The STARS EU alliance will hold a new session of its STARS Talks featuring Nicolas Andreff, professor at the Marie and Louis Pasteur University, in a talk focused on robotics and its role in addressing current sustainability challenges. During the session, Andreff will explore how robotics can contribute to enhancing economic competitiveness, in line with recent initiatives such as the European Commission’s Industrial Accelerator Act. He will also revisit the concept of the circular economy, proposing a shift towards a “spiral economy” model.

The event will take place online on Tuesday, 21st at 13:00 (CET), and will present the main conclusions of a recent workshop held at the European Robotics Forum 2026. The workshop examined, from an interdisciplinary perspective, the relationship between robotics, economy, and sustainability in a context shaped by climate change, resource depletion, and their socio-economic consequences.

STARS Talks, organised by the alliance’s Challenge Lab, is a monthly knowledge exchange format that brings together international experts to discuss innovation, science, and regional development. Following the speaker’s presentation, the session will open for dialogue with participants.

STARS EU will host an innovative training experience from April 20 to 24 at Hanze University of Applied Sciences in Groningen (The Netherlands), bringing together students, faculty, and staff from its nine member universities for the first time. The aim of the first edition of the STARS EU Student Case Competition is for participants to work on real business cases, mainly focused on the challenges faced by family businesses.

The planned program combines collaborative work with practical learning and international exchange to promote skills development, teamwork, intercultural communication, and analytical abilities in different contexts.

To this end, the participants, organized into nine international teams, must develop solutions under time pressure and present them to an international jury of academic and industry experts. The activity is structured into intensive preparation, problem-solving, and presentation sessions, alongside interactive spaces designed to strengthen shared learning.

Pilot experience

The initiative, conceived as a pilot experience, represents a milestone within the alliance, as it is the first training activity in which representatives from the entire academic community participate together. With it, the aim is to consolidate the foundations for developing this type of initiative, which could be gradually and rotationally implemented at each of the member universities.

The program will conclude with a final day, during which the work produced by each team will be presented and awards will be given to the best teams and participants.

The participating institutions, in addition to the organizing university (Hanze University of Applied Sciences), include University West (Sweden); Bragança Polytechnic University (Portugal); University of La Laguna (Spain); Silesian University in Opava (Czechia); Aleksandër Moisiu University in Durrës (Albania); Cracow University of Technology (Poland); and Hochschule Bremen – City University of Applied Sciences (Germany).

In addition to the competition, the event will feature a social and cultural program designed to foster networking, collaboration, and intercultural exchange among participants.

With this initiative, STARS EU takes a significant step forward in promoting joint training activities that strengthen collaboration between its universities and create new learning opportunities in an international environment.

Representatives of Petro Mohyla Black Sea National University (Mykolayiv, Ukraine), took part in the STARS EU Annual Conference, where they also joined discussions with the STARS EU Commission and the Steering Committee on the next steps in cooperation between the university and the alliance.

The Ukrainian university was represented by Liudmyla Vovchuk, Head of the International Relations Office and lecturer in the Department of International Relations and Foreign Policy; and Olena Filimonova, Senior Specialist of the International Relations Office. Both representatives brought strong experience in international academic cooperation, project development, and university internationalization.

Their participation in the Annual Conference created an important opportunity to further strengthen dialogue with STARS EU and explore concrete ways to deepen cooperation. The exchanges with the Commission and Steering Committee confirmed a shared interest in building closer institutional ties and expanding the university’s involvement in alliance activities.

During the meetings, Petro Mohyla Black Sea National University presented its profile, academic strengths, and experience in international cooperation. As a classical university under the Ministry of Education and Science of Ukraine, it combines a broad academic base with active engagement in international partnerships, mobility, and project work. The university has established cooperation with a wide range of higher education institutions and organizations across Europe and beyond.

Particular attention was given to the strong alignment between the university’s expertise and STARS EU’s priorities. The university presented several proposals for future cooperation linked to the alliance’s main areas of activity, including Digital Transformation, Healthy Ageing, and Social Justice. These proposals cover topics such as digital transformation in education and public health, neuroscience and neurorehabilitation, rehabilitation support for victims of blast-related injuries, equality, and the harmonization of Ukrainian legislation with European standards.

