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ERASMUS+

IDENTITY 

Project Name: TRACE - Tracing Climate Change. Long-Term Climate Change and Its Effects on Different Geomorphic Environments
Program: Erasmus+  
Action: KA220-HED– Cooperation Partnership
Theme: Geomorphology
Keywords: geomorphology, coastline, environment
Duration: 36 months
Total budget: 400k€
Coordinator: University of Bucharest
Project Leader(s) at amU: FrançoisSabatier
Partners: 
- University of Bucharest (external https://unibuc.ro/?lang=enLien)
- National and Kapodistrian University of Athens (external https://en.uoa.gr/Lien)
- Elliniki Ekpaideftiki Enosi S.T.E.M (External http://e3stem.edu.gr/wordpress/?page_id=48&lang=enLien)


OBJECTIVES AND ACTIVITIES

The objective is to offer students the opportunity to explore the geomorphological processes shaping Mediterranean landscapes and to analyze the impacts of meteorological and marine forces (storms, sea-level rise, floods, etc.), climate change, and tectonic movements. 

This approach aims to revitalize geomorphology instruction by integrating modern techniques and methodologies, while enhancing the course’s interdisciplinary nature and appeal through online learning.

The main expected outcomes will be as follows:

  • A series of workshops dedicated to different geomorphological environments (e.g., coastal, deltaic, and periglacial)
  • New teaching materials derived from fieldwork 
  • A booklet compiling feedback from the online workshops
  • A transnational webinar
  • Conferences in each partner country
  • Enhancement of coursework in geomorphology, physical geography, environmental studies, climate change, and Quaternary geology at partner universities

The innovative aspect of the project: 
The project establishes links between the various timescales involved in climate evolution and climate change in coastal areas. 

A significant achievement of the project: 
The creation of a training program on how to observe and understand the impact of climate variations on the Mediterranean environment.

Number of stars for priorities (1 to 4):
Inclusion ***
Ecological transition ****
Digital transition ***
Citizenship ****
Innovation **

Learn more about the project

IDENTITY

Project Name: AGRIMA - Agri-food Waste Management for a Sustainable Bioeconomy through Higher Education Curricula and Upskilling
Program: Erasmus+
Action: KA220-HED - Cooperation Partnerships in Higher Education (KA220-HED-000243242)
Theme: Science and Technology—Socio-Economics, Sustainable Development
Keywords: Agri-food waste , Recovery, Sustainability
Duration: 24 months (October 2024 – September 2026)
Total budget: €400 ,000.00
Coordinator: Polytechnic Institute of Porto - Hendrikus Nouws
Project Leaders at amU: El Hassan Ajandouz, Viviane Robert, Marc Maresca
Partners:
In addition to amU, the AGRIMA project involves three academic partners—two from the EU and one from Serbia—one communications expert partner, and one Portuguese winegrowers’ cooperative:


OBJECTIVES AND ACTIVITIES

The objective of the AGRIMA project is to strengthen higher education for the green transition through innovative practices for the recovery of agri-food waste for the circular bioeconomy.
It is structured into 4 work packages comprising a total of 30 activities:

  • WP1 - Project Management (11 activities): implementation, management, sustainability, etc.
  • WP2 - Innovation in Teaching and Learning on Agri-Food Waste Recovery (6 activities): production of educational content (methodologies (20), lectures by partners and external experts (28), student research internships (32)), summer camp.
  • WP3 - Forging Socio-Economic-Academic Links (4 activities): backcasting, workshops, site visits, summer camp.
  • WP4 - Citizen Engagement in Agri-Food Waste Recovery (9 activities): collection of citizen-led projects, consultations, summaries, dissemination, multiplier events.

The innovative aspect of the project:
The project is student-centered and draws on the complementary expertise of faculty and researchers in the targeted field. It involves stakeholders from the socio-economic sector, notably those with strong expertise in digital communication. It also involves citizens.

A significant achievement of the project:
After six months of AGRIMA activities, the preparation (more than 90% complete) of the first summer camp in Marseille from July 7 to 11 (the second will take place in Porto in 2026) is a significant achievement. We will welcome AGRIMA partners and guests from the academic and socioeconomic sectors, and especially the students (32 students, including 8 from amU—6 of whom are in the Master’s program in Food Quality and Safety) to present the results of their experiments (25 ongoing internships, 16 of which will be presented as oral presentations). Opportunities for relaxation and networking are also planned.

Number of stars for priorities (1 to 4):
Inclusion **
Ecological transition ****
Digital transition ***
Citizenship ****

Learn more about the project

IDENTITY

Program: Erasmus+
Action: Capacity Building
Theme: Arts , Humanities, and Languages: Innovations in Higher Education; Migration
Keywords: critical thinking, innovative pedagogy, migration, agritourism
Duration: 36 months
Total Budget: €880,000
Project Leader(s): HOCHSCHULE WEIHENSTEPHAN-TRIESDORF – HSWT (DE)
Partners:


OBJECTIVES AND ACTIVITIES

Strengthening ties between higher education, secondary schools, and the socio-economic sector. Achieving the sustainability goals of South Africa and Senegal through economic diversification in rural areas.

The MASSTER project aims to support six partner higher education institutions in Senegal and South Africa in promoting sustainable development. MASSTER addresses:

  • the needs of local farmers so they can carry out income-generating activities
  • the needs of outreach services to provide relevant training (with income-generating potential) for farmers
  • the needs of municipalities to better manage migration flows from rural areas

Through eight work packages, the project will analyze the risk factors that drive migration and those that mitigate it, as well as the most relevant training programs for farmers and those with income-generating potential.
Partner non-formal education institutions will develop and accredit four training courses with income-generating potential.
Training of trainers will be provided to staff at higher education institutions and outreach services to create mixed teams of educators from both formal education and non-formal training sectors. These mixed teams will organize training sessions for farmers and students.

Universities will be supported in developing effective mechanisms for managing migration flows from rural areas, fostering critical thinking, preserving Africa’s natural and historical cultural heritage, and protecting the environment and ecosystems to promote sustainable agricultural development.

Various stakeholders will be brought together, and the development of a whole-of-society approach will be supported.
Awareness-raising among target groups and dissemination of information will be ensured, along with capacity building for networks.

Number of stars for priorities (1 to 4):
Ecological transition ***
Digital transition *
Citizenship ***
Innovation ***

A step toward a European label for higher education degrees...


