15 Joint Education Lab Projects were selected from the latest call

From INGENIUM’s third call for Joint Education Lab Projects 15 projects were selected. The call was open until 31 October 2025. The call gathered a great amount of interest from INGENIUM Staff who were excited to collaborate with their European colleagues.

One of INGENIUM’s goals is to develop and transfer innovative teaching and learning methodologies. To boost that goal Education Lab was created. INGENIUM Education Lab launched a Joint Education Lab Projects initiative to promote joint innovation projects. This initiative aims to fund collaboration between different faculty, educators, and RDI specialists in two or more INGENIUM universities to develop advanced teaching methods, micro credentials, courses, and educational products. Innovation, cooperation, multilingualism and transferability were sought after in the projects.

Get to know the projects that have now begun their journeys

In the accordion bellow you can find all the newly selected projects, their leaders and partner universities with a brief project overview. Information is gathered from the project proposals. More up dated information will be available on the Education Lab webpage when the projects make progress.

This project proposes the creation of the Immersive Design Thinking Lab (iDT-Lab), a transformative educational tool designed to bridge the persistent gap between innovation theory and practice. The iDT-Lab is a game-based virtual environment where students learn by doing, stepping into the role of an innovation consultant to solve complex, real-world problems. Using a “Virtual Treasure Hunt” metaphor, learners navigate authentic scenarios, applying structured Design Thinking methodologies in a safe-to-fail, hands-on setting.

Our approach represents a paradigm shift from passive instruction to active experimentation. The project’s core innovations—an intelligent Method-Tool Alignment Engine, asynchronous micro-simulations for targeted skill practice, and a triangulated immersive assessment model—are designed to deliver a deeply personalized and effective learning experience. Developed through a strategic transnational partnership, the iDT-Lab will produce a sustainable pedagogical toolkit, including a beta game, a multilingual user guide, and an open-access scenario library. This project will not only generate measurable learning gains but also establish a new, scalable model for collaborative, high-impact education across the INGENIUM network.

Leader: Elena Avram, from Gheorghe Asachi Technical University of Iaşi (TUIASI), contact: elena.avram(at)academic.tuiasi.ro.
Partners: Munster Technological University (MTU)

The “IDEA Lab: innovation through Inclusion, Design, Education, and Art” proposes an artistic and technological collaboration between three INGENIUM partners: the MediaLab (University of Oviedo, Spain), the PlayLab (University of Skövde, Sweden), and the Department of Architecture and Design (University of Pescara, Italy). The initiative focuses on developing digital, inclusive, and interactive experiences that connect local art students and rural citizens from Asturias with contemporary art and design.

Through 3D, storytelling, and immersive technologies, the project will co-create new ways for communities with limited access to cultural infrastructure—such as small municipalities in Asturias—to experience art. The participating institutions will jointly design, prototype, and test an artistic experience integrating physical and virtual components.

The project begins with Pescara designing a strategic plan for artistic and technological integration, followed by Oviedo working with local artists to create and digitize artwork, while Skövde assist the artists with development of interactive and/or game-based elements of the experience, to be integrated into the physical installation. The final exhibition-workshop will take place in Asturias, involving citizens, local authorities, and artists, and will be documented for dissemination through the INGENIUM network.

Leader: Beatriz Rayón Viña, University of Oviedo (UNIOVI), contact: rayonbeatriz(at)uniovi.es
Partners: University of Skövde (HIS), Università degli Studi “G. d’Annunzio” Chieti – Pescara (UdA), University of Oviedo (UNIOVI)

Building on the successful implementation of Phase 1 (Exploration and collaborative design of inclusive, multimodal, and culturally responsive assessment practices, enhanced by online workshops and pilot trials) and Phase 2 (Delivery, refinement, and research-informed development of an 8-week, 10-credit, asynchronous MOOC accessible to all INGENIUM partners), Phase 3 “Rewriting Assessment Narratives Through Research-Informed Practice: Insights for European University Higher Education Alliances” focuses on the creation of an open-access multilingual e-book that consolidates, expands, and critically reflects on the knowledge generated through the INGENIUM MOOC on Assessment for Learning, Assessment as Learning, and Feedback Loops in Higher Education.

