Diversity and Inclusion
Best Practice Examples
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About our D&I best
practice examples
At NEOLAiA, we believe that diversity and inclusion (D&I) only become reality when they are actively implemented across our alliance — in classrooms, on campuses and in digital spaces.
Our D&I NEOBest initiative is a growing collection of best practice examples from all NEOLAiA partner universities. These examples showcase practical solutions to overcome barriers to access and inclusion — whether physical, digital, structural or social. They also include innovative approaches to digital accessibility and software-based solutions.
The D&I NEOBest database brings our shared D&I NEOcharter to life and helps ensure that diversity and inclusion remain visible, sustainable and continuously improving across the alliance.
How we build the D&I NEObest collection:
- Phase 1: We gathered initial examples during the NEOcharter discussions at each partner university.
- Phase 2: All examples are documented and categorised with keywords, images and types to make them easy to search, compare and learn from.
- Phase 3: Each year, additional best practices will be collected at every NEOLAiA institution — making the database grow and evolve continuously.
D&I Best Practice Examples
Diversity-sensitive onboarding (UNIBI)
Diversity from the beginning – as soon as new students arrive at the university, discrimination is addressed, critically reflected upon and an open culture is made tangible that asks questions about discrimination and promotes reflection. The aim is to introduce the topic to all new university members from the very beginning and to enter into a dialogue about the diversity culture at Bielefeld University.
Especially the moment of “arriving” in the organization offers itself to thematization of discrimination, to reflect critically and to make an open culture experienceable, which asks for discrimination, promotes looking and reflection. The aim is to bring the topic closer to all new university members from the beginning and in a positive way and to enter into a dialogue about the culture of diversity at the university, about the dimensions and limits of diversity potentials. In this broad perspective, disadvantages and exclusion, as well as advantages and privileges can be considered.
Click here for the website
Implementation Date
Winter term 2023/2024
Inclusion Strategies
Promoting open and self-evident communication about aspects of diversity culture and dimensions of diversity and by promoting relevant multipliers, e.g. stay close to the
topic in the student councils.
Impact Results
Particularly good results have already been achieved for the target group of students. A number of different instruments for awareness and diversity competence were tested and established here, which support student multipliers (primarily student councils, but also other student initiatives) in their work with first-semester students. Workshops and coachings as well as the direct exchange on diversity topics are extremely well evaluated. At the same time, all other member groups of the university are addressed on various occasions and encouraged in a low-threshold, positive way to deal with diversity issues and to follow thought impulses.
Sustainability
Measures are constantly being designed and further developed that promote and support the discourse on topics such as equal opportunities, diversity and anti-discrimination by specifically addressing new members of the university as part of their onboarding process.
#Workshops #Coaching #Arrival-Phase
Café Anaconda (UNIBI)
The Anaconda is a FLINTA* safer space self-organized by a queer feminist collective and co-designed by all visitors. Within the university, Anaconda aims to offer protection from everyday sexism and societal discrimination based on, for example, gender, sexuality, or body. Workshops, counseling and cultural and political events also take place there.
Click here for the website
Implementation Date
1985
Inclusion Strategies
Such a safe space must be actively created and maintained by all who use it. Therefore, discrimination against others—regardless of whether they are present or not—is not accepted.
Challenges Faced
To maintain a FLINTA* only space
Sustainability
It is maintain by a self-organised group.
#Support #Safer Space #Workshops #Café
UNIVERDI (UJA)
Program integrating young people with intellectual disabilities into university life with personalized learning plans, vocational training, and continuous support.
UNIVERDI is a training program for young people with intellectual disabilities within the university environment. Developed by the Department of Psychology at the University of Jaén, in collaboration with APROMPSI, the initiative aims to foster the social and academic inclusion of individuals with intellectual disabilities. The project aligns with the European Social Fund’s Youth Employment Operational Program (2014-2020) and aims to facilitate access to higher education and improve employability through training adapted to their needs.
Click here for the website
Implementation Date
2017
Key Diversity Areas
Intellectual disability, social inclusion, higher education accessibility, employment integration
Inclusion Strategies
Mixed model of university inclusion, where students take classes with their reference group while participating in university life and practical training; collaboration with faculty across various disciplines to ensure an inclusive learning environment; personalized learning plans based on Person-Centered Planning (PCP) methodology; continuous support services for training and employment with inclusive teaching methodologies.
Impact Results
High academic performance among students with intellectual disabilities, with excellent attendance rates and motivation; successful integration into university life and community engagement; enhanced employability through structured internships and vocational training; positive impact on the wider university community, fostering inclusive attitudes and policies
Success Factors
Strong institutional commitment from the University of Jaén; experienced academic leadership and collaboration across multiple departments; implementation of best practices in inclusive education and employment support; positive feedback from students, families, and faculty regarding the benefits of the program; strong academic alliances, practical application of research, policymaker engagement
Challenges Faced
Initial reluctance and barriers to including students with intellectual disabilities in standard university courses; need for continuous funding and specialized teaching staff to sustain the program; addressing the long-term professional integration of students
Sustainability
Ongoing collaboration with Fundación ONCE and APROMPSI; regular assessment of training effectiveness and adaptation to emerging needs; University’s commitment to maintaining an inclusive educational environment. Government and institutional funding support
#Disability #Higher Education #Training #Inclusion
Buddy Program: Enhancing Intercultural Integration and Peer Support (UJA)
The Buddy Program connects local and international students at the University of Jaén to promote cultural exchange, academic support, and integration. By pairing students from different backgrounds, the program fosters intercultural dialogue, reduces feelings of isolation, and supports adaptation to university life. It also encourages language learning and the development of global competencies among participants.
Implementation Date
2021
Key Diversity Areas
Cultural diversity, internationalization, student integration
Inclusion Strategies
Peer mentoring, orientation sessions, intercultural events, multilingual support materials
Impact Results
Enhanced satisfaction and academic adjustment among international students, increased participation in mobility programs, and greater intercultural awareness
Success Factors
Active student involvement, effective coordination by the International Office, integration with university events
Challenges Faced
Uneven engagement levels among participants; solutions include motivational incentives and personalized support
Sustainability
Institutional coordination, voluntary participation, annual training for buddies, integration with international mobility strategies
#Mobility #Intercultural Exchange #Peer Mentoring #Student Integration
CEDI - Digital Skills for Rural Women (UNIC)
A project initiated in collaboration with the Commissioner for Gender Equality to promote digital skills among women living in rural areas in Cyprus.
