Bielefeld University – founded in 1969 – comprises 13 faculties with a broad range of subjects in the humanities, natural sciences, social sciences and technology. It is a research-strong, internationally oriented university that attaches great importance to high quality teaching. More than 25,000 students use over 100 study options, approx. 6,000 of them are teacher students (primary, lower and upper secondary level and special needs education). Around 3,000 employees, including 1,700 scientists, research, teach and work here. Bielefeld University sees diversity explicitly as strength, heterogeneity as potential and difference as profit: as the foundation of innovative and creative research and as the basis of a cosmopolitan, academic life. A university-wide diversity policy anchors diversity as a cross-cutting topic in all areas of the university. Under the leitmotiv "Transcending Boundaries", the University of Bielefeld also strives to strengthen innovative top-level research through multi-perspective approaches and problem-focussing crossing of boundaries between disciplines, between scientific cultures, between research and teaching, and between science and society in a targeted manner, identifying potential through a culture of openness and promoting it at an early stage. The University of Bielefeld lives up to this claim with top-class interdisciplinary collaborative research projects, central scientific institutions and targeted individual support for research and training of young researchers at the highest international level. In addition, Bielefeld University explicitly understands an international orientation as a necessary prerequisite for ensuring top-level research and good teaching. In order to remain competitive at a high level in the long term, a strategic and sustainable internationalisation, which is firmly anchored in the university, is therefore a central task. This also applies to teaching: graduates of Bielefeld University should have international competences. Even in a globalised world, a wide variety of career paths are open to them – both inside and outside the academic world. To this end, the university promotes the mobility of its students on the one hand and integrates international elements into its studies together with the faculties on the other – from "international tracks" in individual courses of study to complete English-language master programmes. The Faculty of Education at Bielefeld University – where the project is to be carried out – has developed into one of the largest faculties of the entire university in recent years: Approximately 7,000 students study in the various degree programmes, while about 200 employees (including 22 professors) work in research, teaching and administration. This makes the faculty one of the largest educational science faculties in Germany. It is home to ten working groups and a total of six scientific institutions that are internationally networked. In addition to the Bachelor's and Master's degree programmes, the Faculty is also responsible for the main content of the educational sciences in the teaching profession-related degree programmes. In addition – and this is in fact a unique characteristic in the German university landscape – the faculty is strongly connected to the two experimental schools of the Land NRW: the Laborschule Bielefeld (primary level and lower secondary level) and the Oberstufen-Kolleg Bielefeld (sixth form college).

European University Cyprus (EUC) was founded in 2007 and developed out of Cyprus College, which was established in 1961. Today, EUC operates five Schools, namely, the School of Humanities, Social and Education Sciences, the School of Business Administration, the School of Sciences, the Medical School, and the School of Law, with the mission to educate students for successful careers and life achievement, to understand and serve the needs of society, and to create knowledge through research and innovation. EUC has participated in more than 250 projects funded by a number of programs and organizations such as the Horizon2020, Erasmus+, 7th Framework Program, Lifelong Learning Programme 2007-2013, Directorates General of the European Commission, the Cyprus Research Promotion Foundation, United Nations, European Space Agency, governmental bodies, and others. In the last 4 years, the University has accumulated more than 5.5M euros in research funding. Research activity is primarily carried out by a number of research centers, laboratories, and other kinds of specialized settings such as clinics and innovation centers. EUC is one of about 500 organizations in Europe that have been awarded the EU's 'HR Excellence in Research' badge. Researchers and members of the university’s academic staff collaborate with scientists from the best universities and research centers in the world such as Harvard, Oxford, Imperial College London, King’s College London, Karolinska Institute in Sweden, Max Planck Institutes in Germany, and all top Greek universities. They participate in or coordinate many research projects funded by the European Union, the Cyprus Research and Innovation Foundation, and other sources. The University has contributed significantly to many fields of research such as Computer Science and Engineering, Education Sciences, Natural Sciences, Humanities, Business and Health Sciences, Medicine, and Law. In 2020, EUC established the Centre of Excellence in Research & Innovation in Social Sciences, the Arts and the Humanities (SOSCIEATH), an interdisciplinary Research Centre at the European University Cyprus. It promotes active collaboration between researchers, theorists, academics, practitioners, and the public toward achieving interdisciplinary scientific excellence and promoting social change. Adopting an approach of Responsible Research, Sustainability, and Innovation, SOSCIEATH aims at enabling the public’s participation in broadening the development of today’s knowledgebased society, through the public’s engagement with the Social Sciences, the Arts, and the Humanities. The Centre has a current/running research funding of more than 1,000,000 Euros through more than 17 running research projects. The Centre consists of 7 Multidisciplinary Research Units (MRUs) with an interdisciplinary group of experts and researchers.

