TEACHING
EXCELLENCE
DATABASE

The importance of ESD is increasingly becoming the focus of contemporary teaching. Existing teaching models can be supplemented by the implementation of Social Entrepreneurship Education/SEE. Five universities have developed a BIP by Erasmus+’ on the topic of ‘SEE-ing a Better World’ and implemented it in 2023, 2024 and 2025. It aims to familiarize student teachers with the characteristics of SEE, ESD and their practical implementation in the classroom. A study (quantitative and qualitative) was conducted for this purpose. The results show that by learning in an international context, students develop new insights and competences and that the future skills - communication, collaboration, critical thinking and creativity - can be identified as key factors. The BIP contributes to the improvement of knowledge and perception of SDGs/Inclusion/ESD/SEE/Inclusion as student teachers work together on their attitude towards them. Digital competences are promoted in online meetings, in translation and in the creation of the videos (diverse tools) and on campus. Due to its international character, the BIP also brings about changes in systemic structures at the participating universities and thus contributes to raising awareness by encouraging teachers to question and reflect on their teaching. The long-term impact results from the students, who act as multipliers/teachers and influence their future students, but also act as role models for other students. This happens beyond the university (students, teaching staff, administrative staff, public relations) and various disseminations and publications (inter/national: OEAD, TdF, EAPRIL, ECER, GGSK, ÖFEB, ETEN, NETT).The exchange between international students means that the direct and indirect results are comprehensible. The reflection diaries speak for themselves and results have already been implemented into future curriculum planning. The feedback from students and teachers regarding suggestions for improving the programme will also be included in the new planning. Challenges: (1) Finding a way to award students 3 ECTS per partner (2) Finding dates (3) Realizing mobility for all students and staff (4) Collaboration with BM The highlights:(1) Grateful and enthousiastic students! (2) Possibility to participate in short term mobility or internationalisation@home (3) Possibiltiy to deepen content area, including research (4) International learning for both students and staff

Methodology

The SEE-ing a Better World project is a blended intensive project (BIP) that combines innovative teaching in a flipped classroom atmosphere with five partner universities in Europe. The project planning began in autumn 2021. Students plan, teach, and reflect on teaching sequences in international groups on the topic of ESD. They create videos explaining ESD/SEE, with everyone contributing digitally before and after a week of attendance. The BIP focuses on students' knowledge of social entrepreneurship and translating this knowledge into concrete action plans for positive change. The process involves connecting with real-world issues related to sustainability, recognizing opportunities, brainstorming ideas, developing initiatives, and focusing on added value. Education for Social Entrepreneurship (SEE) is positioned at the intersection of Education for Sustainable Development (ESD) and Entrepreneurship Education (EE). The process of SEE involves establishing a connection with an issue, identifying potential opportunities, brainstorming ideas, developing initiatives, and focusing on added value. It involves engaging with the issue, identifying potential solutions, and celebrating achievements. SEE is situated at the intersection of Education for Sustainable Development (ESD) and Entrepreneurship Education (EE), with the fundamental tenet of SEE being the generation of novel concepts and the creation of value in sustainable development. This approach aims e.g. to reduce plastic use or social issues . The BIP was hosted by the Marnix Academy in Utrecht in 2022. The program has been repeated in Brno, CZ, and KPH in Lower Austria in 2025, with Ukraine as a new partner. The BIP aims to foster an international learning path that emphasizes collaborative learning in the field of ESD and SEE. As a unique international research project, it focuses on the four key competencies: communication, collaboration, critical thinking, and creativity. The program is organized through online meetings from May to February, with teams of teachers participating in various activities. Primary school teachers also play a crucial role in the project, conducting student observations and lessons in various schools. Students also serve as role models for their fellow participants, ensuring the program's effectiveness and potential for improvement. The findings have been disseminated internationally. https://vimeo.com/811205039/d21330e8e0