Established in 2022 as a multidisciplinary research and policy hub to embed Equality, Diversity and Inclusion (EDI) across the University. Objectives: promote a culture of inclusion, equity and pluralism; develop and monitor the University’s EDI strategy and action plan; integrate gender mainstreaming and respect for diversity in all university functions. Strategies: creation of a dedicated centre reporting to the Senior Vice Rector; interdisciplinary membership; signing of the Cyprus Diversity Charter; delivery of high‑quality research, policy guidance, public events, and coordination of EDI documents. Outcomes: Publication of the University‑wide Equality, Diversity & Inclusion Strategy and Action Plan 2024‑2029; alignment with UN SDGs 4, 5, 10 and 16; establishment of thematic focus groups and campus‑wide training programmes.
Implementation Date
2022 (CEDI launch)
Key Diversity Areas
Gender, disability, race, religion/belief, sexual orientation, socio‑economic status, family and civil status, age
Inclusion Strategies
Interdisciplinary research and policy development; campus‑wide training and awareness; coordination of thematic groups; collaboration with civil‑society actors; digital archive of directives; annual EDI reporting
Impact Results
EDI Strategy 2024‑2029 adopted with seven strategic objectives; comprehensive focus areas published; institutional commitment recognised via Cyprus Diversity Charter signing (2022)
Success Factors
High‑level leadership support; interdisciplinary expertise; alignment with sustainability and gender‑equality frameworks; robust stakeholder engagement
Challenges Faced
Fragmented previous initiatives and entrenched inequalities; addressed through centralised governance, evidence‑based policy, and stakeholder engagement
Sustainability
Centre operates continuously under Senior Vice Rector; annual monitoring and reporting; periodic updates of EDI Action Plan; ongoing research projects and public events
#Policy #Strategy #Research #Training
Gender Mainstreaming Model (ORU)
A model developed for gender equality in academia, focusing on internal benchmarking for mutual learning and improvement of gender equality practices.
A project was initiated at the School of Behavioural, Social and Legal Sciences at Örebro University in 2021–2022. Its purpose was to devise a model for gender mainstreaming that would allow a gender equality and equal opportunities perspective to be applied to the inequality challenges that are specific to academia. An internal benchmarking process for the exchange of experiences and mutual learning was initiated in which participants representing the divisions within the school could compare notes and develop their processes for gender equality and equal opportunities. School management, heads of division and specially appointed coordinators were involved in the process. The model prescribes a process-focused, participant-oriented approach that takes its departure from the specific needs of the school or department involved.
Examples of questions discussed:
How do we raise the status of the work performed by the administrative team and how do we recognise the competence of this group? What does gender and power mean on your course?How do we attract more male applicants to our study programme? How do we enhance knowledge about gender equality and equal opportunities among students and staff? How can gender mainstreaming and equal opportunities efforts be systematised?
Click here for the website
Implementation Date
2021
Challenges Faced
To encourage the different institutions to work according to the model when resources are scarce
Sucess Factors
The knowledge and effort put in by the initiators of the model together with help and advice from an expert group.
Impact Results
Work has been carried out to sor example increase participation of men in a female dominated study program. The report is written in Swedish.
Sustainability
A document for how to work within the model has been developed together with a brochure, website and a paper
ORU Lyssnar (ORU)
ORU Listens is a platform for students where they anonymously can provide feedback on their education with connection to diversity and inclusion.
Implementation Date
2020
Key Diversity Areas
Diversity, student influence, education, gender
Impact Results
The results have been incorporated into the course work for the courses for higher pedagogy as a learning tool for teachers.
Success Factor
The fact that it is a collaboration between the university and the students who together analyze the data.
Challenge Faced
Over time less and less feedback from students have appeared on the platform and there are no resources to campaign and raise awareness.
Sustainability
The responsibility for the platform lies with the centre for academic development and is part of their work with student influence. The centre for academic development collaborates with the student union.
Social safety at the University of Ostrava (UO)
The University of Ostrava emphasizes the area of social security and by Rector’s Measure No. 22/2023, it regulates the rules for secure communication via an electronic system and establishes the position of the University of Ostrava Ombudsman, for which it sets out the basic rules of operation.
Inclusion Strategies
Social safety expresses the ideal state of an environment in which the behaviour and actions of all present are naturally guided by the principles of collegiality, integrity, equality, respect, openness and consideration for others, and where any form of unwanted behaviour of intimidation, bullying aggression, harassment or discrimination is considered unacceptable, regardless of whether they are students or staff.
OSUd - theatre of the oppressed (UO)
Founded in 2020 by Social Pedagogy students and graduates, our theater group creates interactive performances where the audience actively shapes the story.
Implementation Date
2020
Buddy System Project (UNISA)
Supports international students by pairing them with local “buddies” to foster integration, cultural exchange, and social connections.
The Buddy System Project at the University of Salerno supports international students by pairing them with local “buddies” to foster cultural exchange, ease academic integration, and build a supportive campus environment. The project is aligned with the 2030 Agenda’s goals for quality education and reduced inequalities. Through organized activities and ongoing guidance, the Buddy System strengthens social and academic connections, making UNISA an inclusive, multicultural community.
Click here for the website
Implementation Date
2022
Key Diversity Areas
Cultural diversity, internationalization
Inclusion Strategies
Matches based on language, cultural interests, and academic goals; training for local students which prepares buddies to understand and support international students’ needs; digital badges acknowledge buddies’ participation with a certified badge for their role, verified via blockchain.
Impact Results
So far, the project has facilitated hundreds of “buddy-incoming” pairings, helping international students navigate campus life and fostering long-term intercultural relationships.
Success Factors
Integration with UNISA’s mission to promote multiculturalism and internationalization
Challenges Faced
Managing diverse expectations and cultural differences, ensuring consistent support without adding administrative burden
Sustainability
Continuous recruitment, monitoring, and support by 3CLab, with biannual reporting to assess progress; digital badges provide formal recognition, encouraging long-term participation. Plans include expanding the model to other national and international contexts.
