News

Enhance Your Language Skills with the Arqus Plurilingualism Module (2)

2025-08-28T13:49:49+03:00

In the 2025–2026 academic year, 911�� students are invited to take part in the Arqus Plurilingualism Module, which offers the opportunity to begin learning Lithuanian, Norwegian or French at A1 level. Alongside this, participants are encouraged to continue practising a foreign language they already know through informal activities such as the Arqus Café. The module brings together formal courses, informal learning opportunities and theoretical perspectives on language and culture, enabling students to reflect critically on their own learning strategies and cultural experiences.

The programme runs from September 2025 to January 2026 and is delivered online via Microsoft Teams and MOODLE. It comprises 150 academic hours (50 contact hours and 100 hours of independent work) and is free of charge. Students will receive 5 ECTS credits, participants from other Arqus universities will be awarded a certificate of participation. Registration is open from 1 to 16 September.

This year’s module builds on the pilot organised in 2024–2025, which focused on Lithuanian language and culture. Participants of the pilot combined A1 Lithuanian courses with lectures on Lithuania’s culture, language and politics. As one student reflected: “Overall, the multilingual module has provided me with valuable insights into language acquisition, cultural adaptation, and literary representation. Understanding different learning styles has allowed me to reflect on my own approach to language learning. Exploring Lithuania’s sociolinguistic landscape has deepened my awareness of historical influences on multilingualism. Finally, learning about women’s literature in Lithuania added to my cultural knowledge of the country I am now living in. This module has not only enhanced my academic knowledge but also enriched my personal perspective on language and communication in diverse contexts.”

By joining the 2025–2026 module, students will not only gain new language skills but also broaden their cultural horizons and take part in a wider European dialogue on multilingualism. For registration, click here.

Arqus Hosts a Screening of the “Refugee Girls” Documentary

2025-08-21T10:06:34+03:00

The universities of the Arqus Alliance, together with the “Scholars at Risk” network, invite you to the screening and discussion of the “Refugee Girls” documentary (2023), which will take place on 23 September at 16:30 at the Small Hall of the “Pasaka” Cinema Theatre (Šv. Ignoto g. 4/3).

The “Refugee Girls” documentary talks about the lives of young refugee girls in Europe. One story follows Afghan student Robina, who is studying at Rome’s La Sapienza University, where she and other refugees are trying to adapt to university life and the new reality of Italy. Another story tells of Sofiia and Bozhena, two Ukrainian girls who integrate at the University of Barcelona while continuing their distance studies in Ukraine. Despite the difficult challenges of forced migration, these young women look to the future with hope.

The film screening will be attended remotely by director Leonardo Cinieri Lombroso and human rights researcher Dr Elisa Gamba, who analyses the inclusion of refugees in university communities. After a brief introduction to the topic, a screening of the film will take place, followed by a discussion that will also present a range of initiatives to support refugee students.

This initiative is being implemented by the University of Padova together with Arqus partners – 911��, the University of Leipzig, the University of Graz, Maynooth University, the National University of Kyiv-Mohyla Academy, and members of the “Scholars at Risk” network.

Please register here.

The Results of the Arqus Twinning 2.0 Projects Have Been Published

2025-08-13T09:03:14+03:00

The Arqus Alliance is proud to share the results of its internal call for short-term mobility programmes designed to foster long-term and collaborative activities among its members. This second call marks the willingness of the academic staff to carry out joint learning and teaching activities and strengthen the subject-related collaboration.

This initiative is foreseen as a first step to develop further interactions between Arqus staff and students and to build a strong basis for developing future programmes, activities and mobilities. The selected projects will be carried out through the academic year 2025-2026, enabling about 60 students and 12 lecturers to benefit from the mobility programme.

The response to the call was positive, with 24 proposals submitted from across the Alliance. This enthusiastic participation highlights the strong interest in building cross-institutional collaborations. While many proposals demonstrated excellent quality and high potential, only a small number could be funded.

This is the list of the six projects selected for funding thanks to the Innovation Fund and partners’ resources:

“Sustainable leadership and innovation: empowering future changemakers”. 911�� and the University of Minho.
“Urban green transition pathways”. 911�� and the University of Granada.
“Smart Finance for a greener future: ESG investing and digital-era risk management”. 911�� and Durham University.
“Greening transitions with AI: Climate, employment and sustainability in action”. The University of Minho and The University of Graz.
“Energy Network for Advanced Conversion Technologies (ENACT)”. The University of Wrocław and The University of Padua.
“The controversy over the orthodox concept of God in the late 18th century. Philosophical debates: investigations for a critical genealogy of contemporary secular and post-secular thought”. The University of Padua and Leipzig University.

What Does It Mean to Learn Autonomously?

2025-08-12T09:00:00+03:00

Is learner autonomy just about studying alone, or is it something much deeper, more collaborative and more critical? How do we help students become truly autonomous learners in today’s digital world? These questions are at the heart of the latest episode of the Arqus Knowledge Pills podcast featuring Professor Marco Cappellini, specialist in Language Sciences at the University of Lyon 1 and co-editor of Learner Autonomy and Web 2.0.

Drawing on years of research in language education, virtual exchanges and teacher training, Professor Cappellini explores how our understanding of autonomy has evolved from individual self-regulation to a more social and reflective process supported by peer interaction and digital tools. He introduces the idea of social autonomy, where learning is shaped not in isolation, but through meaningful collaboration and dialogue, especially in online environments.

