News

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

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

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

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

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

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

You can listen to the episode here.

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

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

Programme participants. Photo credit: University of Granada

At the beginning of this year, the Arqus Alliance launched a call for applications for the Erasmus+ Blended Intensive Programme (BIP) based on challenge-based learning. Professor Egidijus Rimkus from the Faculty of Chemistry and Geosciences at 91��ɫ (VU) and six VU students seized this opportunity to join the programme. Participants explored the causes and consequences of climate change, examined potential solutions, and looked into ways to strengthen climate resilience.

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

Solving climate issues through interdisciplinary cooperation

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

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

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

From scientific theory to practical sustainability solutions

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

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

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

Both personal and academic experience

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

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

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

Volunteer as a Tutor for the Arqus Language Dives

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

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

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

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

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

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

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

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

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

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

Shaping the Future of Higher Education: Arqus Student Lab at 91��ɫ

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

On 2–3 July 2025, 91��ɫ welcomed students from across the Arqus Alliance to the very first Transversal Arqus Student Lab – a two-day event designed to empower students to actively shape academic life.

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

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

The Lab followed a structured format combining guided sessions, teamwork, and open discussion and feedback opportunities. At the end of the programme, each group presented their project concept and received input from peers and facilitators. Students also had time to connect informally and experience the atmosphere of 91��ɫ.

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

Teaching Portfolio Workshop: Building Your Academic Profile

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

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

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

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

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

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

The Results of the Arqus Research Initiative Have Been Published

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

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

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

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

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

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

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

“Improving confidence in future projections of Atlantic circulation”

Lead institution: University of Padua

Partner institutions: Maynooth University, University of Graz

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

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

Score: 94.99

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

Lead institution: University of Padua

Partner institutions: University of Granada, University of Minho

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

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

Score: 89.50

“Assessment of floral organ photosynthesis with novel mutant collections”

Lead institution: Maynooth University

Partner institutions: University of Lyon 1, University of Padua

Activities: Small-scale research project

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

Score: 88.50

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

Lead institution: Leipzig University

Partner institutions: University of Granada, University of Padua

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

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

Score: 87.50

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

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

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

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

What matters most to young people in Lithuania and across Europe? What challenges are they facing, and how do they suggest addressing them? These were the questions explored by Marija Bočiarovaitė, a social work student at the Faculty of Philosophy of 91��ɫ (VU), who participated in the European Student Assembly (ESA25) held on 26–28 May at the European Parliament in Strasbourg. While the event brought together attendees from over 200 universities, Marija was the only Lithuanian student; she represented the Arqus Alliance, which includes nine universities from Ireland, Austria, Spain, Italy, Poland, Portugal, France, Germany, and Lithuania (VU).

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

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

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

What does advocacy mean?

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

Marija Bočiarovaitė. Photo credit: Tomas Terekas.

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

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

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

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

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

What recommendations did the other groups present?

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

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

How was the Assembly conducted?

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

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

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

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

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

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

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

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

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

Would you like to work at the European Parliament?

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

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

Why did you choose to study social work?

When I finished school, I had no idea what path I wanted to take or what to study. I am really glad I took a break, because I gained the motivation to study during that time. It took a while to find my way to social work – first by understanding what I did not want to do, then by gradually discovering my passion. The Social Work programme at 91��ɫ caught my attention because it takes a holistic and interdisciplinary approach – we study psychology and sociology at the Faculty of Philosophy and work directly with people. Soon after enrolling, I realised how comfortable I felt while studying and preparing for my professional journey. It confirmed that this is where I belong. These studies give me a great deal both as a professional and, first and foremost, as a person.

In what way have your studies helped you grow personally?

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

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

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

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

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

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

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

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

What is One Health?

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

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

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

For more information and registration, click here.

Are We Ready for AI Twins?

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

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

In this brand-new episode, we welcome a very special guest: Dr Paulius Jurčys, senior lecturer at the Faculty of Law of 91��ɫ and expert in data privacy, copyright and emerging technologies.

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

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

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

Dr Paulius Jurčys is a senior lecturer at 91��ɫ Law Faculty, who teaches data privacy and copyright law courses at 91��ɫ Law Faculty and serves as an affiliate fellow with Harvard’s CopyrightX program. A technology lawyer and admitted to practice law in California. He is also a co-founder of Prifina, a San Francisco company that builds personal data technologies for individuals. Paulius Jurčys holds an LL.M. from Harvard and a Ph.D. from Kyushu University, and in 2025 became a visiting scholar at UC Berkeley School of Law. In 2025, he won the MyData Global “Thought Leadership” award. He served as an expert member of the International Law Association Committee on Intellectual Property, which drafted the 2021 Guidelines on Intellectual Property and Private International Law.