Tools, equipment, technology used

Tools such as Microsoft Teams, Goole drive and Zoom are used for the blended phase and the preparatory meetings. All materials are also made available digitally on these platforms. Students are free to choose which tools they use to create the videos and for the individual meetings. The aim is to give them the opportunity to use tools that they know and feel comfortable using. Moreover the students had the opportunity to try out tools and hardware that can be used for the primary school curriculum on site at Campus/Marnix in a room for new technologies the socalled ”Innovate, Create Together Lab" https://youtu.be/g8_vBDw1zzQ?si=HsxAN8wR_sqaA95g more information: Google drive Wednesday March 15th 2023 Programme 2023 Marnix/Utrecht/NL: Students write a reflection diary that serves as a memory aid and leads to deeper reflection to encourage a process that creates new perspectives and connections. Anything that contributes to a better understanding of the situation should be recorded. Learning to think critically leads to students developing other skills such as higher levels of concentration, deeper analytical skills and improved thought processing. Teaching critical thinking through ART with the National Gallery of Art/Washington DC serves as a basis and orientation. https://www.edx.org/learn/critical-thinking-skills/the-smithsonian-institution-teaching-critical-thinking-through-art-with-the-national-gallery-of-art#:~:text=About%20this%20course&text=Based%20on%20the%20National%20Gallery,classroom%2C%20subject%2C%20or%20level

Outcomes and outputs, main results

In this study, we utilized the advancement of the 4Cs as an indicator of the development of SEE competencies. We viewed the 4Cs as a useful means of measuring SEE competencies. Creativity is about: Trying new approaches, innovation, ingenuity Critical thinking: Looking at problems in a new way Collaboration: Working together to achieve goals Communication; Sharing thoughts, questions, ideas and solutions The overarching research question for the Marnix week was: According to the participating students, what are key factors for an international learning program in which student teachers develop SEE competencies and to what extent do they experience development in the field of the 4Cs? To address this research question, we used a Flanking research approach as research design. Flanking research is characterized by its emphasis on investigating unconventional approaches, aiming to provide additional insights that complement existing knowledge. We collected both quantitative data and qualitative insights from the participants. We used two questionnaires to measure their thoughts, before and after the program. These questionnaires included scales, multiple choice, and open-ended questions. Additionally, students kept a reflective diary throughout the program, which we analyzed for the presence of the 4Cs and potential indicators of development in SEE competencies. After the international online meeting, we conducted the initial questionnaire, which students completed promptly. Following the program in Utrecht, we administered the second questionnaire. Students maintained a reflective diary during the program, which they shared with the researchers afterward. The analysis of the questionnaires and diaries led to the key factors we were There were 23 student teachers participating, most of whom had finished 2 or 3 years of training, primarily focused on primary education. looking for in this study: There were 23 student teachers participating, most of whom had finished 2 or 3 years of training, primarily focused on primary education. The results of the multiple choice and Likert Scale questions were analyzed using SPSS The Open questions were noted. Every day during the program, the students were tasked with composing entries in their reflection journals. Maintaining a diary serves to introspect through writing while also reinforcing memory of the acquired knowledge. Journaling facilitates the generation of fresh perspectives and the establishment of connections, aiding students in gaining a better grasp of the situation. The diary is divided into two sections. Firstly, the descriptive or objective part, where the student describes what they observed, heard, read, and accomplished during the day. Following that, the student proceeds to document their interpretation in the second segment of the diary, the subjective part. They reflect on their emotions, thoughts, and any arising questions. The analysis was conducted in line with the criteria of the 4C’s outlined in the article of Chiruguru. Analyzing the diaries involved the following systematic approach: • An examination was conducted on all 24 diary to identify the presence of all four 4C’s • Our specific focus was on the subjective part of every diary (what did students felt, thought, wondered) • Subcategories within the 4 C's were highlighted in the diaries using color coding for each criterion. • Statements were entered into the designated time slots of the programme • A comprehensive and overall summary was compiled from all the statements Results of the first questionnaire shows that: 1. The students' motivation mainly involves collaborating with international peers, an international focus, the program's content (SEE), and engaging in educational exchange with international students. 2. The expectations encompass acquiring knowledge and experience in the field of SEE, exchanging knowledge with international students, gaining insights into SEE and the Dutch school system, fostering SEE competencies, and experiencing an adventure. 3. The participants' satisfaction revolves around the content, process, and clarity of the online program, interaction with peers in the national group, and the warm and open atmosphere during the initial online meeting. Results of the second questionnaire shows that: 1. The primary school visit emphasizing SEE implementation and active involvement in the collaborative international group were seen as the most valuable parts of the programme; 2. Expectations were surpassed, as the experience was remarkably positive, inspiring, and motivating, with the unity and collaboration within the international group receiving high praise; 3. The contact with international students increased, with the 'educational' atmosphere receiving the highest satisfaction rating. Participants were motivated to implement the content, gained valuable insights for their lessons, and witnessed an increase in knowledge about SEE. Conclusions based on the questionnaires and diaries shows that visits to primary schools, working in international groups and creative working methods are key factors for an international learning program in which student teachers develop SEE competencies Students do not seem to experience the same development in all 4Cs with this program.