The conversation also touches on the role of teachers in fostering learner autonomy: not as distant facilitators, but as active mediators who scaffold learning, guide reflection, and help students navigate complex digital learning spaces.

How can we support all learners, including those with less access to resources or digital confidence, in becoming autonomous? What kinds of environments and policies are needed to make autonomy an honest and equitable goal?

Don’t miss Episode #42 of Arqus Knowledge Pills, a rich and timely conversation on the future of language education, learner agency and the evolving role of teachers in the digital age. You can listen to the episode here.

Arqus Launches a New Massive Open Online Course in Cybersecurity

2025-08-11T11:38:14+03:00

The new Arqus Massive Open Online Course (MOOC) “Cybersecurity for Citizens and Professionals” is now available to the public on the Future Learn platform.

Developed within the framework of the Arqus European University Alliance as part of the Cyberactioning Project, co-funded by the Digital Europe Programme, this course aims to promote digital security skills for a broad audience: from citizens to professionals.

The MOOC was designed and delivered as part of the training activities foreseen in Cyberactioning, a project coordinated by the University of Granada. It was developed by academics and professionals from the project’s diverse consortium of academic and industry partners, including:

University of Padua, 911�� and University of Minho
And industry and research partners: IMDEA, AMPED, QASCOM, DIGITALSIGN, EUROTUX, and 4iQ Constella Intelligence

About the course

The course is open and free for all learners. Once enrolled, participants have six weeks of access to the material and can follow it weekly or at their own pace.

What will you achieve?

By the end of the course, you will be able to:

Apply fundamental cybersecurity principles to safeguard personal and professional data
Explore various online threats and identify strategies to mitigate them
Investigate common vulnerabilities in digital systems and how to address them
Evaluate real-world cybersecurity incidents and extract actionable lessons
Practice creating secure environments, both at home and in the workplace

Certificate of achievement

Learners who wish to receive a certificate can upgrade the course via Future Learn. To qualify, they must:

Mark over 90% of the course steps as complete
Attempt all test questions
Score above 70%

This course and other exciting learning opportunities will soon be accessible directly through the Arqus Learning Platform, bringing flexible, high-quality training even closer to our university community.

For more information, click here.

Arqus Human Chapters: Where Stories Are Meant to Be Shared

2025-07-21T08:54:08+03:00

An experience familiar to all students and researchers: You want to find out more about a topic or a person. That’s why you enter a library, take a book off the shelf and read a chapter or two to expand your knowledge. But what if there was a library where people instead of books were waiting for inquisitive people? People who are willing to behave like open books and answer open questions by recounting chapters from their lives?

This is exactly what PhD student Saumya Sadhu from the University of Graz wants to make possible together with colleagues from the universities of Granada, Lyon 1, Minho and Padua. As part of the Arqus “Human Chapters” project, online events on the topic of “Diversity at universities” are to be created in which all interested people can participate. People who study and work at universities and have experienced diversity will then be waiting for visitors in various rooms.

Tangible stories

Saumya Sadhu explains: “The aim is to enable people to learn more about the reality of life for a wide variety of people. But not through specialised lectures and theory, but directly from people who talk about their lives.” The aim is to make opportunities, problems and solutions tangible.

A platform that is here to stay

According to Sadhu, the funding of the Arqus Innovation Fund is central to the realisation of “Human Chapters”: “One thing was clear to us from the outset: we don’t want to expect our ‘chapters’ to do this without payment. That would be unfair and against our principles.”

Even though the project is only just getting off the ground, Saumya Sadhu and her team already know exactly what they want: “Our events should offer a platform where people can simply speak freely. Experiences should be shared as they were experienced. This can create a space where people can learn first-hand about the experiences of women, people of colour and queer people during their time at university.”

Human Chapters: Join in now!

The first edition of “Human Chapters” is set to take place at the end of 2025. And it won’t just be one event: “Our hope is that we can do this regularly with lots of different people.” That way, as many people as possible can learn from each other and ultimately understand each other better.

Anyone who would like to become a “Human Chapter” themselves and report on their own experiences at one or other event can contact Saumya Sadhu () and become an open book themselves.

Intercultural Dialogue: Arqus Language Centre Directors Gathered at the University of Granada

2025-07-18T11:19:25+03:00

Language centre directors from eight Arqus universities and one associate partner met in Granada from 25 to 27 June to focus on the topics of culture and management during their network meeting titled “Bridging cultures and leading change in university language centres: Intercultural and language workshop series for the plurilingualism module”.

The meeting began with a welcome session and an atmospheric evening tour of the Alhambra, Granada’s world-renowned historic palace and fortress. The next day was dedicated to intercultural awareness, with an insightful session led by Maria José Pérez from the University of Granada’s Language Centre. Participants explored key cultural concepts such as the three levels of culture and the distinction between low-context and high-context cultures. These themes will be developed further in future Arqus Plurilingual Hub workshops.

On the second day, Professor Andrés Navarro delivered a session on business models and strategic planning for university language centres. His presentation focused on building institutional vision, generating added value, and strengthening leadership practices.

Professor Roma Kriaučiūnienė from 911��, who took part in the meeting, described the event as both meaningful and necessary. “The interactive lectures and practical workshops were immensely valuable, as were the discussions on intercultural cooperation led by Maria José Pérez from the University of Granada’s Language Centre,” she said.

