Nearly 40 STARS EU students presented five innovative proposals in Bremen a few days ago to reimagine the European campus of the future as part of the “Ou(te)r Campus – European Campus, A Living Lab” project, developed at Hochschule Bremen- City University of Applied Science (HSB), Germany.

The projects explored different aspects of European university life, ranging from digital tools to facilitate student integration and networking to hybrid exchange platforms and physical meeting spaces. All five proposals were developed as a Blended Intensive Programme (BIP) organised by HSB’s School of Architecture, with the participation of students from the nine universities that make up the STARS EU Alliance.

INTEGRATE.EU

The winning project, INTEGRATE.EU, is a digital platform designed to connect students from different universities and European countries. The application combines personalised profiles, an interactive map, campus activity information and networking tools. Its aim is to facilitate community building, promote cultural exchange and strengthen students’ sense of belonging to a shared European university.

The four remaining proposals included Growing Tree, which combines a digital platform with a permanent physical space to encourage interaction among students; STARS EU Week, a travelling exhibition designed to showcase the alliance’s universities; and STARS Wallet and Campus Connect, which focus on strengthening the European university community through different approaches, including resource sharing and the creation of collaborative spaces.

According to Professor Maria Clarke, the project’s coordinator, a European campus “is not created through digital connectivity alone, but also through encounters, collaboration and the exchange of perspectives.” In this sense, Ou(te)r Campus demonstrates how international education can become a living laboratory for designing new models of European higher education.

Projects to continue their development

The five proposals will continue to be developed within STARS EU to assess their feasibility and potential implementation across the alliance’s universities. STARS EU is funded by the Erasmus+ Programme and brings together nine higher education institutions from across Europe.

Participating universities

Students from all nine universities that make up the STARS EU alliance took part in the project: Aleksandër Moisiu University of Durrës (Albania), Bragança Polytechnic University (Portugal), Hanze University of Applied Sciences (the Netherlands), University of La Laguna (Spain), Université Marie et Louis Pasteur (France), Hochschule Bremen (Germany), Silesian University in Opava (Czech Republic), University West (Sweden) and Cracow University of Technology (Poland).

Academic staff and jury

The project was coordinated by Professor Maria Clarke and Janina Ebner of Hochschule Bremen, with teaching support from Aintzane del Río Pereda, Johanna Hannemann and Carolina Bergedieck.

The five student proposals were assessed by an international jury comprising Rima Dijkstra (Hanze University of Applied Sciences), Cintia Hernández Sánchez (University of La Laguna), Olta Nexhipi (Aleksandër Moisiu University of Durrës), and Thomas Rauscher and Katrin Winkler (Hochschule Bremen).

Below, the images show the students of the STARSCAPE project (left) in front of the mobile wooden box they built themselves and the RE-LAY project (right), that combines a modular swap station on campus with a digital platform, thereby promoting sustainability, community and exchange amongst students.

More than 60 students from the nine universities of the STARS EU Alliance will present their proposals for imagining and designing the European campus of the future on Tuesday, 7 July, at 10:15 a.m. (CEST), as part of the project Ou(te)r Campus – European Campus, A Living Lab. The presentation, which will take place at Hochschule Bremen – City University of Applied Sciences (HSB), Germany, will also be streamed online via Zoom.

The students, organised into international and interdisciplinary teams, have spent the past few months developing ideas on how European higher education institutions can become spaces for exchange, collaboration, mobility and connections between physical and digital environments.

A multidimensional European campus

The project, developed over the course of a year as a living lab at HSB’s School of Architecture, explores how a European campus can be conceived, designed and tested from a perspective that is not only digital, but also physical, social and spatial.

Participants will present five projects focusing on topics such as European research and exchange structures, shared resources, new exhibition and outreach formats, spaces for social interaction, and digital applications aimed at promoting physical activity, interaction and networking on campus.

The European campus as a living lab

As part of the initiative, HSB is also hosting an exhibition dedicated to the work developed by the students. The exhibition, inaugurated on 30 June, can be visited free of charge until 8 July, Monday to Friday, from 12 noon to 5:00 p.m.

Ou(te)r Campus – European Campus, A Living Lab has been developed as a Master’s module at HSB’s School of Architecture and is based on the Interspace teaching and research format, which was adapted this year within the framework of STARS EU to explore the concept of the European campus as a living lab.