The discussions also built on cooperation already developed between Petro Mohyla Black Sea National University and STARS EU. The university highlighted its strong record in international mobility and project development, including participation in Erasmus+, DAAD, and other international initiatives. This experience provides a solid basis for further collaboration through academic exchange, virtual and blended learning, joint projects, thematic networking, and shared educational and research activities.

An important outcome of the meetings was the decision of the STARS EU Commission to designate Petro Mohyla Black Sea National University as a Strategic Associated Partner of the STARS EU Alliance. The decision reflects the Commission’s appreciation of the cooperation already in place, the university’s strong regional and thematic fit with STARS EU areas of activity, and its clear commitment to further developing and intensifying cooperation with the alliance.

Next steps

This marks an important next step in the relationship between STARS EU and Petro Mohyla Black Sea National University. It underlines both the value of the cooperation established so far and the strong potential for future collaboration in areas of shared strategic interest.

The next step will be the preparation of a Memorandum of Understanding between STARS EU and Petro Mohyla Black Sea National University, which will provide a framework for the continued development of the partnership.

With this decision, STARS EU opens a new chapter of cooperation with a Ukrainian partner university and creates further opportunities for students, researchers, academic staff, and professional staff to engage in joint activities and knowledge exchange across the alliance.

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 the combined intensive program (BIP) Heritage and Creativity for Inclusion, driven by the European alliance STARS EU through its Thematic Interest Group (TIG) in Arts and Creative Industries.

This program, 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, 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.

STARS EU Highlights explores gamification as a tool to foster critical thinking and inclusion among students

Sociologist Madelon van Oomstrom, from Hanze University of Applied Sciences, advocates in episode 4 for this integrative methodology, which boosts participation

Sociologist and Associate Professor at Hanze University of Applied Sciences (Netherlands), Madelon van Oomstrom, advocates the use of game-based learning to promote digital literacy, critical dialogue, and student participation. For the expert in digital transformation, gamification is becoming one of the “most effective” methodologies for transforming higher education.

She made this clear during her participation in a workshop for educators held in Tenerife, focused on digital literacy and inclusion, as well as in the fourth episode of STARS EU Highlights, the video podcast from the alliance about innovative teaching: Playing to Learn – Gamification, Digital Literacy, and Inclusion. “The best way to foster a productive dialogue about opportunities and risks is to create gamified learning experiences,” she explained, stressing that this approach enables students to share knowledge and learn collaboratively.

Van Oomstrom highlighted that game-based learning not only makes classes more dynamic but also strengthens students’ confidence. “Students feel more secure and proud of what they know,” she noted, while emphasising that these methodologies encourage more active participation.

Boosting critical thinking

One of the main benefits of gamification, she pointed out, is its ability to enhance critical thinking. In contrast to more traditional models, which rely on direct guidance and recommendations, the expert advocates a more participatory approach: “Rather than saying ‘this is dangerous’, it is better for students themselves to identify potential problems.”

In this regard, she argued that gamification facilitates the creation of “spaces for dialogue” where students can compare experiences and build knowledge collectively. “It allows for the initiation of critical conversations, the generation of useful ideas, and sparks the desire to continue learning and developing,” she stated.

From her perspective as a sociologist, Van Oomstrom also highlighted the social dimension of technology, noting that while digitalisation offers significant opportunities, it can also lead to exclusion. “Technologies can be a solution for some, but at the same time a problem for those who lack access or digital skills.” For this reason, she considers it essential for higher education to incorporate inclusive methodologies that facilitate access to knowledge. In her view, game-based learning helps to “reduce these gaps” by making content more accessible and participatory.

Workshop for teaching staff

In addition to her participation in the STARS EU video podcast, (available on YouTube and Spotify) Van Oomstrom delivered a workshop in Tenerife — during the STARS EU meeting held in November 2025 — aimed at university teaching staff, with around twelve participants. This initiative, conducted within the alliance, is part of efforts to adapt teaching to an increasingly digitalised context.

In this framework, the expert in digital transformation and human-centred technologies, among other fields, stressed the importance of updating teacher training in line with the changes of an increasingly technological society: “Teachers have a great deal of experience, but they need spaces where they can learn in an interactive and practical way.”