IDENTITY

Program: Erasmus+
Action: Common European Degree Label Pilot
Theme: Pilot, Degree Awarding
Keywords: Joint degree, university alliances
Duration: 12 months (starting April 2023)
Total budget: 198,690K€
Coordinator: Universidad Autónoma de Madrid (ES)
Project Leader(s) at amU: CIVISExternal link
Partners:     


OBJECTIVES AND ACTIVITIES

Through the SMARTT project, CIVIS is helping to open new horizons for students, the academic community, and society as a whole by paving the way for the development of a common European degree label.
The SMARTT project (Screening, mapping, analyzing, recommending, transferring, and transforming international higher education programs) is an innovative initiative aimed at analyzing, testing, and piloting the criteria for European degree certification.

Based on significant experience in the design and implementation of transnational degree programs, the higher education institutions involved in the SMARTT project propose to expand on this experience and draw up recommendations and proposals for both the European Commission and the Member States, in order to support the development of a European approach to the design and implementation of European degrees.

SMARTT is led by CIVIS—the Alliance of European Civic Universities—in cooperation with the European university alliances EUTOPIA, NEUROTECHEU, and UNITA, alongside higher education institutions, national and regional stakeholders, and relevant actors.

SMARTT experts are working to develop a SMARTT vision for the criteria of the European degree label and are designing indicators and tests for these criteria, which are being piloted on a joint degree program offered by four CIVIS universities, namely the “Southern European Studies (EUROSUD)” program, coordinated by the University of Glasgow.
This is a key strategic priority for the CIVIS alliance and a vital contribution to the overall vision of European universities in the EU.

The innovative aspect of the project:  
Supporting the development of a European approach to the design and implementation of joint European degrees in the future. The SMARTT project’s recommendations are addressed to both the European Commission and the Member States.

A significant achievement of the project: 
The project offers recommendations and proposals based on extended testing phases for the creation of a potential European degree label, with open access to the collected data and the methodology used, thereby supporting the transferability of the knowledge gained.

Number of stars for priorities (1 to 4):
Inclusion ***
Green transition **
Digital transition **
Citizenship ****
Innovation ****

Learn more about the project

IDENTITY

Program: Erasmus+
Action: Cooperation Partnership
Theme: Impact Economy
Keywords: Sustainable Entrepreneurship, Corporate Social Responsibility (CSR), Project Management
Duration: 24 months (starting November 1, 2023)
Total budget: 250 K€
Coordinator: Aix-Marseille University (AMU), France
Project Leader(s) at amU: Lionel NICOD, Director of the IUT
Partners:    

OBJECTIVES AND ACTIVITIES

How to solve social or environmental problems through innovative and sustainable business models, products, or services.

The project aims to support innovation and entrepreneurial skills among students in higher education. It places particular emphasis on impact-driven skills to foster a generation of young entrepreneurs capable of seizing opportunities that benefit our society.

The innovative aspect of the project:  
This project expands knowledge and practice of impact-related skills in the small business sector and develops new tools to describe, evaluate, and measure the social and economic impact of businesses.

A significant achievement of the project: 
The creation of an impact economics training program in higher education, including an OER (Open Educational Resources) platform.

Number of stars for priorities (from 1 to 4):
Inclusion ***
Ecological transition ****
Digital transition ***
Citizenship ****
Innovation ****

Learn more about the project

IDENTITY 

Project Name: Service-Learning Intersectoral Cooperation Practices (SL-ICP)
Program: Erasmus+
Theme: Strategic Partnership
Keywords: Service-Learning, Erasmus+, Civic Engagement, Citizen Engagement
Duration: 24 months (start date: November 15, 2022)
Budget: €235,053
Coordinator: Eurasia net External link –Marielle Dupont
Project Lead(s) at amU: Valérie Caraguel - CIVIS OpenLab AMU External link
Partners:

The partners in this project are all member universities ofthe CIVIS AllianceExternal link.


OBJECTIVES

“Civic Engagement: Toward the Institutionalization of Service-Learning in Universities…”

Service-Learning (SL) is a pedagogical approach that integrates meaningful community service into the curriculum and awards ECTS (academic credits) to students for the learning that results from active engagement in the local community and from working on real-world issues. Strategies for reflection and experiential learning underpin the process, and the service is linked to the academic disciplines being studied.

This project—KA2 SL-ICP—explores practices of cross-sector collaboration for the development of students’ soft skills and socially engaged universities; It is a two-year project (November 15, 2022–November 14, 2024) funded by Erasmus+ Key Action 2: Cooperation between Organizations and Institutions—Higher Education. It aims to raise awareness among European universities aboutsoft skills as a pedagogical methodology and to support all stakeholders (academics, students, and civil society organizations) in establishing and strengthening systematic collaborations within higher education and with civil society organizations. These teaching and learning practices are ideal for students who wish to acquire a variety of general and specific skills, as well as the practical experience necessary for the job market. 

This project brings together 6 partners, including 1 coordinating NGO and 5 universities (all members of the CIVIS Alliance):

This project is funded bythe European Union (EU) and managed by the Erasmus+ Education and Training Agency in Bordeaux.


ACTIVITIES 

Mapping Service-Learning practices within partner universities and analyzing the collected data.

Mapping existing practices at the universities was the first step in the project’s development, aimed at collecting meaningful quantitative and qualitative data that could lead to a better understanding of institutional pedagogical cultures regarding service-learning. The mapping was intended to directly engage students and faculty members. This work aligns with the objectives of WP2 and was coordinated by NKUA, which prepared and implemented all the steps and materials necessary for collecting qualitative and quantitative data.

WP2 was designed from the outset as a highly ambitious and stimulating research component of the SL-ICP project. Its main objectives were as follows: i) to explore the status of SL practices at the five partner universities, ii) to understand whether other methodologies similar to SL were being practiced but not recognized as SL, iii) to assess whether the use of SL was systematic, iv) to track any changes in the use of SL, v) identify similarities and differences among the universities.

The mapping was developed using: survey questionnaires (for faculty and students), well-structured focus group meetings, targeted interviews with students, meticulously described case studies based on a defined model, and videos of student testimonials. All of this original data, collected from hundreds of students and faculty members, provided valuable material for an in-depth analysis.

The detailed versionExternal link of this mapping is presented in a 253-page compendium; you can accessthe short versionExternal link of the same material, presented in 35 pages. 

Both volumes were edited by Marlen Mouliou, assistant professor of museology at NKUA and coordinator of WP2. 