Lessons learnt

With the help of the flanking research measures for the 4 C's, we were able to establish that critical thinking is not yet as well developed among students as the other areas (creativity, collaboration, communication). That is why we are changing the students´ tasks and the research design and our requirements from year to year in order to find ways to open up and allow critical thinking processes.

Adaptability and sustainability of the best practice (for other institutions)

In order to make a BIP a successful project, reliable partners must be identified with whom one can already draw on successful experiences. However, it is also beneficial to invite partner universities that are ‘new’ to this network in order to be able to implement fresh, innovative approaches and working methods in addition to these tried and tested structures. As the demands on teachers, students, researchers and administration are high, it is useful to work in a resource-efficient but continuous manner. This project happened to involve partners from two time zones, which proved to be convenient as arranging meetings can be a challenge. There are many reasons for this, most of which are based on the different organisation of university operations (finding a way to award 3 ECTS to students for each partner, realizing mobility for all students and staff, working with BM). Finding an opportunity for physical week is also challenging. Finding similarities and differences in terms of content, organisation and administration is demanding, but also represents added value for the joint activities and opens up new spaces for value, tolerance and respect.

Promotion of best practice

At the beginning of the BIP period, personal meetings proved to be very helpful. This enabled the added value of this experience abroad to be explained and students' questions answered. Furthermore, the BIP was advertised on the website, through social media and also with print materials (postcards). Over the years, the success of this course has spread from year to year among the students. As SEEing a better world won the prize for innovative university teaching from Lower Austria in 2024, this project was also publicised on the state's website and in newspapers and on various other channels / TV and print media. Wissenschaftspreise des Landes Niederösterreich - Land Niederösterreich (noe.gv.at) https://vimeo.com/1017508856?share=copy Verleihung der Wissenschaftspreise NÖ 2024 - Klaus Ranger NOE_Wissenschaftspreis24_Broschuere_0926_web.pdf https://kphvie.ac.at/data-collection/news/news-detail.html?tx_news_pi1%5Baction%5D=detail&tx_news_pi1%5Bcontroller%5D=News&tx_news_pi1%5Bnews%5D=44390&cHash=b6f5eaed982e0c4ad2a734aa50070de3 https://noe.orf.at/stories/3276559/ https://www.meinbezirk.at/klosterneuburg/c-wirtschaft/dan-alistarh-vom-ista-erhaelt-anerkennungspreis_a6943382 https://www.meinbezirk.at/klosterneuburg/c-wirtschaft/dan-alistarh-vom-ista-erhaelt-anerkennungspreis_a6943382?ref=curate

Scope and impact

• Course/department level
• Institutional level
• Cross-institutional level
• National level
• EU/EHEA/International level