She concluded with a call to integrate gamification into the classroom as a “means of promoting a more innovative, critical and inclusive education,” capable of responding to the challenges of digital transformation.

The STARS EU university alliance concluded its annual conference, held at the Silesian University in Opava, Czech Republic, with a clear commitment to evolve from a European Union-funded initiative into a consolidated strategic alliance with its own governance and long-term vision. This was announced by the Alliance’s Secretary General, Dick Pouwels, during the closing ceremony, alongside Tomáš Gongol, Rector of the host institution.

Both presided over the conclusion of the three-day event (25–27 March 2026), which focused on key challenges in higher education, university cooperation, and academic innovation within the European context. It was also confirmed that the next edition of the conference will take place in Krakow in March 2027, with the host institution, the Cracow University of Technology, taking over organisation duties.

During the meeting, which brought together academic, institutional, and administrative representatives from member universities, the Steering Committee and Executive Board discussed key next steps for the consortium. These include the development of a strategic plan to be completed before next summer and the establishment of a common governance model by October 2026—both essential elements to strengthen the alliance’s autonomy and strategic projection.

Upcoming funding call

It was also announced that the alliance plans to apply for the next European funding call, scheduled for autumn, under the new multiannual programme starting in 2028. The European institutions view university alliances as priority actors—“front runners”—in the development of higher education and research in Europe, ensuring continued financial support.

Another significant announcement was the future inclusion of the International Black Sea University (Ukraine) as an associate partner, reinforcing cooperation with European institutions in particularly challenging contexts. STARS EU has also initiated an exploratory process to integrate a university from the United Kingdom in the future, in line with British engagement with European programmes such as Erasmus+.

Teaching innovation

The conference focused on teaching innovation under the concept of “transformative education”, with sessions addressing the impact of artificial intelligence on learning, flexible curricula, future skills development, and the strengthening of the link between universities and society. The programme combined panels, workshops, and strategic discussions, emphasising how higher education can adapt to Europe’s social, digital, and economic challenges.

The event also highlighted the growing integration between the alliance’s different working groups and thematic lines, as well as the strengthening of relationships among its members, both in formal and informal programme settings.

Organised by the Silesian University in Opava, the event was the largest hosted to date by the institution, which received unanimous recognition from participants for its meticulous organisation and programme design.

Both the double degree in Accounting and the dual doctoral programme in Law will commence in the next academic year

STARS EU will begin offering, in the 2026/2027 academic year, a Joint Degree Programme in Accounting between Aleksandër Moisiu University in Durrës (Albania) and the Polytechnic Institute of Bragança (Portugal), as well as a dual doctoral programme in the field of Law between the University of La Laguna (Tenerife) and Aleksandër Moisiu University.

The newly launched Joint Degree Programme in Accounting between UAMD and IPB marks a significant step in cross-border academic cooperation and curriculum alignment. The programme is designed to harmonize academic pathways, support student mobility and prepare graduates for the European and international labour market through a shared educational experience.

According to this programme framework, students are expected to complete 180 ECTS credits, including at least 30 ECTS credits abroad, with courses delivered in English and mobility opportunities for up to 10 students per year. The agreement is established for a period of six years, renewable in three-year cycles. Graduates will receive two bachelor diplomas in Accounting, one from each institution, fully recognized across Europe and granting direct access to master’s studies.

Promoting European cooperation

This initiative illustrates how collaborative programme design can serve as a practical mechanism for strengthening academic interoperability between institutions and for offering students an enriched educational pathway that combines dual recognition, international exposure and stronger employability prospects. It also reflects the kind of structural academic cooperation that aligns closely with the objectives of STARS EU in promoting European cooperation through concrete and sustainable formats.

Both agreements have been signed by the rectors of the three universities: Shkëlqim Fortuz and Orlando Rodrigues, rectors of the Polytechnic Institute of Bragança and Aleksandër Moisiu University in Durrës, respectively, have validated the Double Degree in Accounting; Francisco García and Shkëlqim Fortuz, from the University of La Laguna and UAMD, have done likewise for the dual degree programme in Law.