Service-LearningTraining for Faculty:
WP3 was led by Pilar Aramburuzabala, founder of the European Observatory for Service-Learning in Higher Education (EOSLHE [External Link]), and a professor at the Autonomous University of Madrid (UAM). This WP consisted of organizing a training program on the co-design of service-learning projects for faculty members of the consortium; more than 50 faculty members from the five universities participated. These sessions aimed to familiarize them with the theoretical aspects of service-learning, as well as to promote the integration of this methodology into study programs. At the end of the training, each participant left with the outline of their approved project. The course materials are available in English here:

Examples of service-learningprojects developed by teachers during the training:

Learn more about the project

IDENTITY

Project Name: Building on Linguistic and Cultural Diversity for Social Action Within and Beyond European Universities (BOLD)
Program: Erasmus+
Action: Cooperation Partnership
Theme: Digital Citizenship
Keywords: Linguistic and cultural diversity, student engagement, service learning
Duration: 36 months
Total Budget: €400k
Coordinator: University of Hamburg
Project Leader(s) at amU: Marco Cappellini, Arts, Letters, Languages, and Humanities
Partners:   


OBJECTIVES AND ACTIVITIES

To foster civic engagement in teacher education through the design and implementation of service-learning initiatives, with a focus on promoting the linguistic and cultural diversity of different target groups.

The project will first map service-learning initiatives in teacher training and develop guidelines for the design and implementation of civic engagement initiatives in teacher training. Next, the project will design and implement 10 trainer-training modules that incorporate civic engagement. These achievements will be recognized through the awarding of open badges.

The innovative aspect: linking civic engagement to teacher training and the promotion of linguistic and cultural diversity

Number of stars for priorities (1 to 4)
Inclusion ***
Ecological transition ***
Digital transition ****
Citizenship ****
Innovation ***

IDENTITY

Project Name: Chemical Nano Engineering
Program: Erasmus+
Action: Erasmus Mundus Joint Master’s Program
Theme: Materials Science
Keywords: Joint Master’s program, Nanoengineering, Science, Technology
Duration: 5 years
Budget: €2,739,000
Coordinator: Aix-Marseille University (AMU), France
Project Leader(s) at amU: Bogdan Kuchta, Faculty of Sciences
Partners:


OBJECTIVES AND ACTIVITIES

Nanoengineering is an innovative field of science and technology that is developing very rapidly.
Students in this program participate in a joint curriculum across the three universities in the consortium. They spend the first semester at Aix-Marseille University in France, the second semester at the Wroclaw University of Science and Technology in Poland, and the third semester at the University of Rome in Italy. The fourth semester is dedicated to writing the master’s thesis.

The innovative aspect of the project: 
This is a joint master’s program in a new engineering specialty where nanosystems can be designed digitally and synthesized chemically.

A significant achievement of the project: 
Preparing students for a career in the field of nanotechnology by providing them with solid experience in this multidisciplinary field of science and engineering.

Number of stars for priorities (1 to 4):
Inclusion ***
Ecological transition ***
Digital transition ****
Citizenship ***
Innovation ****

Learn more about the project

IDENTITY

Project Name: EUROPHOTONICS    
Program: Erasmus+
Action: Erasmus Mundus Joint Master’s Program
Theme: Photonic Optics
Keywords: Erasmus Mundus Master’s, Photonics, Optics
Duration: 72 months
Budget: €3,767,000
Coordinator: Aix-Marseille University (AMU), France
Project Leaders at amU: Amélie Litman and Jean-Yves Natoli, Faculty of Sciences
Partners:


OBJECTIVES AND ACTIVITIES

The Erasmus Mundus EUROPHOTONICS joint master’s program, launched in 2010, is a two-year program focused on advanced research and applied topics in the field of photonics, with interdisciplinary applications. Upon graduation, Europhotonics students secure positions in industry, research laboratories, and universities around the world to understand and control matter and optical phenomena at the nanoscale, and to provide new imaging and monitoring tools for complex biological processes—from cells and tissues to clinical applications.

The innovative aspect of the project: 
The development of courses in the field of optics/photonics, which play a key role in fundamental discoveries and new technologies.

A significant achievement of the project: 
Master’s students are tackling today’s new challenges: applying novel and original optical tools to nuclear fusion.

Number of stars for priorities (1 to 4):
Inclusion ***
Ecological transition ***
Digital transition ***
Citizenship ****
Innovation ****

Learn more about the project

IDENTITY

Project Name: EUROSUD
Program: Erasmus+
Action: for the E+ program
Theme: Southern European Studies
Keywords: European Studies, Joint Degree
Duration: 72 months
Budget: €5,260,000
Coordinator: University of Glasgow, United KingdomExternal link
Project Leader(s): Mauve Carbonell, Arts, Letters, Languages, and Humanities
Partners:


OBJECTIVES AND ACTIVITIES

The International Master’s Program in Southern European Studies (EUROSUD) offers a multidisciplinary study of the Southern European region with six partner institutions over a two-year period. It leads to a jointly awarded Master’s degree or a dual Master’s degree.
EUROSUD brings together a network of six European partner universities, major cultural organizations, think tanks, and policy practitioners with unparalleled expertise and knowledge of the region.

The innovative aspect of the project: 
To advance and promote the study of Southern Europe from a comparative and international perspective through an integrated and coherent curriculum.

A significant achievement of the project: 
A joint degree in Southern European Studies offered by the partner universities.

Number of stars for priorities (1 to 4):
Inclusion ***
Ecological transition ***
Digital transition ***
Citizenship ****
Innovation ***

Learn more about the project
EUROSUD Video

IDENTITY

Project Name: FUSIONEP
Program: Erasmus+
Action: Erasmus Mundus Joint Master’s Program
Theme: Magnetic Fusion
Keywords: Physics, Excellence, Nuclear Fusion
Duration: 72 months
Budget: €3,052,000
Coordinator: Aix-Marseille University (AMU), France
Project Leader(s) at amU: Peter Bayer, Faculty of Sciences
Partners:  


OBJECTIVES AND ACTIVITIES

FUSION-EP is a consortium comprising the leading players in magnetic confinement fusion in Europe. It also includes a large number of institutions outside the European Union, as its goal is to attract the best students from around the world. The program combines traditional university instruction with periods of collaborative work supervised by researchers from European research institutes.  Each member university of the consortium hosts students in the Fusion-EP Master’s program. The final semester is devoted to the Master’s internship, which can take place at any of the research laboratories that are part of the consortium.

This European master’s program has been in existence since 2006. It has already trained several hundred engineers and physicists specializing in fusion. With the expansion of the consortium for selection for Erasmus Mundus Joint Master Degree funding granted by the EACEA (Education, Audiovisual and Culture Executive Agency), the goal is to establish, over the next few years, a fusion education network representative of all ITER project partners. The project is coordinated by AMU with support from CEA-Cadarache, giving the region a central role in this initiative.

The innovative aspect of the project: 
The development of a large-scale higher education hub for nuclear fusion that complements the existing fusion research collaboration between AMU, CEA-Cadarache, and IO. The scale of this higher education initiative and the ITER project’s central role in the field of magnetic fusion give the program high visibility and significant appeal.

A significant achievement of the project: 
The awarding of a joint degree by the seven partners.