Linköping University (LiU) is one of the larger academic institutions in Sweden, Northern Europe. LiU is innovative, highly ranked and known for close collaboration with business and society. With 32,400 students, 1,200 research students and 4,100 employees, Linköping University, LiU, is Sweden’s fifth largest university and stands at position 43 among the world’s 50 best young universities in the latest ranking by the prestigious QS World University Rankings. Linköping University is ranked 251 in World University Rankings by Times Higher Education and has an overall score of 4.0 stars, according to student reviews on Studyportals, the best place to find out how students rate their study and living experience at universities from all over the world. LiU comprises four faculties: The Faculty of Arts and Sciences, The Faculty of Educational Sciences, The Faculty of Medicine and Health Sciences and The Faculty of Science and Engineering. In only three decades, LiU has become renowned for its innovative educational spirit, for its stated ambition to foster crossdisciplinary cooperation, and for its ability to involve in fruitful interaction with surrounding society. Scientific relevance and societal needs are the dual criteria the university explicitly has set for its strategic initiatives. With a stronghold in applied research, and with educational programmes mainly focusing on professional degrees such as engineering, teaching, medicine, and management, an ongoing dialog with society and local stakeholders has been pivotal for success. LiU provides a comprehensive teacher education and offers postgraduate training as well as opportunities for research within Educational Sciences. Teacher training is available for all levels of the Swedish school and pre-school system. A wide range of subject areas is represented, such as mathematics, natural and social sciences, special needs education, basic skills in reading, writing and mathematics, outdoor education, crafts, pedagogics, and subject didactics. LiU is an experienced actor in European education and research projects, and has well‐established processes for project management, project infrastructure, and administrative routines for EU projects through its own Grants Office that serves educators, researchers and departments. In close collaboration with the business world and society, Linköping University (LiU) conducts world-leading, boundarycrossing research in fields including materials science, IT and hearing. In the same spirit, the university offers many innovative educational programmes, many of them with a clear vocational focus, leading to qualification as, for example, teachers, doctors, economists, and engineers.

NTNU (Norwegian University of Science and Technology) has headquarters in Trondheim and campuses in Gjøvik and Ålesund, with 41 000 students and 7400 members of staff. NTNU has a main profile in science and technology, a variety of study programs and great academic breadth that also includes the humanities, social sciences, economics, medicine, health sciences, educational science, architecture, entrepreneurship, art disciplines and artistic activities. NTNU is committed to innovative education, especially increased use of learning methods with active student involvement and digitalization. The Department of Teacher Education (ILU) provides research-based education relevant to the profession. The department educate students in the competences needed for primary and secondary education (grades 1 – 13), in addition to programs in Archive and Collections Management. Through the study programs we offer, students gain high levels of skill in educational theory and practice, subjects and subject didactics, and develop the ability to think critically, act ethically and exercise professional judgement in their work. The Department of Teacher Education increases knowledge about the hallmarks of quality in schools and in education. Our research is based on the principle of academic freedom and takes place in strong academic communities with a clear profile in their disciplines. We have particular responsibility for research in teacher education, which includes profession- and discipline-oriented research as well as artistic activities. The Department is an attractive partner for public-sector institutions and environments that want to contribute to innovation in education, development of schools and lifelong learning. The Department of Teacher Education highlights inquiry, exploration and mastery and the use of varied and innovative approaches to work tailored to the distinctive character of each subject. Our programmes of study specify clear expectations and set high standards for the institution, the teaching staff and the students. We educate independent, critical and creative teachers who contribute constructively to strong professional communities. Students are given trust and responsibility. They have genuine involvement in the design of the programmes of study. The Department of Teacher Education facilitates exchanges for our own students as well as integration and inclusion of international students. International researcher networks strengthen research and innovation activities and make our academic groups attractive partners. Cooperation with educational institutions in other countries contributes to development of expertise, and cooperation with low- and middle-income countries contributes to skills building and mutual development. NTNU supports students, educators, leaders, who will develop digital competence in several ways. Open self-produced online courses are offered, and help is provided to educators who want to develop their digital expertise. Smart Learning is a research-based course that provides insight into the long lines of technological development and provides the knowledge it takes to solve a variety of tasks in everyday life using digital technology. DigGiLU is a project that aims to strengthen digital competence among teacher students, as well as to strengthen digital competence in schools through further education for teachers.

The Pädagogische Hochschule Weingarten (PH) is a University of Education in the south of Germany with 3600 students. The research profile of the Pädagogische Hochschule Weingarten results from questions of educational science research and their related basic scientific and application-oriented questions, in particu-lar related to sustainable teaching and learning in schools and other educational institutions. In this context, the University of Education Weingarten sees itself as an educational science university. The University of Education Weingarten has already successfully participated innumerous projects funded by the EU. The University of Education Weingarten maintains close ties with universities throughout the world. It currently has 56 partnerships in 33 countries that facilitate the exchange of students and instructors as well as research collaborations. Since 2011 the research infrastructure of the University of Education comprises the Research Centre for Elementary and Primary Education, the Research Centre for Secondary Education, the Research Centre for Innovations in Education and Professionalisation and the Centre for Regionalism and School History. The individual centres carry out interdisciplinary research focusing on different matters. They bring together the scientific work at the university, promote interdisciplinary exchange, give impetus to new collaborative efforts and at the same time offer opportunities for young, upcoming scientists. In its role as a support and service resource under the guidance of the vice-chancellor for Research, the Research Service Centre offers support and advice to the individual centres throughout the research process. Junior scientific staff The University of Education Weingarten promotes a qualified and responsible generation of young academics. To do so, it undertakes to create suitable conditions to support doctorates and postdoctoral teaching positions. Students are involved in research projects. Many of the doctoral and post-doctoral students have previously worked as teachers at schools or do so during the time of their doctoral thesis. The university encourages women to excel in academic fields. In addition to individual mentoring as a basis, there are many higher-level events that give young academics the opportunity for interdisciplinary exchange and further training. Research profile The research profile of the University of Education Weingarten results from questions of educational science and teacher education research and its related foundational and practice-oriented questions, especially related to sustainable teaching and learning in schools and other educational institutions. In this context, it sees itself as a university of educational sciences. To support the research activities, the Prorectorate for Research and the Service Centre for Research accompany the researchers. Focal points of research are education for sustainable development (ESD), Digital media/learning, and dealing with heterogeneity as well as matters of teacher professionalization. The Prorectorate for Research supports the implementation of the focal points.