The signing ceremony for both agreements took place following the STARS EU committee meeting, held during the second day of the alliance’s Annual Conference, which has taken place in recent days at Silesian University in Opava (Czech Republic), under the theme Transformative Education for the Future of Europe.

Doctoral degree in Law

The signing of the memorandum of understanding to launch the first dual doctoral programme in Law, which will begin in the 2026/2027 academic year, will enable students from both institutions to obtain a doctoral degree in both countries, provided they meet the academic requirements established by each university.

The programme, a pioneering initiative within the alliance, предусматриes the participation of a limited number of doctoral candidates per year—up to a maximum of five per university—who must complete mobility periods at the host institution lasting between six months and one year. During this period, participating students will receive academic supervision from both their home and host universities.

The doctoral thesis will be supervised by advisors appointed by the Faculties of Law of both institutions and must be approved by both parties prior to the defence, which will take place at the home university. As regards the examination panel, the agreement stipulates that it will be composed of members appointed by both institutions—in accordance with their respective regulations—when awarding the final grade, which will be valid for both universities.

Promoters of the agreement

The memorandum has been promoted and developed by Brikena Dhuli, a lecturer in the Department of Law at Aleksandër Moisiu University of Durrës and an expert in Public Law, and Dulce M. Cairós Barreto, Professor of Labour and Social Security Law at the University of La Laguna. Both experts have worked together with the Doctoral School and the Faculties of Law of each university to define a common framework that ensures both the feasibility and the quality of the programme.

In addition to Cairós and Dhuli, the implementation process has also involved Belina Bedini, Vice-Dean for Scientific Research, and Evis Garunja, PhD in Public Law at Aleksandër Moisiu University, as well as Andrea Padrón Villalba, Academic Secretary of the Doctoral School at the University of La Laguna.

The annual conference of the STARS EU alliance was inaugurated yesterday, Wednesday the 25th, and will run until Friday the 27th of March, under the motto “Transformative Education for the Future of Europe ” , as this time the meeting has emphasized teaching innovation .

The morning featured an opening ceremony held at the Silesian Theatre, which included speeches by the Rector of the Hanze University of Applied Sciences (Netherlands ) and coordinator of the alliance, Dick Pouwels; the Rector of the host center – Silesian University in Opava – , Tomáš Gongol ; the Deputy Director of the Czech National Agency for International Education and Research, Roman Klepetko; the Deputy Governor of the Moravian – Silesian Region , Jan Veřmiřovský ; and the Deputy Mayor of the city of Opava , Michal Kokošek .

Emphasis was placed on how higher education possesses enormous transformative potential, not only for individuals in terms of their professional and civic development, but also for the regions in which they live. Education in this broad sense has become a fundamental value, especially at a time like the present, when international political instability requires greater adaptation to uncertainty.

Opening address
It was precisely this uncertainty that was the subject of the inaugural lecture by Elinor Vettraino, from Aston University in Birmingham (United Kingdom), whose title “The Human Algorithm ” already makes clear her commitment to a bolder , group-based, critical and open university education to face this instability.

The speaker advocated for an educational paradigm capable of responding to the challenges described by the BANI framework, established by Jamais Cascio in 2020 to try to interpret a chaotic world . It stands for Brittle, because systems can collapse in the face of small failures ; Anxious, due to constant uncertainty; Nonlinear, Regarding the disproportion between causes and effects; and Incomprehensible, due to the information overload and complexity of many phenomena .

Vettraino explained that to address this paradigm, individuals must become cognitively ambidextrous, capable of combining the predictive logic of science and formal education with a more adaptive, creative logic .

Translating this duality to the educational sphere requires offering a freer and more open teaching style in which students are more involved in their own learning process. This is not mere theory , and he gave examples of institutions already implementing these practices , such as The London Interdisciplinary School, among others.

With all this in mind, the expert proposed a three-dimensional educational model capable of addressing these challenges, with an X-axis representing Enhancement and Elevation, a Y-axis representing Interpretation and Connection, and a Z-axis representing Exploration and Experience. This presentation and the entire opening ceremony are available on the alliance ‘s YouTube channel.