She emphasised how important it is to foster students’ cultural sensitivity: “We were reminded of the need to continuously nurture students’ awareness of cultural differences – to help them recognise and respect these differences. This is the foundation of smooth and respectful communication in any multilingual and multicultural environment.”
The professor also noted that many of the ideas presented during the event will be reflected in upcoming seminars organised by the Arqus Multilingual and Multicultural Centre.

Reflecting on Professor Navarro’s contribution, she added: “His insights into language centre management models, strategies, and vision were both inspiring and practically useful. Many of his ideas can be creatively applied across the varied management contexts of our Arqus universities.”

This was the seventh meeting of the Arqus Language Centre Directors, and the group plans to meet again next year.

What Can Sinkholes Tell Us About Our Planet’s Future?

2025-07-15T14:46:59+03:00

What causes the Earth to suddenly collapse beneath our feet? Can geophysics help us predict – and perhaps even prevent – natural disasters? These are just some of the fascinating questions explored in the latest episode of the Arqus Knowledge Pills podcast with special guest Professor Djamil Al-Halbouni, expert in Applied Geophysics and Remote Sensing at Leipzig University.

In this episode, Professor Al-Halbouni guides us through the invisible forces shaping our landscapes – from sinkholes in the Dead Sea region to erosion in Bronze Age archaeological sites. Drawing on his international research experience and innovative use of numerical simulation, remote sensing and fieldwork, he explains how water-related processes such as subsidence and collapse can reveal urgent insights into both our past and future environments.

The conversation also highlights his recent Arqus course in the Granada Geopark, where students explored how geophysical methods connect natural history with cultural heritage. Geoparks offer unique learning opportunities that bridge science, sustainability and storytelling.

Professor Al-Halbouni also discusses the social impact of natural hazards on vulnerable communities – especially those living along the receding shores of the Dead Sea. He reflects on the potential of new technologies, including AI and satellite data, to support early-warning systems and more resilient planning strategies.

You can listen to the episode here.

From Vilnius to Granada: VU Team Addresses Climate Change Through the Arqus International Programme

2025-07-15T14:30:20+03:00

Programme participants. Photo credit: University of Granada

At the beginning of this year, the Arqus Alliance launched a call for applications for the Erasmus+ Blended Intensive Programme (BIP) based on challenge-based learning. Professor Egidijus Rimkus from the Faculty of Chemistry and Geosciences at 911�� (VU) and six VU students seized this opportunity to join the programme. Participants explored the causes and consequences of climate change, examined potential solutions, and looked into ways to strengthen climate resilience.

The programme was based on a hybrid learning model, combining remote lectures, a challenge-based collaborative research project, and in-person meetings at the University of Granada. “It was a valuable experience – I would recommend it to everyone, whether they are students or teaching staff. The activities were well-organised, timely, structured, and meaningful,” said Prof. Rimkus.

Solving climate issues through interdisciplinary cooperation

According to the Professor, one of the VU team’s key strategies was to ensure interdisciplinarity by selecting students from different fields and faculties: “Topics such as climate change, market dynamics, or social issues are highly interdisciplinary and require a variety of perspectives. That’s why we aimed to include students from different VU faculties; it’s the only way to take a truly holistic view of global challenges. And it worked – the students tackled issues beyond a single discipline's boundaries.”

The six VU students represented political science, law, sociology, geography, and pharmacy. This diversity enriched discussions by introducing multiple perspectives and deepening theoretical as well as practical understanding of climate-related challenges.

During the week-long session at the University of Granada, students attended lectures that covered the links between health, environmental protection, and climate change. They discussed the importance of rare earth elements in technologies used to combat climate issues. “We had a very intensive week, with classes running all day – from morning to evening. The students worked in international teams, tackled issues, shared ideas, and proposed solutions. It was an exciting and valuable experience,” added the Professor.

From scientific theory to practical sustainability solutions

One of the participants – Miglė Kapliukaitė, a student from the VU Faculty of Medicine – highlighted that the project not only deepened the participants’ academic knowledge but also introduced them to practical initiatives: “Together with lecturers and students from Poland, Portugal, and Spain, we explored topics related to climate change. In Spain, we visited a company working on innovative physical solutions and the largest vegetable supplier in Europe, which operates on sustainable business principles – their vegetables can often be found in Lithuanian stores, too.”

According to the pharmacy student, one of the most valuable aspects was the intersection of different disciplines: “Discussing climate issues from so many different angles was incredibly engaging.”

At the end of the programme, the students completed a creative task – a presentation on Vilnius as a green capital. “In our final assignment, our team analysed the sustainability-related challenges still relevant in Vilnius and identified areas where significant progress could be made. We also looked at examples of best practice and reviewed successful solutions already being implemented in the city,” said Gabija Bakutytė, a student at the VU Faculty of Chemistry and Geosciences.

Both personal and academic experience

According to geology student Gabija Bakutytė, the programme provided valuable insights and lasting memories: “Participating in the Arqus programme gave me some of the best memories – it deepened my knowledge and broadened my perspective. It was an incredibly enriching opportunity to attend interesting lectures on scientific topics, engage in discussions, meet new people, and get to know the host country through guided excursions and personal exploration. Ultimately, I returned home with many unforgettable moments and new friendships.”

Prof. Rimkus noted that the experience was meaningful on both an academic and personal level for all participants. He emphasised that students remained highly motivated throughout the programme: “The students were truly engaged – not only did they complete the assignments, but they also later integrated them into their studies. One student even chose her final thesis topic based on what she experienced and learnt during the programme. It mattered to them – not just as a professional subject, but as something personally meaningful.”