#Cultural Exchange #Student Support #Internationalization #Peer Mentoring
PSI WELL (USV)
Building Bridges: Promoting the social inclusion and well-being of families of children with special needs
The general aim is to promote social inclusion, equity, and wellbeing for risk families in Europe through an intervention program for parents of children with special needs. The objectives are: diagnosing the level of social inclusion, stress and wellbeing of 1,500 families parenting children with special needs through a cross-sectional and cross-national research; developing a psycho-educational and social intervention program for fostering wellbeing for families of children with special needs; validating the psycho-educational &social intervention program for risk families through the implementation with 360 parents from European countries of partnership; raising the awareness of the communities regarding the specific needs for social inclusion of risk families and disadvantaged parents of children with special needs through conducting an information campaign; developing a psycho-educational kit comprising two working tools for trainers specialized in working with disadvantaged parents; improving parenting skills and parent-child relationships through developing an integrative handbook for parents.
Click here for the website
Key Diversity Areas
Disability, special needs
MintViz - The Machine Intelligence and Information Visualization Lab (USV)
An interdisciplinary lab designing and developing accessible technology for people with motor impairments, including smart wearables and sensorimotor interfaces.
The Machine Intelligence and Information Visualization Lab (MintViz) is an interdisciplinary research laboratory. The main research philosophy is design and development of useful and usable interactions between humans and computers by means of advanced AI & InfoVis techniques informed by understanding the user or, better put, the human caught in the middle of today’s too fast-developing technology. Towards implementing this goal, our team blends expertise from Computer Science, Electronics, and Applied Psychology.
Click here for the website
Key Diversity Areas
Disability, accessibility
Impact Results
Sensorimotor Realities: The goal of this project is to conceptualize, design, and implement new smart wearables and environments to empower users with new sensorimotor abilities. To this end, we introduce the concept of Sensorimotor Realities (SRs) as a new type of physical-digital reality, distinct from Virtual (VR), Augmented (AR), Mixed (MR), and Mediated Reality (XYR), with grounds in eXtended Reality (XR), motor control theory, and ability-based design. Applications of SRs target people with motor impairments, but also people without impairments, enabling them to experience new sensorimotor abilities with wearable computing, ambient intelligence, and XR immersive technologies.
WearSkill: Motor-Streamlined Interactions with Smart Wearables: The goal of this project is to develop new input technology to increase the accessibility of smart wearables, such as glasses, watches, and rings, for people with upper-body motor impairments. To this end, we propose the concept of motor-streamlined input for wearables, which subsumes gesture input (in the form of touch, stroke-gestures, mid-air input, or head movements) and voice input according to a design, implementation, and evaluation paradigm centered on the specific motor abilities of the end user.
Increasing the Institutional Capacity of the Machine Intelligence and Information Visualization Laboratory for Excellent Research in Interactive Technology: People with upper body motor impairments (see image below, left) encounter many challenges when employing one of today’s dominant forms of interaction with modern computing technology, i.e., touch and gesture input, and, unlike people without motor impairments (image on the right), they need to adopt workaround strategies to be able to access content on touchscreen devices. In this project, we design and develop new technology to assist people with motor impairments to use gesture input on touchscreen devices effectively by employing eye gaze tracking, voice input, and electroencephalography (EEG) analysis.
Gesture Interfaces for Visually-Impairing Interaction Contexts: In this project, we design gesture interface technology more accessible to people with visual impairments as well as to people without impairments that occasionally find themselves in visually-impairing situations, i.e., when they are not able to have a clear, direct look at the smartphone, yet interaction is mandatory. Our goal is to understand the effects of visual impairment on gesture performance on touch-sensitive mobile devices and, therefore, to inform the development of new algorithms to recognize gestures for various visually-impairing conditions, and new interaction techniques to help mobile users overcome their visual impairment, either physiological or situational.
Psychiatrists and psychologists (UT)
Since the COVID-19 pandemic, student mental health has worsened significantly. Data from recent years shows a sharp increase in depression symptoms, with 41% of students reporting moderate to severe symptoms compared to 26% before the crisis. In response, the Student Health Service has strengthened its focus on mental health by expanding staff and collaborating with local professionals.
Since the Covid-19 crisis, the student mental health has declined dramatically. Data collected over the past four years highlights the consequences of lockdown policies on students’ mental health. Mental health has deteriorated significantly since lockdown, with four out of ten students (41%) reporting moderate to severe symptoms of depression, compared to 26% before the health crisis. The Student Health Service developed this axis, with both recruitments and partnerships with city professionals.
Implementation Date
2020
Inclusion Strategies
Psychiatrists, psychologists and a marriage and family counselor; in-person appointments and collective events
Impact Results
3,102 consultations
Success Factors
The national programs “santé-psy” gave students the possibility to get an appointment with a city professional paid by the university. The contribution to student and campus life enabled the recruitment of new professionals.
Challenges Faced
The number of students is too important and the waiting time for an appointment can be a difficulty, especially with psychiatrists.
Sustainability
New agreements with city psychologists are signed regularly through the program Santé-psy to increase the number of professionals who can receive students.
Disability Recruitment Commitment (UT)
The university has increased its recruitment of people with disabilities, raising the percentage of staff with disabilities from 3.94% to 5.68% over four years.
Multisensory rooms (SVK)
A multisensory room available to students and faculty to help with stress, anxiety, and autism spectrum disorder. Trained student mentors provide guidance on its use.
The multi-sensory room is used by students, teachers to help with stress, tension, panic attacks, difficulties due to autism spectrum disorder. The room is located in one faculty and is available to all members of the academic community. Student mentors are trained to use this room and are ready to advise other students on its use.
Implementation Date
2015
Key Diversity Areas
Disability, special needs, diversity, equality
Inclusion Strategies
Support process maintained to respect students’ and staff’s mental health
Impact Results
Ensured more peaceful and respectful environment, reducing potential challenges faced by students’ mental health
Success Factor
Commitment to mental health
Challenge Faced
The fair to use the room because of others’ opinion
Sustainability
Ensured direct support based on right now help
Visibility Training (UNIBI)
The visibility training “Selbstbestimmt sichtbar” (Self-determined visibility) offers female scientists at Bielefeld University a space to develop their own strategies for public visibility with the support of experts and peers. The training program consists of three modules on communication, legal aspects, and resilience. It is aimed at female researchers at all career levels, particularly those who are just starting to think about their own visibility.