From a pilot experience to a Living Lab

One of the central elements of the project was the Ou[te]r Campus Blended Intensive Programme (BIP), organised by STARS EU and involving students from all nine partner universities. During the first days of May and throughout the semester, participants worked hand in hand in international and interdisciplinary teams with the support of academic staff from all alliance member institutions.

What began as a pilot experience in 2025 has evolved into a Blended Intensive Programme (BIP) and subsequently into a European Living Lab, demonstrating STARS EU’s ability to foster innovative models of cooperation in higher education. Experimental initiatives have become consolidated spaces for learning, research and international collaboration aimed at shaping the European campus of the future.

Practical information

Final presentation

Ou(te)r Campus – European Campus, A Living Lab
Tuesday, 7 July 2026, 10:15 a.m.
Room S12, Hochschule Bremen – City University of Applied Sciences (HSB), Bremen
Zoom link: Join the experience
Meeting ID: 690 1661 0071
Passcode: 430061

Exhibition

1–8 July 2026 (opening: 30 June, 5:00 p.m.), from 12 noon to 5:00 p.m.
AB Galerie – Transferlabor, Hochschule Bremen – City University of Applied Sciences, Bremen.

The first edition of the Erasmus+ Blended Intensive Programme (BIP) Game Development with VR/AR has successfully concluded at Cracow University of Technology, bringing together students and academics from across Europe under the STARS EU Alliance.

The programme combined several weeks of online learning with an intensive on-site week in Kraków, creating a unique international environment where technology, creativity, and intercultural collaboration met in practice.

Opening the on-site week, programme coordinator Adrian Widłak highlighted the spirit of the initiative:

“We are meeting here as part of the Alliance STARS EU, bringing together Poland, France, Germany, and our guests from Slovenia. What I love about this initiative is that it’s not just about mobility. It’s about mixing realities.”

The programme began with an online phase running from 24 March to 26 May 2026. During this period, participants developed skills in C# programming, 3D modelling, Unity game development, and immersive VR and AR technologies.

The international group then gathered in Kraków from 15 to 19 June for the on-site component. Throughout the week, students transformed theoretical knowledge into practical solutions by working in multinational teams on a common challenge.

Their task was to design and develop an augmented reality experience capable of transforming a traditional computer laboratory into an interactive educational escape room. Using tablets, AR tools, and game design principles, participants created missions, puzzles, and story-driven scenarios that blended digital content with physical space.

The resulting projects demonstrated how augmented reality can enhance learning environments, increase engagement, and create new forms of educational interaction.

One of the key objectives of the programme was to strengthen students’ ability to work in international and interdisciplinary teams. Beyond technical development, participants gained valuable experience in communication, problem-solving, project management, and intercultural cooperation.

Academic staff from partner institutions provided expert guidance throughout the programme. Participants were supported by Frédéric Lassabe (France), Volker Paelke (Germany), and Krzysztof Skabek from the Computer Graphics and High Performance Computing Research Group at Cracow University of Technology. Practical workshops and project sessions were led by Adrian Widłak, Gloria Kuliś, and Wojciech Malik.

Their diverse academic and research perspectives enabled students to explore VR and AR technologies from multiple viewpoints and application areas.

The programme also offered participants the opportunity to experience the cultural heritage of southern Poland.

Students visited the Wieliczka Salt Mine and explored Kraków’s historic city centre, both UNESCO World Heritage sites. These visits provided valuable opportunities for networking, cultural exchange, and discovering one of Central Europe’s most historic regions.

The successful delivery of the programme was supported by members of Visgraph, the student scientific association operating under the supervision of Michał Dolina and Jakub Dec. Visgraph students contributed to event organisation, participant support, media coverage, photography, audiovisual production, and promotional activities. Their involvement played an important role in creating a welcoming and professional environment for all participants.

The Game Development with VR/AR programme demonstrated how modern higher education can move beyond traditional teaching models. Rather than passively receiving information, students learned by designing, building, testing, and refining their own ideas. By combining emerging technologies, project-based learning, and international collaboration, the programme provided participants with valuable technical competencies, practical experience, and professional connections that will continue to benefit them long after the programme’s conclusion.

As a STARS EU initiative, the programme also showcased the Alliance’s commitment to creating innovative educational opportunities that prepare students to work and collaborate in an increasingly digital and interconnected Europe.

