Instituto Federal del Espírito Santo (IFES)

With more than four thousand students, preparing for the job market is just one of the institution’s functions.

The integration of technology into educational processes

Technology has transformed education by democratizing access to knowledge, personalizing learning, and promoting new methodologies such as the hybrid model. Despite its benefits, it requires teacher training and attention to challenges like privacy and digital dependency to ensure effective and equitable integration.

D4.2 Series of workshops to support ecosystem development in partner institutions

This report presents the development of collaborative learning ecosystems within the EMBRACE project, focusing on university–industry cooperation. Through workshops, mentoring, and pilot initiatives, partner institutions designed and implemented innovative models that enhance skills development, foster co-creation, and strengthen connections between academia, industry, and society.

Dynamic Tests for Assertive Formative Assessment

This paper explores the use of generative artificial intelligences to create dynamic tests in formative assessments. Through personalized quizzes, immediate feedback is facilitated, allowing the teacher to adjust his or her teaching in real time. This innovative methodology improves students’ understanding, catering to their individual needs and fostering deeper and more meaningful learning.

Teachers’ Digital Competency Development

Collaborative book outlining digital competency frameworks, policies, and institutional practices to support higher education teachers’ digital pedagogy in Latin America.

Education, Modernization, Brazil, Colombia, Europe. The New Era of Higher Education Cooperation. (101083111). Final Publication.

The EMBRACE project showcases a collaborative initiative focused on strengthening teachers’ digital competencies. It highlights its participants, outputs, and communication channels, while reflecting on key experiences such as teacher training, administrative challenges, and the development of an innovative learning ecosystem that fosters digital transformation in education.

Between the human and the artificial: towards a digital teaching approach based on the generative dialectic of AI

This article explores AI-assisted digital teaching through the lens of digital dialectics. It highlights how human-AI interaction can foster critical thinking, argumentation, and knowledge construction, while warning against cognitive sedentarism. Emphasizing ethical use, it presents AI as a human extension that should support—not replace—deep, reflective learning.

Instituto Federal do São Paulo (IFSP)

IFSP is a multi campuses pluri-curricula higher and professional education institution.

Techno-Pedagogical Report on the use of Artificial Intelligence tools at the University

The emergence of Artificial Intelligence based on usage models, such as the recognition and generation of texts, contexts and images based on simple questions.

Copyright in the Age of Artificial Intelligence: Challenges and Opportunities

The article examines the legal and ethical challenges posed by artificial intelligence (AI) in relation to copyright. It addresses the debate on the authorship of AI-generated works, possible legal reforms and their impact on the creative industry, highlighting the need for new regulations to balance technological innovation and intellectual property protection.

EMBRACE: Cultivating Learning Ecosystems for Thriving Communities and Economic Growth

The digitalization of work demands stronger ties between universities and industries, emphasizing collaboration, transversal skills, and innovative ecosystems to prepare students for the evolving future of work.

UTP: “Embrace Project, a success story”

Our partners from UTP tell us how the project has developed in their institution and also their expectations for it.

Embrace closing ceremony at IFES

The Embrace project (2023–2026) advanced higher education modernisation through MOOCs, staff training, and international collaboration. IFES played a key role in coordination, platform innovation, and multilingual course delivery, achieving significant institutional impact, strengthening global partnerships, and fostering future initiatives in digital education and cooperation.

Higher Education Innovation Ecosystem LatinAmerica and Europe: Self Assessment and Development Plans

This study examines how higher education institutions in Latin America and Europe assess and develop innovation ecosystems through participatory self-assessment. Findings reveal shared challenges, contextual differences, and strategic priorities, highlighting universities’ evolving role as key drivers of collaboration, inclusion, and sustainable innovation in complex educational and societal environments.