The University of Education Weingarten (PHWG)offers a variety of under- and postgraduate studies within the fields of education and educational sciences as well as fields not genuinely related to education. Within teacher education we offer study courses for primary school (ISCED 1), lower secondary (ISCED 2) and vocational school (ISCED 4). Other Bachelor and Master programs qualify our students for working in i.e. ISCED 0 institutions, for Counselling in Educational Settings, in Media and Education Management, School Development and so forth. Generally, our university teaching staff has at least three years of teaching experience in school. PHWG has successfully completed several EU projects with the applicant partners. We wish to continue and to deepen these in order to being able to expand the partnerships‘ synergies. On the one hand, this means using these synergies for the internationalisation of teaching at the PHWG. On the other hand, we can contribute our own expertise to the international network. Overall, we expect an increase in competence through international exchange. In this way, we and the proposed project will also contribute to the European Higher Education Area, which is particularly important for teacher education. The University of Education Weingarten sees its mission in offering academic study programmes for educational professions. Its core competences are the professional education of pre-service teachers and continuing education of inservice teachers as well as the qualification of students for educational related professional fields. In addition, teaching and learning are the focus of its research, with which it contributes to the national and international discourse on education. The university sees its goals in the innovative and sustainable education of students. The profile of the University of Education Weingarten results from questions of educational science research and its related foundational and practice-oriented questions, especially related to sustainable teaching and learning in schools and other educational institutions.

University College South Denmark (UC SYD) is a higher education institution (HEI) in the southern part of Jutland with approx. 6000 BA-students and 700 members of staff. Many of our students have an international background, which enriches the study environment The institution comprises four institutes including both education and applied research and development activities. The four institutes are the following: 1. Institute for Teacher Education and provider of continuing professional development (in-service training) for teachers 2. Institute for Social Education/Pre-School Education 3. Institute for Social Sciences and Communication 4. Institute for Health Sciences UC SYD offers professional bachelor's degree programmes as well as continuing education within the same fields of study with about 5500 students enrolled. Drawing at all our expertise, we provide consultative services to pre-school institutions, schools and social institutions, as well as to municipalities and the private sector. The Institute for Teacher Education carries out research in school practice, among others, and has a special focus on inclusive practice, teaching and learning as well as professional development in education. Our researchers in inclusive practice are linked to the National Research Centre for Exposed Children and Youth UC SYD hosts a Regional Centre for Minority Education, which is in connection with the institution's geographical location near the German border. The international strategy at UC SYD is in line with the European Commission’s Strategy; increased focus on mobility, accessibility/inclusion/diversity, use of digitalization and a greener world. Members of staff at UC SYD are involved in international projects as lead partners, partners, evaluators and disseminators. Erasmus+ bilateral agreements have been signed with around 150 European partners, and cooperation agreements are established with strategic overseas Universities. UC SYD was recently accredited in 2022 by the Danish Accreditation Institution, which proves the quality assurance work at institutional level. Quality and relevance of our study programmes and research activities are highly prioritised nationally and internationally. In 2021, UC SYD obtained the Erasmus Charter for the period 2021-2027. Teacher Education in Denmark educates future teachers for primary and lower secondary level (pupils from 6-16 years old). The project will thus cover education within this age level in Denmark. Teacher Education at UC SYD has a very strong connection to practice; student teachers have their internships and many other practice related activities in the surrounding schools with mentoring from teacher educators and school teachers during their studies. Nevertheless, too many graduates experience severe challenges once they become school teachers and a part of them also leave the profession within few years. This project will, among other things, support the induction of student teachers and graduates into the teaching profession, which is highly needed, and will focus on both student teachers, teacher educators and school practice/school teachers. Competence development and mentoring are therefore focus areas. Teacher Education at UC SYD is very international minded, and this project supports the institution’s international strategy aiming at increasing student and teacher mobility both physically and in a digital/blended way. The local school environment is very motivated for building up new international networks in order to learn from other cultures. Internationalisation is recognized as competence development and this project will support focus on accessibility to internationalization for both student teachers, teacher educators and school teachers.