The Arqus Alliance consistently develops its international mobility programmes for students and academic staff alike. These initiatives offer opportunities to gain interdisciplinary knowledge, collaborate with international teams, and analyse pressing societal challenges. “I would strongly recommend the Arqus programmes to anyone looking for broader opportunities,” said Gabija Bakutytė, urging other students to make the most of what the University has to offer.

Volunteer as a Tutor for the Arqus Language Dives

2025-07-10T08:30:50+03:00

Before the next edition of the Arqus Café and on the occasion of the European Day of Languages, the Plurilingual Hub organises a special event to learn new languages: the Arqus Language Dives.

On 26 September, we will offer a dive into several languages so you can get familiar with a new language (A1). You will learn how to introduce yourself in this language and be able to have a mini conversation by the end of the session.

The Arqus Language Dives will be an opportunity for participants to take part in an Arqus Café for a language that they have no prior knowledge of. Sessions will last 45 minutes. As many languages as possible will be offered in different time slots so participants can choose what they are more interested in.

We are looking for volunteers who would like to offer a language that they speak as their first language. Please register by 30 July at the latest.

Join the 2nd Phase of the Arqus MoVEs Student Virtual Exchanges

2025-07-10T07:12:23+03:00

Are you heading abroad next semester? Or perhaps you’re interested in intercultural experiences while still deciding whether to apply for an international exchange?

The 4th edition of the Arqus MoVEs virtual exchange programme is currently taking place, with the second module set to begin in just a few days.

If you are a student preparing for an international mobility experience in the first semester of the 2025/26 academic year and have not yet signed up, don’t miss this opportunity to take part in the second module. The programme is also open to those who haven’t studied abroad yet, but are keen to connect with others in an intercultural and multilingual setting.

Shaping the Future of Higher Education: Arqus Student Lab at 911��

2025-07-03T12:41:31+03:00

On 2–3 July 2025, 911�� welcomed students from across the Arqus Alliance to the very first Transversal Arqus Student Lab – a two-day event designed to empower students to actively shape academic life.

Organised at the Institute of International Relations and Political Science, the Lab brought together eighteen students selected through an open call earlier this year. The selected participants included students from various Arqus universities, some of whom have been involved in other Alliance-related activities and initiatives. The Student Lab was launched as part of the Arqus Student Agora and funded through the Arqus Innovation Fund.

Working in international teams, participants applied creative and practical methods to develop ideas and propose solutions. Throughout the Lab, they strengthened essential transversal skills – including communication, critical thinking, and teamwork – while gaining professional growth tools, such as CV and LinkedIn planning, personal branding and reflective thinking.

The Lab followed a structured format combining guided sessions, teamwork, and open discussion and feedback opportunities. At the end of the programme, each group presented their project concept and received input from peers and facilitators. Students also had time to connect informally and experience the atmosphere of 911��.

This initiative was supported by the Arqus Innovation Fund under the programme Transversal Arqus – Arqus Alumni Mentorship Programme.

Teaching Portfolio Workshop: Building Your Academic Profile

2025-07-03T11:11:12+03:00

As part of the Arqus Teaching Innovation initiative, the University of Graz invites teaching staff from all Arqus partner universities to take part in the online workshop “Introduction to the Teaching Portfolio”, taking place on Wednesday, 9 July 2025, 09:00–12:00 (CEST).

Led by Dr Lisa Scheer from the Competence Centre for University Teaching, this session offers a hands-on introduction to the teaching portfolio – a reflective document in which instructors present their teaching philosophy, methods, experiences, and future goals. Teaching portfolios are valuable tools for professional growth and play an increasingly important role in academic application processes.

The workshop will explore the structure, purpose, and benefits of teaching portfolios. Participants will also take part in writing and reflection exercises to begin or continue developing their own portfolios.

By the end of the session, participants will have a clear understanding of what a teaching portfolio can include and how it can support their development as educators. They will also be equipped with the tools and confidence to begin working independently on their own portfolio.

The workshop will take place online on Wednesday, 9 July 2025, from 09:00 to 12:00 (CEST). The meeting link will be provided by the University of Graz prior to the event. Registration is open until 4 July 2025. For more information and registration, click here.

The Results of the Arqus Research Initiative Have Been Published

2025-07-02T14:00:00+03:00

The Arqus Alliance is proud to share the results of its internal Research Initiative, designed to foster long-term, collaborative research activities among its member universities. This self-funded pilot call marks an important milestone in strengthening the research dimension of the Alliance, particularly by encouraging the active participation of early-career researchers.

Open to all academic disciplines and welcoming the involvement of associate partners and external organisations, the call invited proposals aligned with Arqus’ three key research priorities:

Climate Change and Environmental Sustainability
Artificial Intelligence and Digital Transformation
European Identity and Heritage

The Initiative aims to support projects involving a minimum of three institutions within the Alliance, to be implemented over 18 months, starting from July 2025. Activities supported include collaborative research projects, PhD workshops, short-term mobility, and the formation of research teams for future joint proposals.

The response to the call was overwhelmingly positive, with 61 proposals submitted from across the Alliance. This enthusiastic participation highlights not only the research potential within the network but also the strong interest in building cross-institutional collaborations. While many proposals demonstrated excellent quality and high potential, limited available resources meant that only a small number could be funded under this initial scheme.