Academic staff, researchers, doctoral, and master’s students from across Europe and beyond gathered in Besançon, France, from 15 to 19 June 2026 for the 2^nd edition of the Blended Intensive Programme (BIP) on Pedagogical Innovation, this year hosted by the Marie and Louis Pasteur University (UMLP), Faculty of Law, Political Sciences, Economics and Management (UFR SJEPG) in France.

The BIP combined an online phase, consisting of three international seminars in May and June, with a week-long in-person programme in Besançon. Participants represented STARS EU partner universities from Poland, Czechia, Spain, France, Sweden, Germany, Albania, the Netherlands, and Portugal, along with hosts from Morocco and Algeria.

Rethink learning

The in-person sessions focused on topics such as active and social learning, learning design, diversity, and anti-discrimination awareness. Particularly inspiring were workshops on Wild Pedagogies, which encouraged educators to rethink learning beyond traditional classroom settings, as well as sessions dedicated to creating more inclusive and engaging learning environments.

Considerable attention was devoted to the growing impact of artificial intelligence in higher education. Participants discussed the technical foundations of AI and its pedagogical applications, reflecting on how these technologies can support teaching, assessment, and student engagement while also raising important ethical and practical questions.

The week concluded with a session on Collaborative Online International Learning (COIL), during which participants were challenged to design their own COIL and explored how virtual international collaboration can connect students and educators across borders, creating meaningful intercultural learning experiences beyond traditional mobility schemes. It also highlighted new opportunities for cooperation among STARS EU institutions and their international partners.

Profesional relationships

Beyond the academic sessions, participants enjoyed a range of networking and cultural activities, including a campus tour and a visit to the historic Citadelle of Besançon. These shared experiences provided valuable opportunities for building new professional relationships and strengthening connections among colleagues from different countries and institutions.

The BIP highlighted the importance of international collaboration in higher education, offering participants fresh perspectives, practical inspiration, and opportunities for future cooperation. Building on the success of this edition, the next Blended Intensive Programme on Pedagogical Innovation will be hosted by the Bragança Polytechnic University (IPB), Portugal, where educators from across the alliance will continue sharing innovative practices and developing new collaborative initiatives.

The second edition of FutureLab Camp generated specific proposals addressing three key areas of regional transformation: the energy transition, hydrogen innovation, and sustainable student living. The programme, which concluded on 11 June 2026 with the presentation of three projects developed from real-world challenges in collaboration with institutional partners from the Belfort-Montbéliard region, was hosted by Marie et Louis Pasteur University (UMLP) and organised in the Blended Intensive Programme (BIP) format.

One project focused on the creation of an Energy, Artificial Intelligence and Data Innovation Hub for Belfort, developed in collaboration with Grand Belfort Communauté d’Agglomération. The proposal outlined a collaborative space integrating researchers, startups, industry and citizens, including renewable-energy-based infrastructure, AI and data facilities, educational areas and demonstration laboratories.

Hydrogen innovation

A second project, developed with Pays de Montbéliard Agglomération, explored the transformation of the former Portes du Jura Polyclinic into a public hydrogen innovation centre. The concept combined hydrogen production and storage demonstrators, interactive exhibition spaces, sustainable construction solutions, entrepreneurship areas and outreach activities aimed at citizens.

More sustainable campuses

The third project addressed sustainable student living environments in collaboration with the Université Marie et Louis Pasteur. Students designed inclusive, energy-efficient and environmentally friendly housing proposals aimed at improving quality of life, strengthening community life and integrating innovative technologies into university spaces.

Multidisciplinary teams

Organised within the framework of STARS EU – Strategic Alliance for Regional Transition, FutureLab Camp brought together 34 students from all partner universities, who worked in multidisciplinary and multicultural teams, addressing real regional challenges related to sustainability and innovation.

The programme combined challenge-based learning with direct cooperation between students, academic staff and regional stakeholders. Following an intensive on-site phase held in March 2026 in Belfort (France), the teams continued their work online until June, during which they developed and refined their proposals into complete projects.

Reflecting on the results, Prof. Robin Roche from Université Marie et Louis Pasteur highlighted the quality of the students’ work: “The level of commitment, creativity and professionalism demonstrated by the international student teams has been truly impressive. Over the past months, students from different countries and disciplines learned how to collaborate effectively, transforming ambitious ideas into well-developed project concepts. Their ability to combine technical knowledge, sustainability thinking and social perspectives demonstrates the enormous potential of international challenge-based education.”