This phase aims to translate the collective intellectual output of the MOOC, including all video transcripts, reflective commentaries, and discussion threads, into a cohesive scholarly publication, enriched by current literature in the field of educational assessment and informed by local action research studies conducted across partner institutions. The e-book will be peer-reviewed, collaboratively authored, and published as an open educational resource (OER) to ensure equitable access to all INGENIUM partners and the wider academic community. The book will be launched at a conference on the same theme in Rouen, France and will be open to all members of INGENIUM and beyond.

Leader: Cai Weaver, South-Eastern Finland University of Applied Sciences (Xamk), cai.weaver(at)xamk.fi
Partners: University of Crete (UoC), University of Rouen Normandy (URN), Gheorghe Asachi Technical University of Iaşi (TUIASI), Munster Technological University (MTU), Università degli Studi “G. d’Annunzio” Chieti – Pescara (UdA)

This project, “Multimodal Artefacts for Reflective Chemistry Learning” (MARCheL) aims to transform laboratory education in chemistry through reflective, participatory and multimodal assessment. It builds on the “MCRs meet Multimodal Assessment” initiative developed at the University of Crete, where selected students in organic chemistry labs documented their work on multicomponent reactions (MCRs) by producing short instructional and reflective videos. These digital artefacts were evaluated using rubrics co-created with students and complemented by peer feedback sessions. The approach proved that integrating reflection, collaboration and digital storytelling in laboratory teaching enhances conceptual understanding, communication skills and learner autonomy. The project now expands this model across three INGENIUM partners, University of Crete (UoC, Greece), University of Oviedo (OVD, Spain) and Munster Technological University (MTU-CAPPA, Ireland), which already have been collaborated under an INGENIUM research project. Each institution will adapt the framework to its specific expertise: MCRs at UoC, photocatalysis at OVD and photonics/process analysis at MTU-CAPPA. By combining co-creation of rubrics, peer feedback and digital artefact production, the project redefines laboratory learning from static reporting to reflective engagement. Aligned with INGENIUM’s priorities, it promotes pedagogical innovation, intercultural cooperation and inclusivity, while laying the foundation for sustained expertise in innovative teaching across the alliance.

Leader: Constantinos Neochoritis, University of Crete (UoC), kneochor(at)uoc.gr
Partners: Universidad de Oviedo (UNIOVI), Munster Technological University (MTU), University of Crete (UoC)

Inclusive & Flexible Learning Spaces Academy directly responds to the 2025 INGENIUM Joint Project Call priorities on Learning Environments and Platforms and Joint Development Projects. The initiative develops and pilots a shared INGENIUM model for inclusive, hybrid learning environments that strengthen teaching quality, accessibility, and transnational collaboration.

Led by Munster Technological University (Ireland) with partners from HIS (Sweden), Xamk (Finland), and TUIASI (Romania), the Academy unites two strands of innovation:
1. Educator Professional Development – A six-module blended programme enhancing staff capacity in active, hybrid, and inclusive pedagogies through theory, practice, and peer learning.
2. Inclusive Co-Design Labs – Neurodiverse students, educators, and architects collaborate to redesign four pilot learning spaces that model flexibility, sensory accessibility, and universal design.

The project uses each partner’s expertise: MTU leads pedagogy and inclusion; HIS contributes educational technology and learning analytics; Xamk applies team-based and collaborative online international learning methods; and TUIASI provides architectural and spatial design expertise.
Expected outputs include an open-access practitioner handbook, a multilingual Learning Environments Dictionary, 360° virtual tours, video case studies, and an inclusive co-design methodology guide. Evaluation will combine educator self-assessment, student feedback, observation, and dissemination analytics.