Number of stars for priorities (1 to 4):
Inclusion ***
Ecological transition ****
Digital transition ***
Citizenship ***
Innovation ***

Learn more about the project

IDENTITY

Project Name: Noha +
Program: Erasmus+
Action: Erasmus Mundus Joint Master’s Program
Theme: Master’s in International and European Law, Action and Humanitarian Law
Keywords: international law, joint degree, humanitarian development
Duration: September 1, 2020 – August 31, 2026
Budget: €3,944,000
Coordinator: University of Deusto, SpainExternal link
Project Leader(s): Ludovic Hennebel, Faculty of Law and Political Science

Partners:

Associate Partners:

OBJECTIVES AND ACTIVITIES

The Erasmus Mundus Joint Master’s Program in International Humanitarian Action is a multidisciplinary, inter-university graduate program that provides high-quality academic instruction and professional skills for personnel who intend to work in the field or, at the very least, in an international context. The program aims to provide high-quality, practical training designed to prepare students to work as legal professionals or humanitarian workers in complex environments (conflict zones, pre-conflict or post-conflict areas, humanitarian emergencies, natural disasters, political tensions, extreme poverty, and health challenges).

This is the first master’s program in the field of humanitarian studies, established in 1993 with the support of the European Commission. amU has been a partner in the program since its inception.

The master’s program combines theoretical and analytical knowledge and skills with a practical approach. The interdisciplinary, multicultural, and multilingual curriculum is taught by more than 150 in-house experts and lecturers with field experience. More than 3,000 graduates are working worldwide in the field of humanitarian aid and international cooperation for organizations and institutions in the field.

The innovative aspect of the program: 
One of the program’s unique features is mobility, which lies at the heart of the NOHA experience. Students study at different universities and benefit from rich cultural and linguistic interaction.

A significant achievement of the project: 
Offering an excellent education for international and humanitarian lawyers, NOHA was one of the first Erasmus Mundus Master’s programs in Europe. In 2020, the European Commission’s Executive Agency for Education, Audiovisual, and Culture once again chose to fund the NOHA joint Master’s program in international humanitarian action. 

Number of stars for priorities (1 to 4):
Inclusion ***
Ecological Transition ***
Digital transition ***
Citizenship ***
Innovation ***

Noha + Video

IDENTITY

Project Name: WAVES
Program: Erasmus+
Action: Erasmus Mundus Joint Master’s Program
Theme: Master’s in Mechanical Engineering, “Waves, Acoustics, Vibrations, Engineering, and Sound” track
Keywords: Triple degree, acoustics and energy efficiency for sustainable construction, numerical modeling, creative approach
Duration: September 1, 2019 – September 1, 2026
Budget: €3 ,052,000
Coordinator: Aix-Marseille University (AMU), France
Project Lead(s) at amU: Bruno Lombard, Faculty of Sciences/Laboratory of Mechanics and Acoustics (LMA)
Partners:  


OBJECTIVES AND ACTIVITIES

The Erasmus Mundus WAVES (Waves, Acoustic, Vibrations, Engineering & Sounds) Master’s program is a multi-degree program taught entirely in English. It synergistically integrates the research and teaching specializations of the four partner universities, offering the following two-year mobility track: Acoustics and Environmental Efficiency of Infrastructure in Coimbra; Physical Acoustics, Sound, and Ultrasound in Valencia; and Advanced Engineering Methods for Acoustic and Vibration Problems in Marseille.

It draws on innovative pedagogical approaches and an active network of 20 associated academic partners located around the world and 21 industrial partners who help enrich the program and increase the international visibility of the WAVES Master’s program.  

The innovative aspect of the project: 
Acoustics is directly linked to one of the human senses. Sounds can be perceived as a nuisance that degrades quality of life and productivity at work. Conversely, they can be an effective means of communication or entertainment. Acoustics and vibrations are ubiquitous in society and economic activities. They have an impact on a wide range of sectors, particularly construction, transportation, telecommunications, energy, medical imaging, electronics, and leisure.

There are a number of master’s programs in acoustics around the world. They generally focus on a specific topic, such as vibroacoustics. Other topics covered by existing master’s programs include sound insulation and nondestructive testing (NDT). The Erasmus Mundus WAVES Master’s program addresses this need for knowledge spanning various disciplinary fields (physical acoustics, building acoustics, psychoacoustics, and numerical simulation)—fields that are never taught as part of a single program.

What sets this master’s program apart is its broad range of expertise in acoustics, spanning from theoretical issues to building assessment. The curriculum offers various topics related to acoustics to address the challenges faced by the acoustic engineers of tomorrow. This requires both significant practical skills and advanced theoretical knowledge in mechanics, mathematics, and computational science. All partners involved in the program are selected to represent these different facets, thereby facilitating contact between WAVES students and renowned experts in each field.

A significant achievement of the project: 
The establishment of a Master’s program featuring student exchanges among four universities and engineering schools offering degree programs, designed to train generalist acoustic engineers with a range of theoretical, experimental, and computational skills. The innovative teaching approach used in addition to traditional courses is based on the fundamental role given to experimental observations, which precede theoretical analyses of the phenomena in question. The teaching approach places strong emphasis on group projects and laboratory work. Lectures and practical sessions reinforce students’ knowledge and skills as they carry out their projects.

Number of stars for priorities (1 to 4):
Inclusion ***
Ecological transition ***
Digital transition ***
Citizenship ***
Innovation ***

Learn more about the project

IDENTITY

Program: Erasmus+
Action: Capacity Building
Theme: Digital Transformation
Keywords: Innovation, Technology Entrepreneurship, Africa
Duration: 36 months
Total Budget: €798,135
Coordinator: Aix-Marseille University (AMU), France
Partners:


OBJECTIVES AND ACTIVITIES

Strengthening ties between higher education, secondary schools, and the socio-economic sector.

AfriConnect+External Link aims to provide digital education and skills for all!

Project objectives: 
The AfriConnect+ project aims to facilitate the transfer of expertise and provide technical support between European and African institutions, focusing on four objectives:

  • The transfer of IoT skills;
  • Identifying and developing applications to create startups;
  • Support for entrepreneurship;
  • Strengthening ties between universities, high schools, and industry.

Expected results at the four beneficiary universities in Morocco and Senegal:

  • more than 72 training modules completed by more than 1,000 learners,
  • more than 300 students involved in innovative IoT projects,
  • 36 student internships,
  • 24 entrepreneurs trained in business creation,
  • A target of 12 startups launched.

The innovative aspect of the project:  
The creation of training modules designed to provide transferable skills in the Internet of Things (IoT).