The visibility training “Self-determinedly visible” offers fifteen scientists at Bielefeld University a common experimental and learning space to develop their own visibility strategies. The training invites you to understand public visibility as a broad spectrum – from your own website to the podcast contribution to the television interview, scientists have a variety of opportunities to communicate their research. The modules on communication, resilience and law each consist of a workshop and a media workshop. The aim of the training is to equip the participants with the necessary skills to shape their own visibility. In the interactive workshops, you will work with the experts to develop which communication formats suit you best, as well as basic legal knowledge for shaping your visibility and strategies for dealing with hostility. The media workshops offer a method-guided space for the development of one’s own paths and strategies as well as a protected place for a mutual exchange of experiences.
Click here for the website
Implementation Date
Spring 2025
#Support #Counseling #Workspaces
RSB (UNIBI)
The RSB works on a peer-to-peer basis, meaning that all members of the department are students themselves with disabilities and/or chronic illnesses. Their goal is to support disabled/chronically ill students in exercising their rights with regard to compensation for disadvantages, aids, study assistance and other possibilities. They offer advice, exchange and support. Also information events, networking, lecture series and readings.
CRAI Lab (UJA)
This initiative promotes digital accessibility and innovation in higher education using adaptive learning technologies to ensure full participation of all students.
The CRAI Lab (Centro de Recursos para el Aprendizaje y la Investigación) at the University of Jaén is an innovation hub aimed at supporting inclusive, accessible, and technology-enhanced learning. It provides students and staff with access to adaptive technologies, digital tools, and training resources tailored to diverse learning needs. The initiative promotes universal design for learning (UDL), offers support for students with disabilities through accessible content production, and facilitates teacher training in inclusive digital pedagogy.
Click here for the website
Implementation Date
2023
Key Diversity Areas
Digital accessibility, disability, inclusion, learning diversity
Inclusion Strategies
Provision of assistive technology, adaptation of academic materials, workshops on inclusive teaching, support for the creation of accessible digital content
Impact Results
Increased participation of students with disabilities in online and hybrid courses; positive feedback on digital content accessibility and student support services
Success Factors
Institutional commitment, interdisciplinary collaboration, user-focused approach, and proactive adaptation to technological trends
Challenges Faced
Rapid technological change and limited digital skills among staff; addressed through ongoing training and user-centered design
Sustainability
Regular technological updates, partnerships with academic departments, continuous evaluation of user needs and satisfaction, institutional funding
#Accessibility #Digital Inclusion #Universal Design #EdTech
UNHCR Refugee Scholarship Programme (UNIC)
Provides full/partial scholarships to forcibly-displaced youth so they can complete undergraduate or postgraduate study. Objectives: widen access to tertiary education for refugees and advance SDG 4/10. Strategies: MoU with UNHCR, dedicated outreach, tailored academic advising, and psychosocial support. Outcomes: >70 scholarships since 2017; programme renewed in 2022 after positive evaluation.
Implementation Date
2017
Key Diversity Areas
Forced displacement, migration
Inclusion Strategies
Fee waivers and stipends; pre‑arrival guidance; academic mentoring; collaboration with UNHCR & NGOs
Impact Results
70+ recipients; retention and completion rates comparable to domestic cohort (2022 stakeholder meeting)
Success Factors
High‑level UNHCR partnership; institutional commitment; student success stories used as advocacy
Challenges Faced
Language barriers, limited social networks; mitigated through intensive language classes and peer‑mentoring
Sustainability
Annual MoU renewal; impact meeting each June; alumni peer‑network established 2023
#Refugees #Scholarships
CEDI - Elderly Well-Being Strategy (UNIC)
In partnership with the Deputy Ministry of Social Welfare, CEDI is helping to develop a national strategy to enhance the well-being and quality of life for elderly people in Cyprus.
Established in 2022 as a multidisciplinary research and policy hub to embed Equality, Diversity and Inclusion (EDI) across the University. Objectives: promote a culture of inclusion, equity and pluralism; develop and monitor the University’s EDI strategy and action plan; integrate gender mainstreaming and respect for diversity in all university functions. Strategies: creation of a dedicated centre reporting to the Senior Vice Rector; interdisciplinary membership; signing of the Cyprus Diversity Charter; delivery of high‑quality research, policy guidance, public events, and coordination of EDI documents. Outcomes: Publication of the University‑wide Equality, Diversity & Inclusion Strategy and Action Plan 2024‑2029; alignment with UN SDGs 4, 5, 10 and 16; establishment of thematic focus groups and campus‑wide training programmes.
Implementation Date
2022 (CEDI launch)
Key Diversity Areas
Gender, disability, race, religion/belief, sexual orientation, socio‑economic status, family and civil status, age
Inclusion Strategies
Interdisciplinary research and policy development; campus‑wide training and awareness; coordination of thematic groups; collaboration with civil‑society actors; digital archive of directives; annual EDI reporting
Impact Results
EDI Strategy 2024‑2029 adopted with seven strategic objectives; comprehensive focus areas published; institutional commitment recognised via Cyprus Diversity Charter signing (2022)
Success Factors
High‑level leadership support; interdisciplinary expertise; alignment with sustainability and gender‑equality frameworks; robust stakeholder engagement
Challenges Faced
Fragmented previous initiatives and entrenched inequalities; addressed through centralised governance, evidence‑based policy, and stakeholder engagement
Sustainability
Centre operates continuously under Senior Vice Rector; annual monitoring and reporting; periodic updates of EDI Action Plan; ongoing research projects and public events
#Policy #Strategy #Research #Training
Linje 14 (ORU)
Cooperative project focusing on motivating younger students toward higher education through workshops, homework support, and study visits.
A study in 2018 showed a 52-53% increase in university study tendencies in a neighborhood school.
“Linje 14” is a cooperative project of Örebro university and the municipality of Örebro established in 2003 to focus on and motivate younger students towards higher education. They work with several activities in which mostly high school students get to meet student ambassadors from the university in different settings. Activities examples include workshops, homework support, and study visit on campus. The partnership has expanded to involve nine high schools and two leisure centres.
At the start of 2018, a research group consisting of the two researchers, Anna Ambrose and Björn Ivemark, initiated a study of the long-term effects of the “Linje 14” operation. One of the focus areas of the reports involved students who did not have academic habits in their home, a reference to students who did not have a parent with an academic background. The result showed that the tendency to study at a university had increased by 52-53 per cent at one school in the neighbourhood Vivalla in Örebro.
Click here for the website
Implementation Date
2003
Impact Results
Over time there has been an increase in students from families with students with little experience of higher education. Students report increased motivation to go on to higher education.