Impact and sustainability: At least 20 educators and 20 students will directly participate, with hundreds benefiting from improved hybrid teaching. All resources will remain on the INGENIUM Moodle for reuse. The train-the-trainer model ensures continuity, scalability, and measurable contribution to INGENIUM’s long-term objective of pedagogical excellence across European learning environments.

Leader: Katie Power, Munster Technological University (MTU), Katie.Power(at)mtu.ie
Partners: University of Skövde (HIS), South-Eastern Finland University of Applied Sciences (Xamk), Gheorghe Asachi Technical University of Iaşi (TUIASI)

As part of the Bachelor of Technology program at URN, one speciality focuses on Quality, Environment, and Process Safety control. Particularly, the safety of chemical reactions is studied using calorimetric equipments. A technological aspect of the safety of pressurized reactors is briefly covered in the second year. The thermodynamic aspect is also addressed in practical work using Chetah software. This process safety topic is also taught at HKA (Faculty of Mechanical Engineering and Mechatronics). The modeling of safety devices to size them, predict their behavior, and optimise their use is emphasized. For both Universities, the academic program includes the completion of supervised projects over an extended period (one or two semesters).

The process safety aspects of each university appear complementary. The joint development project would aim to create synergy between these both aspects. During the bachelor level, holding conferences on the experimental aspects at HKA by URN lecturers and more on the presentation and modeling of safety devices at the University of Rouen Normandy by HKA lecturers will provide a comprehensive understanding on safety process aspects to all students in their respective programs.

Then, to put these concepts introduced by conferences, into practice, a project involving motivated students from HKA and URN will be proposed. The study of a chemical decomposition reaction using calorimetric tools would allow determinating thermokinetic parameters. This data will be used in the simulation/modeling of a reactor equiped with safety devices, such as safety valves, for example. Finally, research internships related to the topics of each laboratory at HKA or URN, funded by Erasmus/Ingenium grants, could be proposed to motivated students. They can offer a link between educationnal and research aspects. This joint education collaboration could be proposed afterward annually to URN and HKA students.

Leader: Imed ben Talouba, University of Rouen Normandy (URN), imed.bentalouba(at)univ-rouen.fr
Partners: The Karlsruhe University of Applied Sciences (HKA), University of Rouen Normandy (URN)

This proposal aims to design and implement short physical activity “snacks” (Active Breaks) during the delivery of predominantly theoretical university lessons that usually foster routine, monotony, or even disengagement. The initiative seeks to promote an active and positive lifestyle among students by integrating motor tasks that enable the participants to “recharge” effectively and refocus on subsequent cognitive demands in lectures.

The program is named ActivaDos in tribute to the two central pillars of university life: faculty and students. Both groups, as active participants in this project, are expected to engage in meaningful activation and become aware of the physical and mental health benefits that exercise “snacks” (Active Breaks) can offer in their daily academic routines.

To this end, a quasi-experimental study, employing a mixed-methods approach (cross-analysis of quantitative and qualitative data,) will be conducted, involving an experimental group and a control group. The study will examine behavioral and cognitive variables, perceived satisfaction, learning perception, and academic performance.

The project is oriented toward enhancing students’ cognitive, attentional, emotional, and physical capacities as part of their overall well-being and engagement in lecture-based learning. In many theoretical classes, lasting 90 to 100 minutes, signs of discouragement, restlessness, and difficulty maintaining attention have been observed due to the cognitive demands of the content. Students require short breaks—brief pauses that alleviate mental fatigue and allow them to re-engage with the class with renewed focus and interest. Active Breaks facilitate movement, physical and emotional release, and peer interaction. These pedagogical strategies produce cognitive and emotional effects distinct from passive rest, as they incorporate physical activity, which contributes to increased cerebral blood flow, neuromuscular activation, and emotional awareness.