Launch of the Embrace MOOC trilogy

The EMBRACE project, led by HAMK (Finland) with partners from Brazil, Colombia, and Portugal, launched a trilogy of MOOCs to train educators in digital and pedagogical skills, based on the ADDIEM model and DigCompEdu framework. The courses are available in English, Portuguese, and Spanish.

Empowering Educators: Transforming Teaching through the EMBRACE Professional Development Program

The EMBRACE Professional Development Program enhances digital and pedagogical skills of higher education teachers in Brazil and Colombia, addressing gaps exposed by the COVID-19 pandemic. The initiative promotes teacher training, inclusive digital learning, and collaboration with the European DigCompEdu framework. Initial feedback highlights the program’s rich content, accessibility challenges, and its potential for transformative educational change.

Virtual course: digipedia – digital and pedagogical competences

From the CRIE, the UTP invites teachers to enroll in the MOOC Digipeda – Digital and Pedagogical Competencies, starting in October 2024. They will not only be able to strengthen their digital competencies, but also share and exchange ideas and experiences with teachers from Brazil.

Häme University of Applied Sciences, the project leader.

At HAMK, studying is a team effort – both with other students and with partners. As a student, you’ll get to solve real-life problems right from the start of your studies.

Building and Empowering Professional Learning Communities in Higher Education: case Embrace

This article examines how the EMBRACE project builds professional learning communities in higher education, fostering collaboration, digital pedagogy, and institutional transformation. It highlights achievements, challenges, and strategies to strengthen teacher development, innovation, and sustainable partnerships between academia and society.

What is EMBRACE?

EMBRACE is a project led by Häme University of Applied Sciences (HAMK) to which several institutions from Brazil, Colombia and Portugal have joined, with the idea of looking to the future and supporting the modernization of higher education.

Transforming Learning: Designing Cognitive Activities through Bloom’s Taxonomy and Technology Tools

The article explores how the design of cognitive activities based on Bloom’s Taxonomy, combined with technological tools, transforms learning. It sets clear and measurable objectives at each cognitive level, from basic comprehension to critical evaluation, encouraging dynamic learning aligned with desired competencies.

EMBRACE, the Podcast

EMBRACE is an international podcast about innovation and digital transformation in higher education, analyzing the impact of technology, artificial intelligence, and global cooperation on the modernization of teaching and the development of 21st-century skills.

Conference In BragançaInternational conference in Bragança boosts collaboration and innovation in higher educationConference In Bragança

An international conference in Bragança highlighted collaboration within the European STARS EU alliance. It fostered dialogue, showcased projects, and promoted academic innovation. Notably, Professor Inês Barbedo presented the Embrace project, emphasizing its potential to strengthen collaboration and innovation in higher education, especially within the Polytechnic Institute of Bragança (IPB) community.

Instituto Politécnico De Bragança

The IPB is a public institution of higher education, committed to providing quality training and promoting research and extension activities with an impact on the economic, social and cultural environment.

Instructional Design Research in the Brazilian Context: Contributions of Qualitative Principles

The present essay proposes a reflection on the contributions of qualitative principles in research to be developed in the field of Instructional Design, aiming to contribute to the proposition of new methodological approaches.

A girl is studing with a robot. Picture generated with AI

Academic tutoring for university students from artificial intelligence (chatbot)

The power of artificial intelligence in academic tutoring of university students offers a new worldview of the educational scenario from learning to learn, which allows consolidation of educational activities based on the strategic use of ICT.

Faculty Development and Training for Global Digital Learning Initiatives

The fast evolution of digital technologies is transforming higher education, highlighting the need for ongoing professional development in global digital learning. Faculty must be trained in digital pedagogy, cross-cultural collaboration, and emerging technologies to create engaging, inclusive, and flexible online learning experiences across international contexts.

Rethinking Higher Education Innovation Ecosystems in Latin America and Europe -Lessons from the EMBRACE Project –

This report presents the design and implementation of strategies to strengthen digital competencies and institutional innovation within the EMBRACE project. It highlights collaborative approaches, capacity building, and systemic transformation across partner institutions, fostering sustainable digital education and enhancing academic and professional practices.