Simultaneous sessions
Following the opening, the session moved to the Faculty of Public Policy , the venue for the working meetings, where the morning session featured two simultaneous open debate panels : “Human centered Artificial Intelligence and flexible pathways : making a truly transformative digital transformation”; and “ From the classroom to the region : transformative education as an engine for the European transition ”.

The first panel addressed how to move from a technocentric, tool-based view of AI to a more human – centered one. While universities have been adopting AI since 2022, the time has come to create ecosystems, increase its educational potential, and integrate this technology into the curriculum . Expanding digital literacy is also necessary , as there is a gap between faculty and students. Another challenge raised is using AI critically and ethically.

The alliance’s working group is compiling innovative experiences with artificial intelligence being carried out by academic institutions of STARS EU, with the aim of co-creating AI-based solutions for all sectors in all areas .

The second panel addressed the importance of making the university a more accessible space for new generations, as they are the leaders of the future . The importance of involving the organizations, institutions, and companies behind universities in the process of transforming education was also mentioned .

Regarding how to change and adapt the academic curriculum , the discussion focused on flexibility, adaptability , and the essential shift in mindset. As for the challenges universities face, the panel highlighted the need to increase stakeholder engagement and the ability to expand from the local to the regional level .

In the afternoon, there were two other joint sessions: “ Coaching for courage: Team-Entrepreneurship as a vehicle for Transformative Education ” , and “ Practice: Turning European Initiatives into Transformative Learning ”.

The first discussion focused on team work as a training tool. Its advantages were presented, such as the fact that students can define their role within a group, but its effectiveness was also questioned, and it was suggested that in some cases, overuse of this methodology can overwhelm students.

It was also clarified that all teams are groups, but not all groups are teams. To create teams, it is necessary for members to have mutual understanding and develop empathy . Another issue raised was the importance of creating safe environments in the classroom so that students can experiment and make mistakes in order to learn from them. “We don’t learn from mistakes, but rather when we reflect on them.”

The second panel emphasized the need to give more space to younger generations , considered key as future leaders , as well as to promote a change of mentality towards universities that are more open , innovative and connected with their environment.
One of the main themes of the debate is challenge-based learning. Examples presented included MSIC Lab Zero, where companies pose challenges that students address by proposing solutions, and academic programs in which students collaborate with municipalities to solve specific problems, such as population decline . This approach allows for the application of knowledge in real-world contexts and generates a direct impact on both society and regional development.

Furthermore, the importance of involving all stakeholders surrounding the university — public administrations , businesses, and civil society — was highlighted , creating ecosystems of collaboration and innovation . This cooperation not only strengthens student training but also contributes to the economic and social development of the regions.

The panelists agreed on several significant obstacles , including rigid curricula, bureaucracy, slow institutional change processes, and resistance to modifying traditional structures. For this reason, they emphasized the need to introduce greater flexibility and adaptability into curricula , as well as to effectively integrate these practical approaches into teaching .

The event, to be held at Silesian University in Opava, will take place from 25 to 27 March

The third annual STARS EU conference is conceived as a strategic meeting space dedicated to rethinking the role of higher education in Europe under the theme “Transformative Education for Europe’s Future”. The event, which on this occasion will be hosted by Silesian University in Opava (Czech Republic) from 25 to 27 March, brings together academics, students, policymakers and a range of societal stakeholders with the aim of sharing ideas, exchanging experiences and co-creating new perspectives on the future of higher education.

The programme combines institutional events with plenary sessions, panel discussions, parallel working groups and cultural activities. Following the official opening at the historic Silesian Theatre, networking opportunities will also be provided, reflecting STARS EU’s commitment to a more connected, innovative and transformative European university landscape.

Key debates on transformative education

The first day, Wednesday 25 March, establishes the conceptual foundations of the conference. After the formal opening ceremony, attention turns to the afternoon panel discussions, which address key issues for understanding the scope of transformative education.

From Classroom to Region: Transformative Education as an Engine for Europe’s Transitions

This panel reflects on the impact of education beyond the classroom, as well as its capacity to act as a driving force for transformation across European regions. In this context, universities play a crucial role by actively contributing to ecological, social and economic transitions, and by connecting learning with local territories to foster community engagement. Education is thus understood as a tool for systemic change, rather than merely a means of knowledge transmission.