Course/department level /Inst. of Initial Teacher Ed. Austria has introduced a new primary school curriculum with cross-curricular topics, involving local student teachers who possess theoretical knowledge and practical experience in implementing changes with their pupils. The curriculum emphasizes the importance of teacher students being aware of their role as educators, as young children often emulate adult behavior. It is crucial for teacher students to be guided in responsible actions regarding sustainability, inequality, and the empowerment of children to effect change. This approach is crucial for ensuring that students are equipped to effectively influence change in their communities. Institutional level and/or EU/EHEA/International level The project aims to establish a model for teacher education programs in Austria, collaborating with other national teacher training institutions to implement the adapted curriculum. The findings have been widely disseminated and will be presented at international conferences. The project's impact on the local level has been recognized with an award for excellence in pedagogical innovation at the university level in Lower Austria. International level and/or EU/EHEA/International level At the international level the project has established a network with European teacher education institutions, fostering a community dedicated to driving change. International meetings have fostered a cross-cultural network, incorporating diverse perspectives, promoting mutual learning and understanding. This has led to a group of motivated individuals who are now advocating for policy changes aligned with the project's core tenets, contributing to the project's momentum and promoting policy changes within their respective countries.

6.1 Digitalization

• Innovative, novel methodology in using digital tools/devices in teaching
• Innovative use of digital administration tools
• Data security and responsible digital presence embedded in learning outcomes

Reasoning: The blended phase and preparatory meetings use tools like Microsoft Teams, Google Drive, and Zoom, with all materials available in digital format. Students can choose their preferred tools for video creation and individual meetings. The goal is to provide students with familiar tools and allow them to experiment with primary school curriculum on-site tools and hardware.

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6.2 Internationalization

• Developing students' multicultural awareness
• Students engagement in international projects
• Courses implemented in international cooperation (projects, co-teaching, virtual/blended mobility, etc.)
• Courses offered to international multicultural students both online and offline
• International projects/research results embedded into course development and T&L

Reasoning: This project supports higher education institutions in their efforts to maintain a structured dialogue on innovation and enhancement in Social Entrepreneurship Education and Education for sustainable development. It involves student teachers and professors engaging in intensive exchange of ideas, creating added cultural value and enabling tolerance. The project is designed collaboratively by lecturers from different universities, encouraging international teams for collaboration and teaching. The project explores ways to stimulate cross-cultural change, discussing advantages and disadvantages of different approaches and considering personal experiences. To ensure quality, the project emphasizes continuous enhancement of blended teaching methodologies, incorporating the latest developments in online learning. The programme's data analysis enables continuous improvement, aligning it with the national and international strategies for learning and teaching.

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6.3 Inclusion and diversity, universal design

• Universally designed teaching material - adjustable for special needs
• Senzitivizing students to consider special needs when practicing their profession
• Course includes hints on how the services/products of the profession could be universally designed/inclusive

Reasoning: Students are encouraged to apply the content of the BIP to the real world by addressing social issues in the context of the SDGs. In the context of inclusion and diversity, the content includes topics that address social challenges related to diversity, equity and quality of life in a neighbourhood. The process also includes addressing prejudice and discrimination. At an organisational level, students with fewer opportunities are given preference in the application process for the BIP.

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6.4 Sustainability

• Sustainability goals are addressed in the course(s)
• Teaching material contains profession related sustainability aspects
• Social entrepreneurship projects, service-learning in the topic
• Environmental attitude, skill development and assessment either general or profession-related
• Sustainability aspects are considered in all phases of the learning practice - "hidden curriculum"

Reasoning: Social entrepreneurship in citizenship education focuses on social action, addressing sustainability issues, diversity, equity, quality of life, prejudice, and discrimination through real-world participation and real-world challenges. Students think of Think of issues such as Plastics soup, Waste but also social challenges as diversity, equity, quality of life in a neighborhood, prejudice and discrimination. Green mobility is promoted when travelling to physical week.

3.3 Public contact datas

Name	Email address	Website
Elisabeth Fernbach	elisabeth.fernbach@kphvie.ac.at	https://kphvie.ac.at/home.html