Success Factor
Sustainability over time and student role models that meet with the younger students
Challenge Faced
To keep resources over time
Sustainability
The project is a collaboration between the university and the municipality and has been going on for over 20 years.
Centre for Academic Development (ORU)
Key Diversity Areas
Pedagogy, academic development
Inclusion Strategies
The importance of pedagogic development has been incorporated into the university´s strategy and goals.
Impact Results
Follow up of the courses held by the centre for academic development has shown that the courses are valued by teachers.
Success Factors
Collaborations with different departments and institutions and a broad range of staff connected to the centre
Challenges Faced
Time and resources to meet all the demands
Sustainability
Staff from the different faculties are involved in the centre and different projects entailing that all the faculties are invested.
Mesom So Mesom - practice consultants with lived experience (UO)
Since June 2018, practice consultants with lived experience have been co-teaching at the Faculty of Social Studies in Ostrava. Using storytelling, they share their experiences and help students understand the needs of people in difficult life situations. Through discussions, they support students in preparing for real social work practice.
Implementation Date
June 2018
Horizon Project "R&I Peers" (UNISA)
The R&I PEERS project, led by the University of Salerno and funded by the European Commission’s Horizon 2020 program, aims to create pilot experiences that address and reduce gender bias in research organizations. The project fosters gender equality by increasing women’s participation in decision-making roles and improving career opportunities for women in R&I across various Mediterranean institutions.
Click here for the website
Implementation Date
2020
Key Diversity Areas
Gender representation, gender-balanced leadership, women’s career progression
Inclusion Strategies
Implementing Gender Equality Plans (GEPs) with action points; removal of barriers in recruitment, retention, and career progression through actions like salary preservation during maternity leave, telework improvements, and parental leave introduction; new election rules to ensure fair gender representation in leadership; inclusion of gender equality topics in research programs and higher education curricula
Impact Results
GEP implemented, increased awareness and visibility of gender equality challenges and interventions through data and research
Success Factors
International collaboration with diverse partners, implementation of GEPs that focus on actionable improvements
Challenges Faced
Overcoming entrenched gender biases in the project institutions, addressing structural and cultural barriers to women’s representation in leadership
Sustainability
The University of Salerno has embedded the project’s initiatives into its organizational framework by establishing the Gender Equality Plan (GEP). This plan, approved by the university’s governance bodies, outlines specific actions and timelines to promote gender equality within the institution. The project employs ongoing assessment mechanisms to track the effectiveness of implemented actions. This includes regular reviews and updates to the GEP, ensuring that strategies remain relevant and impactful over time.
#Gender Equality #Women Career Progression #Gender Policy Development #Gender Equality Plan #Leadership Representation
Alias Careers (UNISA)
The “Alias Careers” initiative at the University of Salerno supports transgender students by allowing them to manage their academic careers under an alias that aligns with their gender identity. The primary goal is to enhance student well-being and reduce barriers transgender students may face in academic settings. Through a structured request process, students can obtain an alias identity used in registrations, communications, and coursework.
Implementation Date
2019
Key Diversity Areas
Gender identity support, inclusive identity practices
Inclusion Strategies
Confidential support process managed with confidentiality to respect student privacy
Impact Results
The initiative has fostered a more welcoming and respectful environment, reducing potential stigmas and challenges faced by transgender students.
Success Factor
Clear and formal policy framework for managing alias identities
Challenge Faced
Raising awareness among faculty and staff to handle alias identities with respect
Sustainability
The structured and formalized alias career policy ensures ongoing accessibility and consistency in supporting students.
#Gender Identity #Transgender Support #Inclusive Education #Alias Name #Student Well-being
Mental Health Projects (USV)
Projects aimed at promoting mental health and well-being in various social contexts, including family support for children with special needs, school environments, and mental health in schools.
Promoting Mental Health at Schools (PROMEHS) is an Erasmus+ Key Action 3 project co-funded by the European Commission (2019-2022). The main aims of the PROMEHS project are to provide a systematic framework for the development and implementation of an evidence-based universal mental health curriculum in schools and to deliver high-quality training for school staff; to increase the mental health of students and teachers; to share best-practice and recommendations for school staff, parents, policy-makers and stakeholders on how to promote mental health in school; to integrate PROMEHS into national educational and health policies; to promote innovation in educational policies in collaboration with national and international public authorities; to develop an evidence-based curriculum to promote positive mental health at school.
Click here for the website
Key Diversity Areas
Disability, special needs
Teacher Training Courses (USV)
Annual courses aimed at developing psycho-pedagogical skills, improving communication, and promoting student-centered approaches to teaching and mental health
SIDCPCPCPSM-2023: The general objective of the project is the development of psycho-pedagogical and research competences through: development of pedagogical communication skills, personal development, development of positive relational skills in order to promote student-centered approaches, promoting mental health and improving teachers’ ethical sensitivity. Specific objectives are to develop psycho-pedagogical skills and promote mental health of teachers and students through personal development training and communication skills in order to promote approaches student-centered approaches, in particular by optimizing positive and effective interpersonal skills to cultivate self-esteem, confidence and motivation among students; continuous improvement of teaching staff in order to increase ethical awareness and strengthen respect and deontological value of teaching, scientific research ethics and academic integrity; expand and deepen the knowledge base, experience and exchange of good practice in the field of academic integrity at international level; personal and professional development of doctoral students through increased awareness and enhancing ethical competence in research and teaching; to ensure good integrated project management by structuring the activities into packages of implementation packages and continuous monitoring throughout its duration.
SISCADUDCE-2022: Development of teachers’ psycho-pedagogical competences through personal development trainings in promoting student-centered approaches, in particular by optimizing positive and positive interpersonal skills effective in cultivating students’ self-esteem, confidence and motivation; continuous improvement of teaching staff in order to increase ethical awareness and strengthen respect and value of the deontology of teaching, ethics of scientific research and academic integrity; personal and professional development of doctoral students by raising awareness and improving ethical competence in research and teaching; to ensure good integrated project management by structuring the activities into packages of implementation packages and continuous monitoring throughout its duration.
SICADES-2021: The objectives of the project are to optimize the ability of teachers to relate positively and effectively with students by developing personal management skills (interpersonal skills, emotional regulation skills, coping skills, assertive communication skills); the improvement of the ethical organizational culture in terms of collegial and teacher-student relations in the context of changes induced by the shift to online (and hybrid) learning; general health assessment and measures to improve physical fitness; to ensure good project management by structuring activities into implementation packages and continuous monitoring throughout the duration.