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

Arqus Joint Call for Blended Intensive Programmes

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

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

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

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

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

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

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

The call is open until 15 July 2025.

For more information, click here.

Joint Call for Arqus Twinning 2.0 Projects

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

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

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

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

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

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

The call is open until 15 July 2025.

Discover more here.

Arqus Staff Training Modules – Learn to Develop Joint Programmes

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

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

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

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

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

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

For more information and registration, click here.

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

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

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

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

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

Programme highlights

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

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

For more information and registration, click here.

2nd edition of “A Journey Through Artificial Intelligence” lecture series

2025-05-22T14:35:49+03:00

The Arqus Artificial Intelligence and Digital Transformation (AI&DT) Living Lab is launching the second edition of the A Journey Through Artificial Intelligence (JAI) lecture series.

The JAI webinars aim at explaining artificial intelligence to the general public in a simple way. They are designed for a non-expert audience to break down complex AI concepts and make them accessible to everyone.

These sessions, held both online and in-person, aim to build AI literacy and promote informed societal discourse. The AI&DT Living Lab organises accessible, non-technical lectures to demystify AI concepts for a broad audience, ensuring that people from all backgrounds can gain insights into its principles, challenges, and potential. Topics range from the historical development of AI to its ethical challenges, practical applications in education, and value alignment.

For more information, click here.

Arqus Twinning 2.0 “Innovating in language teaching” at VU and University of Lyon

2025-05-22T13:51:32+03:00

In the framework of the Arqus Alliance’s Twinning 2.0 programme, professors and students from 91��ɫ (VU) and the University of Lyon 1 collaborated on a project focused on interculturality and the application of artificial intelligence in language teaching, offering an enriching cultural and pedagogical experience.

This Twinning is a partnership between the Institute of Teaching and Education (INSPE) of the University of Lyon 1 and the Faculty of Philology of VU. The idea emerged from the shared desire of Angeline Durand-Vallot, a teacher at the INSPE and director of the Department of Language Teaching at Lyon 1, and Vitalija Kazlauskienė, a teacher at VU’s Faculty of Philology, to develop initiatives around pedagogical innovation and interculturality.

In February 2025, a group of five students and their professor from VU visited the INSPE of Lyon 1 to delve into the theme of interculturality, a central focus in teacher training at UCBL. During their stay, they participated in various courses and workshops covering subjects such as French literature, history and geography, virtual reality, and inclusive education. A research seminar on international openness and interculturality allowed them to exchange perspectives and deepen their understanding of European educational challenges.

In March, five students from Lyon 1, accompanied by their professor, visited VU to explore innovative pedagogical approaches integrating digital tools and artificial intelligence to enhance language learning. The students, future school and vocational high school teachers, engaged in theoretical instruction and practical workshops, acquiring valuable skills for their future careers.

The programme provided participants with the opportunity to experiment with artificial intelligence in an educational context, addressing ethical considerations and necessary precautions. One student noted that the training not only explored potential uses of AI in teaching but also helped dismantle prevalent misconceptions in France, where the use of such tools is often met with skepticism. Another student, whose thesis focuses on AI, found the workshops particularly beneficial, discovering the diversity of AI tools and understanding the importance of assigning the right task to the appropriate AI by providing clear and targeted prompts.

The exchange culminated in the students’ participation in the international conference “Cultural diplomacy in the service of dialogue” held during the Month of Francophonie in Lithuania. Two students presented their research on AI in language teaching, providing them with a unique opportunity to showcase their work and engage with international experts.

Following this event, both the University of Lyon 1 and VU students received honorary diplomas from VU, recognising their commitment and active participation in this intercultural initiative.