Leader: Javier Fernandez-Rio, University of Oviedo (UNIOVI), javier.rio@uniovi.es
Partners: University of Rouen Normandy (URN), South-Eastern Finland University of Applied Sciences (XAMK), The Karlsruhe University of Applied Sciences (HKA), Gheorghe Asachi Technical University of Iaşi (TUIASI), Medical University – Sofia (MUS), Munster Technological University (MTU)

Loneliness, both among young people and older adults, has become an increasingly relevant social phenomenon, closely linked to emotional well-being, mental health, and community cohesion. This educational project proposes an inter-university and intergenerational initiative to research, reflect on, and act upon loneliness from a creative and transformative perspective.

The proposal is grounded in methodologies based on Participatory Action Research (PAR) and the principles of Art Thinking, promoting a collaborative, experiential, and transformative learning process. Participating teachers and students will work in a network and in an interdisciplinary way to analyze and address issues of loneliness and health from an intergenerational perspective, connecting academic contexts with real social environments.

The project is structured around three main dimensions:
1. Research and social analysis, focused on participatory exploration of the meanings and manifestations of loneliness in young and older populations.
2. Artistic creation and experimentation, using art as a methodology for analysis, expression, and transformation.
3. Community intervention, aimed at action and the development of concrete proposals to improve well-being and combat unwanted loneliness.
Aligned with the principles of pedagogical innovation, inclusion, and social engagement promoted by INGENIUM, the ESCENA project proposes a learning model that connects university, community, and art as a means for social transformation.

For more information – SOCIAL MEDIA:
https://www.facebook.com/AbrazArteCombatirSoledadNoDeseada
https://www.instagram.com/_abraz_arte_
https://youtube.com/@abrazarte
https://www.tiktok.com/@_abraz_arte_

Leader: José Antonio Labra Pérez, University of Oviedo (UNIOVI), labrajose(at)uniovi.es
Partners: University of Skövde (HIS), Università degli Studi “G. d’Annunzio” Chieti – Pescara (UdA), University of Oviedo (UNIOVI)

UP2Learn builds upon the INGENIUM project UP2Green to create a joint INGENIUM micro-credential in green chemistry. The initiative transforms scientific results on waste valorization, metal nanoparticles catalysis, sustainable conversion of CO2 into a modular learning experience (3-4 ECTS, EQF 7-8). It represents an educational output of UP2Green, designed for PhD students in Natural Sciences and early-career professionals in energy transition, sustainability, and process engineering.

This micro-credential employs a research-based and interdisciplinary learning model integrating chemistry, materials science, and environmental process engineering. Its scientific core focuses on the chemical waste upcycling (CO2, lignin, glycerol) by innovative research-based methodologies: metal nanoparticles design/synthesis, their catalytic application, polymers/sorbents preparation for CO2 capture.

The course follows the European Approach to Micro-credentials (Council Recommendation 2022/C 243/02) and pedagogical models of constructive alignment of J.B. Biggs and research-based learning. Teaching adopts a mixed structure: individual online modules by each partner and joint sessions co-taught by at least 2 institutions, encouraging interdisciplinary understanding and systems thinking. PhD students will participate in the pilot run even as advanced learners and reviewers, providing structured feedback to refine teaching materials and improve course delivery while maintaining the certified structure and outcomes.

The project also responds to European labor market needs, equipping early-career researchers and professionals with transferable competences in green chemistry, catalysis, and process integration, supporting employability and innovation in the EU’s green and circular economy. A final video will present outcomes and pedagogical value for dissemination across the INGENIUM network.

Leader: Lucia Tonucci, Università degli Studi “G. d’Annunzio” Chieti – Pescara (UdA), lucia.tonucci(at)unich.it
Partners: University of Rouen Normandy (URN), Gheorghe Asachi Technical University of Iaşi (TUIASI)

Living Landscape Lab is a collaborative initiative between LLABOR _ SociaLANDScapes (University of Oviedo, Spain) and the University of Skövde (Sweden), represented by Professors Rebecca Rouse and Lissa Holloway-Attaway. The project builds on the educational and citizen-science programme ConCiencia Histórica, which brings archaeological and environmental research closer to rural communities and schools in Asturias.