Number of stars for priorities (1 to 4):
Inclusion ***
Ecological transition **
Digital transition ***
Citizenship ***
Innovation ***

More information about the project

IDENTITY

Program: Erasmus+ Cooperation
Action: Capacity Building in Higher Education
Theme: Gender Equality
Keywords: Gender-disaggregated data collection, Establishment of committees for gender parity and anti-harassment, Non-discriminatory recruitment
Duration: 36 months (starting March 1, 2023)
Total Budget: 794,764 euros €
Coordinator: Aix-Marseille University (AMU), France
Project Leader(s) at amU: Isabelle Régner, Vice President for Gender Equality and the Fight Against Discrimination

Partners:

Associate Partner:


OBJECTIVES AND ACTIVITIES

The project’s main objective is to increase women’s access to the highest decision-making positions, thereby contributing to fully inclusive governance and management of higher education institutions.
It is part of a broader initiative aimed at transforming the governance of higher education institutions (HEIs) in the Mediterranean region by promoting a culture of gender equality.

Specific objectives:

  • Collect gender-disaggregated data to measure women’s representation within higher education institutions
  • Enhancing decision-makers’ understanding of gender inequality issues
  • Establishing an institutional framework that promotes gender equality
  • Strengthening non-discriminatory evaluation and recruitment mechanisms
  • Increasing awareness of sexual harassment and improving responses to it
  • Key Activities
  • Development of a Gender Equality Plan
  • Establishment of gender parity task forces
  • Establishment of anti-harassment task forces
  • Establishing indicators and statistics to track progress in institutions
  • Awareness-raising initiatives within institutions

The innovative aspect of the project: 
The implementation of training on:

  • Gender and leadership
  • Recruitment and promotions free of gender stereotypes

Number of stars for priorities (1 to 4):
Inclusion ****
Green transition **
Digital transition **
Citizenship ****
Innovation ****

Official project websiteExternal link
More information about the projectExternal link

IDENTITY

Program: Erasmus+
Action: International Credit Mobility (MIC)
Keywords: International Mobility, Partnerships, Education, Outside Europe
Coordinator: Aix-Marseille University (AMU), France
Successful grants and participating countries:

  • 2015: Armenia, USA, Lebanon, Morocco, Tunisia, China
  • 2016: Tunisia, Vietnam, China
  • 2017: Armenia
  • 2018: Armenia, Tunisia, Vietnam, Brazil, Senegal
  • 2019: Senegal, Tunisia
  • 2020: Senegal
  • 2022: Lebanon, Morocco, Uganda, Senegal, Tunisia
  • 2023: Algeria, Lebanon
  • 2024: Cambodia, Ivory Coast, Senegal, Vietnam
  • 2025: India, Indonesia 


OBJECTIVES AND ACTIVITIES

The International Credit Mobility (MIC) program offers outbound mobility opportunities to students, doctoral candidates, faculty members, and higher education staff from the European Union (known as “program countries”) to the rest of the world (known as “partner countries”) and vice versa.

These mobility opportunities are carried out under Erasmus+ inter-institutional agreements concluded with Aix-Marseille University’s partners. These may include study periods for students (SMS), teaching assignments for faculty (STA), or training assignments for staff (STT).

The MIC is the subject of an annual call for proposals, and applications are coordinated by the Office of International Relations (DRI).

Since the European Union launched the initiative in 2015, amU has secured MIC contracts every year, thereby significantly strengthening its collaborations with strategic partners outside Europe.

For more information, visit the MIC Mobility page External link.

Number of stars for priorities (1 to 4):
Inclusion ***
Ecological Transition ***
Digital transition ***
Citizenship ***
Innovation ***

"MIC Mobility" Web Page
Video: The MIC Minutes

IDENTITY

Project Name: e-BELONG 2
Program: Erasmus+
Action: Cooperation Partnership
Theme: Humanities and Social Sciences
Keywords: Inclusion, learning, university alliances
Duration: 36 months (starting September 1, 2023)
Total budget: 400 K€
Coordinator: University of Bucharest
Project Leader(s) at amU: Maria Impedovo, INSPE
Partners:     

  • Aix-Marseille University (FR)
  • Autonomous University of Madrid (ES)
  • Stockholm University (SE)
  • Eberhard Karls University of Tübingen (DE)


OBJECTIVES AND ACTIVITIES

Any institution of higher education that joins an alliance must understand the role of a sense of belonging and the impact of a shared culture based on cooperation and support in fostering the long-term social and emotional growth of learning communities.

The project aims to:
• Assess the partners’ current organizational culture and the internal factors that can strengthen it.
• Identify the levers for moving toward an inclusive culture.
• Develop a sustainable inclusion strategy

The proposed activities document solutions for developing an inclusive culture within the CIVIS alliance, with the goal of improving cooperation among partner universities and fostering the creation of supportive learning communities. The literature review is supplemented by qualitative and quantitative data from cultural assessments, focus group interviews, and workshops.

The innovative aspect of the project:  
• The individualized approach to cultural change, inclusion, and diversity within the context of a higher education alliance.
• Redefining vulnerable groups within the context of an alliance.
• The use of technology to facilitate teamwork within higher education alliances.

A significant achievement of the project: 
This project proposes activities that will be carried out simultaneously at all partner universities, using the same methodology and sharing expertise among partners.  

Number of stars for priorities (1 to 4):
Inclusion ****
Ecological transition **
Digital transition ***
Citizenship ****
Innovation ****

IDENTITY

Program: Erasmus+
Action: Cooperation Partnership
Theme: Educational Innovation
Keywords: Education, digital transformation, blended and online learning
Duration: 36 months
Budget: €369,569
Coordinator: Technical University of Denmark, DenmarkExternal link
Project Leader: Maria-Antonietta Impedovo, National Higher Institute for Teaching and Education

Partners:


OBJECTIVES AND ACTIVITIES

EdViCon’s objective is to facilitate and promote an educational experience that utilizes a portable videoconferencing system for online and blended learning. Furthermore, the project aims to ensure that the experience is designed to meet the pedagogical needs of teaching and learning in various environments, such as classrooms, studios, laboratories, and more.  EdViCon addresses digital transformation by fostering digital readiness, resilience, and capabilities. This project supports digital capabilities in the higher education sector by promoting innovative teaching and learning practices.

The project deliverables are:

  • A literature review presenting the state of the art,
  • A presentation of use cases for videoconferencing systems in higher education,
  • A presentation of pedagogical considerations and online tools used to engage and motivate students,
  • Teaching scenarios that make greater use of experimentation and innovation,
  • The creation of a context-specific toolkit of portable videoconferencing tools and online tools dedicated to teaching and learning activities,
  • A model for reusable workshops to facilitate educators’ work, and
  • A competency matrix for educators and students, validated through personal development questionnaires designed to facilitate the adoption of and reflection on innovation.

