TEACHING, LEARNING AND WORK ENVIRONMENT. Thematic area 3 included three subsections. This block was only mandatory for practices focused on teaching, learning or the work environment. If the practice has not focused on this matter, it was requested to submit an answer: “non-applicable”. Subsection 4.1. aimed to measure the extent to which the practice has considered the diversity of participants and removed barriers that prevent participants from learning, teaching, and working that hinder their access and participation within the environment. Subsection 4.2. requested to indicate if the practice developed certain frameworks or models (i.e., Universal Design Approach) and considered and incorporated the human rights approach and the Sustainable Development Goals (UN SDGs) in the content and the teaching-learning and work strategies. Subsection 4.3. requested to identify if the practice has solved the existence of different learning languages and language barriers, i.e., non-local students in regular courses or transnational courses) and if yes, how.
TEACHING, LEARNING AND WORK ENVIRONMENT. Many of our group activities and courses are inclusive (participants can be with or without special needs), like: The goal-ball course; English Speaking Club; Game Club; Literature Club. They provide activities which concern all kinds of barrier-free techniques and methods. The protocol of Universal design in learning is explored. They serve international students with special needs with English as a working language. Unfortunately, this is the only language they can provide services.
TEACHING, LEARNING AND WORK ENVIRONMENT. A core purpose of the practice is to overcome barriers to full and equal participation in the learning, assessment and social environment experienced on gender grounds. Radical inclusion is the sub-theme of the co-op, and they are user-led, so they answer their own issues and provide solutions. TRANSVERSALITY Coop model is transferable across all groups and is a good user led example.
TEACHING, LEARNING AND WORK ENVIRONMENT. The core purpose of the practice is to overcome barriers to full and equal participation in the work environment that are experienced on gender grounds. Gender mainstreaming; gender action planning.
TEACHING, LEARNING AND WORK ENVIRONMENT. The programme intends to make students aware of intercultural differences and offers opportunities to study/live in a different context. This is the core of the programme.
TEACHING, LEARNING AND WORK ENVIRONMENT. The activity is designed to stimulate an open discussion between all participants on various aspects of diversity and inclusion at the work place. The game creates a ‘safe environment ‘for open and inclusive discussion. Not explicitly but it might/will come up in the conversations. n.a.: the activity doesn’t focus on students.
TEACHING, LEARNING AND WORK ENVIRONMENT. The project contributes to creating a better working environment and social environment. Intercultural communication (high/low context communication by Xxxxxx Xxxx). Yes, that’s the aim of this language project, so hopefully, it has.
TEACHING, LEARNING AND WORK ENVIRONMENT. The practice aims to balance study and work. The Program foresees actions to make university study plans more flexible. The practice considers human rights and the SDGs, mainly. The target group is the university community. The practice has worked on it but has yet to overcome language barriers.
TEACHING, LEARNING AND WORK ENVIRONMENT. In the case of the students of the transition course, the fact that the teacher has expertise in multicultural contexts alongside the constant follow-up allows us to identify different learning styles and adapt the classes and the training to the specificity of each student. The current transition course incorporates the human rights approach and SDGs. Yes, the personalized training each of the 15 students receives through the one-year transition course allows them to overcome language barriers. During the degrees or masters (after the transition course), students continue having the support of the Program in terms of improving language skills. The experience shows that teachers are very sensitive to the learning barriers of the Program’s students, and it is common for teachers to offer part of their weekly tutorial time to support the students.