Dr. Halima Ikaouassen emphasised that the diversity of the teams played a crucial role in the success of the projects: “What makes FutureLab Camp unique is the richness of perspectives brought by students from across Europe. The final presentations clearly showed that international cooperation leads to more innovative and comprehensive solutions than any single discipline or national perspective could achieve alone.”

Next stop: Portugal

The second edition builds on the inaugural edition held in Kraków in 2025 and reinforces the role of European university alliances in regional transformation through international and interdisciplinary collaboration. The next edition is scheduled for 2027 at the Bragança Polytechnic University (Portugal).

The Faculty of Law at the University of La Laguna recently hosted the Blended Intensive Programme (BIP) Justice in a Transformative Key, which brought together students and academic staff from Albania, France, and Germany, alongside students from ULL, with the aim of analysing access to justice from an inclusive, interdisciplinary, and socially transformative perspective.

The BIP began with the opening session led by José Sigut, Head of the Office for Mobility and Cooperation with Europe and North America and coordinator of the STARS EU alliance at ULL. He highlighted the positive reception of this programme, developed within the framework of Erasmus+ and European university alliances. Sigut also emphasized that this BIP “stands somewhat apart” from the alliance’s usual focus areas, such as industry, business, and engineering.

In this regard, Dulce Cairós, Dean of the Faculty of Law and coordinating organiser of the initiative, stressed that this first edition places the spotlight on the field of Law, and particularly on the construction of a more inclusive justice system capable of responding to current social challenges through a transversal and transformative approach.

The sessions, attended by 35 participants including students and lecturers from Aleksandër Moisiu University of Durrës (Albania), Hochschule Bremen – City University of Applied Sciences (Germany) Marie and Louis Pasteur University (France), and ULL, addressed topics such as labour precariousness and the protection of minors as vulnerable consumers.

The programme explored how social inequalities affect effective access to justice and examined the role academic institutions can play as “agents of change,” something illustrated through the presentation of ULL’s Social Innovation Laboratory.

Social exclusion and migrants

During the second day, the programme focused on contexts of social exclusion, paying particular attention to interventions in penitentiary institutions and the legal assistance provided to migrants. Special emphasis was placed on the importance of adopting interdisciplinary approaches to address complex realities and ensure more effective legal and social responses.

The BIP also addressed alternatives to the traditional justice system, including restorative justice and alternative dispute resolution mechanisms, viewed as key tools for promoting more inclusive, dialogue-based, and reparative solutions.

In the final days, attention shifted to particularly sensitive issues such as the situation of unaccompanied minors, age determination procedures, and the need to incorporate a gender perspective into the legal field.

The programme concluded with an evaluation and closing session in which students shared proposals aimed at advancing towards a more accessible, equitable, and people-centred model of justice.

In addition to the academic sessions, participants enjoyed cultural and leisure activities, including guided visits to San Cristóbal de La Laguna, Teide National Park, and the Izaña Atmospheric Observatory.

The international art exhibition Voices of [h] eritage, displayed in La Capilla cultural space at the University of La Laguna (Spain), and Pedagogy as Art, Art as Pedagogy, recently held at the Silesian University in Opava (Czechia), are final results of the work developed within the framework of STARS EU through its Thematic Interest Group (TIG) in Arts and Creative Industries.

These two exhibitions are joined by a previous one, presented at the Polytechnic University of Bragança. The three ones organised by this TIG are interconnected: they share the common theme of creativity and art, while each explores a different subject, as Jana Orlova, professor at SUO and member of this TIG, emphasized.

The combined intensive program (BIP) Heritage and Creativity for Inclusion aimed at teachers, researchers, and professionals in the arts, held its in-person meeting in Tenerife. Coordinated by Noemí Peña (ULL) co-leader of the Thematic Interest Group (TIG) Art and Creative Industries and Vice Dean of University of La Laguna’s Faculty of Fine Arts, it brought together participants from various countries in a hybrid work environment that combined online sessions with an intensive week of collaboration.

The meeting allowed participants to explore the potential of cultural heritage and creativity as tools for fostering inclusion, particularly regarding the exchange of methodologies, experiences, and artistic practices.

In this context, Voices [ h]eritage is presented as the culmination of this collective process: an exhibition showcasing artistic results and highlighting the research-creation processes developed during the BIP. The works exhibited at La Capilla are the direct result of the projects and working dynamics developed during the meeting in Tenerife, and reflect diverse approaches to the concept of heritage, understood not only as a living space for interpretation, dialogue, and critical intervention.