The proposed Education Lab aims to design and prototype a hybrid, generative, and participatory digital environment that connects formal and non-formal learning in heritage, science, and sustainability. The digital platform will serve as both a learning space for students and a pedagogical tool for teachers and facilitators, supporting the preparation and follow-up of workshops, field activities, and community events.

The project builds upon existing digital tools developed by the LLABOR team, such as the PoblARte mobile application — an augmented reality app that virtualises archaeological sites in Asturias.

In march 2026, the project will host the two Swedish researchers in Asturias to experience the programme’s context first-hand through three participatory activities: one with primary school pupils, another with secondary students, and a third in a non-formal educational setting involving families, artisans, and local associations. These experiences will form the basis for a co-design process, integrating LLABOR’s expertise in rural heritage education with Skövde’s experience in interactive storytelling, game design, and immersive media.

The resulting prototype will function as a living laboratory where materials, reflections, and narratives generated by participants continuously feed the platform, expanding its knowledge base. The project will conclude with an open webinar to share outcomes across the INGENIUM European University network and to explore the design of a micro-credential on innovative heritage learning.

Leader: Margarita Fernández Mier, University of Oviedo (UNIOVI), Contact: Jean-François Alberghi alberghijean(at)uniovi.es
Partners: University of Skövde (HIS)

Innovative companies are introducing AI agents in their everyday workflow management and development teams, increasing efficiency and quality, leading to the lay-off of thousands of jobs. An AI agent is a system (software or hardware) that can perceive its environment, reason about it, and act autonomously to achieve specific goals. We aim to provide students with expertise in working with AI, and make them relevant for this new era in industry by attempting to formalise the use of AI in university classrooms. Many students are already using AI to assist them with their tertiary studies, and currently it is difficult to assess the extent to which AI has been used by students. This approach aims to bring transparency, allow the lecturer to see how students are using AI, and provide them with guidance on how to better use AI to achieve their learning outcomes. We plan to pilot an AI-augmented workflow by embedding AI-assisted practices, mirroring how modern work teams use AI agents. Importantly students must verify and cite AI use, and human critical judgement remains central with students the final authority. The application of AI will comply with the EU AI Act2024. The long-term aim beyond this application is to embed a shared, industry-relevant learning outcome across partner courses. Students can work effectively with AI agents in individual or team student projects operating within institutional guardrails, grounding agents on project artefacts, and verifying and citing contributions whilst human critical judgement remains central. This competence will be evidenced within existing assessments through transparent AI-use logs and reproducibility checks, normalising auditable AI teamwork without altering module structures. An AI team-mate collaborates within a team framework, has situational awareness, and undertakes decision-making, but does not share responsibility.

Leader: Martin Klepal, Munster Technological University (MTU), martin.klepal(at)mtu.ie contact: nina.hunter(at)mtu.ie
Partners: Gheorghe Asachi Technical University of Iaşi (TUIASI), University of Oviedo (UNIOVI), South-Eastern Finland University of Applied Sciences (Xamk)

As part of the technological Bachelor’s program within the Chemical and Process Engineering department, students do practical work in person in a process engineering teaching hall to apply the concepts learned in tutorials. About ten semi-pilot units are available in the teaching hall (distillations, extraction, filtration, …). During the practical sessions, lecturers noticed that student engagement is not complete due to a lack of concentration or interest. The final evaluation of the series of practical sessions shows that some students only partially understand the setup and the physical principles involved.

