The Pedagogical University takes part in an international project aimed at students and teachers of vocational schools MakeMyFuture – Improving Digital Competences for Advanced Manufacturing Industries through Maker Education  is a Cooperation partnership in vocational education and training sector (KA220-VET) funded under the Erasmus+ programme. The emerging Maker Movement can support students in acquiring advanced digital competences needed by Industry 4.0. The maker activities are based on the same technologies used in the advanced manufacturing industries and the European Fab Labs should be used as testbeds for developing VET curricula focused on those digital competences (EC, Curriculum Guidelines for Key Enabling Technologies and Advanced Manufacturing Technologies 2019). Digital practices (3d printing, CNC machinery, 3D, etc.) promoted by Making movement in the last years are demonstrating to upskill young people with those digital competences, helping them access formal employment (and self-employment) opportunities. Thus, the project aims at supporting VET teachers in implementing maker-based activities for providing VET students with advanced digital competences, in line with the changes of Industry 4.0. The project aims at increasing the employability of VET students and synergies with advanced manufacturing companies. 

The project involves eight partners from five countries: Italy, Germany, Malta, Spain and Poland, represented by the Pedagogical University of Krakow. 

Detailed information can be found on the project website:  



Progressive climate change has specific consequences for humans and the environment.

The Intergovernmental Panel on Climate Change (IPCC): confirmed the impact of human activities related to greenhouse gas emissions on the changes taking place. Governments of many countries, local governments, companies, non-profit organizations are taking actions related to mitigation and adaptation to climate change.

It is important to develop knowledge and education on climate, so as to shape the awareness of societies in this area in order to reduce the negative human impact on the environment and climate.

Employees of the Institute of Law and Economics and Institute of Political Science and Administration  are involved in the implementation of an international project under the Erasmus+ Strategic Partnerships program, entitled Students in Climate Action, which aims to:

– to investigate, in an international context, the level of awareness and knowledge of teachers and students about climate change and its economic, social and environmental implications, and to assess the needs for climate education in schools;

– To develop an innovative climate change curriculum that integrates educational approaches of environmental activism, civic discourse, project-based learning and gamification, while providing educational resources with the most up-to-date data on climate change phenomena.

The project is intended to serve not only to increase young people’s knowledge of the causes and effects, ways to reduce/overcome climate change. Equally important is to shape active attitudes among primary and secondary school students, focused on the need to care for the environment in the context of our daily habits and activities.

For more information:



Enhancing functional thinking from primary to upper secondary school – supporting teachers and fostering students, no. 2020-1-DE01-KA203-005677.

Functional thinking is not only highly relevant within mathematics, but also crucial in everyday and professional life. It is, for instance, required, when modelling the spread of a virus such as the current COVID-19 as an exponential growth or when monitoring the redemption of bank credit. Unfortunately, there is vast empirical evidence that functional thinking causes a lot of difficulties for students what may have serious consequences such as school failure, and affect correspondingly, their private success as well as their social and professional participation.

Embedded in the program “Cooperation for innovation and the exchange of good practices”, the project FunThink aims at improving this situation through enhancing students’ functional thinking. The cooperating institutions are Ludwigsburg University of Education (Germany; coordinator), University Pavla Jozefa Safarika in Kosice (Slovakia), University of Cyprus in Nicosia, Pedagogical University of Cracow (Poland), Hogeschool iPabo in Amsterdam and Utrecht University (the Netherlands).

The main goal of this project is to improve functional thinking in a transnational perspective drawing on the partners’ specific and complementary expertise. Therefore, one of the project’s objectives is to develop digital-embodied, situated learning environments for inquiry that can be implemented in mathematics classroom from primary to upper secondary school in order to support students’ functional thinking.


Innovative enriching education processes for Mathematically Gifted Students in Europe

This project intends to develop new methodologies for supporting gifted pupils in mathematics of age 10-18, which can be used inside and outside any school environment.

