EuPRAXIA Doctoral Network

EuPRAXIA Doctoral Network

EuPRAXIA is the first European project that develops a dedicated particle accelerator research infrastructure based on novel plasma acceleration concepts and laser technology. It focuses on the development of electron accelerators and underlying technologies, their user communities, and the exploitation of existing accelerator infrastructures in Europe. It was accepted onto the ESFRI roadmap for strategically important research infrastructures in June 2021 as a European priority. To fully exploit the potential of this breakthrough facility, advances are urgently required in plasma and laser R&D, studies into facility design and optimization, along a coordinated push for novel applications. EuPRAXIA-DN is a new MSCA Doctoral Network for a cohort of 10 Fellows between universities, research centers and industry that will carry out an interdisciplinary and cross-sector plasma accelerator research and training program for this new research infrastructure. The network focuses on scientific and technical innovations and on boosting the career prospects of its Fellows.

Symposium - Nursing in interdisciplinary healthcare

Symposium - Nursing in interdisciplinary healthcare

The jointly organized XV International Nursing Symposium, titled "Nursing in Interdisciplinary Healthcare," will take place on September 21-22, 2023. The scientific event demonstrates the increasing importance of healthcare workers in the healthcare system, in response to the constantly growing social demands. The lectures in the individual thematic sessions will focus on research and strategies for the development of nursing and public health, both globally and locally.

Supporting mental health (22210016)

Supporting mental health in organisations: developing future business leaders

To develop innovative and cost-efficient solutions for mental health care in the post-covid times, we need to get the businesses involved. We address this issue by developing a series of workshops, focusing on mental health in organizations. To scale our initiative, we offer a ‘trainthe- trainer’ program, preparing future trainers to conduct workshops in other business schools in V4 countries, and we onboard stakeholders (academics, managers, entrepreneurs). As a result, we equip future leaders with the necessary skills and attitudes to respond to mental health

V4 Booster

Joint Degree and Academic Networking in the Post-Pandemic Central Europe

The aim of the project is to boost mobility and networking through the joint training program of the Visegrad countries. This initiative joint training program, created jointly by the Visegrád countries, provides mobility scholarships for 12 students.

All appli­cants for the scholarship support should have either com­pleted a bachelor’s degree pro­gram or—if their current study pro­gram is not divided into dis­tinct bachelor’s and master’s levels—should have completed at least 3 years (6 semesters) of higher education when start­ing the schol­ar­ship.


Visegrad Sustainable Living Labs Network 4 Youth of Universities

The VSLLN4YOU project aims to create the Living Labs (LLs) network, which will enable the co-creation and testing of innovative and sustainable solutions, relevant to the Visegrad Universities and Region, in cooperation with partners from the private, public and civil society sectors. SLLs will engage students with real-world experience, by working on sustainable projects and green solutions, and prepare them to be the change agents in their personal and professional lives. Through SLLs, workshops, training materials and conference, the project offers knowledge transfer for sustainable change.


Humanities going digital

The project responds to the current situation associated with the covid-19 epidemic and its impact on university teaching. It turns out that when moving teaching to the online environment, it is not possible to implement standard teaching procedures and it is necessary to develop new ways of working with students.

The failure of the realization of the student exchange programs (Erasmus, Ceepus, etc.) minimizes the internationalization of studies and reduces the competences of students in intercultural contact. At the same time, the current situation provides an opportunity to accelerate the response to the development of digital technologies and to change the curricula of study programs to meet the requirements of the labor market (Industry 4.0).

It turns out that the online implementation of semester activities requires a reduction in frontal teaching and an increase in students’ independent research and study activities. To move to this type of work, it is necessary to motivate students with the increased social impact of their activities. The project therefore introduces the creation of electronic publications into teaching. Th  project will introduce the new digital interactive teaching methods of teaching at participating universities (Pécs, Lisbon, UP).

The form of teaching takes the following form: courses that have interdisciplinary contact (semiotics, biosemiotics, new media ect.) are identified at partner universities. Students participate in these courses in consultation with teachers, in which they will present the basic issues and questions for discussion. The digital teaching materials are created by the students themselves, in cooperation with teachers, they use the complete multimedia content of the Internet, interactive graphs, formulas, video sharing, etc. When creating the outputs, they share notes, chat about the topic and structure of the teaching material. At the end of the semester, students upload a content on the Internet and present it to students from partner institutions. Students and colleagues from the participating universities then comment on the content and method of processing the topic, proposing revisions. This aspect strengthens competences in foreign languages. The resulting study materials are then made available to the media and literary portals for the general public.

The proposed method of semester work at the university emphasizes the following aspects:

  1. active participation of students in teaching and in the form of online teaching,
  2. motivation of students to deeper knowledge of the studied topics to be able to write about it independently and create their own author’s materials to be shared,
  3. establishing international cooperation as a standard course of the semester on the basis of a stable response to the learning outcomes of the partner institutions and beyond.


 EBSN Professional Development Series for Basic Skills Teachers


Strengthen existing transnational networks of adult education providers by means of mutual learning, peer counselling, and capacity building. Our work entails supporting the formation of coherent and sustainable policies in basic skills.

The aim of the PDS Project is to strengthens EBSN, and especially its members – who are adult education providers – in a number of ways. Firstly, the project poses an innovative target, one that is often overlooked i.e. training basic skills teachers. The elaboration of the project can be considered a mutual learning process in this field which presents our partners with an excellent opportunity to innovate training practices, engage in flexible recognition and accreditation and disseminate experiences in the whole network.