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Key Diversity Areas
Disability, special needs
Accessibility Charter (UT)
The charter, developed with input from students, faculty, and staff, addresses both legal provisions and practical feedback to improve accessibility on campus.
Creation of a Building and Digital Accessibility Charter to ensure the structures of the university are fully inclusive, with recommendations for text formulation, audio and video production, accessibility of the university website, etc.
Implementation Date
2024
Inclusion Strategies
Charter, training sessions, communication on the internal website
Impact Results
Building and Digital Accessibility Charter
Success Factors
The university website was upgraded with the “confort+” tool, which allows users to modify the interface to suit their personal needs. New training sessions were created for the staff.
Challenges Faced
Ensuring all our digital practices are adequate and up to date
Sustainability
A new charter is being drafted, specifically for the digital part, among a work group including representatives from the Communications office, the IT office, the staff disabilities advisor, the students disabilities advisors.
Mentor system (SVK)
A mentoring system for first-year students and international students helps with academic adaptation and provides guidance through teacher and student mentors.
Mentoring is carried out for first-year students and students from foreign countries in order to help in the process of academic adaptation. Each group has a teacher mentor who supervises, advises the academic group, and solves the difficulties that arise. Students are also advised by other students through an electronic system. Students have the opportunity to apply to student mentors. First-year teachers also have teacher mentors who help them understand the peculiarities of the study process and the specifics of preparing and filling out documents.
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Implementation Date
2020
Key Diversity Areas
Disability, special needs, diversity, accessibility
Inclusion Strategies
Removal of barriers in inclusion, engagement with University’s culture
Impact Results
Increased awareness of University’s culture
Success Factor
Strong institutional support
Challenge Faced
Ensuring permanent assistant round year, because of mentors’ tough schedule
Sustainability
The University has been implementing project on improving students’ psychological well-being for several years. Later it became a part of yearly activity.
Career Centre for Students (SVK)
The Student Admission and Career Center supports students with career planning and personal challenges through individual consultations and practical training. They also assist with preparing CVs and cover letters and provide guidance on choosing a field of study, career paths, and the higher education admission process.
The Student Admission and Career Center provides individual consultations to help overcome difficulties and successfully plan a career. Various practical trainings are also provided on the following topics: curriculum vitae (CV), job interview, effective presentation at work, time and activity planning, self-knowledge, career vision, personal finance management and career, creative problem solving, etc. Career Center specialists help prepare CVs and cover letters. Also, the employees of the Student Admission and Career Center offer students: individual or group consultations on matters of choosing a profession and career planning; presentation of studies at Šiaulių valstybinė kolegija (ŠVK) at school or at the premises of ŠVK; individual or group consultations on matters of admission to Lithuanian higher education institutions.
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Implementation Date
2002
Key Diversity Areas
Carrier progression, diversity and inclusion
Inclusion Strategies
Removal of barriers in recruitment, retention, and career progression
Impact Results
Increased awareness of leadership
Success Factor
High alumni employability rates under gained specialty
Challenges Faced
Low student engagement, time compatibility issues, limited remote service availability, strain on human resources, students with different needs, information dissemination challenges, lack of evaluation of service outcomes
Sustainability
Assists in securing career planning and integration into the job market
ZAB (UNIBI)
Central point of contact for staff and students on the subject of accessibility, where various projects such as study start barrier free, the accessible navigation app UniMaps and various other (cooperative) projects are anchored.
The ZAB is the central point of contact for all issues relating to accessibility and the active participation of people with disabilities or chronic illnesses at Bielefeld University. The ZAB offers expertise on accessible and diversity-sensitive university development, in digital accessibility, for prospective students, students and lecturers on studying with disabilities or chronic illnesses and for employees and managers on employment with disabilities or chronic illnesses. It offers counseling, peer-mentoring, support in study-related matters, participation suppport in studies, workspaces, regarding working, accesibility and more.
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#Support #Counseling #Workspaces
Office of Cooperation and Volunteering (UJA)
Promotes social inclusion and civic engagement by actively involving students in community-oriented projects.
The Cooperation and Volunteering Office facilitates university community participation in volunteer and international cooperation projects. Its main objectives include fostering solidarity, developing social action skills, and strengthening collaboration networks between students and civil society organizations. Key strategies include volunteer training, the creation of exchange programs, and partnerships with local and international NGOs.
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Implementation Date
2015
Key Diversity Areas
Gender, disability, social inclusion, cultural diversity
Inclusion Strategies
Development of accessible programs, diversity and inclusion training, promotion of multicultural activities, partnerships with associations working with vulnerable groups
Impact Results
Increased student participation in volunteer programs with direct impact on marginalized communities; positive evaluations regarding awareness on diversity and inclusion issues
Success Factors
Collaboration network with key institutions, programs adapted to different volunteer profiles, continuous training and awareness
Challenges Faced
Difficulties in volunteer continuity due to student turnover; loyalty and recognition strategies have been implemented to ensure greater commitment
Sustainability
Ongoing collaboration with NGOs and public entities, volunteer follow-up, annual program evaluations, and strategy adjustments based on emerging needs
#Student Engagement #Community Service #Volunteering #Higher Education
PUM: Promoting Lifelong Learning for Senior Citizens (UJA)
The Senior Education Program at the University of Jaén fosters active aging, personal development, and intergenerational dialogue by offering university-level education to individuals over 55. The program includes diverse courses on humanities, technology, health, and law, promoting social inclusion, intellectual engagement, and civic participation. Emphasis is placed on accessibility and community integration, including joint activities with younger students and civil society organizations.
Implementation Date
2016
Key Diversity Areas
Aging, lifelong learning, intergenerational inclusion
Inclusion Strategies
Curriculum tailored to older adults, intergenerational seminars, cultural activities, adapted pace and support for digital literacy
Impact Results
High satisfaction rates, improved social integration and well-being among participants, increased visibility of senior contributions to university life
Success Factors
Dedicated staff, community engagement, and the strategic alignment of the program with lifelong learning policies
Challenges Faced
Digital divide and access limitations; addressed through tailored ICT training and peer support
Sustainability
Institutional funding, collaborations with local government and NGOs, programmatic flexibility based on participant feedback
#Lifelong Learning #Active Aging #Intergenerational Dialogue #Social Inclusion
Comprehensive Support System for Students with Special Educational Needs (UNIC)
Policy & 68‑page manual (rev. June 2020) detailing identification, accommodation and monitoring procedures for students with disabilities or learning differences. Objectives: full accessibility of learning environment. Strategies: Disability & Mental‑Health Committee, dedicated psychologist, personalised accommodation letters, accessible housing, assistive tech loans. Outcomes: 20/22 campus buildings fully accessible; >150 students supported annually.
