Our Current Erasmus+ Projects


Coding 4 Migrant Women Returners

The project C4MWR aims to support Women and those whose careers lie within adult education, community, and development work.

We will specifically provide top services to migrant women who are potential returners in the employment prospect, acquiring and developing their skills in Coding, Artificial Intelligence and Robotics.

There will be a massive focus on upskilling these essential (frontline) workers in enjoyable, game-inspired, informal educational methods; surrounding the area of coding.

This project will present innovative methods of utilising a range of methodologies to help increase access to affordable, high quality and relevant skills training within our digital age.

Python & Java for Teachers

The project ‘Python & Java for Teachers’ aims to support Primary and Secondary school teachers from Europe in acquiring and developing their skills in Advanced Coding Languages and Computer Science as a subject; to battle current issues of educating these STEM subjects within schools.

This project will focus on upskilling teachers in enjoyable game-inspired and informal educational methods in Python and Java programming languages.

This project presents innovative methods of utilising a range of methodologies to help increase the offering of Computer Science as a GCSE, A-Level, and BTEC subject within schools.

Ultimately, we will help increase the number of Computer Scientists across Europe, inspire new minds to take up the subject, create more opportunities for schools to educate further, and adapt to our technologically advanced world.

There will continue to be high demand for those who can code, and we are here to build the tech leaders of tomorrow.

CAIR 4 Youth

The UK and a range of areas of Europe have a powerful position within the ‘Creative Industries’. With a focus on Economic Intelligence, the new Creative Industries generation has been included in the reasons behind the rise of the fastest-growing parts of the economy and fastest-growing sources of employment over recent years. And the UK impressively has one of the highest shares of the workforce in Europe that are specifically employed in the creative industries.

The project ‘CAIR 4 YOUTH’ aims to support professionals in the youth sector by acquiring and developing their technical ‘Creative Sector’ skills. Ones that include working with Coding, Artificial Intelligence and Robotics.

With a focus on developing youth workers’ Sector skills, the development will occur with enjoyable, game-inspired, informal educational methods surrounding the industry.

Unfortunately, with our impressive part within the Creative Industries, our youth population is a particularly vulnerable group that lacks adaptation to emerging technologies.

Very little has been done to empower young people or critically engage the discourse surrounding the next generation of technologies that have a significant potential to shape their lives for better or worse.

By encouraging various stakeholders, including policymakers, youth workers, parents, and caregivers, we can reach our primary objective of learning how we can empower young people and encourage them to interact with AI-based technologies.

We can address the key challenges and concerns by pushing learning, creative expression, and well-being. The objective is skills development for youth workers and subsequently up-skilling young people through informal methods.

Quality Virtual Studies

Europe Education Area is based on the Digital Education Action Plan. Every year, the EU pays more attention to the development of the information society, which is inseparable from the changes taking place in higher education. EU Commission (EC) encourages taking opportunities which provides with technologies, open education resources and virtual learning environment.

The EC’s education policy documents emphasize the importance of youth mobility, and there is growing talk of validating virtual mobility. When planning and developing Information and Communication Technology (ICT) based teaching/learning studies, the preparation of content must be based on a certain methodology and theoretical provisions that would help to ensure the quality of studies and address the issues of effective teaching/learning organisation. Preparation of the content of the study subject adapted to the remote work, organisation of the teaching process and ensuring academic integrity are becoming vital teacher competencies. Teachers today face challenges in selecting the most appropriate technologies and the application of unused tools. However, even the best-designed learning course will not work if the learner does not seek for progress, so learner’s self-control and motivation, which he/she often lacks, are essential while learning in virtual learning environment (VLE). Therefore, it is important that in VLE the teacher is able to select the most appropriate study and assessment methods (ensuring academic integrity), provide the necessary support system that would allow steering learning to the right direction. Thus, there is a need for methodology, based on which teachers could effectively choose the appropriate tools and methods for virtual studies, provide information in an inclusive and understandable way. To date, there is no generalized methodology to ensure the quality of the virtual course and conduct studies in an engaging and motivating way. There is also no confidence in the fairness and reliability of the assessments received. These problems exist not only in the HEI applying for this project, but also in other HEI. Therefore, the solution to these problems is extremely relevant for the entire higher education sector. It is planned to use VLE Moodle in this project. Currently, Moodle is already used by all organisations involved in the project and has the largest market share in Europe (57%) according to LISTedTECH.

This project will attempt to solve the problems presented above by improving the quality of virtual studies, creating teaching/learning methodology, and implementing technological and pedagogical innovations (teachers’ didactic, digital competencies, gamification of the study process), which will increase study accessibility and learners’ motivation. This project is dedicated to educate staff about pedagogical and technological innovations (growth of digital literacy competencies among academic staff) and to transfer the good practices for cohesion in Europe. Teachers with a deeper understanding of virtual learning, pedagogical and technological innovations will be able to use this information in their subjects, which will ensure the quality of studies, student motivation and academic integrity. HEI will be able to ensure the quality of virtual mobility and the recognition of study results by developing the internationalisation of HEI at home (virtual student and teacher mobility, inter-institutional studies, mobility windows).

The aim of this project is to increase the quality of teaching/learning in VLE and the study process by creating preconditions for the recognition of the acquired results during virtual mobility.

The aim of the project will be pursued through three objectives:
1. Creating the methodology for teaching/learning in VLE.
2. Improving competencies of academic staff.
3. Pilot testing of the developed teaching/learning methodology.

Three intellectual outputs will be developed through the project activities:
1. Analysis report of VLE teaching/learning and assessment methods.
2. VLE teaching/learning methodology
3. VLE methodology application practice report.


Poslovno veleuciliste Zagreb (Zagreb School of Business)