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Sustainability and the Film Industry

About This Course

In this course, you will receive an introduction to sustainability and the film industry.

Course Staff

Dörte Schneider Garcia

Dörte Schneider Garcia is of German origin but has been working and living in Portugal since the year 2000. Film editor by education (Film University Konrad Wolf, Potsdam, Germany), she worked as an assistant director for 2 decades. In late 2020 Dörte attended a green consultant course at Stuttgart’s Media University, where she received her certificate. Nowadays she is mostly focusing on knowledge transfer through courses, workshops and masterclasses, in collaborations with, amongst others, Universidade Lusófona, FEST filmlab, BECTU Vision Scotland, FOCAL, KIPA – Polish producers’ association, International Film School Cologne. Dörte is a member of the German Green Consultants’ Association BVGCD.


This course will have 3 modules:

  • Climate Literacy
  • Initiatives in the film industry
  • Green Filmmaking

Diversity in Film & Media

About this course

“Diversity in Film & Media” – Free Massive Open Online Course

Here you can access fourteen modules exploring diversity and introducing ideas on canon formation, media literacy, critical pedagogy, as well as VR, disability, gender, postcolonial, Romani and queer studies.

The MOOC is designed for students of film, media and art study programmes as well as anyone interested to learn more in this field. Film, media and art educators looking for ideas or resources may integrate individual exercises or whole modules from the MOOC into existing curriculum. Also we would encourage you to consider incorporating the MOOC (equivalent to 1 ECTS) in general into formative introductory media education.

Whether you are a student, teacher or staff member of film and media schools, we aim to support developing ideas on how to bring more diversity thinking and actions into art education. Join us on this journey to learn about and engage with diversity in our schools.

Beyond the Board: Using Analogue Games to Develop Abstract Thinking and Soft Skills

About This Course

This online course explores the potential of analogue games to foster the development of abstract concepts and soft skills. Through hands-on game design and play, learners will explore how analogue games can support the development of skills such as creativity, critical thinking, problem-solving, communication, collaboration, and empathy. In a broader manner, this course aims to be a pedagogical approach to disseminate some of the premises and conclusions of TEGA (2020-1-UK01-KA203-079248) project, namely regarding the potential of analogue games in higher education, and can be adapted to other contexts. The project was funded under the Erasmus + programme of the European Commission.

Please be aware that all subtitles in the videos are in English.

Course Type

Beyond the Board is a self-paced course that comes with a certification upon completion. All course content is currently available for learners to complete at their own pace. In this each theory is accompanied by practical examples from the field of board games. Furthermore, in addition to the online course, learners are encouraged to participate in TEGA’s Community of Practice (CoP) to continue their collaborative learning journey even after obtaining their certification. The CoP is designed to provide a space for learners to engage with one another and share insights, experiences, and best practices related to analogue game design and play.


Module 1 – Introduction

  • 1.1. Course Presentation
  • 1.2. TEGA Project (2020-1-UK01-KA203-079248)
  • 1.3. Project Aims
  • 1.4. Inclusion and Diversity as Pillars of TEGA
  • 1.4.1. TEGA accessibility and inclusion conceptual framework
  • 1.5. Assessment (4 Questions)

Module 2 – Games and Learning

  • 2.1. Games and Learning
  • 2.2. Analogue Games and Learning
  • 2.2.1. TEGA article “Playing at the School Table” (Sousa et al., 2023)
  • 2.3. Games as Arenas for Experimentation
  • 2.4. Assessment (3 Questions)

Module 3 – Collaboration in Analogue Gaming

  • 3.1. What is Collaboration?
  • 3.2. Collaboration in Analogue Games
  • 3.3. Case Study – The Mind: Description and How to Play
  • 3.4. Case Study – The Mind: Pedagogical Potential
  • 3.5. Case Study – Team 3: Description and How to Play
  • 3.6. Case Study – Team 3: Pedagogical Potential
  • 3.7. Collaboration Mechanisms in Board Games
  • 3.8. Assessment (4 Questions)

Module 4 – Communication in Analogue Gaming

  • 4.1. What is Communication?
  • 4.2. Communication in Analogue Games
  • 4.3. Case Study – Dixit: Description and How to Play
  • 4.4. Case Study – Dixit: Pedagogical Potential
  • 4.5. Case Study – Codenames: Description and How to Play
  • 4.6. Case Study – Codenames: Pedagogical Potential
  • 4.7. Communication Mechanisms in Board Games
  • 4.8. Assessment (4 Questions)

Module 5 – Creativity in Analogue Gaming

  • 5.1. What is Creativity?
  • 5.2. Creativity in Analogue Games
  • 5.3. Case Study – Telestrations: Description and How to Play
  • 5.4. Case Study – Telestrations: Pedagogical Potential
  • 5.5. Case Study – Junk Art: Description and How to Play
  • 5.6. Case Study – Junk Art: Pedagogical Potential
  • 5.7. Creativity Mechanisms in Board Games
  • 5.8. Assessment (3 Questions)

Module 6 – Finalization and TEGA Community of Practice (CoP)

  • 6.1. Collaboration | Communication | Creativity
  • 6.2. MDA for Learning Purposes
  • 6.3. Collaboration and Sharing
  • 6.4. TEGA Community of Practice (CoP) – Presentation
  • 6.5. TEGA Community of Practice (CoP) – Registration
  • 6.6. TEGA Toolkit App – Presentation
  • 6.7. Final Assessment (10 Questions)

Module 7 – Certificate

  • 7.1. How to get the certificate?


For each assessment, you will have two tries to answer the questions. After two tries, if your answer is still wrong, the right option will be shown to you. Each question is marked with 1 point, in order to pass the course it is necessary to have 90% of correct answer, which is around 26 correct answers.

Learning Outcomes

The learning outcomes of this online course include:

  • Exploring the specific characteristics of analogue games and how they facilitate the teaching-learning process.
  • Understanding the potential of analogue games to foster the development of abstract concepts and soft skills, such as creativity, critical thinking, problem-solving, communication, collaboration, and empathy.
  • Understanding basic game design concepts and how they can be used to enhance learning and engagement.
  • Learning how to integrate analogue games into educational settings to enhance teaching and learning outcomes.