Following a thorough evaluation process, a total of €99,600 has been awarded to four selected projects spanning a diverse range of disciplines, including climate science, neuroscience, plant biology and cultural heritage. All projects involve at least three Arqus partner universities and will contribute to strengthening the foundations for future joint research initiatives and funding applications.

“Improving confidence in future projections of Atlantic circulation”

Lead institution: University of Padua

Partner institutions: Maynooth University, University of Graz

Activities: Development of a research team with a view to e.g preparing joint proposals for external funding or joint publications.

Summary: This project brings together climate scientists, oceanographers, and theoretical physicists from Padua, Maynooth, and Graz to better understand and predict changes in the Atlantic Meridional Overturning Circulation (AMOC), a key component of global climate regulation. It aims to reduce uncertainty in climate model projections by integrating observational data, machine learning, and theoretical frameworks. Activities include workshops and research coordination toward larger future proposals.

Score: 94.99

“BrainStimPredict: A cross-disciplinary approach to Brain Response Prediction”

Lead institution: University of Padua

Partner institutions: University of Granada, University of Minho

Activities: Small-scale research project, Mobility of small teams, Development of a research team with a view to e.g preparing joint proposals for external funding or joint publications

Summary: BrainStimPredict aims to develop an innovative computational pipeline to predict how the brain responds to stimulation, bridging neuroscience, control theory, and data science. With contributions from Padua, Granada, and Minho, the project will train six early-career researchers through joint research, mobility, and validation of models using high-resolution neuroimaging data. It supports digital transformation and clinical translation in mental health by providing open-source tools for precision therapies.

Score: 89.50

“Assessment of floral organ photosynthesis with novel mutant collections”

Lead institution: Maynooth University

Partner institutions: University of Lyon 1, University of Padua

Activities: Small-scale research project

Summary: This project investigates the often-overlooked capacity of floral organs to perform photosynthesis and its significance across different plant species. By conducting a comparative physiological analysis, the research aims to uncover how floral photosynthesis contributes to reproductive efficiency and evolutionary adaptation, potentially informing ecological and agricultural strategies. It will strengthen collaboration and train early-career researchers in plant biology and comparative ecology.

Score: 88.50

“The effect of erosion on archaeological sites in the UNESCO Global Geopark Granada”

Lead institution: Leipzig University

Partner institutions: University of Granada, University of Padua

Activities: Small-scale research project, Organisation of a research and/or advanced educational seminar and/or a winter or summer school, Mobility of small teams, Development of a research team with a view to e.g preparing joint proposals for external funding or joint publications

Summary: This project addresses the increasing threat of erosion to archaeological sites by combining geoscience, archaeology, and heritage studies. It seeks to understand erosion processes and their impact on cultural heritage across different regions, ultimately informing better conservation strategies. Activities include field studies, PhD workshops, and interdisciplinary training, helping to protect vulnerable archaeological heritage in a changing climate.

Score: 87.50

All selected and non-selected initiatives will be contacted. For further questions, please send an email to .

Marija Bočiarovaitė on Her Experience at the European Student Assembly: “Young People Care About Mental Health and Housing Accessibility”

2025-07-01T12:47:50+03:00

Representatives of the Arqus Alliance universities at the European Student Assembly in the European Parliament. Photo credit: M. Bočiarovaitė’s personal archive.

What matters most to young people in Lithuania and across Europe? What challenges are they facing, and how do they suggest addressing them? These were the questions explored by Marija Bočiarovaitė, a social work student at the Faculty of Philosophy of 911�� (VU), who participated in the European Student Assembly (ESA25) held on 26–28 May at the European Parliament in Strasbourg. While the event brought together attendees from over 200 universities, Marija was the only Lithuanian student; she represented the Arqus Alliance, which includes nine universities from Ireland, Austria, Spain, Italy, Poland, Portugal, France, Germany, and Lithuania (VU).

The European Student Assembly was organised as part of the EUC Voices project, an initiative by the European Universities alliances aimed at amplifying the voices and needs of young people and empowering students to influence European policy. Over a period of six months, the selected students worked in eight remote groups, focusing on such topics as housing accessibility for young people, the ‘green future’, migration, artificial intelligence (AI), education and lifelong learning, inequality, etc. Marija chose to join the group that worked on recommendations concerning youth mental health. In this article, she reflects on her experiences at the Assembly.

How did you learn about EUC Voices, and what motivated you to apply?

I found out about the project through the Arqus Alliance social networks. Some time ago, my lecturer, Prof. Eglė Šumskienė, forwarded me an Arqus offer for a study exchange. Even though I missed that opportunity, I started following Arqus updates more closely. The EUC Voices project caught my attention because it focused on advocacy and social policy – the fields in which I am actively involved. I filled in the application form, and after a while, I received a message saying that I had been selected to participate. In total, there were more than 2,000 candidates, and only 200 were chosen to participate. Each student applied through their respective university alliances, which were involved in the selection process. As far as I know, one student from each university of the Arqus Alliance was selected.

What does advocacy mean?

Advocacy is a practice that involves representing and defending the interests of other individuals, especially those from vulnerable groups, who may not be able to speak up for themselves. It also includes supporting ideas or policies. Therefore, advocacy can mean promoting human rights, encouraging cross-sector cooperation, or pushing for policy changes. In social work, advocacy is not yet very popular. There is a common belief that social work is primarily about providing services, while advocacy is seen as the domain of lawyers or politicians. But in reality, social work is a great field for leadership and advocacy. For example, I work at a non-governmental organisation that defends the rights of people with disabilities at the policy level, aiming to bring about changes in social policy, legislation, and other related areas. In the EUC Voices project, we will conduct advocacy through publicity. Our goal is to publish and disseminate the recommendations we have developed both in our own countries and more broadly within the European Parliament to reach out to decision-makers.

