On the first day, attendees learned about the policy and priorities of the European Commission that also impact neighbouring countries directly, as well as the key components of the new SPHERE contract. For HERE and NEO who had already benefited from the last SPHERE contract (2015–2021), it provided a chance to learn about new developments, interact with peers, and forge stronger bonds. EACEA emphasized the role of the HERE team and outlined their mission: to support the development and modernisation of higher education in their respective countries, as well as to strengthen policy dialogue and promote synergies with other platforms under the Erasmus+ umbrella through HERE activities. The overarching EU policies, such as the European Education Area, the EU’s Digital Transformation Agenda and the European Green Deal were all stressed a strong guiding framework for the EU’s external collaboration in higher education and under the Erasmus+ programme.
Two sessions on the first day were dedicated to Higher Education reform priorities in HERE countries and results of the NEO Survey, which helped to set the basis for the SPHERE 2023 priorities and annual planning. In this survey, NEOs highlighted internationalisation as a significant focus, with emphasis on building partnerships and promoting mobility of students and staff. Additionally, a strong emphasis was placed on improving the quality of teaching and educational programmes, and fostering excellence in academic delivery. Third, digitalisation emerged as an important priority, reflecting the increasing integration of technology into higher education. A fourth priority was fostering inclusive and accessible higher education, ensuring that all individuals have the opportunity to access quality learning experiences.
On the ‘Post-Covid’ higher education context, the SPHERE Team Lead compared the Mentimeter results of participants with the findings of a snapshot survey on the impact of Covid-19 (Results attached) in universities, based on the replies of 26 national rectors’ conferences across Europe. In this context, the following needs for digitalisation in teaching and learning were emphasized:
- Digital Learning and Teaching necessitates specific skills and infrastructure and must be integrated into the institutional strategy.
- Institutional responsibility and approaches for Teaching and Learning should be strategic and aim at enhancing quality.
- Innovation in Teaching and Learning should involve the commitment of all members of the institutions and not just the few champions.
- Inter-institutional, national, and transnational collaboration are key in advancing digital teaching and learning initiatives.
The second day focused on the theme "Learning & Teaching in a Post-Covid Context: The Status Quo”, particularly on how the pandemic transformed and affected the teaching and learning landscape. Participants engaged in three break-out groups:
Changes learning and teaching collaboration within the institution
Participants identified questions and challenges, such as the utilization of commercial MOOCs and other platforms for online teaching collaboration (e.g., Coursera, Edx). Concerns were raised regarding the alignment with institutional curricula development and accreditation rules, as well as cost implications. Some institutions have established Open Educational Resources (OER) policies, but these must catch up with new and unfolding trends.
Assessment procedures for collaborative online teaching were discussed, emphasizing the need for institutional-level protocols linked to quality assurance systems. There is room for experimentation with assessment methods, including the concept of 'micro-examination.'
Examples from Lebanon highlighted the importance of collaborative virtual teaching amid economic challenges. As one concerning observation, it was reported that interdisciplinary collaboration in countries like Armenia has diminished post-COVID. In Palestine, collaborative online teaching involving community actors and service-based learning initiatives was noted as particularly impactful. Discussions also touched upon whether certain subjects are more conducive to collaborative online learning and how potential barriers can be overcome.
Student and staff well-being
Wellbeing of both students and staff was discussed, particularly in the context of the COVID-19 pandemic and the continued digitalization of universities.
Key Points:
- Wellbeing was understood as a broad concept emphasizing balance, with the collective wellbeing of students and staff impacting the overall institution.
- Challenges include blurred personal and academic boundaries, increased anxiety among students, digital poverty, increase in the demand for counselling services, and faculty overload.
- Survey results highlighted the importance of factors such as good communication, mutual respect, and psychological safety for wellbeing, many of which have been negatively impacted.
- Recommendations included the clear inclusion of wellbeing in institutional policies, authentic engagement by leaders, prioritisation of resources for wellbeing, and transparent communication of values and expectations.
- Differences in focus between student and staff wellbeing were noted, with some institutions prioritising student wellbeing over staff.
- Challenges included balancing family responsibilities with teaching duties and providing adequate training for faculty members, particularly those from older generations.
- Initiatives such as dedicating time for physical activity and promoting dialogue with students and academics aimed to support wellbeing.
Opportunities for International collaboration
Participants shared experiences regarding the utilisation of digital platforms for international partnerships and exchanges within their respective systems or institutions. They discussed the methods employed and the effectiveness of digital tools in facilitating such collaboration. The discussion highlighted the important elements for digitally enhanced internationalisation in each context.
Finally, with the presentation from the Director of e-Learning Centre in Romania, participants had the opportunity to delve into the implications of Artificial Intelligence (AI) in higher education and examine some institutional policies that are being shaped regarding Chat GPT. Participants engaged in a Mentimeter exercise to assess their familiarity with AI (Results attached), gauge their knowledge of its applications, and identify potential challenges. Key discussion topics included ethical considerations, the use of ChatGPT for Science, Technology, Engineering and Mathematics (STEM) teachers, and the role of AI in shaping the future of education. Participants were encouraged to explore the various applications of AI tools like ChatGPT in enhancing instructional design, personalized learning experiences, and student support services. Several examples and frameworks were shared during the presentation: the European Digital Education Hub from the European Commission in which one of the key theme’s is AI and the UNESCO Report on ChatGPT and artificial intelligence in higher education: quick start guide.