Building on this successful exchange, several initiatives are being considered to strengthen the partnership between Lyon’s Institute of Teaching and Education (INSPE) and VU’s Faculty of Philology and expand cooperation with other international partners:

e-Twinning Projects: Facilitating distance collaboration between teachers and students to develop innovative pedagogical projects.
Digital Portfolios: Enhancing intercultural experiences through digital portfolios, including video capsules, where students share their experiences and reflections from their international mobility.
International Exchanges: Organising physical or virtual school exchanges related to modern languages, history-geography, or civic education to raise students’ awareness of cultural diversity.
Online Seminars and Conferences: Hosting online seminars and conferences to provide students with a platform to present their intercultural work and reflections.
Internships and Study Mobilities: Offering internships and study mobility opportunities for INSPE Lyon 1 students at Arqus partner universities in Granada, Graz, Leipzig, Maynooth, Minho, Padua, Vilnius, and Wrocław, allowing them to experience diverse pedagogical methods and enrich their training.
Joint Degree Programme: Developing a joint degree programme between INSPE Lyon 1 and the Department of French Philology at VU to consolidate academic ties and promote pedagogical excellence internationally.

This collaboration exemplifies the Arqus Alliance’s commitment to fostering European academic cooperation centred on innovation and intercultural exchange.

Learn more about Arqus Twinning 2.0 here.

Learning Through Minecraft: A Workshop Series for University Educators

2025-05-20T14:12:58+03:00

As part of the Arqus Teaching Innovation initiative, university educators are invited to take part in an online workshop series exploring the use of Minecraft Education in higher education. The two-part workshop will take place on 16 June and 23 June 2025 and is designed for educators who are interested in developing interactive, game-based learning environments.

Led by Stefan Nowicki from the University of Wrocław – an experienced trainer in digital competencies, instructional designer, and certified Minecraft Education trainer – the series will offer a hands-on introduction to building educational scenarios in Minecraft, and using its tools to enhance student engagement.

In the first session, “Build your story”, participants will learn the fundamentals of Minecraft Education. They will explore building and demolishing structures, placing boards and chests, and working with non-player characters (NPCs). These skills will be used to design a custom map – a virtual stage for educational storytelling and creative teaching.

The second session, “Create interactions”, will focus on advanced techniques for engaging students through in-game interactivity. Participants will develop NPC dialogues, use levers and buttons to trigger events, and be introduced to redstone circuits – Minecraft’s logic-based mechanics – to create responsive learning environments.

Both workshops will be held online via Microsoft Teams and conducted in English. Participants are expected to complete the How-to-Play tutorials in Minecraft Education beforehand to ensure productive engagement with the content.

For registration, click here.

Arqus Welcomes the European Council’s Vision for a Joint European Degree Label

2025-05-15T13:20:02+03:00

The European Council has set out its vision for the future of European Higher Education in a recommendation and a parallel resolution, published on 12 May 2025, which lays the groundwork for the implementation of a joint European Degree label and sets out the next steps towards the possible introduction of a joint European Degree. The Arqus Alliance welcomes this roadmap, in accordance with the Arqus position paper on the European Degree published in October 2024, and reaffirms its dedication to advancing systemic change and fostering a sustainable, inclusive, and high-quality European Higher Education Area.

The European Council’s resolution sets out the member states’ vision for a joint European Degree label and plans a possible joint European Degree, with three phases to be carried out by 2029:

Finalising preparations for rollout (2025–2026),
Implementation, monitoring and feasibility studies (2026–2028), and
A final decision on the joint European degree (2029).

The Council’s recommendation indicates the criteria for awarding the joint European Degree label. The label would be granted to joint programmes delivered via transnational cooperation between universities from different countries, including at least two EU member states. Guaranteed quality standards across all participating universities would be key: ensuring quality assurance processes are agile, internationalised and fit for purpose, and supporting the implementation of automatic mutual recognition of qualifications.

A joint European Degree would boost the attractiveness and competitiveness of European Higher Education on a global scale. This qualification would be awarded by multiple European universities and automatically recognised throughout the Union. Joint programmes would have to comply with a series of criteria, such as excellence in education, joint course management, student mobility, interdisciplinary and employability, and adherence to European values.

Arqus has supported the potential added value of a European Degree (label), as proved when it coordinated the EDLab project from March 2023 to April 2024. EDLab was one of the six policy experimentation projects funded by the European Commission to explore the viability of the implementation of the European Degree label. Three other alliances participated: ENLIGHT, EUTOPIA and SEA-EU.

The EDLab project brought together 13 universities and 35 associate partners. It tested the implementation of European and international joint degree programmes and the European Degree label, with special emphasis on France, Italy, Portugal and Spain. This project provided valuable insights and practical testing to support the realisation of the European Degree vision.

