Valorisation

On this valorisation-page, the outcome of the TASC project has been taken up and further implemented across the different consortium partners. Valorisation is understood as the active use, adaptation, and dissemination of project outcomes in diverse educational contexts, ensuring that the impact of the project extends beyond its original scope. Each partner contributes in their own way, embedding sustainable communication practices in teacher education, professional development, and policy contexts. As valorisation is an ongoing process, additional initiatives and output will continue to be developed and shared over the coming years, further strengthening the reach and sustainability of the project.

VIVES contributes to structural integration in ITE through various modules and professionalisation initiatives.

VIVES Teach Lab & programme overview
International training programme for student-teachers (English)
VIVES Postgraduate programme
with an overview of the initial sustainable communication (A), continuous sustainable communication (B) and professional sustainable communication (C) grade (English)
VIVES continue
team-orientated professionalisation for schools CPD (Duth) (VIVES and EA)
ARTEMIS | Alliance for Regional Transition, Equality, Mobilityn Inclusion and Sustainability
Artemis alliance microcredential sustainable communication (in development)

PH Ludwigsburg is exploring European cooperation to organize a COIL, the structural integration in a module on sustainable communication and is actively collaborating with RO UBB on the summer course.

Eekhout Academy contributed to European cooperation and innovation in training formats by supporting international collaboration, pilot mobility activities, and the development of joint initiatives with partners and external organisations. It also focused on continuous professional development through the planned creation of international training courses and the integration of TASC elements into future EU projects and training packages. In addition, Eekhout Academy explored long-term sustainability through new project proposals, partnerships with NGO’s and higher education institutions, and the development of global cooperation agreements.

https://www.erasmus.international
https://almadamundo.pt
https://icbt.lk/about
VIVES continue
team-orientated professionalisation for schools CPD (Duth) (VIVES and EA)

MERAKI primarily focused on continuous professional development by developing international training opportunities for in-service teachers, in collaboration with partners and with the support of higher education institutions such as the University of Valencia. At the same time, the partner explored long-term sustainability through new project development, interest in joint learning programmes and micro-credentials, and the potential establishment of a European structure for collaboration and dissemination in sustainable communication.

https://merakiprojectes.eu/en/sustainable-communication-for-teachers-ka1-course/

Region de Murcia actively developed a new KA2 project focused on sustainable communication and digital open access, aiming to create a pedagogical manual for integration into national curricula and to extend TASC outcomes to new target groups and educational contexts. The partner also strengthened international cooperation through mobility activities and ongoing interest in joint learning programmes and micro-credentials. At the same time, Region de Murcia continued to build its role within the consortium by preparing new proposals and exploring opportunities for sustained impact and pedagogical innovation.

Vilniaus Kolegija operated in a context without a defined national framework for micro-credentials, while exploring opportunities to develop postgraduate offers within its EU Competence Centre. The institution strongly embedded sustainable communication into a broad range of existing modules and further supported its integration through continuous professional development initiatives and active engagement in European cooperation and mobility opportunities.

https://en.pdf.viko.lt/the-results-of-the-tasc-project-are-becoming-a-long-term-investment-in-teacher-training-and-professional-development

AlmadaForma took steps towards accreditation and implementation of the TASC programme, which was formally approved by the Ministry and is scheduled to start in the first trimester of the 2026–2027 academic year. The partner also strengthened European cooperation through a formal agreement with ISCE, enabling the development of micro-credentials and reinforcing teacher education pathways. In addition, AlmadaForma supported structural integration in initial teacher education by introducing TASC-related modules as optional courses and exploring postgraduate certification trajectories. Finally, it contributed to research and pedagogical innovation by embedding sustainable communication within broader educational and European collaboration frameworks.

Scoala Gimnaziala nr. 30 played a key role in continuous professional development by contributing to national credit systems and proposing an integrated model combining university-based ECTS with school-based training. The partner also strengthened European collaboration through COIL initiatives and network development, while launching an annual conference on Sustainable Communication that is set to evolve from regional to national level. In addition, Scoala Gimnaziala nr. 30 supported long-term sustainability by developing complementary CPD programmes aligned with national calls and by committing to yearly eTwinning projects linked to the TASC training modules.

Universitatea Babes Bolyai contributed across multiple axes by developing a postgraduate programme aligned with national frameworks while embedding sustainable communication within existing initial teacher education courses, reinforcing its transversal character. In addition, the partner actively strengthened European collaboration through the UTOPIA alliance, COIL initiatives, and mobility programmes, while supporting flexible learning and continuous professional development through blended formats, summer schools, and integration into existing training pathways.

Universitatea De Vest Din Timisoara actively explored the development of a postgraduate training programme in sustainable communication, aligned with national regulatory frameworks, including the possibility of a jointly accredited programme with Universitatea De Vest Din Timisoara. The institution also contributed to structural integration in initial teacher education through an existing 2 ECTS course on “Sustainable Communication,” offered across all programmes and clearly positioned as a transversal competence with strong uptake in both regular and distance learning. In addition, Universitatea De Vest Din Timisoara strengthened its involvement in European networks through the UNITA alliance, enabling international collaboration and potential course expansion, while simultaneously preparing postgraduate CPD programmes (minimum 15 ECTS) expected to launch in November 2026.

Semrin is collaborating with Middle East Technical University and its Continuous Education Center in Ankara to implement the TASC course within a continuous training framework, based on externally funded models.

https://sem.metu.edu.tr/

Baska Bir Okul Mumkun Dernegi is collaborating with EGE University in Izmir to implement the TASC course within a continuous training framework, based on externally funded models. The partner is particularly interested in joint learning programmes and micro-credentials and is open to deeper cooperation within the consortium.
https://ogretmenkoyu.baskabirokulmumkun.org/tasc-turkce-brosur/