Marija Bočiarovaitė. Photo credit: Tomas Terekas.

What recommendations did your group propose regarding the mental health of young people?

Our group, which consisted of 30 participants, worked in smaller teams to prepare ten recommendations addressing the mental health challenges young people face in the modern world. My team proposed introducing emotional education in schools tailored to children’s age groups, starting from kindergarten and primary school through to higher education. We also emphasised the importance of including social service institutions and non-formal education. We have to talk with children so they can better understand their own emotions and those of the people around them – how to express them appropriately, set healthy boundaries, and respect those of others. Such education would also contribute to reducing the stigma around mental health.

We recommend integrating this topic into the school curricula and organising one dedicated Mental Health Day each month. On this day, psychologists and other specialists would be invited to lead various workshops – interactive and engaging sessions involving children, their parents, and teachers.

We discussed the importance of involving parents in the emotional education programme: for them to learn alongside their children, to recognise each other’s emotions, to respect one another’s boundaries, and to identify emotional difficulties in their children early on – whether they concern bullying, challenges in early romantic or peer relationships, or emerging disorders such as anxiety or depression.

It is also worth mentioning that emotional education is already included in the recommendations for schools. Moreover, institutions like the European Parliament cannot directly mandate national education systems but can provide guidelines. We, in turn, can proactively promote our recommendations not only at the European level but also in our own countries and local communities. For instance, Lithuanian schools already have ‘life skills’ classes. Our ideas could be integrated into the implementation of this programme as well.

What recommendations did the other groups present?

One of the prepared recommendations was to regulate AI and minimise its harm by developing psychological resilience programmes for employees working with AI systems in the communication, customer service, and IT sectors. This programme would be aimed at preventing burnout, reducing algorithmic anxiety, and assessing the long-term mental health effects of AI. There was a suggestion to encourage collaboration between content creators and mental health professionals to reduce harmful information reaching children and young people on social media.

Other recommendations included launching EU-wide campaigns to reduce the stigma associated with mental health issues, improving access to mental health services in educational institutions, youth centres, and care facilities; creating a more flexible assessment system in higher education to lower academic pressure; and ensuring accessible and flexible mental health services for students and children with disabilities. We also had proposals on youth empowerment in the fight against climate change and on migration in the EU, focusing on how to support migrants’ mental health and provide them with emotional support.

How was the Assembly conducted?

Most of us arrived the day before and stayed in a youth hostel. The next morning, we gathered at the European Parliament and received our passes to enter the meeting rooms. We gathered in the main plenary chamber for the opening session featuring welcome speeches, an overview of the Assembly agenda, insights from past participants, and a Q&A session. After that, we split into groups and finalised our recommendations in separate rooms. Each group prepared ten recommendations, which we then reviewed and discussed together.

The second day was longer and more intensive. We continued working in groups and attended the ‘Village of Alliances’ international university fair, where students could explore various European universities, their study programmes, and global opportunities. At the fair, I met some other students from the Arqus Alliance – we took some photos and spent time chatting and getting to know each other.

Later that day, inter-panel debates were held: we visited the other groups and gave feedback on their prepared recommendations. I joined the group working on the issue of housing accessibility for young people (titled ‘Living with Dignity’). We spent a couple of hours discussing and offering suggestions for improvement. I proposed incorporating universal design principles so that housing would not only be modern and contemporary but also inclusive and accessible for everyone.

On the third day, we all returned to the main plenary chamber of the European Parliament to vote on the recommendations. Each of the eight groups had two coordinators who presented their proposals. Then, we had a collective vote.

It was exciting to experience how Members of the European Parliament vote and how sessions are conducted there. We each had our own desk with a microphone – once you press the button, the whole chamber can hear you speak. There were also three voting buttons on the desk; they are shielded, most probably for confidentiality purposes. During the vote, you place your hand over the buttons and press green to approve, red to oppose, and white to abstain. Each recommendation was given about a minute for voting. The results were displayed on a large screen and a smaller one at each desk, showing how many voted in favour, against, or abstained.

It was agreed that the recommendations receiving majority support could be made public, meaning we could carry out advocacy based on them.

The third day was shorter. We finished the voting early, and afterwards had time to explore the European Parliament and the city, either by joining a group tour or exploring individually.

What impression did the European Parliament and Strasbourg leave on you?

The city is very beautiful – Strasbourg Cathedral and the Old Town are truly impressive, and the European Parliament building is spacious and modern. It was interesting to visit an institution where delegates from our countries come together to make decisions that affect the entire EU. I felt a sense of pride seeing the flags of all the member states flying at the entrance and realising that so many people from different universities had gathered under one roof. It was inspiring to see and feel how united we are. Together with other students, we talked about how uplifted we felt, and how proud we are of the EU and of each other – so many young and active people had come together, not just thinking about themselves, but representing the areas they care about and contributing to change.

Would you like to work at the European Parliament?

I tried to imagine what it must feel like to work in such a high-level institution every day, but my field is slightly different. My goal is to help decision-makers take informed and intelligent decisions; I would also like to contribute to forming more open and inclusive social policy both in the EU and Lithuania, ensuring that everyone’s rights are respected. I think I would prefer to stay on the NGO side, as they are closer to the people. I would rather be the one building the bridge between vulnerable groups and decision-makers to foster connections and mutual understanding.