The group that this project aims to support by developing an Electronic Guidebook through which they can be guided in their teaching and support to „gifted” students with a role of facilitators. The project will produce an innovative set of guidelines and tools for teachers enriching their competence for supporting gifted pupils inside and outside the classroom environment.

The results of INNOMATH are expected to contribute also to the following school education priorities as described in ERASMUS+ Programme Guide:

  1. Supporting teachers in dealing with diversity in the classroom;
  2. Supporting teachers in adopting collaborative and innovative practices,
  3. Supporting schools to tackle disadvantage and to offer quality education, enabling success for all students, from the LOWEST to the HIGHEST end of the academic spectrum.

For more: 


The Polish Online      

aims to provide a free multilingual, interactive website for learning the Polish language online. The website will feature not only A1 and A2 level Polish courses (including an introductory phonetic lesson at the beginning of A1). You can be looking forward to multimedia content with interactive and engaging exercises, reading materials or audio and video tools. An interactive dictionary with up to 10,000 words including recordings of their pronunciation and a grammar guide will complete the learning experience.

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Autism spectrum Disorder – Empowering and supporting Teacher

The two-year project is expected to have a fundamental and lasting impact on specialist teachers’ skills in working with learners with autism and thus upon the lives, educational attainment, experiences and social inclusion of these children and young people themselves and their families.

By providing a differentiated and locally-appropriate curriculum and materials, as well as policy recommendations, the project’s results will be sustainable and can have long-lasting impact beyond the project lifetime, not only in the project countries but across the EU.

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INN@SE– Innovative Social Entrepreneurship with Youth Engagement

Social entrepreneurship has been identified as a key feature of the EU social market economy, social enterprises (SEs) contributes to the emergence and expansion of new market-based business models seeking ways to contribute to economic and societal values. SEs also have great potential for developing social innovations to improve quality of life, satisfy new needs, or public sector restructuring. Nonetheless, the concepts of “social economy” and “social innovation” are little known or misunderstood and it seems to be considered rarely as an important factor for business, especially for young people. On the other hand, social start-ups encounter more difficulties in reaching economic sustainability.

The project INN@SE relies on the idea that a successful approach to overcome such challenges, can be represented by the open innovation methodology based on a cross-sectoral collaborative process. Thus, the project partnership is created by organizations from countries with different level of know-how on SE (Poland, Italy, North Macedonia, Jordan), representing sectors with different approaches to the topic (higher education, research, NGO). All partners are highly specialized in activities related to young people empowerment, training, social economy research, and start-ups development and the diverse knowledge, experience and skills that each partner imputes to the project, should be valued and recognized as essential to ensure the success and sustainability of the joint efforts.

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FITPED – Work-based Learning in Future IT Professionals Education

The project will focus on activities, which support innovative methods and pedagogical approaches, as well as develop digital educational resources and tools. Applied approaches can be considered innovative because they have not been researched yet in detail. An implemented educational model will utilize the positive features of microlearning, automated programming code assessment, interactivity and immediate feedback. Consequently, the innovative strategy based on the application of the WBL approach to the advanced educational topics will be applied.

Development of the educational platform will follow after the initial phase of the project. The development of interactive educational content for learning programming languages will be realised in the first phase. An evaluation of the deliverables for the first phase will follow in the second phase of the project. At the same time, the development of e-learning courses focused on the development of highly specialized IT skills and knowledge using WBL approaches will be realized.

For more:


CATAPULT – Computer-Assisted Training and Platforms to Upskill LSP Teachers

CATAPULT  is a three-year project co-funded by the ERASMUS+ programme of the European Union. It aims to offer training and tools to language teachers teaching Languages for Specific Purposes (LSPs) in adult and higher education, and to therefore make sure they are equipped with the necessary professional skills to train LSP learners in the digital era. This objective will be reached through a collaborative European project undertaken by Higher Education Institutions, an international language association involved in the promotion of quality assurance in language learning and teaching, and independent partners in 6 different countries, which strive to contribute to the improvement of the quality of the teaching and learning of Languages for Specific Purposes in Europe. The consortium’s collaborative work will lead to the provision of specific training and tools for the professional development of LSP teachers with particular focus on improved in-service training through and in the use of technology-enhanced environments.The CATAPULT consortium will develop a Common Competence Framework, a training programme for European language teachers delivered through a Massive Open Online Course (MOOC), an accreditation procedure and a Community of Practice (CoP) Platform, aiming to provide LSP teachers (and language teacher educators) with a tool-kit enabling them to be more adequately skilled LSP teachers and more competitive on the adult and higher education job markets, thus increasing their employability and career options.