These deliverables provide a mapping of the diverse key success factors upon which successful use cases of a videoconferencing system depend, as well as a mapping of various online tools used to foster student involvement and engagement, which replace physical classroom resources.

For higher education instructors, different types of classrooms (e.g., design studios, galleries, laboratories, etc.) and tools (e.g., chalk and verbal instruction/software-assisted analysis in mathematics) require a thorough redesign when teaching via videoconferencing systems.

The innovative aspect of the project:
Two prototype toolkits for online conferences.
Online training modules and materials on videoconferencing for educators, trainers, and students.

Number of stars for priorities (1 to 4):
Inclusion ***
Ecological transition ***
Digital transition ****
Citizenship ***
Innovation ****

Learn more about the project

IDENTITY

Project Name: UNI-T ACADEMY
Program: Erasmus+
Action: Erasmus+ Teacher Academies
Theme: Education
Keywords: Internationalization, teacher training, engagement
Duration: 36 months
Total budget: nearly €2 million
Coordinator: Aix-Marseille University (AMU), France
Project Leader(s) at amU: Jérémy Castéra, INSPE
Partners:    

  • Aix-Marseille Academy – Regional Education Office
  • National and Kapodistrian University of Athens
  • Free University of Brussels
  • Sapienza University of Rome
  • University of Tübingen


OBJECTIVES AND ACTIVITIES

The UNI-T Academy (eUropeaN cIvic Teacher Academy) project, coordinated by AMU (INSPE), is one of 11 projects selected by the European Commission as part of the Erasmus+ Teacher Academies call for proposals.

Fully aligned with the CIVIS initiative, the project brings together several partners from the alliance: Aix-Marseille University, the National and Kapodistrian University of Athens, the University of Tübingen, the Free University of Brussels, and Sapienza University of Rome. Along with the Aix-Marseille Regional Education Authority, the project also includes associate partners from the K-12 education sector, such as higher education institutions in Belgium and various schools in Greece and Italy.

The UNI-T Academy project aims to enhance the European dimension and internationalization of teacher education in order to increase its appeal and promote mobility across countries. To achieve this, the university partners and associated educational institutions are developing European communities of practice to encourage European teachers and future teachers to think about education beyond national borders.
The project is based on professional development strategies, each of which relies on various mobility mechanisms (both physical and virtual) and the development of mutual systems for recognizing acquired competencies to ultimately promote teacher mobility.

With a budget of nearly 2 million euros, the UNI-T project and the actions proposed within it are intended to:

  • Access to a broader range of knowledge and the opportunity for teachers and future teachers to compare their personal views on what education should be
  • The development of new knowledge for educational research
  • The development of broader professional networks of teachers at the national and international levels
  • Opportunities to promote teaching careers and employability

The innovative aspect: 
Joint development of hybrid learning modules and action research projects, fostering transnational and intercultural dialogues with various stakeholders in education.

A significant achievement of the project: 
A cross-cutting approach to mobility for all target groups, including recognition systems using open badges.

Number of stars for priorities (1 to 4):
Inclusion ***
Ecological transition **
Digital transition ****
Citizenship ****
Innovation ****

UNI-T Website
CIVIS Uni-T

IDENTITY

Project Name: European Master of Science in Law and Economics (EMLE)
Program: Erasmus+
Action: Erasmus Mundus Joint Master’s Program
Theme: Master’s in Law and Economics
Keywords: Joint degree, economic regulation, finance, private law, competition policy, legislature
Duration: September 1, 2022 – October 31, 2028
Budget: €2,802,000
Coordinator: Erasmus University Rotterdam (EUR)
Project Leader at amU: Pierre Garello, School of Economics and Management
Partners:  
Aix-Marseille University (amU)
Pompeu Fabra University (UPF), SpainExternal link
Ghent University (UGent), BelgiumExternal link
University of Haifa (UH), IsraelExternal link
University of Hamburg (UHAM)External link
Indira Gandhi Institute of Development Research (IGIDR), Mumbai, IndiaExternal link
Libera Universita Maria Santissima Assunta (LUMSA), ItalyExternal link
Szkola Glowna Handlowa w Warszawie (SGH Warsaw School of Economics), PolandExternal link


OBJECTIVES AND ACTIVITIES

The interdisciplinary field of “law and economics,” also known as “economic analysis of law,” emerged in the 1960s in the United States before taking root in Europe in the 1980s. The first scholars working on law and economics in Europe joined forces to create, as early as 1990, the European Master’s in Law and Economics (EMLE) as part of an Erasmus study program. This initiative came just six years after the founding of the European Association for Law and Economics (EALE) in 1984, with the aim of enabling this research network to offer an excellent Master’s-level education in law and economics.

The program’s objective is to offer a one-year international and interdisciplinary master’s degree (60 ECTS). It is divided into three academic terms, with opportunities for student mobility among nine partner universities (seven European and two non-European). On average, 80 students are enrolled each year. They choose among three universities to study at during the first term (Haifa, Hamburg, Rotterdam), three universities in the second term (Ghent, Hamburg, Rotterdam), and six universities in the third term (Aix-en-Provence, Barcelona, Mumbai, Hamburg, Rome, and Warsaw). Three specialization tracks are available. These specializations are closely aligned with the objectives of the Erasmus+ program and the EU: 1) innovation and intellectual property, 2) public and international law (including EU law), 3) markets, competition, and regulation.

Courses and supervision of master’s theses are provided by high-level international academics, ensuring a close link between teaching and academic research. EMLE’s maximum capacity is set at 105 students to limit class sizes to a maximum of 35 students per specialization track. As a result, students benefit from a more focused and better-tailored active academic learning experience. Interested students may participate in an internship offered by EMLE’s partner organizations (consulting firms and advisory agencies) after defending their thesis.

The innovative aspect: 
Lawyers and economists have much to gain from studying the interdisciplinary field of law and economics. They can better understand the incentives provided by legal rules and, consequently, formulate policy recommendations on the optimal alternative legal arrangement for achieving a given societal objective. They can understand how and why legal institutions are important to the functioning of an economy and can make recommendations on issues such as the independence of the judiciary and the protection of private property rights. They study the various forms of market failures that exist in the real world and the potential role of the law in addressing them. They examine the possible sources of regulatory failures. These skills are highly sought after and in demand.

A significant achievement of the project: 
All graduating students receive a joint degree, and depending on their location, they may receive one or two additional (multiple) degrees. All graduates are issued a supplement to the joint degree.  
Alumni work in all professions where law and economics are relevant, ranging from academia to policymakers (government agencies) and the private sector (consulting firms, law firms, and international companies). They are also active in international organizations, such as the European Commission, the European Central Bank, the World Bank, the OECD, UNCTAD, Germany’s Bundeskartellamt, and the European Insurance and Occupational Pensions Authority.