Participants of the European Student Assembly. Photo credit: M. Bočiarovaitė’s personal archive.

Why did you choose to study social work?

When I finished school, I had no idea what path I wanted to take or what to study. I am really glad I took a break, because I gained the motivation to study during that time. It took a while to find my way to social work – first by understanding what I did not want to do, then by gradually discovering my passion. The Social Work programme at 911�� caught my attention because it takes a holistic and interdisciplinary approach – we study psychology and sociology at the Faculty of Philosophy and work directly with people. Soon after enrolling, I realised how comfortable I felt while studying and preparing for my professional journey. It confirmed that this is where I belong. These studies give me a great deal both as a professional and, first and foremost, as a person.

In what way have your studies helped you grow personally?

It has a lot to do with the programme’s content and what social work is all about. To help others, you must first understand yourself and get yourself together by caring for your own well-being. All the methods and theories we learn inevitably get applied to ourselves: you reflect on your own situation, whether there are any unresolved psychological or emotional issues in your family, environment, or among friends. When learning to work with vulnerable groups, communication has to be different, more specific: you have to know how to approach people, understand the reasons behind their behaviour, and be aware of how individuals function within society. All of these topics become personally meaningful. Our lecturers teach us that in order to provide support and high-quality services to others, we first need to make sure we feel at peace with ourselves and our environment. These aspects are inseparable.

What would you like to wish for other young people pursuing their studies?

I strongly encourage young people to take every opportunity during their studies and try as many international experiences as possible. Many programmes, such as Erasmus and others, offer exchanges, summer trips, and internships. Universities offer short-term mobility opportunities for those not looking to spend long periods abroad. Such experiences are extremely valuable for personal growth, building connections, and advancing professionally. I would like to encourage young people to stay active and engaged, participate in various activities, and make the most of the opportunities available during their university years.

One Health and Climate Change: Exploring Pathogens, Parasites, and Vectors

2025-06-09T12:39:15+03:00

The Arqus Climate Change and Sustainable Development Living Lab will organise an online scientific symposium on 17 June. Titled “One Health and Pathogens, Parasites, and Vectors”, this one-day event will explore the One Health approach in the context of climate change, with a special focus on antimicrobial resistance, vector-borne pathogens, parasites, and microbial biodiversity.

Arqus researchers, students and professionals are invited to attend this online symposium and workshop. The deadline to register is 16 June. The symposium “One Health and Pathogens, Parasites, and Vectors” is designed to foster transdisciplinary collaboration, the symposium aims to spark innovative research ideas and lay the foundation for joint grant proposals in this critical and evolving field.

Participants will have the opportunity to present their research areas and methodologies. Due to time constraints, the number of presentations will be determined based on the volume of submissions.

What is One Health?

One Health is a collaborative, multisectoral, and transdisciplinary approach that recognises the deep interconnection between human, animal and environmental health. It emphasises that the well-being of people is inseparable from the health of animals and the ecosystems we all share.

In the face of climate change, emerging infectious diseases, including mosquito- and tick-borne infections, and rising AMR, the One Health approach is more vital than ever. It empowers scientists, policymakers, and practitioners to work together across disciplines to:

Detect and prevent disease outbreaks
Understand how environmental changes affect disease dynamics
Promote sustainable and resilient health systems
Develop integrated solutions to global health challenges

For more information and registration, click here.

Are We Ready for AI Twins?

2025-06-02T10:50:17+03:00

What are AI twin assistants, and how could they change the way we work, create and interact? What legal and ethical questions do they raise around data privacy, ownership and identity? These are the core questions addressed in the latest Arqus Knowledge Pills podcast episode: Are we ready for AI Twins? Legal and ethical challenges ahead: Innovation, privacy, and the future of digital identity.

In this brand-new episode, we welcome a very special guest: Dr Paulius Jurčys, senior lecturer at the Faculty of Law of 911�� and expert in data privacy, copyright and emerging technologies.

Together, we explore the fascinating world of AI twin assistants: digital versions of ourselves that can write, speak and act on our behalf. How do they work? Who owns the content they generate? And what are the legal and ethical risks when our voices and identities can be cloned?

From data ownership to AI-generated creativity and from deepfakes to digital fairness, this episode dives into the evolving intersection of artificial intelligence, law, and innovation.

Tune in to discover how AI twins could reshape our understanding of creativity, fairness, and personal data in the digital future and why now is the time to think critically about the rules that will shape it. You can listen to the episode by clicking here.

Dr Paulius Jurčys is a senior lecturer at 911�� Law Faculty, who teaches data privacy and copyright law courses at 911�� Law Faculty and serves as an affiliate fellow with Harvard’s CopyrightX program. A technology lawyer and admitted to practice law in California. He is also a co-founder of Prifina, a San Francisco company that builds personal data technologies for individuals. Paulius Jurčys holds an LL.M. from Harvard and a Ph.D. from Kyushu University, and in 2025 became a visiting scholar at UC Berkeley School of Law. In 2025, he won the MyData Global “Thought Leadership” award. He served as an expert member of the International Law Association Committee on Intellectual Property, which drafted the 2021 Guidelines on Intellectual Property and Private International Law.

The episodes of the Arqus Knowledge Pills are published on a regular basis and can be subscribed to on Spotify.