For more:


I-BEE-VER – mmersive Business and Engineering English in Virtual Reality: A tool for the Sustainable Mobility of the Skilled Workforce in the EU


The proposed project aims to prepare prospective engineers for linguistically and culturally diverse workplace dynamics through cooperation between European universities. The target groups are undergraduate students and academics of the participating universities. After careful analysis of the needs of engineering professionals in a variety of workplace settings, a joint English for Professional Purposes (EPP) curriculum enhanced by VR technology will be designed to increase the employability of prospective engineers in multinational companies in Europe. Designing a VR-based learning environment will contribute to the goals of this project by simulating real-life work settings for those who are likely to encounter challenges in terms of linguistic and cultural integration. It will provide the opportunity to experience and prepare for the anticipated challenges during engineering students’ transition to business life.

The objectives of the I-BEE-VR project are two-fold:
• To design a joint Professional English for Engineers Curriculum with integrated mobility by discovering the needs of authentic business professionals who are employed in real-life business positions throughout Europe
• To develop a VR-based interactive learning environment to immerse prospective engineering professionals with real-life experiences

For more:


e3cases – Innovating online learning environments: using business case studies in higher education

The project aims at the sustainable development of higher education teaching in the field of business administration by developing case studies which on the one hand have the necessary practical relevance, but at the same time also have a high pedagogical-didactic quality, so that key competences can be promoted. Furthermore, the project wants to test the case studies in transnational online learning tandems in order to address the media and intercultural competence of the students to strengthen their employability in a networked, digital world.

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Engagement & Beyond

The project aims to involve approximately 600 participants of different backgrounds in four partner countries (Germany, Hungary, Poland, UK), among them school leaders, teachers, decision makers, HR-specialists, as well as company leaders.

To enhance links between education and the world of work, inter-sectoral workshops focusing on engagement will be held, in the frames of which representatives of both sectors will have the opportunity to exchange experience and to learn from each other.

Different levels of impact of the project can be identified. The main target groups are teachers (individual level) and schools of different types (organizational level). Individuals and organizations involved, will become familiar with the results of the project throughout the whole process. They all will become aware of the importance of engagement as a development tool both on personal and organizational level.

Though indirectly, learners of schools, as relevant stakeholders will also benefit from the results of the project on the longer term. More engaged teachers will teach better and will be more committed to develop themselves professionally, which adds to better learners’ outcomes.

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STEAME: Guidelines for Developing and Implementing STEAME Schools

STEM training is considered to be a driving force for preparing students for the future.

The education system needs to be grasped with innovative elements that make young people more resilient, flexible and ultimately successful as they enter the real world and start to contribute to society. The creation of a STEAM school (with A-arts added to incorporate culture and communication) is an important step towards the necessary educational redesign. Emerging Education systems that want to develop STEAM schools need a model and activity guidelines or even a prototype.

In this project we intend to develop a prototype school structure design with suggested dynamic curriculum, activities, learning and creativity plans and methods, developing also a training course for training teachers on how they can work effectively and productively under a STEAME school. The last letter E added to STEAM to make it STEAME may be considered as innovation as we bring the last letter E to stand for Entrepreneurship so STEAME is “Science, Technology, Engineering, Arts, Mathematics and Entrepreneurship”. It is explained further in the proposed project that entrepreneurial mind set and skills are among the necessary components so creativity in STEAM can be transferred into an application for the society at large.

For more:


LabCon – A knowledge laboratory for new technologies


IES – Preconditions of transformation of education process in different educational contexts by applying inclusive education strategies