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A rubric for evaluating e-learning tools in Higher Education

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As Lauren Anstey and Gavan Watson state, “the Rubric for E-Learning Tool Evaluation offers educators a framework, with criteria and levels of achievement, to assess the suitability of an e-learning tool for their learners’ needs and for their own learning outcomes and classroom context.” A Rubric for Evaluating E-Learning Tools in Higher Education encompasses various […]

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INCLUDED | A guide to implementing a creative whole-school approach to inclusive sex-ed

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Sexual health is defined by the World Health Organization (WHO) (2006) not only as the absence of disease or negative experiences regarding sexuality but also as ‘‘the possibility of having pleasurable and safe sexual experiences’’. Furthermore, the definition states that ‘‘the sexual rights of all persons must be respected, protected and fulfilled’’. Individuals with intellectual

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Including the family in inclusive sex education: a guide for schools

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According to UNESCO, although the benefits of Comprehensive Sex Education (CSE) have been widely demonstrated, there is still limited information on its impact on vulnerable groups, including young people with intellectual, cognitive, and physical diversities. “INCLUDED: Inclusive sex-ed through creative methods” is an Erasmus+ project in the field of school education that brings together the

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COMMIT | Policy recommendations to engage diaspora & migrant communities in protecting children’s rights

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KMOP has published a policy paper entitled “Empowering Diaspora and Migrant Communities to Safeguard Children’s Rights.” This comprehensive report presents a crucial set of policy suggestions, with the primary objective of enabling migrant communities to actively advocate for and protect the rights of children, especially those impacted by migration. The policy paper sheds light on

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Inclusive Sex Education: Experiences from the implementation of the INCLUDED project

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Many international organisations, such as WHO and UNESCO, are calling for the use of Inclusive Sexuality Education programs to address groups at risk of marginalisation, including young people with disabilities. However, the availability of materials for inclusive sex education is still limited, as is the implementation experience in the field. The INCLUDED project consortium sought

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Exploring digital assessment tools for enhanced teaching and learning

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Digital assessment tools are software applications or platforms that facilitate the process of evaluating students’ knowledge, skills, and performance in an online or digital learning environment. These tools offer a range of features and functionalities to support various assessment types, including quizzes, exams, assignments, and projects. Digital assessment tools often provide automated grading, immediate feedback,

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SECON: A new initiative to boost social economy in EU regions

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The SECON project, an initiative funded by INTERREG Europe, commenced with its kick-off meeting, on the 24th and 25th of May, marking the beginning of a collaborative effort to enhance the social economy in European regions. Coordinated by the Region of Peloponnese, the meeting brought together representatives from nine participating regions at Kalamata, Greece, to

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INCLUDED | New tools and insights from the pilot experiences

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It is an exciting time for the Erasmus+ project “INCLUDED: Inclusive sex-ed through creative methods” as the project is now approaching its end and the partnership is finalising two important deliverables that will soon be published: The e-learning course for teachers to support the teaching of inclusive sex-education in schools (already available in the pilot

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The EXIT project explores the concept of “Left Behind Places” in territorial inequalities

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The significance of “left behind places” has become increasingly prominent in English-speaking academic debates on territorial inequalities and EU policy discourses. This concept gained particular attention following the Brexit vote and the election of Donald Trump in 2016. Today, the EXIT consortium is pleased to present the first results of its first stage of research,

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Building digital readiness for humanities teachers: Policy recommendations for DH Crowdsourcing in Education

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A report titled “Enhancing Digital Readiness for Humanities Teachers” has been published, outlining vital policy recommendations for promoting the use of Digital Humanities (DH) crowdsourcing in education. The report, in line with the digital education policy agenda of the European Union, has been released as part of the Erasmus+ project ENTICING and presents evidence-based suggestions

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