Course Staff

Carla Sousa

Carla Sousa

Carla Sousa is a PhD in Communication Sciences from Lusófona University, where she also took her Bachelor’s Degree in Psychology, her Master’s Degree in Clinical and Health Psychology, and a Postgraduate degree in Applied Neuropsychology. Her PhD thesis approached game accessibility as a path to empower and promote well-being in individuals with intellectual disability, which illustrates her main research targets – the different intersections between media, with a particular focus on games, inclusion, behavior, and human diversity. Also in Lusófona University, Carla is part of the Centre for Research in Applied Communication, Culture, and New Technologies (CICANT) and is an assistant professor in the Bachelor’s Degrees in Psychology and Videogames. She published several papers as an author and co-author in peer-reviewed journals, and has done communications in national and international conferences in the fields of media studies, media psychology, games, accessibility, disability, social inclusion, learning, and education. Carla has been part of several national and international funded projects, is the grant awarding manager of the COST Action (CA 19104) – advancing Social inclusion through Technology and EmPowerment (a-Step), and is an ambassador for the non-profit Women in Games.
Ciência Vitae

Micael Sousa

Micael Sousa

Graduated in Civil Engineering and History, Master in Energy and Environment, and Heritage Studies. Ph.D. candidate in Spatial Planning (University of Coimbra). Researcher at CITTA, focusing on serious analogue planning games. Member of ISAGA and SPCV. Game design professor, lecturer, and instructor in several institutions, including Lusófona University, Polytechnic of Leiria (Health School) and IADE – Creative University. Serious game developer.
Ciência Vitae

Cátia Casimiro

Cátia Casimiro

Cátia Casimiro has a Bachelor’s Degree in Applied Communications, as well as a Master’s Degree in Organizational Communications. Her Master’s Thesis focused on the equity of organizational communication between hearing people and people with hearing loss. She’s currently a Ph.D. candidate in Communication Sciences. Cátia’s research interests include communication, media, and social and organizational inclusion of People with Disabilities. She’s also interested in publishing and participating in projects in these areas.
Ciência Vitae

LDTDT – Language Development Through Digital Tools

About This Course

The CLIL MOOC (Massive Open Online Course) is designed to provide educators with an understanding of Content and Language Integrated Learning (CLIL) and to guide them through the process of designing effective CLIL lesson scenarios. This course introduces learners to the principles and benefits of CLIL, demonstrates how to integrate CLIL into various subjects, and outlines a step-by-step approach for constructing a well-designed CLIL lesson scenario.

Participants will learn how to align language and content objectives, select appropriate teaching materials, design engaging activities, and assess students’ progress. The CLIL MOOC is intended for language teachers, content teachers, and other educators interested in integrating language and content instruction to enhance student learning. We hope that you are ready to embrace yourself to explore tips, tricks and good practices shared both, by partner organizations and compulsory schools from six different countries. The project and MOOC are funded by the Erasmus+ Program!

Course Structure

Module 1 – Introduction to CLIL

  • Unit 1 – What does CLIL stand for? What is CLIL?
  • Unit 2 – The 4 Cs in CLIL
  • Unit 3 – The different Roles in a CLIL Programme
  • Unit 4 – Implementing CLIL
  • Unit 5 – The Advantages and Challenges of Implementing CLIL

Module 2 – Exploring CLIL: Contextualizing and Enhancing Integration with Technology

  • Unit 1 – Contextualizing CLIL in Schools
  • Unit 2 – CLIL Topics and Learning Objectives
  • Unit 3 – Integrating Technology in CLIL
  • Unit 4 – Teacher Training and Professional Development in CLIL

Module 3 – Examples of Integrated CLIL Teaching and Learning Scenarios

  • Unit 1 – Understanding Elements of CLIL Lesson Scenario Construction
  • Unit 2 – Step-by Step Approach
  • Unit 3 – Explore Learning Scenario Example

Module 4 – Create Your Learning Scenario

  • Unit 1 – Learning Scenario
  • Unit 2 – Tools to Create Your Learning Scenario Online
  • Unit 3 – Digital Tools for CLIL Teaching and Learning


Lusófona University

Lusófona University

Lusófona University is the largest private university in Portugal, integrating 10 HEI in Portugal, Brazil, Cape Verde, Mozambique and Guinea-Bissau. It has a student body of more than 10000 students and 1500 teachers and it is structured around 9 (nine) Schools that constitute the main institutional unit and offer 44 undergraduate Degrees, 45 Master Degrees, 11 PhD’s programs and 42 Post-graduation courses. Besides this, the university offers a large number of vocational and continuous training courses accordingly with the life-learning development paradigm. The University has a large experience in research and project management of European and international projects and will participate in the project with one of its 12 research units. CICANT – Centre for Research in Applied Communication, Culture, and New Technologies, from the School of Communication, Architecture, Arts and Information, promotes theoretical and applied research on all its subject areas: New Media and New Technologies; Organizational Communication; Arts and Visual Culture; and Cultural and Media Studies. The centre gives focus to knowledge transfer and exchange with industry and similar centers in Portugal and in Europe at the cross of media, arts, culture and technologies.

Gheorghe Magheru School in Caracal

Gheorghe Magheru School in Caracal

‘Gheorghe Magheru’ School in Caracal, Romania, is a medium-sized school, with about 550 students enrolled in pre-primary, primary and lower-secondary classes and 50 teachers. It is an eTwinning school, starting 2018, with two eTwinning ambassadors, one for primary and the other one for secondary teachers. We are very active in eTwinning and achieved many eTwinning, Stem Week and Code Week prizes for our projects. Our students participated with great results in many contests and competitions both in Science and Language areas. Previous Erasmus projects carried out in Gheorghe Magheru School were STEM related. KA201 project `Active Minds Moving Hands` was an exchange of good practice in teaching STEM. The second one, `We are creating STEAM embassies in the European school network`, was a KA229 project focused on STEAM methodology, adding Art in teaching Science. Currently we have under development three Erasmus plus projects, with a range of types and topics, as we decided more areas in our school activity needed improvement. The three projects are: Don’t Be Cyber Bully, Be Aware! – a KA229 project coordinated by an Italian school. Improving STEM education across European schools – a KA201 project coordinated by a research institution from Northern Ireland. Language Development Through Digital tools- our KA226 project, coordinated by Sweden. This way more teachers and students can benefit from the Erasmus opportunities and our school has a bigger impact in our local community and not only.

International Training Center

International Training Center

ITC is adult education institution for in-service teacher training, established by the Czech Ministry of Education and listed in the school registry. ITC is active on the adult education market from 1996, and has a seventeen years long experience in the education field with specialization on the innovative teaching methods for teachers and education specialist from whole EU. ITC is a modern and dynamic company with a long tradition and professional organizational background. The mission of ITC is to provide good quality language education together with other courses in various fields. Our main goal is to provide complex services on a professional level ensuring our clients’ satisfaction.

Learning for Integration

Learning for Integration

The mission of Learning for Integration ry, founded in 2012, is to promote the learning of languages and cultural sensitivity of migrant, immigrant and refugee children and youth in Finland and other Nordic countries in order to facilitate their integration into the new culture and the development of a multicultural society. We have a solid background in language teaching and material creation and we would like to use this experience to support our mission to create language awareness through activities such as playgroups for pre-school children, language exchange groups for adults and free language learning material and eLearning possibilities for all ages. We also participate in several Erasmus+ and NordPlus projects regarding immigration and language learning, technology and media, social issues, entrepreneurship, disadvantaged groups etc.