Hence the project is expected to generate new learning and relevant output for teacher trainers, training institutions, and teachers and adult educators too. As for the chosen specific objective i.e. “Specific innovative pedagogical approaches in adult education (e.g. blended learning, personalised learning approaches, educational technologies…)” the current proposal contributes to this by designing, testing and implementing a new type of training one that is based on OERs in the format of massive open online courses as a form of accredited professional development for teachers wishing to engage in basic skills provision for adults.

Target Groups

Our PDS Project support teachers, adult educators, basic skills trainers, and tutors to develop their training skills and methods to help peoples upskilling pathway to ensuring or entering a position at the labour market.

This is directly in line with the recommendation on Upskilling Pathways namely „support the initial training and continuous professional development of staff engaged in the delivery of upskilling pathways, in particular teaching professionals”.


Main Activities

The project proposes an innovative training opportunity for training professionals. Thus the focus is on training teachers to become fully able to address the challenges they have in adult learning focusing on basic skills development and upskilling pathway.

The training format of the EBSN Professional Development Series (OER based MOOCs) makes it possible for trainers to easier access and attend the MOOCs even from remote areas and deal with challenges that affect their target group.



The primary goal of NEWSREEL2 - New Teaching Fields for the Next Generation of Journalists is to improve such skills of a new generation of European journalists that are connected to the use of digital communication opportunities in a creative and responsible way for enhancing social benefits of the digital era. The project is the extension of the Erasmus+ KA2 project NEWSREEL - New Skills for the Next Generation of Journalists.

Creative and responsible use of digital tools is an indispensable ability of journalists. They should remain reliable and trustworthy sources of news in the digital noise to counterpoint the unverified information that affects the raw emotions and temper of the audience. To achieve these objectives, in the framework of NEWSREEL2, we will develop innovative teaching methods and materials for media and journalism students.

The project focuses on 9 professional fields:

1. Storytelling in social media in order to students learn how to present journalistic contents on social media networks;

2. Graphic journalism to get to know the basic tools and subgenres of comics journalism;

3. Improving democratic sensibility to be aware their social role and responsibility in a democratic society of the digital age;

4. Covering migration to improve their research and reporting skills, and understanding migration in a global context;

5. Foreign coverage to be able to contribute to a more balanced coverage of international topics;

6. Journalism for voice-activated assistants and devices to learn how to use them and see the potential that they can bring to newsrooms;

7. AI and journalism, robot journalism and algorithms to know how it can be used, and see clearly its potential and threats;

8. Verifying and analysing fake news to be able to identify information and opinion going viral and to verify information with the help of suitable tools and softwares;

9. Debunking disinformation to get solid knowledge regarding the mechanisms used for debunking fake news and disinformation.

Regarding these fields, the methodology used in the project's implementation phase is based on the following 7 steps process:

Phase 1: Conducting a research to introduce the current status of the new type of skills and tools of journalism and the needs of the stakeholders;

Phase 2: Developing curricula in order to establish the structure of the e-learning materials and embed these skills and tools into the programmes of journalism studies;

Phase 3: Developing electronic learning materials and teaching methods primarily for blended learning university courses, and organizing a summer school with interactive workshops on the project fields, with the aim students work together on journalistic projects in multinational teams;

Phase 4: Publishing a teaching guide with dedicated chapters to the specific courses, that summarizes the professional and methodological content of the project, and having courses at the participating universities as a pilot teaching activity;

Phase 5: Publishing an online glossary that helps to build a common knowledge base and cover all of our professional fields.

V4 Green Universities

V4 Green Universities

V4GU aims at contributing to the support of today’s largest challenge, the fight against climate change. The special report of IPCC on global warning was announced in Incheon, on 8 Oct 2018. It states that limiting global warning to 1.5 °C would require rapid, far-reaching changes in all aspects of society. The report relies on more than 6,000 scientific references cited and the contribution of thousands of experts and government reviewers worldwide. One of the key messages that comes very strongly from this report is that global net human-caused emissions of CO2 need to fall by 45% from 2010 levels by 2030, reaching ’net zero’ for 2050. The report highlights the role of ’Education, information and community approaches’ in this mission.

The aim of PTE is to share information about climate change - causes, effects, actions - in an understandable way with as many people as possible, primarily with its twenty thousand students and more than seven thousand employees.

PTE reached to the top 100th place in 2019 in the UI GreenMetric World University Ranking competition, which ranks 780 green universities in the world. The University has selected its partners for the V4GU project from among the most successful green universities in the Danube Region of the network, guaranteeing that all participants will be able to share valuable experiences in environmentally conscious lifestyle and facility operation.

Our activies:
1.    V4 Green University Conference in Pécs.The aim of the event is to introduce the climate protection program of the institutions, to introduce the toolset of the involved universities for mobilizing students, lecturers and employees, and to evaluate their success. We would also like to encourage other universities of the V4 countries to the cooperation.
2.    Organising local (national) workshops in the five participating countries to discuss the possibilites of joint green university programmes and identify cooperation possibilites.
3.    Video campaigns for students: Students’, our direct target group’s attention can be grabbed only by tailor-made, exciting tools such as online videos with infographics and cartoons. TED videos will serve as a basis for this work. Our aim is to explain the students how their everyday habits influence the climate and how their behaviour could be transformed to an eco-conscious attitude.
4.    Organising social competitions: People always compare their behaviour to others and they want to be the best, that’s why social competitions work. The competition rewards the most successful participants with prizes.