 

Human-Centred AI & Flexible Pathways: Making Digital Transformation Actually Transformative

 

The second panel examines artificial intelligence and digitalisation from a human-centred perspective, highlighting the importance of designing flexible learning pathways that can adapt to changing contexts. It also addresses the need to ensure that digital transformation is truly inclusive, ethical and oriented towards meaningful learning, emphasising that technology should not be an end in itself, but a tool serving transformative education.

 

 

Coaching for Courage: Team-Entrepreneurship as a Vehicle for Transformative Education

The third panel introduces team entrepreneurship as a key pedagogical approach to fostering competences such as leadership, resilience and decision-making. “Coaching for courage” is presented as an educational strategy that encourages students to face uncertainty and develop innovative initiatives. In this way, transformative education is linked to action, experimentation and challenge-based learning.

Policy → Practice: Turning European Initiatives into Transformative Learning

In the afternoon, the fourth panel explores the relationship between European education policies and their implementation within institutions. It examines how strategic frameworks and European programmes can be translated into concrete and effective learning experiences. This session highlights the importance of bridging the gap between policy design and educational practice, ensuring that institutional initiatives have a tangible impact on both teaching staff and students.

The day concludes with the opening of the exhibition “Pedagogy as Art, Art as Pedagogy”, which reinforces the idea of education as a creative practice.

Second day: collaborative work and development of strategic lines

The second day, Thursday 26 March, focuses on parallel working groups, where participants collaboratively address the main pillars of transformative education. Following an initial session presenting a summary of mid-term results, the following working groups—reflecting the project’s strategic priorities—are held:

• Artificial intelligence in teaching and learning: analysis of its applications, ethical challenges and transformative potential.
• Curricular structures: review of educational models to adapt them to new social and professional demands.
• Learning spaces: exploration of physical and digital environments that support innovative methodologies.
• Future skills and interdisciplinarity: identification of key competences and promotion of cross-disciplinary approaches.

The second day concludes with a wrap-up session in which the main outcomes of each group are shared, while 27 March is devoted to individual meetings of the different work packages within the alliance.

The third episode of the video podcast STARS EU Highlights, which explores European values for innovation in education, examines how higher education institutions—particularly those located outside major capitals—are strengthening their connection with the surrounding socio-economic environment. Titled From Campuses to Communities: Universities Driving Social Change in Europe, the programme reflects on the capacity of these institutions to create meaningful impact on citizens.

Youtube

Spotify

The guest on this ocassion is Dorina Gjipali, lecturer at the Faculty of Political Science & Law at the Alexander Moisiu University of Durrës (Albania), one of the nine member universities of the STARS EU Alliance. Gjipali discusses the role higher education institutions play in building more inclusive, sustainable societies that are engaged with their communities.

Connecting knowledge and community

 

The interview emphasises the importance of strengthening the link between academic activity and the real needs of society. In this context, Gjipali highlights the so-called “third mission” of higher education institutions: a dimension that complements teaching and research and focuses on generating tangible and measurable benefits for society.

 

This approach translates into initiatives that open universities to their communities through collaborative programmes with local administrations, social organisations, or businesses. Examples include volunteering projects, civic education activities, and university legal clinics providing free legal advice to individuals with limited resources.

The transformative role of students

A central element of this podcast is the significance of student participation in such initiatives. Through community projects, volunteering programmes, and educational activities, students not only develop professional skills but also strengthen their commitment to society.

Gjipali also points out that these experiences allow young people to acquire academic knowledge, develop as responsible citizens, gain awareness of social challenges, and feel empowered to contribute to improving their surroundings.

Cooperation to tackle common challenges

The episode also underscores the importance of alliances between European academic institutions, such as STARS EU, which promotes the exchange of best practices and cooperation in areas such as digital transition, environmental sustainability, and social inclusion. Through these collaborative networks, participating institutions seek to enhance their impact on the regions where they are located, thereby contributing to sustainable regional development in Europe.

With this new episode, STARS EU Highlights emphasises the role of higher education institutions as key actors in building more participatory, innovative societies that are closely connected to the needs and demands of their communities and populations.