Yenişehir Anadolu İmam Hatip High School

Yenişehir Anadolu İmam Hatip High School

Yenişehir Anadolu İmam Hatip High School is a state school at secondary level for general education with the students aged between 11-18 and from 5th grades to 12th grades. Students get education on sciences, mathematics, social sciences, foreign languages, art and music which already exist in the curriculum of all types of schools. Yenişehir Anadolu İmam Hatip Lisesi was founded in September 2016 and it has a new modern building with all kinds of facilities such as laboratories, conference hall, central heating and cooling, restaurant, a very big garden having too many playing fields and a luxurious pension to host the students etc. There are 925 students and 85 teachers in the school. 5 administrators work in management as 1 principal and 4 manager assistants. We have students from 5th grade to 8th grade (called as secondary school students) and the students from 9th grade to 12th grade (called as high school students) attend different schools in our education system. The aim of this school is to donate students not only with academic subjects but also with religious and moral themes. The school aims to educate the students with European standards of teaching methods. The students are encouraged to attend the European projects. The more they have social integration with the rest of Europe the more they will be capable of integrating with the rest of Europe. The students are interested in local and international social events. They are involved in sports events, youth and science projects. The teachers also have a variety of capabilities such as having better teaching skills, being sociable and experts in their professions to work at the school. The school has a high standard of technology. It gives great importance to extend the integration of itself, its city and its country with Europe because they think that as a candidate country to the European Union it is a must for them. It has participated in many regional and national Works and competitions. Since our school was opened, we have given importance to technological issues. There is a big STEAM Lab in our school. Students have been learning STEAM for four years. So far, two Erasmus+ Projects have been carried out about STEAM and coding. In the strategic plan of the school, it is aimed to enable our teachers and students to acquire the skills of the 21st century. That’s why we would like to carry out activities to make all teachers and students of our school more aware of the importance of AI and to provide them adequate information about what we can do as normal people.



Rödabergsskolan is a public school with students between 6-15 years of grades K-9. Situated in the center of Stockholm and walkable distance from Hagaparken, Rödabergsskolan offers a stimulating environment for all learners. Currently, there are around 680 students enrolled in K-9 classes. The school follows the Swedish curriculum and has Swedish speaking classes from kindergarten to year 9 and English-speaking classes from year 7- 9. The staff and students are from different parts of the world and represent 45 nationalities. This brings in a mix of cultures, nationalities, and languages resulting in a positive environment where tolerance and differences are natural for both students and staff. The school has its own kitchen to serve freshly made food to staff and students every day. The school actively works towards digitalization and students in grade 6-9 have their own Chromebooks while the elementary students use iPad. The staff members involved in the MOOC are experienced teachers in their respective fields and hold a Swedish teaching license. All our staff members are enthusiastic and work together to help students achieve their learning goals.

Course Staff

Ana Cunha

Ana Cunha

Ana holds a BA in Modern Languages and Literatures as well as a Post graduation in Educational Sciences and is attending a PhD in Education Sciences. Coordinates the Translation and Languages Office and is an Assistant Professor at Lusófona University, where she has been recognized as an Expert in Modern Languages and Literatures.

Cristina Nicolaita

Cristina Nicolaita

Cristina Nicolaita is a Physics and IT teacher, Certified in English Language at Craiova University. She is a Scientix & eTwinning ambassador, a Europe Code Week Leading teacher, and a Microsoft Innovative Educator Expert. She is also a teacher trainer and an Open Educational Resources Expert for the Romanian Ministry of education project CRED – (Curriculum Relevant, Educație Deschisă pentru toți) – Relevant Curriculum, Open Education for everybody.

Marja-Liisa Helenius

Marja-Liisa Helenius

Has a Master’s Degree in English Philology, including subject teacher studies in English and French and she also has basic studies in Communication from the University of Helsinki. She has worked with English teaching, translation and project management tasks. Currently Chairperson at Learning for Integration ry and responsible for coordinating Erasmus+ and other international projects.

Denisa Mouchová

Denisa Mouchová

Denisa Mouchová works as a project manager and trainer at ITC International. She is a psychologist, lecturer and coach focusing on work with teachers and students. Within ERASMUS+ courses she is delivering mainly topics about innovative methods in education, use of ICT and psychological topics including special needs or burn-out prevention. She is experienced in teaching of various age groups, from preschoolers to adults, she worked in the National Institute for Education in Prague and she is currently part of counseling center at Charles University, where she is also doing her PhD.

Petra Vallin

Petra Vallin

Petra Vallin is a trainer at ITC International. Petra focuses at CLIL courses, Multicultural courses, Innovative methods of teaching.

Anastasia Diatlova

Anastasia Diatlova

Anastasia has a degree in Digital Marketing as well as a Ph.D. in Social Sciences and she has worked as a language teacher, university lecturer and researcher in Social Sciences and in content and digital marketing.

Emil Velinov

Emil Velinov

Emil Velinov is a trainer at ITC International. Within Erasmus + courses he focuses on use of ICT, classroom digitalization, Human resource management and coaching.

Iva Brožová

Iva Brožová

Iva Brožová is the director of ITC International since 1996.

Neşe Çelik

Neşe Çelik

Neşe Çelik is an English teacher in Yenisehir Anatolian Imam Hatip High School in Mersin. She graduated from the department of English Language Teaching of Mersin University in 2002. She has participated in many national and international projects so far.

Cantekin Karasu

Cantekin Karasu

Cantekin is a teacher of English at Yenisehir Anatolian Imam Hatip High School, Middle Section. He coordinated the teaching practice at schools at English Language Teaching department of Cag University in 2017 and 2018. He has attended many national and international projects and got certificates in many seminars.

Engin Karamanli

Engin Karamanli

Engin is a teacher of Science at Yenisehir Anatolian Imam Hatip High School, Middle Section. In 2019, he graduated from Mersin University, Department of Science Education with thesis. He has been working as the European Schoolnet Academy Turkey Scientix ambassador since 2021. He coordinated and participated in many national and international projects.

Preeti Gahlawat

Preeti Gahlawat

Preeti Gahlawat is science and technology teacher and mentor to grade 9 at Rödabergsskolan. She has taught all grade levels in compulsory schools in three different countries- Sweden, Japan and India. She is a curious and passionate teacher who likes to connect her students with their peers all over the world. She has worked on many projects with European Schoolnet: GoLab, STEAM_IT and BLOOM to name a few. She is Scientix , ASEF and HundrED ambassador for Sweden. She has worked as an educational mentor to some Edtech companies to guide. She is Coordinator for this ERASMUS project which is her first project as well.

Katarina Björkman

Katarina Björkman

Katarina Björkman has a teaching degree in Swedish, Swedish as Second language, French and Textile Craft. She is an experienced ‘Swedish as a second language’ teacher and has taught international students for many years. Currently, Katarina teaches French from grade 6-9, and Textile Craft from grade 4 to 9. Katarina is also a mentor for year 9. Katarina has worked at Rödabergsskolan since 2000. This is the first ERASMUS project for Katarina. Earlier she has hosted ERASMUS exchange students from France. She is an enthusiastic team player and very open to learning new ideas. She enjoys collaboration with colleagues so she can bring best in the classroom.