Gamification and virtual immersion through the use of virtual reality headsets are educational techniques that promote active learning centered around the student. This enhances motivation, engagement and curiosity. The transfer of hard skills as well as soft skills is also faster when the learner learns through trial and error during hands-on manipulation, rather than following a detailedguideline as in a lab assignment. Furthermore, more specifically related to industrial processes, virtual environments allow these processes to be replicated without being exposing studients to the associated risks (chemical, thermal or pressure), which is reassuring. HKA University specializes in virtualization and digitization, particularly in connection with the chemical industries.

The aim of the project is to create a virtual reality (VR) of the process engineering teaching hall at URN, focusing on a production unit. Therefore, students can virtually operate the process through virtual reality glasses and monitor production quality. The project will involve groups of students from both university who will collaborate together under the supervision of teachers and supported by assistants. The VR of several processes would ultimately allowing offer Blended intensive courses (BIP) on process engineering open to other European university or to industries.

Leader: Nicolas Brodu, University of Rouen Normandy (URN), nicolas.brodu(at)univ-rouen.fr
Partners: University of Rouen Normandy (URN), The Karlsruhe University of Applied Sciences (HKA)

UNI-CO: A Low-Carbon Model for Cross-Campus, Student-Centred Collaboration is a joint collaborative initiative between Munster Technological University (MTU) and Gheorghe Asachi Technical University of Iași (TUIASI). The project aims to design and pilot a shared digital ecosystem that connects staff, students, and industry partners across the INGENIUM alliance through inclusive, low-carbon learning experiences.

Built on a collaborative ethos, UNI-CO aims to bring together a diverse skill sets and disciplines — educators, designers, technologists, engineers, students, and industry partners, to co-create new approaches to teaching, learning, and knowledge exchange across the INGENIUM alliance. Its success depends on collective participation and shared expertise across institutional and cultural contexts. The UNI-CO logo merges ‘UNI’ for university and ‘CO’ for collaboration, integrating the connecting-line motif of the INGENIUM logo to symbolise shared learning and alliance identity.

UNI-CO combines educational innovation with digital infrastructure, creating both a framework and a platform for collaboration. It will prototype an online environment where educators, learners, and partners can co-create modules, engage in interdisciplinary projects, and showcase outcomes through a shared digital gallery. Each university contributes according to its strengths, shaping a system that evolves from real collaborative practice. Pilot activities in 2025–26 will focus on cross-campus student projects, staff support, and a micro-credential recognising teamwork and intercultural collaboration. UNI-CO reimagines international education as a continuous, connected, and collaborative ecosystem. By embedding sustainability, creativity, and inclusivity into digital learning design, it offers a scalable model for lifelong learning and meaningful cross-campus collaboration across the INGENIUM alliance and beyond.

Leader: Rosie Dempsey, Munster Technological University (MTU), rosie.dempsey(at)mtu.ie
Partners: Gheorghe Asachi Technical University of Iaşi (TUIASI)

Background: This project builds directly on the INGENIUM-supported Research Group i4 Innovative Industry Internships with INGENIUM which explored work-integrated learning (WIL) practices across three partner universities. The output of that collaboration revealed a highly varied and decentralised landscape of internships, with significant differences across the design, implementation and levels of institutional support (O’Mahony et al., 2025). It also surfaced examples of exemplary practice and the challenges experienced by programme teams.

Aim: The proposed WIL Action Research Community represents the evolution of that research-to-practice journey. It aims to establish a cross-institutional learning community for academic staff involved with student work-placements. The project will be structured as a co-designed flexible micro-credential (5 ECTS total) built around the action research cycle (problematising; research; implementation; evaluation; dissemination). Participants can investigate a local challenge in their own placement practice, implement an intervention, and evaluate its impact.

Method: Regular online community meetings will connect participants across INGENIUM universities, scaffold and support the research process, promote knowledge exchange, peer mentoring, and intercultural collaboration while the Moodle platform will provide asynchronous support.