Number of stars for priorities (1 to 4):
Inclusion ****
Green transition ****
Digital transition ***
Citizenship ****
Innovation ***

Learn more about the project

INTERREG NEXT MED

“Enable, Upgrade, and Spread Employability, 
Entrepreneurship, and Digital Skills 
(EUSEEDS)”

IDENTITY 

Project Name: Enable, Upgrade, and Spread Employability, Entrepreneurship, and Digital Skills (EUSEEDS)
Program: Interreg NEXT MED
Themes: Education, employment, entrepreneurship 
Keywords: Education and training, training of trainers, ICT and the digital society, labor market, inclusion
Duration: 36 months
Total Budget: The total budget for the EUSEEDS project is 2,808,499.10 million euros, of which 2,499,564.20 million (89%) is provided by the European Union under the Interreg NEXT MED program.
Project Lead(s) at AMU:For’Pro (Vocational Training Department) and:
- DRI (Office of International Relations)
- DPMSE (Department of Partnerships with the Socio-Economic Sector)
- CISAM (Aix-Marseille City of Innovation and Knowledge)
- SUIO (University Integration and Counseling Office)

Partners:  
Agence Universitaire de la Francophonie, Middle EastExternal link Lead partner 
Aix-Marseille UniversityExternal link (France)
EnrootExternal link (Egypt)
Jordan Youth Innovation ForumExternal link (Jordan)
Forward MenaExternal link (Lebanon)
PICTExternal link (Palestine)
Center for Social Innovation - CSI External link (Cyprus)

OBJECTIVES AND ACTIVITIES

The EUSEEDS project aims to establish 24 university centers in five Mediterranean countries (Lebanon, Cyprus, Egypt, Jordan, and Palestine) to enhance youth employability and digital skills. These countries face many common challenges, such as young people struggling to enter the formal job market. 

EUSEEDS provides a collective response to these shared challenges, building on proven initiatives that have been scaled up to improve labor market integration by enhancingthe employability of students and recent graduates, developing their professional digital skills, their soft skills, and their capacity forself-employment. 

Students and recent graduates will not be the only ultimate beneficiaries. The established centers will target specific vulnerable groups within their communities, such as unemployed youth, by offering tailored and distance learning programs. The model involves equipping and providing the necessary skills to 24 sustainable university resource centers located in areas with significant social challenges across the five countries. These centers will be tasked with providing long-term internal services (training, project pre-incubation) and external services to the community (literacy and digital professional development training). 

amU will participate in training trainers, support the development of student entrepreneurship hubs, and contribute to discussions onthe implementation of microcertifications. 

The innovative aspect:  
EUSEEDS is a cross-functional project that brings together five amU entities:
For’Pro (Vocational Training Department)
DRI (Office of International Relations)
DPMSE (Office of Partnerships with the Socio-Economic Sector)
CISAM ( Aix-Marseille City of Innovation and Knowledge)
SUIO (University Integration and Career Services)

A significant achievement of the project: 
The project aims to have a massive impact in terms of the number of people trained across the 24 centers established: 7,100 final beneficiaries as part of the project, followed by 4,100 annually.

Number of stars for priorities (1 to 4):
Inclusion ****
Ecological Transition ***
Digital transition ****
Citizenship ****
Innovation ****

PRESENTATION VIDEO

Contact

Maria Maestracci
maria.maestracci@univ-amu.fr 

MEAE

IDENTITY

Program: The Solidarity Fund for Innovative Projects, Civil Society, the Francophonie, and Human Development (FSPI-R) enables embassies to carry out innovative, rapid-impact initiatives on the ground for the benefit of local populations.
Initiative: Establishment of a trilingual master’s program at the University of the Seychelles: support for the development of the program outline and course content, and the start of work on a trilingual grammar book
Topic: Trilingual Master’s program (Creole, French, English)
Keywords: trilingualism, Creole, French, English, comparative grammar
Duration: 12 months, from November 7, 2023, to November 6, 2024
Total budget: 63,700 euros, of which 34,200 will be paid to amU
Coordinator: Sibylle Kriegel, see below
Project Leader(s) at amU: Sibylle Kriegel, Professor in the Department of Modern Literature, Parole et Langage Laboratory, CNRS
Partners:    


OBJECTIVES AND ACTIVITIES

The main objective is to establish, within the University of the Seychelles—founded in 2009—a trilingual master’s program that will enable local students to attain a high level of education (bac +5) without having to study abroad for two years. The Master’s program will begin in the fall of 2025 and will enable the University of the Seychelles to offer a comprehensive educational program for the study of national languages.
In particular, it includes a 6-month exchange program for Seychellois students at Aix-Marseille University so they can study in several departments within the ALLSH faculty (Department of Modern Literature, Department of Language Sciences, Department of English-Speaking World Studies, and Department of French as a Foreign Language). 

The MASTRI project consists of two main activities:  

  • The development of the program (defining the content of the Master’s courses, designing the curriculum, and creating the necessary teaching materials).
  • The writing of a trilingual grammar guide, an essential teaching resource for the future Master’s program  

The Mastri project is innovative in several respects: 

  • The establishment of one of the first Master’s programs in the humanities and social sciences at the University of the Seychelles. 
  • The promotion of the use of French, which is in sharp decline in the Seychelles.
  • The training of professionals in the fields of education, journalism, and tourism.

An academic article presents MASTRI in the prestigious journal *Etudes créoles*: “Something New on the Academic Landscape of Creole-Speaking Countries: The Creation of a Trilingual Master’s Program at the University of the Seychelles.” Click hereExternal link to read it! 