Susanna Bruno Karlson

Susanna Bruno Karlson

Susanna Bruno Karlson is a passionate and very experienced middle school teacher at Rödabergsskolan. She teaches Swedish, Social Studies, English and Science subjects in middle school. She is mentor and responsible for 30 students in grade 4. She took a teaching licence in 1987 and has been teaching since then. She has worked as a SEN teacher. She is a lifelong learner and always ready to learn new things to implement in her classroom. This is her first ERASMUS project.

Anna Brink

Anna Brink

Anna has a teaching degree in Art and media for primary school and upper secondary school. She teaches art in grades 5-9 at Rödabergsskolan. Anna took her teaching degree at the University of Arts Craft and Design in Stockholm 2017. She is interested in research that regards Media and Information Literacy for youths and implements this as a part of her practice. Anna has done an Erasmus exchange herself, where she spent a semester studying Fine art in London.

Johanna Nordström

Johanna Nordström

Johanna Nordström got her teaching degree in mathematics science and technology in 2002. She has been teaching at Rödabergsskolan since 2019 and is a mentor in grade eight. She is open minded, optimistic and ready to find solutions to obstacles.

Applied Neuroscience in Business

About the Course

Applied Neuroscience in Business is the study related to the influences of this incredible field of knowledge on various sciences. Considering that everything we perceive is a consequence of what our sensory field absorbs from the external environment, understanding how our biology works for thought construction can provide us with important conditions to understand human behavior in various aspects. As long as relational bases are directed from Humans to Humans, the more we know how we function, the greater the chances of positive approximation.


The proposal of this formation lies in the analysis, convergence, and relationship of the set of studies and facts from various fields of science and their impacts through Neuroscience and Psychology, and how their research brings us information on how to align specific strategies for these fields of knowledge, where these actions influence important points of the perception of the Human Mind.

Although modern society has the unprecedented development of Artificial Intelligence as a tool of great support for the vast majority of our activities, making us to a certain extent dependent on this requirement to improve and develop our performance, the fact is that humans still… Design, Humans build, Humans Buy, Humans sell, Humans are at all ends of the business chain… And therefore are the foundation of any relationship.

One of the most important neuroscientists today, Portuguese António Damásio, is the author of a phrase considered one of the great revolutions of our century: “We are not machines that think and feel, but machines that feel that think.”

This phrase presents the fundamental relationship of priority of emotional elements over rationality, in such a way that our rationality inevitably influences emotions, consequently our decision-making, and consequently our behavior.

This formation seeks to navigate through diverse fields of knowledge in order to present possibilities that opening up to new worlds can bring great advantages. In other words, when there is interaction between sciences, new solutions can be brought to light, allowing the opening of doors for innovation and competitive advantages.

Our proposal starts from the premise that interacting with new areas is growing more, it is managing to find and provide a portfolio of more assertive solutions, observed, and built under different perspectives in such a way that it becomes much more complete and effective.

Course Program

Module 1: Introduction

1.1 What is Neuroscience;
1.2 Why it is so relevant to know this field;
1.3 What are the main benefits of knowledge and application of these studies;
1.4 Our Brain, how it all began;
1.5 Our behavior according to our Brain;
1.6 Curiosities about our Brain;

Module 2: Neuromarketing

2.1 What is Neuromarketing;
2.2 What are the main pillars of Neuromarketing application;
2.3 What are the main benefits of knowledge and application of these studies;
2.4 What is Neuromarketing and what it is not;
2.5 Do mental triggers exist?
2.6 Practical tips on how to implement;

Module 3: Consumer Psychology

3.1 What Consumer Psychology is about;
3.2 Why it is so relevant to know this field;
3.3 What are the main benefits of knowledge and application of these studies;
3.4 How our Brain decides;
3.5 Why do we Consume;
3.6 Practical tips on how to implement;

Module 4: NeuroLaw

4.1 What is NeuroLaw;
4.2 What are the main pillars of NeuroLaw application;
4.3 What are the main benefits of knowledge and application of these studies;
4.4 What are the main requirements for the application of Neurosciences in the field of law;
4.5 Sensory limitations;
4.6 Practical tips on how to implement;

Module 5: NeuroLearning

5.1 What NeuroLearning is about;
5.2 Why it is so relevant to know this field;
5.3 What are the main benefits of knowledge and application of these studies;
5.4 The relevance of emotions in the learning process;
5.5 How to get attention;
5.6 Practical tips on how to implement;

Module 6: NeuroLeadership

6.1 What NeuroLeadership is about;
6.2 Why it is so important to know this field;
6.3 What are the main benefits of knowledge and application of these studies;
6.4 Main components that stimulate High-Performance Teams;
6.5 Engagement vs Commitment;
6.6 Practical tips on how to implement;

Module 7: Applied Neuroscience to Communication

7.1 What Applied Neuroscience to Communication is about;
7.2 Why it is so relevant to know this field;
7.3 What are the main benefits of knowledge and application of this study;
7.4 The power of Image;
7.5 Body language – Kinesics – Proxemics – Paralanguage – Taceics;
7.6 Practical tips on how to implement;

Module 8: Neuroscience and Nutrition

8.1 What Applied Neuroscience to Nutrition is about;
8.2 Why it is so important to know this field;
8.3 What are the main benefits of knowledge and application of these studies;
8.4 Why is it so difficult to diet
8.5 How we became humans;
8.6 Practical tips on how to implement;

Module 9: Neuroscience explains…

9.1 Innovation;
9.2 Attention and Focus;
9.3 Anxiety;
9.4 Joy vs Satisfaction;
9.5 How we become Humans;
9.6 Myths about our brain;

Module 10: What Neuroscience can do for us

10.1 Do we really know ourselves?
10.2 What is “Conscious”, “Unconscious”, and “Subconscious”;
10.3 Being Conscious vs Being aware;
10.4 Emotional intelligence;
10.5 We are so alike and so different;
10.6 When the eyes speak;

Target Audience

Entrepreneurs of all kinds – Students – Managers from all sectors


The course consists of 10 modules over 10 weeks.

Course Pace

The course is conducted at the pace of each student (self-paced). The different modules are all made available at the same time.


The course is free. Students who wish to submit the final work for evaluation and access the signed certificate in case of success will have to make a payment of 30 Euros.

Course Certification

Students enrolled in the course can choose to attend the course in two distinct ways:

  • Observer Mode – with access to all content but without the possibility of submitting the final evaluation work and without access to the final certificate.
  • Verified Mode – with access to all content and submission of the final work with access to the final certificate in case of success. Students who wish to do this mode will be able to make the payment. The works submitted by students in the Verified Mode will be evaluated and in case of success, the respective Certificate of Achievement will be issued by Universidade Lusófona – Academia Digital and CICANT.

Students who wish to submit the final work for evaluation and respective certificate in case of success must make a payment of 30 Euros.