European University alliances are committed to implementing joint study programmes, developing excellent educational integration and promoting mobility and collaboration between Higher Education institutions in Europe.
Their achievement and insights, as well as EDLab’s proposals, have contributed greatly to the European Commission’s blueprint towards the future awarding of European Degrees as a self-standing qualification and the full internationalisation of the Higher Education system.

Arqus published its comprehensive Position Paper on the European Degree last October, aiming to contribute to the policy debate on the European Degree and the European Degree label after the European Commission’s Higher Education Package was published on 27 March 2024. This paper draws on the conclusions of the EDLab project and the Alliance’s experience. It emphasises the transformative potential of the European Degree label as a benchmark of excellence in joint international programmes and the importance of equitable access, robust funding mechanisms, and simplified quality assurance processes to ensure the success of this ambitious framework across all educational levels.

Arqus celebrates the European Council’s resolution and recommendation, an important step towards the implementation of a joint European Degree label and a possible future European Degree. The Alliance reinforces its commitment to the European Degree, which would facilitate the cohesion between European educational systems, enhance the quality and comparability of degrees, increase innovation in academia, and offer students a more versatile and internationally competitive education.

Read the full European Council’s press release here.

The University of Minho Invites to Arqus Summer School for Early-Stage Researchers

2025-05-13T14:29:38+03:00

The University of Minho invites Arqus Early-Stage Researchers to its Summer School this July. The Arqus Summer School on Research Leadership and Career Development for Early-Stage Researchers will take place from 7 to 9 July 2025. The event is organised by the University of Minho as part of the Arqus Innovation Fund.

The programme consists of three interactive modules designed to enhance participants’ leadership skills and career development in research. The first module focuses on the Principles of Research Leadership, providing foundational insights into effective leadership within the academic and scientific context. The second module, Managing People and Leading Research Teams, explores strategies for building and guiding successful research teams. The third module, Careers in Research: Paths and Opportunities, delves into various career trajectories and development opportunities available to researchers.

Participants will also have the opportunity to hear from invited speakers, including Dr Sandra Schmid, Chief Scientific Officer at Chan Zuckerberg Biohub in San Francisco (USA), and Dr Yasmin Dolak-Struss from Solution Base in Austria.

The training is intended for postdoctoral researchers, junior faculty members, and final-year PhD students. Participation is limited to 18 attendees, ensuring an engaging and personalised learning experience. The training is free of charge, though travel and accommodation expenses should be covered by each participant’s institution through mobility funding.

For participation, please contact by 22 May. For more information, click here.

Breathe In, Green Out: A Festival Promoting Sustainable Solutions

2025-05-07T09:02:30+03:00

The Sustainability Ambassadors Network – a programme by the 91��ɫ (VU) Students’ Representation – together with the Arqus Green Mobility Days initiative, is organising Breathe In, Green Out, a sustainability festival taking place on 14 May. Now in its third year, the event has become a well-established tradition that brings together a community passionate about sustainability and responsible living.

The festival will feature a wide range of activities – from engaging lectures and thought-provoking discussions to hands-on workshops and an orienteering challenge. These sessions will not only provide valuable insights but also inspire environmentally conscious choices in everyday life. This year’s programme focuses on key areas such as business, transport, food, and waste reduction – all essential to fostering a more sustainable future.

Visitors will also be able to take part in a Living Library, where inspiring individuals will share their personal experiences with sustainability. Vegetarian food will be available throughout the event, and the evening will end with a live concert.

The festival will take place on 14 May at 16:00 at Saulėtekio av. 9 (VU Joint Building). Entry is free and open to everyone.

Find out more here.

A Special Arqus Café to Mark Ten Editions and Europe Day

2025-05-05T14:16:49+03:00

The Arqus Café is celebrating its 10th edition! To mark this anniversary, the Arqus Alliance is hosting a special edition of the language café on Europe Day to celebrate the language and cultural diversity of the Arqus community. The event will occur online on 9 May 2025, from 10:00 to 11:00 (via Google Meet). You can register here by filling out the registration form.

The celebration will open with a welcome by the Arqus coordinator Dorothy Kelly, the Arqus Café facilitator Meike Münster and the language centre directors from the Arqus Universities. Then, breakout rooms for the Arqus languages will be opened, including English, French, German, Irish, Italian, Lithuanian, Polish, Portuguese, Spanish, and Ukrainian. An experienced tutor will lead the conversation in each room.

More information can be found here.

This event is part of EUN Weeks 2025, a week of activities and events organised by several European university alliances.