Arqus Joint Call for Blended Intensive Programmes

2025-06-02T10:27:01+03:00

Arqus is pleased to launch its second joint pilot call for Blended Intensive Programmes (BIP), which are designed and funded by the Erasmus+ programme.

BIP are intensive programmes that use innovative ways of learning and teaching, including the use of online cooperation. These programmes for students and staff must comprise a short-term physical mobility abroad combined with a compulsory virtual component, facilitating a collaborative online learning exchange and teamwork.

The programmes have to be developed and implemented by at least three partners from Erasmus+ programme countries, and in this case, at least two universities from the Arqus Alliance.

One of the partners will cover the role of coordinator. The coordinator will host the in-presence activities for 5 (min) to 30 (max) days and provide at least 3 ECTS. The home institution of each participant will be responsible for recognising the credits in their career.

The virtual component is compulsory, but there are no constraints on timing or length. The BIP should involve a minimum of mobile participants (10 to 20, depending on the hosting partners) from universities in the programme countries. Participants can be either students (all cycles) or staff.

Contents for both the physical and the virtual components should be co-designed by the partners and can be either interdisciplinary or very specific. Activities must be implemented during the period from December 2025 to 31 July 2026.

The call is open until 15 July 2025.

For more information, click here.

Joint Call for Arqus Twinning 2.0 Projects

2025-06-02T08:44:18+03:00

Arqus on the Move launches a call for Twinning projects for the academic year 2025-26. Arqus Twinning 2.0 aims to strengthen subject-related collaboration between staff and students and create possibilities to carry out joint learning and teaching activities through piloting short-term mobility schemes.

Twinnings 2.0 is based on the mobility of two groups from two different Arqus universities, reciprocally visiting each other’s partner institutions to carry out a common programme and share mutual learning experiences.

Twinning activities may vary in their mode and type. They have to consist of activities with learning objectives and may include group trips, participation in international contests, joint workshops, summer schools, group projects, conferences, etc. Twinning activities might be implemented through regular (physical) mobility or blended teaching/learning.

Arqus Twinning 2.0 activities are carried out in reciprocity between the partners involved in two phases, meaning that each university will send its group to visit the counterpart to carry out the programme foreseen in the application. The additional virtual component is not mandatory but highly recommended.

Furthermore, Twinning 2.0 promotes the Alliance’s main themes: European Identity heritage, Artificial intelligence and digital transformation, Climate change and environmental sustainability.

The call is open until 15 July 2025.

Discover more here.

Arqus Staff Training Modules – Learn to Develop Joint Programmes

2025-05-30T13:09:01+03:00

One of the goals of the Arqus European University Alliance is to develop joint programmes at all levels, which are offered jointly by two or more participating Arqus institutions.

To support interested academic and administrative staff in this endeavour, the team of Arqus Learning Pathways has designed a series of training courses at different levels and on different topics relevant to the design and implementation of joint programmes (JPs).

The trainings are designed as modules that can be attended separately or consecutively. The first three modules, delivered between late 2024 and early 2025, were designed as basic modules and had as their target audience academic and administrative staff on departmental and central levels who are interested in the design and the development of joint programmes but have no extensive experience in implementing them.

The upcoming trainings have been structured as advanced modules aimed at supporting the development and implementation of individual programmes, and they are also available to all interested participants.

The training courses will be conducted online, and access links along with additional information will be provided to all registered participants by email.

For more information and registration, click here.

The University of Graz Invites Arqus Students to the Micro-Credential Module “Artificial Intelligence & Society”

2025-05-28T11:04:23+03:00

The University of Graz invites students from all disciplines at the Arqus universities to participate in this virtual mobility opportunity free of charge.

This innovative complementary qualification programme, “Artificial Intelligence & Society”, is a 16 ECTS micro-credential (also called micro-degree), demonstrating our commitment to future-oriented education that bridges disciplinary boundaries. Interested students must register before 27 June 2025.

Do you want to understand how artificial intelligence (AI) works and spice up your degree programme with a special qualification? This is your chance to gain additional future-oriented qualifications in a highly relevant field by participating in online courses as part of a virtual mobility experience at the University of Graz.

Programme highlights

Designed for students from all disciplines
Participation is free of charge for all virtual mobility students from Arqus Universities
Built as a complementary qualification alongside primary study programmes
Internationally recognised certification that documents cross-disciplinary AI competencies
Interdisciplinary approach covering technical, ethical, legal, economic, and educational aspects of AI
Practice-oriented curriculum balancing theory with hands-on application
Emphasis on responsible and critical engagement with emerging technologies
Offered as virtual mobility to students from partner universities
Language of instruction: German or English

This interdisciplinary qualification responds to the transformative potential of AI technologies, equipping students with both theoretical foundations and practical skills. Students will learn to understand, critically evaluate, and responsibly implement AI systems across various domains, gaining essential key competencies for their future professional lives.

For more information and registration, click here.

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The Results of the Arqus Research Initiative Have Been Published

Marija Bočiarovaitė on Her Experience at the European Student Assembly: “Young People Care About Mental Health and Housing Accessibility”

One Health and Climate Change: Exploring Pathogens, Parasites, and Vectors

Are We Ready for AI Twins?

Arqus Joint Call for Blended Intensive Programmes

Joint Call for Arqus Twinning 2.0 Projects

Arqus Staff Training Modules – Learn to Develop Joint Programmes

The University of Graz Invites Arqus Students to the Micro-Credential Module “Artificial Intelligence & Society”

Shaping the Future of Higher Education: Arqus Student Lab at 911��