The payment of 30 Euros must be made on the following page Payment must be made by 7:00 pm on May 20, 2021.

Course Direction

Alexandre Rodrigues


Professor and Consultant for 20 years in the fields of development of strategies in Neuroscience applied to business by the consulting company DNA Corporativo.

PhD student in Gamified systems for self-management of behavioral performance with emphasis on applied neuroscience by Lusófona University in Lisbon, Portugal, with an international Master’s degree in High-Performance Team Management by UFRGS / Brazil, HEC / Paris and EADA / Barcelona. Postgraduate and MBA in Business Organization by FARGS Brazil. Graduated in Computer Graphics by CTI in Toronto, Business Administration, and International Trade by Faculdade São Judas Tadeu in Brazil.

Labtec – Knowing how to do it with AutoCAD

Course Edition

2022 – 2nd Edition.


Free course.


The course is done at the pace and hours defined by the student.

About the Course

The AutoCAD Know-How Course was created with the purpose of offering drawing tools to all who want to develop quality technical work. AutoCAD, from Autodesk, is computer-aided design software and has proven to be essential in supporting various areas such as architecture, civil engineering, and many others. From the moment someone feels the need to create a rigorous drawing, AutoCAD becomes essential, and learning this software is not complex. It only requires that commands gradually become familiar and that, as the student learns new commands, they can streamline the drawing creation process. And that’s exactly how the course will be structured, in small video sessions that progressively see their difficulty intensified, aggregated into training stage modules.


With the complete training, each student should be able to create technical drawings and prepare a final result, either for printing on a printer or for assembling parts. The training will show how to achieve these results.


At the end of each module, there is a quiz. Each one is worth 10%, totaling 60%. The remaining 40% will be assigned to the final quiz in module 7.


A completion certificate will be awarded to students who have obtained at least 70% in the final grade.


The course will be divided into 6 modules (plus module 7 which contains only the final quiz) which, in turn, contain short informational sessions. At the end of each module, a quiz will be presented as a summary of the essential commands that have been shown and exemplified. The main objective of these questions is the possibility of recalling the general content of the entire module so that the main stages are recorded.

  • Module 1 – Modeling Commands
    • Session 01 – Getting to Know AutoCAD
    • Session 02 – Getting to Know the Interface
    • Session 03 – Introduction to Modeling
    • Session 04 – Modify Menu Commands
    • Session 05 – Circles and Arcs
    • Quiz 1

  • Module 2 – Modeling Commands 2
    • Session 06 – Openings (windows and doors)
    • Session 07 – Blocks
    • Session 08 – Properties Palette
    • Session 09 – Measurements and Dimensions
    • Session 10 – Paste
    • Quiz 2

  • Module 3 – Layers
    • Session 16 – Layers (what they are, importance)
    • Session 17 – Layers Palette
    • Session 18 – Layer Properties Palette
    • Session 19 – Turning on, Turning off, Freezing, Locking Layers
    • Session 20 – Layer Definitions (MatchProperties command)
    • Quiz 3

  • Module 4 – Support Tools
    • Session 11 – Text
    • Session 12 – Hatch
    • Session 13 – Dashed Lines
    • Session 14 – UCS
    • Session 15 – Three-dimensionality
    • Quiz 4

  • Module 5 – Plotter Preparation
    • Session 21 – Creating New Layouts, Layout Preparation (dimensions, ViewPort)
    • Session 22 – Assigning Scale and Plot
    • Session 23 – CTBs (location and how to create a new one)
    • Session 24 – CTB Properties / Plotting
    • Session 25 – Printing Considerations
    • Quiz 5

  • Module 6 – LaserCut Preparation
    • Session 26 – Preparing file for laser
    • Session 27 – Cutting Layer and Engraving Layer
    • Session 28 – Printing Considerations
    • Quiz 6

  • Module 7 – Quiz


Software installed on personal computer. (in session 01 it is explained how to obtain a student license). AutoCAD Software is available for free for students and employees of Higher Education Institutions. If you are not a student or employee of a higher education institution, you will not be able to access the free license.

Eduplay – Game Development for Educators

About This Course

The Eduplay, Digital Training and Online Learning Community designed for youth workers/educators or practically to anyone who would like to reach impact in their local community/target group utilizing the power of games. The training can be approached flexibly as a common knowledge base adapted to the realities of youth work and focused around serious games and game development providing a wide range of activities corresponding to different learning styles. The materials presented aim to support the learners to boost engagement, learning efficiency and encourage contribution to active citizenship initiates. The overall objective of the training is to spark interest and to better position games and game development as a potential development tool. We hope that you are ready to embrace yourself to explore tips, tricks and good practices from the seven countries of the Youth for Youth Consortium supported by the Erasmus+ Programme!

Course Type

Eduplay is a self-paced course closing with certification. All course content is available now for completion! Throughout the training a practical hands-on approach is being applied, which means that each theory is supplemented with practical examples from the field. In addition, besides the core content presenting the different building blocks, participants are also encouraged to engage in exchanges with their peers in forums, to customize their learning journey via exploring additional activities providing an opportunity for interest based/interactive exploration and last, but not least to reflect on their learning process, which enables that the presented resources are also turned into actions!


Module 1 – Getting Started: the World Behind Games

  • People and games: why do we play?
  • Game essentials: where to start?
  • Ways and approaches to learning through games
  • Games in youth work: application, challenges and practices
  • Assessment + Reflection

Module 2 – Becoming a game architect

  • What makes a game great?
  • Becoming a game explorer – wander around the different types of games
  • Becoming a game-architect- explore the MDA framework
  • Becoming a game changer- develop learning goals and objectives
  • Assessment + Reflection

Module 3 – Creating the collaborative paths

  • Game Development and Game Design
  • Understand the steps and principles
  • Participative application, interactions
  • Transforming problems and generating solutions
  • Assessment + Reflection

Module 4 – Giving meaning to create engagement

  • Instructional Design Insights – THE WHAT
  • Games and basic psychological needs – THE WHY
  • Introduction to the flow theory – THE HOW IN THEORY
  • Learners engagement (in games) – THE HOW IN PRACTICE
  • Assessment + Reflection

Module 5 – Storytelling

  • Introduction to storytelling
  • World building blocks
  • The Journey of a hero
  • Stories for growth



Within each module sections are constructed in the following structure:

  • 30 mins – Core content: interactive audiovisual materials including key concepts, explanatory videos, interviews and quizzes gathered or prepared by active youth workers.
  • 30 mins – Forum: theme specific questions/ game developer challenges to prompt discussion, exchanges and sharing ideas. To open the discussion thread you will need to click the question/ title.
  • 30 mins – Additional Activities: eg. further readings, videos or games.
    Choose the ones that spark your interest and enhance your actual activities!
  • 30 mins – Reflection Journal: key takeaways and call to action for formulating a personal action plan.
    Find a separate document at the end of each module – suitable for printing and offline completion.