The exhibition features projects that emerged from workshops, collaborative sessions, and cultural activities held during the program, addressing issues such as memory, identity, territory, and forms of cultural transmission. Furthermore, it serves as a space where artistic practice and pedagogy converge, demonstrating how learning can unfold through shared creative processes.

From Tenerife to Opava

As a continuation of the work developed within the framework of the TIG, and developed in parallel, the experience has led to a second exhibition, Pedagogy as Art, Art as Pedagogy, recently held at the Silesian University in Opava (Czechia), as part of the STARS EU Annual Conference.

The exhibition featured works from Albania, Brazil, France, Portugal, Spain, and the Czechia. The multimedia works were presented by Uendi Çerma from Aleksandër Moisiu University in Durrës (UAMD) in Albania; Marcus Ramusyo de Almeida Brasil from the Brazilian Instituto Federal de Educação, Ciência e Tecnologia do Maranhão (IFMA); Dominique Soucy from Université Marie et Louis Pasteur (UMLP) in Besançon; and from the Portuguese Instituto Politécnico de Bragança (IPB), the creative duo Carlos Casimiro Costa & Jacinta Costa, together with their colleague Tiago Fernandes. Noemí Peña Sánchez from Universidad de La Laguna (ULL) in Tenerife will also present her work.

The audiovisual pieces will be complemented by a collaborative photographic-poetic project by Jana Orlová from Silesian University in Opava (SUO) and Ana Lúcia Pinto from Instituto Politécnico de Bragança (IPB).

This exhibition presents the artistic work of teachers and researchers involved in the group, with works from different countries and institutional contexts, but this time from a perspective more focused on the relationship between pedagogy and artistic practice. Although both exhibitions are two interconnected manifestations of the same process—a pedagogical and artistic laboratory, and education in a space of critical experimentation—it is, in Voices of [h] eritage, where this process finds its first public materialization.

The University of La Laguna (Spain) hosted the live session of a BIP course on Machine Learning for Data Science for a week at the end of January. This is the third edition of the course and the first time the Spanish institution has hosted its in-person portion, specifically at its School of Engineering and Technology.

Around thirty students from institutions linked to this BIP attended: Hanze University of Applied Sciences (Netherlands), Hochschule Bremen-City University of Applied Sciences (Germany), Bragança Polytechnic University (Portugal) and the University of La Laguna itself, all part of STARS EU. Students from the Celso Suckow Federal Center for Technological Education in Fonseca (Brazil) also joined .

During the opening session, professors Juan Albino Méndez and Rafael Arnay, both from the Department of Computer and Systems Engineering at the University of La Laguna, presented the program for this week’s work, which focused primarily on mentoring practical projects developed in groups by the 32 participating students to be presented on Friday, January 23. Two seminars were also held: one on data analysis using Knime software and another on machine learning in energy systems.

This BIP on Machine Learning in Data Science is worth 6 credits, corresponding to 60 hours of work, both in-person and online. During this practical week, students developed a hands-on Machine Learning project using real data provided by the instructors. They applied the methodologies described during the online instruction to develop a model that solved the proposed problem.

The course has been designed to explore different Machine Learning techniques , from basic concepts to advanced methods, and learn how to apply them to analyze complex datasets and extract meaningful information.

At the end of the course, students should be able to, among other objectives, discern what type of solution should be used; establish a chronological and functional view of AI techniques and their connections with other sciences; know the main models and implement them to solve practical problems; understand the limitations and advantages of computational intelligence techniques; and adapt AI techniques to specific case studies, for example, Pattern Recognition problems.

In addition to the aforementioned Juan Albino Méndez and Rafael Arnay from ULL, the teaching was provided by Uta Bohnebeck (Bremen); Rui Pedro Lopes (Braganza); Meriecke Bouma and Remi Thüss ( Hanze ); and Eduardo Bezerra (Fonseca), many of whom also traveled to Tenerife to tutor the face-to-face work .

STARS EU will keep its call for innovative academic offers permanently open. The call is addressed to teaching staff at member universities who are interested in contributing to the development of a shared European curriculum within the alliance. Selected proposals may be incorporated into the joint academic offer planned for 2026.

The call is open to both new courses specifically designed for this initiative and existing courses from current curricula that can be shared — with or without adaptations — among partner universities. One key requirement is that courses are taught in English or can be easily translated.