Output: By leveraging structured professional learning, this initiative will create a scalable model for evidence-informed innovation and cooperation. Expected outcomes include the design of an accredited micro-credential, a digital repository of multilingual case studies, and a sustainable European network of placement educators committed to improving the quality, equity, and impact of WIL across the alliance.

Leader: Tom O’Mahony, Munster Technological University (MTU), tom.omahony(at)mtu.ie
Partners: University of Oviedo (UNIOVI), The Karlsruhe University of Applied Sciences (HKA), Munster Technological University (MTU)

Over the past few decades, international research has identified a gap between students’ in-school and out-of-school literacy practices, commonly referred to as the home–school mismatch hypothesis. Within this framework, teachers play a pivotal role, as by exploring and creatively integrating students’ out-of-school literacies into classroom practice, they can contribute to bridging this gap.

The proposed project aims to develop a research-based, user-friendly, methodologically well-founded online toolkit designed to support educators in connecting school and everyday literacies. The main objectives of the project are to:
– facilitate the integration of out-of-school literacy practices into formal instruction,
– enable teachers to act as ethnographic researchers of their students’ literacies,
– encourage the investigation of literacy practices from multiple perspectives,
– raise awareness of the social and educational significance of home–school alignment, and
– promote teachers’ critical reflection on their pedagogical and institutional roles.
The methodological toolkit will guide teachers through a series of stages, including:
– understanding students and formulating research questions;
– examining school literacy practices in relation to curricula and institutional contexts;
– investigating students’ in-school and out-of-school literacy practices both within and beyond the classroom;
– engaging teachers and students in collaborative reflection on convergences and divergences between literacies and developing proposals for enhanced integration;
– applying and evaluating the toolkit in authentic classroom settings.

Leader: Vasia Tsami, University of Crete (UoC), tsamibasil(at)gmail.com
Partners: University of Crete (UoC), University of Oviedo (UNIOVI)

These projects were selected by innovation leaders based on the evaluation criteria

In the call we looked for micro-credentials, innovative teaching and learning practices, joint development projects, learning environments and platforms, and lifelong learning and business partnerships.

The evaluation criteria provided a structured way to assess the quality of proposals during the selection process. The criteria were categorised into specific aspects (project feasibility and pedagogical review) and rated on a 1—5 scale, making the evaluation more objective. Project feasibility was evaluated by looking at the budget and general feasibility. For example, “Each budget item is clearly justified, explaining its necessity for the project’s success.” and “The project deepens cooperation or supports knowledge transfer between INGENIUM partners.” were used as criteria. Pedagogical review included four themes: Innovativeness, Partner cooperation, Multilingualism and Impact & Transferability. These were evaluated by the statements “The joint project challenges existing educational paradigms or develops new teaching methodologies or technologies.” and “The project solves real-life problems effectively.” for example. You can find the full evaluation criteria here.

In the Education Lab projects, each partner university funds its own contribution. Partners are encouraged to continue collaborating, explore alternative ways of working together, and adjust roles or responsibilities as needed. The aim is to enable good project ideas to move forward, even when resources differ between institutions.

Education Lab Joint Projects 2026 – Timeline at a Glance

Projects begin with joint meetings where teams align goals, clarify roles and define the implementation plan.

Teams work collaboratively across INGENIUM partner universities, developing and testing project ideas throughout the year.

Projects share insights, results and transformative impact with the wider INGENIUM community through open webinars.

Each team completes a concise project report summarising achievements, collaboration experiences and lessons learned.

Projects may continue as extended partnerships, new initiatives or long-term cooperation within the INGENIUM network.

These 15 new projects will have their webinars already this autumn. While we wait for their webinars you can already have a look at our Staff Academy playlist on YouTube.

From the previous two calls 17 projects were selected. 12 of them have already shared their insights on their project’s successes on the ending webinars. You can get to know the projects on our YouTube Channel. This spring five more projects will have their ending webinars.

More news related to Innovative Teaching