Completion Criteria

At the end of each module you will also find Final Assessment. You can earn a certificate by following at least the core content of each section and completing the final assessments at the end of each module.

This way the course can be completed on a fast track, a total of 10 hours devoted (5×2 hours/module + assessment).

The full experience and immersion take 40 hours including forums, additional activities and reflection journaling.

Learning Outcomes

By completing Eduplay you will be able to:

  • Articulate your own approach around the application of games in educational context.
  • Understand the essential elements of game development and key concepts around the power of games, gamification, game-based learning and serious games.
  • Identify practices how games could be exploited to spread or reinforce values in communities and society.
  • Recognize different frameworks that constitute learning efficiency and opportunities that empower youth participation and encourage creativity.
  • Connect your personal learning goals and widen your professional network via exchanges.

Thank you for joining us on this learning adventure….
We are happy to hear from you and see you actively engaging!

To learn more about the Youth4Youth project consult our site or contact us: and!

Course Staff

Carla Sousa

Carla Sousa has a Bachelor’s Degree in Psychology, a Master’s Degree in Clinical and Health Psychology, and a Post-graduate degree in Applied Neuropsychology from Lusófona University. PhD student in Communication Sciences in the same university, she is part of the Centre for Research in Applied Communication, Culture, and New Technologies (CICANT) and was invited assistant professor in the Bachelor’s Degree in Videogames. Carla published several papers as an author and co-author in peer-reviewed journals, and has done communications in national and international conferences in the field of communication, media, and game studies. She was part of several national and international funded projects in the field of games, game-based learning, and media education. Carla has also been involved in the organization of scientific events and in referee activities.

Carmine Rodi Falanga

Carmine Rodi Falanga is active in international youth work and training as a freelance trainer, author and consultant since 2005. He has worked for a number of public organization and agencies, including the National Agency for Youth in Italy, Ireland, Czech Republic, Slovenia, Austria, Belgium; SALTO PI; SALTO Eastern Europe & Caucasus; plus several regional and public government agencies. Carmine is an accomplished author and editor of publications, in Italian and English, who in the latest years has been spefically focusing on Game Based Learning as an active methodology for learning. He he has delivered training on this subject, the most recent experience being : Games of Nature (Spain), Games for The Goals (Ireland), Game of Trainers (Italy), Game On (Estonia). He has consulted for the development of educational games, as for Development Perspectives (Ireland, 2019); INEX (Czech Republic, 2018), Green Gaming (Tenerife, Spain, 2015), Ludika (2009-14), the Eurodesk Italian Network.

Mafalda Morganti

Mafalda works as a trainer and (graphic) facilitator in the field of non formal education since 2010, specializing in national and European youth work. Throughout the years, beside the Youth field, she gained experience also in the fields of School and Adult education, working on behalf of a wide range of organisations, from small, grassroots level NGOs, up to well established international organisations, or public bodies such as National Agencies for Youth or SALTO Training and Cooperation RC. Her work as a trainer focuses mostly around the areas of personal development, creativity, communication and community building. Her approach is based on engaging methodologies spacing between applied storytelling, improv theatre, creative writing and game-based learning – especially EduLARP (Live Action Role Playing).

Ioannis Brouzos

Ioannis has a Barchelor’s Degree in Physics, completes a Master Degree in Didactics of Science and has a PhD in Physical Sciences. He also holds a diploma in Piano and Music Theory. He has worked for several years as researcher and as game designer for educational games in Challedu-inclusion|games|education, an NGO that pioneers game based solutions for vulnerable groups and educational material. He works also as a science teacher in public schools and has implemented and participated in several game-based workshops and festivals in Greece. Examplarily he has codevelopped the board and digital games “Female Legends of Science”, “Female Legends of Youth Innovative Entrerpeneurship (FLYiE)”, “CSR manager” and noumerous game-based classroom activities. He has also worked in over 20 EU-funded projects of Challedu as manager and game designer.

Asimina Brouzou

Asimina has studied Architecture in National Technical University of and holds an MSc in Advanced Sustainable Design from University of Edinburgh. Asimina started her carreer as an educator in Interior design and designer in architectural offices. Her belief in the power of education and her motivation to create irresistible playful learning experiences led her to co-found “Challedu – inclusion | games | education”, an organization that pioneers in research and development of game-based methods for education and inclusion.Through her work in cross-sectoral projects with national and European partners, she has succeeded to empower people with disabilities, refugees, 3rd age people, NEETs, young people, students, educators and professionals etc. Some examples of the projects she has developed and implemented are “ID GAMES” for inclusion of people with intellectual disability, “INSPIRE” for empowering young people in entrepreneurship, “GOLD” for exchanging good practices on 3rd age people, “Small Buddies” for educating on SDGs and “FemSTEAM Mysteries” for motivation of young girls towards STEAM studies.

Konstantina Iakovou

Konstantina has studied Architecture in Aristotle University of Thessaloniki and hols an Msc in Strategic Product Design from International Hellenic University. She is currently a Phd candident in Aristotle University of Thessaloniki in Dementia Friendly Environments. She also hols a degree in Piano and music theory. She has participated in various research programs (national and EU funded) as a research assistant since her undergraduate studies. Since 2006 has been involved in architectural design for people with disabilities. Her work as a trainer and reasearcher in Challedu – inclusion | games | education focuses on the fields of entrepreneurship, female empowerment, intergenerational activities among young and old aged people as well as raising awareness about udnerpriviledged groups.

Judit Kriska-Jambor

Chari Cámara, graduated in Fine Arts from the University of Murcia (2014), is an art educator and illustrator who is an expert in storytelling (narrative maps and graphic reporting) and board game design. She is the creator of Mekiplay game brand and president of the LaTransEducativa association. In her projects she uses storytelling and maps to articulate experiences where ritual, relationship with nature, sound and symbolic play guide us towards a meeting space where the restless explorer can return to be free with and in relation to the other. Her vision proposes a new way of relating to our environment from observation and play in everyday life. Transfer and meeting spaces that inspire and excite a conscious and eco-sustainable citizenry. She has worked as a mediator, facilitator, designer of didactic, methodological and graphic materials for Team labs, Pedagogías invisibles, la casa del Lector and MUPAI in Madrid, the contemporary art center La Conservera, Oika, La Trans Educativa, Babaluca, pAULA project , La Postiza, Much more May, the cultural center of Espinardo, the team of attention to diversity in High Capacities and the Institute of Development in Murcia.

David Vicente

David Vicente is a music teacher and is graduated in Fine Arts from the university of Murcia. His expertise field is around creativity, audiovisual and visual leteracy. He is a member of the board of La Trans Educativa and works with social exclusion on inclusive projects, on participatory art projects involving the community and he is a art teacher for the general department of diversity care and educational quality of the region of Murcia, where he works with high capacity children from middle to secondary school.

