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.

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.

From the Traditional Classroom to the Digital Space: The Need for Digital Competences in Teaching for Learning

The enhancement of teaching and learning activities is a central objective in contemporary education, especially in the context of the digitisation of information. In this context, digital teaching strategies promote a learner-centred process when properly managed and thought through by significantly enhancing the learning process.

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.

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.

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.

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.

Joint development of EMBRACE MOOCs, a perspective from UTP teachers

This article reflects on the collaborative creation of MOOCs by Colombian and Brazilian universities within the EMBRACE project. It highlights intercultural teamwork, pedagogical reflection, and the transformative power of international cooperation in digital education. Language differences became bridges, fostering inclusive, participatory, and meaningful learning design for diverse contexts.

Digital transformation in higher education: UFABC towards the development of a learning ecosystem

The project, entitled EMBRACE: “Education Modernization Brazil, Colombia, Europe – the new era of digital higher education cooperation”, was approved under the ERASMUS-EDU-2022-CBHE call, Development of Competences in the Field of Higher Education, Axis 2: Partnerships for Transformation in Higher Education.

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.

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.

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.

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.

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.

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.

Teachers’ Digital Competency Development

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

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.

Instituto Federal do São Paulo (IFSP)

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

EMBRACE team invites you to the launch of the international project’s MOOCs: free and open teacher training in digital, pedagogical and innovation skills

The EMBRACE project promotes institutional transformation in higher education through teacher training in digital and pedagogical skills. It develops MOOCs to foster innovative, inclusive learning ecosystems aligned with labor market and societal needs. Partner institutions from Brazil, Colombia, Portugal, and Finland collaborate to address complex local and regional challenges.

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.

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.

Between Northern Lights and Digital Clicks: Why Teaching Is Also About Continuing to Learn (V.8, N.7, P.8, 2025)

The article highlights the importance of continuous teacher training, using Finland and the international EMBRACE project as examples. The initiative promotes inclusive and collaborative learning ecosystems in Brazil, Colombia, and Europe, fostering teacher development through technology, internationalization, and co-creation tailored to diverse contexts.

Per(courses) of researchers in teacher training: possibilities and challenges for institutional transformation in education and technologies

Thus, the following sections present actions coordinated by the researchers, such as training courses, workshops and events, which culminated in the approval of the international research project Erasmus Capacity Building Higher Education “EMBRACE – Education Modernization Brazil, Colombia, Europe – the new era of digital higher education cooperation, valid from 2023 to 2026, in which, in addition to UFABC, other Higher Education Institutions (HEIs) from Brazil, Finland, Portugal and Colombia participate.

EMBRACE managers

Felipe Baena, Sectional Rector at Areandina, and André Romero da Silva, Dean of Research and Graduate Studies at IFES, share their perspectives on the Embrace Project.

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.

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.

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.

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.

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.

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.

Universidad Tecnológica de Pereira

The Technological University of Pereira is a public institution of higher education accredited with high quality in several of its undergraduate and graduate degrees.

At the top of the picture, the header has a navy blue image cut by light blue bundles of lines and dots. In the left-hand corner of the image is written Open courses - Federal Institute of Espírito Santo and the menu for accessing the options: Home, Courses Search and Embrace. At the bottom of the picture, the three available EMBRACE MOOC courses are shown side by side: 1. DIGIPEDA - Digital and Pedagogical Skills; 2. Active Pedagogies Using Digital Tools; and 3. World of Work: Digital Skills and Innovation.

Provision of MOOCs in the EMBRACE project: UFABC team tutors’ perspective on MOOC 1.

The EMBRACE project MOOCs involved UFABC teacher tutors who evaluated and improved content to ensure academic quality. They praised the variety of materials and digital tools but noted challenges in language integration, assessments, and Moodle navigation. Their feedback will help refine future editions.

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

Dynamic Tests for Assertive Formative Assessment

EMBRACE UFABC team’s continuing teacher training experience

From the Traditional Classroom to the Digital Space: The Need for Digital Competences in Teaching for Learning

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

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

Instituto Federal del Espírito Santo (IFES)

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

Joint development of EMBRACE MOOCs, a perspective from UTP teachers

Digital transformation in higher education: UFABC towards the development of a learning ecosystem

EMBRACE, the Podcast

Universidade Federal do ABC (UFABC)

Instituto Politécnico De Bragança

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

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

What is EMBRACE?

Teachers’ Digital Competency Development

Empowering Educators: Transforming Teaching through the EMBRACE Professional Development Program

Instituto Federal do São Paulo (IFSP)

EMBRACE team invites you to the launch of the international project’s MOOCs: free and open teacher training in digital, pedagogical and innovation skills

EMBRACE: Cultivating Learning Ecosystems for Thriving Communities and Economic Growth

Häme University of Applied Sciences, the project leader.

Between Northern Lights and Digital Clicks: Why Teaching Is Also About Continuing to Learn (V.8, N.7, P.8, 2025)

Per(courses) of researchers in teacher training: possibilities and challenges for institutional transformation in education and technologies

EMBRACE managers

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

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

Virtual course: digipedia – digital and pedagogical competences

The integration of technology into educational processes

The detected short-term impact of the EMBRACE project

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

Universidad Tecnológica de Pereira

Provision of MOOCs in the EMBRACE project: UFABC team tutors’ perspective on MOOC 1.