Number of stars for priorities (1 to 4):
Inclusion ***
Ecological transition **
Digital transition ***
Citizenship ****
Innovation ****

Contact: Sibylle Kriegel, sibylle.kriegel@univ-amu.fr

IDENTITY

Project Name: FEF Egypt REINVENT
Program: Fonds Equipe France (FEF)
Action: Strengthening and modernizing university departments of French studies in Egypt, and implementing innovative initiatives with rapid impact and high visibility to benefit teachers active in the Francophonie in Egypt and students of the French language. 
Theme: Teaching French as a Foreign Language (FLE) and French as a Second Language (S) through the lens of creativity and pedagogical innovation
Keywords: FLE, teacher training, digital technology, interculturality
Duration: 24 months 
Total budget: 681,000 euros
Coordinators: Daniel Rignault (SCAC, French Embassy in Egypt) and Christelle Combe (see below)
Project Leader(s) at amU: 
- Christelle Combe, Associate Professor in the Department of FLE, Parole et Langage Laboratory, CNRS
- Catherine David, Associate Professor at the SUL, Speech and Language Laboratory, CNRS
- Amélie Leconte, Associate Professor in the Department of French as a Foreign Language (FLE), Speech and Language Laboratory, CNRS

Partners:   
- Cooperation and Cultural Action Office of the French Embassy in Egypt 
https://www.ifegypte.com/culture-et-gouvernance/presentation-generale/#/Lien, external 
- Department of French as a Foreign Language Pedagogy at Aix-Marseille University 
External https://allsh.univ-amu.fr/fr/departements/francais-langue-etrangere-fleLien 
- SUL (University Language Service) at Aix-Marseille University
External https://www.univ-amu.fr/fr/public/sul-service-universitaire-des-languesLien 
- SUPFLES (University Professional Development Internships in FLE/S) at Aix-Marseille University
https://www.univ-amu.fr/fr/public/formations-de-formateursLien   
- Campus France 
External https://www.campusfrance.org/frLien 
 

OBJECTIVES AND ACTIVITIES

The main objective is to strengthen the teaching skills of university professors with a view to continuously improving the quality of undergraduate programs, both in terms of language and pedagogy, across the various French departments, in order to enhance the appeal of these departments and, if possible, spark interest among students in these programs in teaching French.
The direct beneficiaries are university faculty members, department chairs, deans, and academic or administrative leaders, and more broadly, French teachers and students in these programs. 
Fourteen Egyptian universities are involved, including public and private universities in the capital and various provinces. The goal is to cover a large part of the country and for the Egyptian university faculty members directly involved in the project to, in turn, train their colleagues, particularly through a dedicated digital platform.

The main training topics selected for the teaching of French as a Foreign Language, viewed through the lens of creativity and pedagogical innovation, are:
• The general approach to FLE 
• FLE and literature
• (Socio)linguistics and multilingual and intercultural approaches
• FLE and digital technology
• Autonomy and language centers

The three main objectives are:
• To contribute to the modernization of university teaching practices;
• To accelerate continuing education efforts for university faculty, focused on modernizing their teaching practices;
• To support a review of the curricula for university-level French language programs.

The FEF Egypt REINVENTE project includes several initiatives: 
• Conducting an audit to assess the various elements of the project’s context
• The implementation of a training plan
• A presentation event for senior Egyptian university and political officials
• Hosting the 30 directors of French language departments in Egypt on several occasions for collaborative working sessions
• Organizing two study days
• Organizing two summer schools in France specifically for them
• Organizing two winter universities in Egypt for their participants
• The launch of a digital platform dedicated to Egyptian partners to advance the modernization of teaching practices and the continuing professional development of French teachers in Egypt.
• The creation of a SPOC (small-group online course) on heterogeneity.

The innovative aspect:  
Strengthening the teaching skills of university professors to continuously improve the quality of initial training programs—both linguistically and pedagogically—through intensive training programs, bilateral collaborative work enabling adaptation to the local context, and the dissemination and scaling up of training initiatives through a dedicated digital platform and online courses.

Number of stars for priorities (1 to 4):
Inclusion ***
Ecological transition **
Digital transition ****
Citizenship ****
Innovation ****

Website

Contacts: 
Christelle Combe, christelle.combe@univ-amu.fr 
Catherine David, catherine.david@univ-amu.fr 
Amélie Leconte, amelie.leconte@univ-amu.fr 

DIGITAL EUROPE

IDENTITY

Project Name: Advanced Digital Skills AI & Health (AI AND HEALTH)
Program: Digital Europe
Action: Advanced Digital Skills
Theme: Digital Transformation of Society and the Economy
Keywords: Artificial Intelligence, Master’s Degree, Dual Degree, Vocational Training in the Health Sector, MOOCs
Duration: December 1, 2022 – November 30, 2026 (48 months)
Total Cost: 6,789,971.41 euros
Coordinator: Aix-Marseille University (AMU), France
Project Leader(s) at amU: Christophe Dubois, Biology and Health
Partners:   
• Stockholm University (SU) External link
• University of Pisa (UNIPI) External link
• National Institute for Research in Computer Science and Control (INRIA)External link
• Autonomous University of Barcelona (UAB) External link
• Kode External link
• GenomeUp External link
• IngeniArs External link


OBJECTIVES AND ACTIVITIES

The main objective is to enhance the attractiveness of EU regions in terms of investment in AI applications for healthcare and to address the demands of industry and professionals in these sectors regarding digital skills needs (see the creation of EDIHs—European Digital Innovation Hubs—to support the Europe-wide development of digital-related activities).

There is a critical lack of training for healthcare professionals in the requirements of “basic sciences,” particularly as applied to digital health sciences. Even though such training would enable professionals to understand the concepts and tools necessary for cutting-edge scientific practice, the lack of clinical time would limit its implementation. Thus, the development of digital and educational tools to support medical practice is equally necessary to free up valuable clinical time that can be devoted to patients and biomedical research.

This dual gap offers digital and internet giants the opportunity to take the lead in a field—medicine and health—for which they naturally lack the expertise. Through the Digital Europe Program, specifically the “Advanced Digital Skills” call for proposals, the EU is enabling professionals in education, research, and healthcare to come together and develop a master’s-level AI and Health program involving four European higher education institutions, an INRIA research center, and three Italian SMEs/startups, with the goal of positioning the EU as a leader in digital sciences and AI for healthcare.

The innovative aspect: 
Various types of interdisciplinary training are offered within this program, which is based on cooperation between universities, research centers, and industry.
Five types of training are offered as part of the Advanced Digital Skills AI and Health program:

  • a joint Master’s program between amU, UNIPI, and SU, leading to a dual degree
  • 2 MOOCs to supplement existing master’s coursework
  • practical training hours for students using the resources and equipment available in the laboratories
  • 3 standard and customized short courses for professionals and industry representatives
  • a series of recorded video conferences for the general public to help them understand what AI is and its applications in healthcare (available on the EU Digital Skills and Jobs Platform).

A key achievement of the project : 
The call for proposals requires awarding degrees to at least 150 students each year, with a focus on study and internship exchanges among consortium members and their associated partners.

Number of stars for priorities (1 to 4):
Inclusion ***
Ecological transition ***
Digital transition ****
Citizenship ****
Innovation ****

Website

Useful Links

Contact

dri-projects@univ-amu.fr

 

Organizational Chart - Strategic Projects and Networks Division (DRI) pdf - 119.09 KB

Documents to Download 

30

Current Projects

Of which

16

as coordinator

More than

48

millions in active grants

Of which

18

millions of amU units

1

Dedicated Team

Composed of

8

people within the DRI

More than

200

partners around the world

On the

5

continents