Anna Pękala

Anna Pękala is a team leader, tutor and mentor at the Free Democratic School Bullerbyn in Poland. She is the director and pedagogical supervisor of Ronja Primary School and Astrid High School, associated with the Bullerbyn Foundation since 2010, graduated from the Bullerbyn Educators’ Academy, currently a trainer of future mentors and tutors. Certified teacher, highly experienced pedagogue, certified psychoeducational trainer, certified social reintegration trainer, scouting instructor since 1999, historian. She is one of the pioneers of democratic education movement in Poland, shaping the Bullerbyn democratic school project from the beginning. Her significant contribution to educational paradigm change is creating the concept of “a scientific conference” which is an event reinforcing learning, sharing knowledge and gaining feedback – that replaces the knowledge-checking exam. She collaborates with democratic schools in the USA and Israel, and participated in international conferences on democratic education in Finland, Greece, Israel and Ukraine (EUDEC, IDEC).

Karolina Ufa

Karolina Ufa is an educator, facilitator and NGO worker specialised in storytelling. She has been working with traditional and digital storytelling since 2017, implementing and coordinating a number of local and international workshops addressed to young people with fewer opportunities and fellow youth workers interested in exploring the method.

Olga Kulesza

Olga Kulesza is a mentor and tutor at the Free Democratic School Bullerbyn in Poland, educator, activist. She coaches youth to develop social projects and achieve their developmental goals. For the past 6 years she has been engaged in democratic schools’ movement in Poland, was a member of a democratic school founding team, established and led a Montessori classroom. She is experienced in working with groups of children and youth in a non-directive, person-oriented approach. Former board member of AIESEC Warsaw University, AIESEC Rabat in Morocco and ZIMBA Association in Warsaw – engaged in managing and coaching of projects and events, focusing mainly on social and cross-cultural issues. Participant of numerous international conferences in the field of education and development (EUDEC, IDEC, AIESEC, TEDx) and study tours in schools in Finland and Denmark. Loves to play board games, and to use games as a developmental tool.

Filip Sikorski

Filip Sikorski is an alumnus and a recent high school graduate of the Free Democratic School Bullerbyn, currently studying psychology at the Social Academy of Sciences in Warsaw. He has been playing leading RPGs since he was ten. His main interests are all kinds of games, role playing and psychology. His favourite creations of pop culture are J.R.R Tolkien worlds and the whole universe of “World of Darkness”.

Maksymilian Sawiński

Maksymilian Sawiński is in his last year of high school in the Free Democratic School Bullerbyn. He loves and spends most of his time drawing – on paper and on the computer. Started playing RPGs at the age of 15, and since then has been mostly playing as a player, but aims to become a game master soon. His plan for the future is to study in the Academy of Fine Arts in Warsaw. His dream job would be writing stories for comics, series, and cartoons. His hobbies include writing stories, drawing, painting and playing various video games. He admires many genres of comics, from Marvel’s, DC’s to manga. His favorite games are Shovel Knight, Terraria, League of Legends, TF2 and Binding of Isaac: Rebirth.

Tytus Czyżewski

Tytus Czyżewski is an alumnus of the Free Democratic School Bullerbyn, currently studying in the Academic High School at Polish-Japanese Academy of Information Technology. He loves to play RPGs, improvise and talk about life. He has been playing PRGs since the age of 9. Except that, he writes movie scripts and he is currently involved in designing a computer game with his friends. He personally enjoys games in which story plays the biggest role. On his list, you can find: Life is Strange, Detroit become Human, Hollow Knight, and NieR Automata.


Cooperativa Sociale MUOVIMENTE

Cooperativa Sociale MUOVIMENTE is a non-profit organization based in central Italy in the city of Viterbo. Since its foundation in 2007, the organisation has based its activities on the methodological approach on non-formal education and experiential learning, focusing primarily on designing and promoting opportunities for European mobility, international volunteering and training for both young people and adults. The main aim of the organisation is to bring people closer to Europe by effectively bringing Europe into their daily lives. In fact, all the learning opportunities designed and offered by Muovimente, thanks to the support of the European programmes, are strongly rooted in the local community while actively supporting and promoting an active and European citizenship. Throughout the years the organisation has developed a rich and diversified expertise in the use of applied storytelling and serious gaming for educational purposes in different fields, from communication to creativity, social engagement, personal development, community building and beyond.

Lusófona University

Lusófona University is the largest private university in Portugal, integrating 10 HEI in Portugal, Brazil, Cape Verde, Mozambique and Guinea-Bissau. It has a student body of more than 10000 students and 1500 teachers and it is structured around 9 (nine) Schools that constitute the main institutional unit and offer 44 undergraduate Degrees, 45 Master Degrees, 11 PhD’s programs and 42 Post-graduation courses. Besides this, the university offers a large number of vocational and continuous training courses accordingly with the life-learning development paradigm. The University has a large experience in research and project management of European and international projects and will participate in the project with one of its 12 research units. CICANT – Centre for Research in Applied Communication, Culture, and New Technologies, from the School of Communication, Architecture, Arts and Information, promotes theoretical and applied research on all its subject areas: New Media and New Technologies; Organizational Communication; Arts and Visual Culture; and Cultural and Media Studies. The centre gives focus to knowledge transfer and exchange with industry and similar centers in Portugal and in Europe at the cross of media, arts, culture and technologies.


CHALLEDU- inclusion | games | education is a non-profit organization that pioneers new models of learning, inclusion and engagement. CHALLEDU is one of the leading R&D experts in game-solutions for education and inclusion. Our team designs and implements playful experiences, games, formal and non-formal educational programs, tools, platforms and applications based on cross-sectoral, interdisciplinary approaches. We focus on 2 main sectors:
The projects in this sector focus on inclusion and empowerment of marginalized groups, such as people with disabilities, people with health problems (i.e. dementia), older people, NEETs. The aims are: social inclusion, improved employability, development of skills and competencies, advocacy. The emphasis is given to create environments where people with different abilities, cultural backgrounds and skills, and different generations can interact with each other.

We see education as a driver for positive societal, environmental, and innovative change. The projects developed in this sector focus on the promotion of entrepreneurship, STE(A)M education, civic and active citizenship, environmental challenges and agriculture, culture, and sustainable development. Our target groups include young people, adults, students, trainers and educators, professionals and institutions.


Innovaform Nonprofit Ltd. is an Education center. In the fast changing world we have to keep track of the changes and innovations in education as well. We do believe in its priority and values. Our organization is involved in local and international trainings both in formal and non-formal education. Our experts are mostly involved in the development of life skills (also called soft skills) for all kind of learners. Not only young adults or learners in higher education but also to professinals in the business sector. We are as well involved in different international projects that build perspective in the education sector. Being engaged in the development of life-skill curricula we have developed 12 online modules for soft skill development in e-work, and also 6 modules for skill development in the veterinary sector. Our stuff is highly dedicated to innovative educational approaches and we do our best to be lifelong learning educators.

La Trans Educativa

Is an association formed by artists and educators focused on promoting and supporting sustainable development and social cohesion through innovative methodologies that apply gamification in formal and non-formal education. The team is awakening ecosocial responsibility and cooperative citizen participation through artistic practices and sustainable projects with an ecological and social starting point.