Implementation Date
Policy 2008; manual rev. June 2020
Key Diversity Areas
Disability, special needs
Inclusion Strategies
Early disclosure in admissions; individualised accommodation plans; accessible campus design; faculty training toolkit
Impact Results
Campus audit 2023: 90% lecture rooms meet universal‑design standards; student satisfaction (4.4/5)
Success Factors
Detailed procedures; multi‑stakeholder committee; clear faculty guidance
Challenges Faced
Retro‑fitting older buildings; funding secured through phased capital plan
Sustainability
Manual reviewed biennially; continuous building retrofits; disability liaison in each school
#Accessibility #Disability #Universal‑Design
CEDI - LGBTIQ+ Awareness in Healthcare (UNIC)
A European-funded project aimed at raising awareness among medical, nursing, and pharmacy professionals about LGBTIQ+ issues in Cyprus.
Established in 2022 as a multidisciplinary research and policy hub to embed Equality, Diversity and Inclusion (EDI) across the University. Objectives: promote a culture of inclusion, equity and pluralism; develop and monitor the University’s EDI strategy and action plan; integrate gender mainstreaming and respect for diversity in all university functions. Strategies: creation of a dedicated centre reporting to the Senior Vice Rector; interdisciplinary membership; signing of the Cyprus Diversity Charter; delivery of high‑quality research, policy guidance, public events, and coordination of EDI documents. Outcomes: Publication of the University‑wide Equality, Diversity & Inclusion Strategy and Action Plan 2024‑2029; alignment with UN SDGs 4, 5, 10 and 16; establishment of thematic focus groups and campus‑wide training programmes.
Implementation Date
2022 (CEDI launch)
Key Diversity Areas
Gender, disability, race, religion/belief, sexual orientation, socio‑economic status, family and civil status, age
Inclusion Strategies
Interdisciplinary research and policy development; campus‑wide training and awareness; coordination of thematic groups; collaboration with civil‑society actors; digital archive of directives; annual EDI reporting
Impact Results
EDI Strategy 2024‑2029 adopted with seven strategic objectives; comprehensive focus areas published; institutional commitment recognised via Cyprus Diversity Charter signing (2022)
Success Factors
High‑level leadership support; interdisciplinary expertise; alignment with sustainability and gender‑equality frameworks; robust stakeholder engagement
Challenges Faced
Fragmented previous initiatives and entrenched inequalities; addressed through centralised governance, evidence‑based policy, and stakeholder engagement
Sustainability
Centre operates continuously under Senior Vice Rector; annual monitoring and reporting; periodic updates of EDI Action Plan; ongoing research projects and public events
#Policy #Strategy #Research #Training
Learning Lab (ORU)
A 300 m² test environment for students and teachers to collaborate on designing learning spaces and testing new teaching methods using spatial technology.
In 2022, the Learning Lab was opened at Örebro University. It is a 300 m2 test environment where teachers and students collaborate on designing their learning environment and testing new teaching methods using the Learning Lab’s spatial technology, furnishings, and format.
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Implementation Date
2022
Inclusion Strategies
The platform is owned by the centre for higher pedagogy and the results are implemented into the courses for higher pedagogy.
Impact Results
Over time teachers have used different methods and ways to teach that have promoted diversity and inclusion.
Challenge Faced
The project will be followed up at the end of the test period.
Sustainability
Learning Lab is a project that runs until 2025.
Counselling and Career Centre (UO)
The Counselling and Career Centre offers psychological and other counseling services for both students and employees, supporting them with various concerns and solutions.
The Counselling and Career Centre of the University of Ostrava offers psychological and other counselling services for both students and employees. You can seek assistance of the centre if you need to consult the concerned issue and its resolution. Rector’s Order: social safety at the University of Ostrava
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Medici na ulici / Medics on the street (UO)
A student organization bringing together future healthcare professionals to focus on homelessness and medical care, offering basic wound treatment, health consultations, and care coordination in collaboration with social workers.
Gender Clinic (UNISA)
The clinic provides gender-specific health services, including monitored hormone therapy and comprehensive support for individuals undergoing gender transitions.
The clinic’s objective is to address gender-specific health needs through a multidisciplinary approach, offering services that include safe, monitored hormone therapy and comprehensive physical, psychological, and social support. The clinic’s strategy involves collaboration with AIFA, which allows the prescription of essential hormone therapies free of charge, and the formation of a specialized team – including endocrinologists, gynecologists, and psychologists – to provide holistic, patient-centered care.
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Implementation Date
2020
Key Diversity Areas
Gender identity and health, LGBTQ+, trans people health, equity in healthcare
Inclusion Strategies
Multidisciplinary care that combines physical, psychological, and social support for each patient; personalized treatment plans, including hormone therapy monitoring to prevent adverse health effects.
Impact Results
Established as one of the first gender medicine clinics in Italy, improved quality of life and health outcomes for patients undergoing gender transitions
Success Factors
Support from AIFA and the University of Salerno, the clinic’s pioneering status in Italy
Challenges Faced
Limited clinical data on hormone therapy for transgender individuals, necessitating careful monitoring
Sustainability
The clinic is sustained through the integration of its services within existing healthcare schedules and the involvement of a dedicated multidisciplinary team. It leverages regional and national support.
#Gender Medicine #Transgender Health #Inclusive Healthcare #Hormone Therapy #Multidisciplinary Clinic
Laboratory H (UNISA)
The laboratory provides specialized tools like Braille printers, adaptive software, and accessible furniture to support students with disabilities, promoting barrier-free education.
Laboratory H is an inclusive facility offering technology and assistive tools tailored for students with disabilities. This lab provides resources like Braille printers, adaptive software, and accessible furniture. The lab’s goal is to provide equitable educational support for students with disabilities.
