a whole-school approach. The course will be evaluated by the participating teachers and revised accordingly. The revised course as well as the other project results will be presented at a final conference.<< Results >>The project will produce the following results:• Extensive case study reports from four different countries• Cross case analysis report• Guidelines for the selection and development of training materials• Training material as online documents (text, images) and audiovisual artefacts (eg. podcast, video)• Online course based on MOODLE or a similar online platform, involving synchronous (eg. webinars) and asynchronous communication.Furthermore the project will result in several (scientific) publications and all results will be presented at the final conference. All results will be shared through the project website to reach a broad audience. Through developing and holding a teacher training course, which will also be available as an online training module after the project, we are supporting educators and head teachers in implementing sustainability measures in their institutions using a whole-school approach even beyond the project duration. Additionally, teacher educators as well as educational authorities will profit from the developed course and materials for pre-service as well as in-service training beyond the project.

ESTA aims to improve the quality of Higher Education professional development of university science teacher educators staff towards teaching diverse sensitive methods in their courses. Thus, courses on diversity sensitive science teaching will be implemented in Georgia, the Philippines, and Bosnia and Herzegovina. Starting from the needs analysis linguistic and cultural diversity is major focus here. In phase one, preparation will be done by Academic Staff Tour of Partner institutions in Program Countries. Second phase is development of courses following Action Research and CLIL (Content and Language Integrated Learning) approach, their implementation and evaluation. Innovative here is the interdisciplinary development of the courses, where educators from science disciplines develop their teaching methods cooperatively with educators from language, general pedagogy and intercultural education departments. Thus, different competences and skills will be combined. Both pre- and in-service teachers should be reached by the courses and the knowledge and skills about diversity science teaching should be shared. Following new teaching and learning materials for diverse science classes will be developed and implemented. This aims improving learning outcomes. Developed courses will be implemented at the partner institutions and promoted at the regional and national level among decision makers and policy makers. All new teaching and learning as well training materials will be offered at the ESTA website in the meaning of OER and will be evaluable not only to the participants of the courses but also to other interested pre- and in-service science teachers. Thus, possibilities of internationalization and networking is given.