Fundacja Bullerbyn na rzecz wspólnoty dzieci i dorosłych

The Bullerbyn Foundation has over 14 years of experience in creating programmes that support harmonious development of children and youth with respect for their dignity and trust to their needs. It’s one of the leading organisations of a social movement for change in the field of education in Poland. Bullerbyn associates and supports growth of educators and parents who are passionate about alternative educational methods and humanistic pedagogy. Since 2012 it runs a free democratic school called Bullerbyn, based on the culture of equality, shared responsibility, respect, trust, tolerance, collective decision-making, community building and self-directed discovery. Games and game development processes are widely present in this broad learning environment.

21st Century Foreign Language Teacher Training Course


The course description is presented in the English. To view the translation, you can select one of the languages below.

Romanian • Spanish • Portuguese • Polish • French • Deutsch

About This Course

In this course, you will learn essential concepts in the teaching of a foreign language with a special focus on a communicative, digital and intercultural approach.

This course is aimed at future teachers of foreign languages who wish to obtain a high-quality training from a critical and international perspective. This course is a result of the Erasmus+ VIRTEACH project, and our team is formed by outstanding and experienced scholars from Spain, Poland, Romania and Portugal.

The course is organised in seven units, each one addressing fundamental issues concerning the teaching of languages, such as Second Language Acquisition, vocabulary, grammar, oral interaction, pragmatics and discourse, English for Specific Purposes and intercultural communication. All units are designed in a progressive and practical way. Also, this course offers an Interactive Digital Notepad, a dynamic and collaborative tool that will help you to fully develop your Practicum at any educational institution. The course will take 14 weeks approximately (2 weeks per unit), with an average investment of 10 hours per week.


For optimal monitoring of the course, students should have a B2-C1 level of the foreign language (as stated in CEFR).

Course Structure

  • Unit 1 – Second Language Acquisition
  • Unit 2 – How to teach vocabulary
  • Unit 3 – How to teach grammar
  • Unit 4 – How to teach oral interaction
  • Unit 5 – Howto teach pragmatics and discourse
  • Unit 6 – How to teach English for Specific Purposes
  • Unit 7 – How to teach intercultural communication
  • Interactive Digital Notepad for Practicum

Course Staff


Alina Doroch, MA

Project Content Developer – SSW Collegium Balticum, Szczecin,Poland

Alina Doroch, holds an MA degree in English (Faculty of English Philology at Adam Mickiewicz University, Poznań, Poland). She currently works as a senior teacher of English at West Pomeranian Technical University of Szczecin, Poland; teaches general English at all levels and technical English as well; she also gives lectures on English and American literature and culture at SSW Collegium Balticum, Szczecin. She has been involved in European Projects since 2012, being responsible for the development of the training methodology in language teaching. Author of an English coursebook, Well Said! and a number of articles on Montessori methodology in teaching English to adults, British culture as well as teaching languages through culture.

María Simarro – Vázquez

Lecturer of Spanish at University of Burgos

She holds a PhD (2014), a MA in Arts of Spanish (2001), a degree in Linguistics (2000) and a degree in Humanities (1998). Her fields or interest are Spanish language teaching, mainly in assessment, and studies on verbal humor. Therefore, she has published in different journals and contributed to collective volumes.

Ana Cunha

Assistant Professor at Lusófona University, Coordinator of the Translation and Languages Department and the R&D Institute.

Ana Cunha holds a BA in Modern Languages and Literatures as well as a Postgraduation in Educational Sciences and is attending a PhD in Education Sciences. She coordinates the Translation and Languages Department and the R&D Institute, and is an Assistant Professor at Lusófona University, where she has been recognized as an Expert in Modern Languages and Literatures. She is the Principal Investigator (PI) of the Erasmus + projects: IC-ENGLISH – innovative platform for adult language education; Montessori Method in Teaching 2nd Language to Adults; Developing and Sharing Adults Language Teachers´ (e)Skills; Alliance for multilingual and multicultural competences; TEGA- Training the Educators to Facilitate the Teaching and Assessment of Abstract Syllabus by the Use of Serious Games; Integrating Digital Learning Competencies into the Education Curriculum; INTRO – Introduction to digital learning; Professional English Skills For Employability Across EU.

María Amor Barros-del Río

Senior Lecturer in English Studies at the University of Burgos

María Amor Barros-del Río is Senior Lecturer in English Studies at the University of Burgos, Spain. Her fields of interest are English language teaching, Irish literature and gender studies. She has published in international journals, authored some books and contributed to collective volumes. She has presented her research in international conferences, and participated in European and national R&D projects.

Concetta Maria Sigona

Senior Lecturer in English Studies at the University of Burgos

Concetta Maria Sigona holds a M.A. in English and her PhD from the University of Catania. Her main research focuses on English (EFL) language teaching and learning. Other areas of interest are Italian – Canadian literature in English and transcultural studies. She has published in international journals and contributed to collective volumes. She has presented her research in international conferences. She is member of ICCLAS and LILADI at the University of Burgos.

Onorina Botezat

Associate Professor, Ph.D. – Dimitrie Cantemir Christian University, Bucharest, Romania

Onorina Botezat is Director of the Center for Linguistic and Intercultural Research and Associate Professor Ph.D. at the Faculty of Foreign Languages and Literatures, Dimitrie Cantemir Christian University in Bucharest, Romania. Her main fields of interest and research are Imagological and Cultural Studies and Legal Terminology. She is the author of Dictionary of Legal Terms, Romanian-English and English-Romanian (2011), The Image of the Foreigner in the National Literature (2016), co-author of ESP and FSP courses, and editor of the Annals of “Dimitrie Cantemir” Christian University Linguistics, Literature, and Methodology of Teaching. Her last book is Mapping Cultural Identities and Intersections: Imagological Readings (2019, Cambridge Scholars Publishing, co-editor with Mustafa Kirca).


Associate Professor, Vice Rector for International Relations – Dimitrie Cantemir Christian University, Bucharest, Romania

Ramona MIHĂILĂ is vice rector for International Relations and full professor Ph.D. at the Faculty of Foreign Languages and Literatures, and director of the Institute for the Social Studies of Gender, Dimitrie Cantemir Christian University, Bucharest, where she teaches undergraduate and graduate courses on literature, women’s writing, gender studies. She is the author and (co)-editor of 20 books concerning women’s writing and gender studies. She has been visiting professor at Arizona State University, research fellow for international institutions: Library of Congress, Washington, Chawton House Library and University of Southampton, Huygens Royal Institute, The Hague, National Library of Vienna, grants recipient for conference participation: Hogeschool University, Brussels, Université Paris-Est Créteil etc. She has been coordinator of European projects on gender studies and women’s writing. She serves as the executive publishing editor of Journal of Research in Gender Studies, Addleton Academic Publishers, New York.

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