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Key Diversity Areas
Disability, accessibility
Inclusion Strategies
Assistive Technology provides tailored resources to support varied needs. Dedicated Facilities provide a space designed to foster independence and accessibility.
Impact Results
Enhanced accessibility for students with disabilities, supporting improved academic outcomes
Success Factor
Strong institutional support
Challenge Faced
Maintaining up-to-date technology
Sustainability
Continuous updates to assistive technology and equipment ensure ongoing relevance and support for new students.
#Accessibility #Assistive Technology #Disability Support #Inclusive Learning #Educational Equality
EDUCARDIA (USV)
Assessment and improvement of socioemotional competencies of students powered by a smart digital toolkit and targeted educational activities applied on physical and online classrooms, 2021-1-EL01-KA220-SCH-000032806 (2022-2024)
EduCardia aims to develop an assessment methodology focusing on assessing and improving socioemotional competencies of students in primary and secondary educational level. This includes both the development of the appropriate SEL material and the development of an online tool (software) that will enable teachers to efficiently apply assessment processes within their classrooms and track the evolution of socioemotional competencies of students. EduCardia is based on an existing open-access Emotional Intelligence (EI) model, known as EmoSocio. EduCardia aims to promote emotional education taking under consideration the power of social dynamics, while developing an assessment methodology with a strong theoretical sound basis empowered by ICT technologies.
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Key Diversity Areas
Disability, special needs
Student Health Service (UT)
The student health service consists of a 39-member team offering support across 13 medical specialties, giving students access to a wide range of care. It is especially helpful for those whose families do not live in Tours, as appointments are often easier to obtain than with local doctors. Most students can access these services free of charge, as consultations are covered by the French national health insurance system.
The student health service is a team composed of 39 people dedicated to receiving and supporting students. With 13 different specialties, students have access to a wide range of care. It is particularly relevant for students whose families do not live in Tours, since it makes it possible to get a doctor appointment in a reasonable time, which is more complicated with city doctors. The French health system allows most of the students to benefit for free since the French national health insurance system pays the cost of the consultation directly to the university.
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Implementation Date
The student health service was created by a 1984 Law.
Inclusion Strategies
A pluri-disciplinary medical team, accessible for free or for a limited amount by all students
Impact Results
15,148 consultations in 2023-2024
Success Factors
The role of the students’ health services was regularly consolidated by the French government. The creation of the contribution to student and campus life made it possible to fund several positions to increase the number of professionals.
Challenge Faced
The number of students at the university has increased over the years, making it difficult to get an appointment rapidly, even though the number of doctors was increased.
Sustainability
The service has grown along the years, its missions were developed by several different laws, adding new disciplines to enhance the support it provides to the students, local and international. It was able to increase the number of consultations from 5,494 in 2013-2014 to 15,148 in 2023-2024.
Inclusion at work and management (UT)
A research project exploring how inclusive leadership influences the disclosure of chronic illness in the workplace
The objectives of this Chair are to develop research and teaching activities to provide better training in this area for HR professionals, managers and future graduates, and then to disseminate the results as widely as possible.
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Implementation Date
December 2023
Inclusion Strategies
Organisation of themed events: Conferences, workshops and seminars to raise awareness of the challenges of inclusion (e.g. Diversity fresco, theme days, etc.); communication on the Fondation Rabelais website and social networks
Impact Results
One thesis in management science on the subject of “how does inclusive leadership influence the disclosure of chronic illness”; a regional barometer is to be launched in 2025 on “women’s health at work in the Centre-Val de Loire region”. Organisation of a round table on “How to support women’s health at work” in June 2024; inclusion and CSR back-to-school day for students at the campus in September 2024; diversity fair for staff at the University of Tours in February 2025; one woman show by Caroline le Flour “La chauve souriT” in March 2025
Success Factors
The chair organises regular events, either online or physical to raise awareness among professionals, exchange best practices and discuss research advances.
Challenges Faced
The Chair is already supported by companies, but it is still looking for other sponsors to finance its projects.
Sustainability
The chair is animated by 3 professors and a PhD student. It is supported by the university foundation to gather sponsors.
Student Satisfaction Survey (SVK)
Every semester, a survey is conducted to assess student satisfaction with academic support, teaching quality, and content, which then informs improvements.
Every semester, students fill out a survey about the organization of the semester’s studies (timetable, workload, provision of studies, etc.), academic support and support (counseling, tutoring, cooperation, etc.), content of studies (subjects, topics, etc.), teaching quality (methods, material, etc.). The results of the survey are analyzed, teachers are introduced, and changes are planned. Feedback is provided to students.
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Implementation Date
2010
Key Diversity Areas
Academic support, inclusive education, environment
Inclusion Strategies
Provides personalized assistance to help students manage their coursework; revision on study quality, help assistant etc. based on specific student needs and areas of study.
Impact Results
Academic outcomes are improved every half a year.
Success Factor
Constructed non-bias approach that builds trust between the students and academic / administrative staff
Challenge Faced
To reach the necessary participant count to ensure objective results
Sustainability
The program is sustained through the regular feedback from students and it helps improve the quality of education.
Introduction week for the 1st year students (SVK)
The introductory weeks at ŠVK help first-year students become familiar with the institution, study structure, facilities, staff, and fellow students. They offer a range of activities to ease the transition into higher education, culminating in a Freshmen Camp and the Šiauliai City Birthday Celebration. Introductory weeks are also organized for international and Erasmus+ students.
Introductory weeks at ŠVK help first-year students get acquainted with the structure of the higher education institution, the specifics of studies, new spaces, administration and other students. These are new experiences that help them to enter a new stage of life at the higher education institution more easily. The week will be eventful and full of activities, and the week’s events will end with the Freshmen Camp and the Šiauliai City Birthday Celebration. Introductory weeks are also organized for foreign and Erasmus+ students.
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Implementation Date
2010
Key Diversity Areas
Diversity, special needs, inclusion
Inclusion Strategies
Orientation and information support, social inclusion through events and camp, cultural inclusion (for international and Erasmus+ students)
Impact Results
Academic inclusion, social inclusion and community building, cultural and intercultural inclusion, personal development and skills development, participation in urban life
Success Factors
Lower student dropout, inclusion, community strengthening
Challenges Faced
Different student needs, lack of motivation, lack of human resources, language barriers, limited funding, logistical difficulties, lack of feedback
Sustainability
Involving students and volunteers, using available resources, inclusion and continuous improvement based on feedback