Proposals may target bachelor’s or master’s programmes at different levels and may be submitted in online, hybrid or blended formats. These include methodologies such as Collaborative Online International Learning (COIL), guest lectures delivered by invited faculty, Blended Intensive Programmes (BIPs), as well as other innovative formats that combine online and face-to-face learning.

STARS EU particularly values proposals that promote interdisciplinarity, international collaboration, strategic and systems thinking, global awareness, sustainability, and interaction with regional and interregional stakeholders.

Participation and selection

Interested staff should contact their home university or the STARS EU coordinator at their institution and complete the online form with the basic information about their course proposal, available on the STARS EU website. Once all submissions have been received, the alliance universities will assess the proposals and select the courses that will form part of the first joint academic offer in 2026.

Selected proposals will become part of a large-scale European initiative aimed at strengthening the internationalisation of higher education and will gain access to a network of universities across nine European countries. In addition, they will receive didactic and methodological support from the STARS EU Curriculum Lab during implementation, as well as potential financial support or additional resources from their home institutions.

STARS EU is announcing part of its academic offer for the 2025/2026 year, with the launch of 13 Blended Intensive Programmes (BIPs) – short training courses combining virtual learning with in-person teaching that foster innovative, collaborative learning in an international context. This edition includes highly topical themes such as generative artificial intelligence, sustainable architectural design, mobile programming, emotional education, and the development of video games linked to cultural heritage.

Targeted at both students and teaching and research staff from the alliance – as well as from other universities – the BIPs are organised by various partner institutions and aligned with STARS EU’s priority areas (Digital Transformation and Social Value and Well-Being). The programmes will take place between October 2025 and June 2026.

The search functionality for BIPs (Blended Intensive Programmes) within the STARS EU website has been optimised to enhance user experience. With the introduction of specific filters—such as organising university, subject area, delivery mode, and target group—users can now access the academic offer more easily and efficiently. This improved system enables students and staff to quickly identify and select the programmes that best match their interests and academic goals.

Students at one of the activities organized at the BIP Future LabCamp, hosted by the Krakow University of Technology (Poland).The academic offer for students includes programmes such as Climate Responsive and Sustainable Building Design, focusing on sustainable architectural solutions and energy strategies; Digital Manufacturing, which promotes hands-on learning using digital manufacturing tools; and Game Development with VR & AR, centred on creative experiences in the development of virtual environments with a local and social approach.

Virtual reality, mobile tech and video games

Other offerings include Heritage in Video Games, aimed at the creation of educational games that interpret local cultural heritage; Game Development with VR & AR, which explores the creative development of immersive experiences using virtual and augmented reality technologies; and Mobile Programming and Technologies, focused on mobile apps for Android/iOS, data security, and programming with Flutter.

In the area of social value and well-being, students will be able to explore two different domains. On one hand, Emotional Education, a programme addressing emotional intelligence, neuroscience, and practical strategies such as dance, music, and virtual reality. On the other, Theories in Translator Training, a BIP through which participants will learn about translation and intercultural interpreting, with a strong focus on critical text analysis.

Focusing more on business, the new programme also includes Business Simulation and Financial Analysis – business simulation and financial analysis, including the preparation of strategic reports – and Management Decisions and Business Simulation, a training course on strategic decision-making in areas such as marketing, finance, and human resources.

AI and knowledge transfer

Among the programmes aimed at academic staff are BIPs such as Critical Thinking in the Age of Generative Artificial Intelligence, focused on critical thinking, the foundations of AI, and its ethical implications; Job It Up! aimed at employability, personal development, and transversal skills; and Knowledge Transfer Academy, which explores the role of universities in innovation and technology transfer to society.

The programmes offer between 3 and 6 ECTS credits and allow participants to apply for Erasmus+ funding to cover travel and accommodation costs. This format reinforces the alliance’s commitment to a more inclusive, accessible higher education system that is closely aligned with the challenges of the 21st century, as outlined in the 2030 Agenda and the Sustainable Development Goals (SDGs).

According to the alliance, “BIPs are a strategic opportunity to promote interdisciplinary learning and strengthen the bonds between our university communities.” With this new edition, STARS EU reinforces its commitment to education that combines academic excellence with pedagogical innovation and social impact.

Interested individuals can find full information and registration contacts at starseu.org/upcoming-bips/.