The relevance of competency-based training, what does it consist of?

Competency-based training is based on identifying these key skills and designing educational programs that help students acquire them and apply them in practical situations.

EMBRACE UFABC team’s continuing teacher training experience

The EMBRACE project, funded by EACEA, focuses on modernizing higher education by enhancing teacher training in digital pedagogy, integrating CLIL and ePedagogy approaches. Through international collaboration and active learning strategies, UFABC participants developed digital competences and adapted global practices to local needs, emphasizing inclusion, accessibility, and student-centered methodologies for lasting educational transformation.

Universidade Federal do ABC (UFABC)

UFABC is a Brazilian federal public institution of higher learning based in Santo André and São Bernardo do Campo, municipalities belonging to the ABC region, both in the state of São Paulo.

The detected short-term impact of the EMBRACE project

The EMBRACE project demonstrates significant impact in digital transformation, teacher competence development, and institutional collaboration. Using a mixed-methods evaluation, it reveals systemic change across partner institutions, strengthening governance, learning ecosystems, and international cooperation, while generating measurable socio-institutional value and fostering sustainable innovation in higher education.

Rethinking Higher Education Innovation Ecosystems in Latin America and Europe -Lessons from the EMBRACE Project –

D4.2 Series of workshops to support ecosystem development in partner institutions

Higher Education Innovation Ecosystem LatinAmerica and Europe: Self Assessment and Development Plans

Main Articles

Rethinking Higher Education Innovation Ecosystems in Latin America and Europe -Lessons from the EMBRACE Project –

D4.2 Series of workshops to support ecosystem development in partner institutions

Higher Education Innovation Ecosystem LatinAmerica and Europe: Self Assessment and Development Plans

Other Articles

Instituto Federal del Espírito Santo (IFES)

The integration of technology into educational processes

D4.2 Series of workshops to support ecosystem development in partner institutions

Dynamic Tests for Assertive Formative Assessment

Teachers’ Digital Competency Development

Education, Modernization, Brazil, Colombia, Europe. The New Era of Higher Education Cooperation. (101083111). Final Publication.

Between the human and the artificial: towards a digital teaching approach based on the generative dialectic of AI

Instituto Federal do São Paulo (IFSP)

Techno-Pedagogical Report on the use of Artificial Intelligence tools at the University

Copyright in the Age of Artificial Intelligence: Challenges and Opportunities

EMBRACE: Cultivating Learning Ecosystems for Thriving Communities and Economic Growth

UTP: “Embrace Project, a success story”

Embrace closing ceremony at IFES

Higher Education Innovation Ecosystem LatinAmerica and Europe: Self Assessment and Development Plans

Launch of the Embrace MOOC trilogy

Empowering Educators: Transforming Teaching through the EMBRACE Professional Development Program

Virtual course: digipedia – digital and pedagogical competences

Häme University of Applied Sciences, the project leader.

Building and Empowering Professional Learning Communities in Higher Education: case Embrace

What is EMBRACE?

Transforming Learning: Designing Cognitive Activities through Bloom’s Taxonomy and Technology Tools

EMBRACE, the Podcast

Conference In BragançaInternational conference in Bragança boosts collaboration and innovation in higher educationConference In Bragança

Instituto Politécnico De Bragança

Instructional Design Research in the Brazilian Context: Contributions of Qualitative Principles

Academic tutoring for university students from artificial intelligence (chatbot)

Faculty Development and Training for Global Digital Learning Initiatives

Rethinking Higher Education Innovation Ecosystems in Latin America and Europe -Lessons from the EMBRACE Project –

The relevance of competency-based training, what does it consist of?

EMBRACE UFABC team’s continuing teacher training experience

Universidade Federal do ABC (UFABC)

The detected short-term impact of the EMBRACE project