Sustainable Inclusion and Well-Being in Schools: Adapted Movement, Narrative and Creative Arts Approaches

1. Conceptual and normative frameworks underpinning inclusive and sustainable education, encompassing equity, well-being, accessibility, and diversity.
2. Adapted movement as a pathway toward participation, emotional regulation, and accessibility in educational settings.
3. Narrative-based interventions enriched by visual-plastic arts, employed as modalities for expression, communication, and shared meaning-making.
4. Collaborative, internationally grounded design, testing, and refinement of inclusive micro-lessons.
5. Strategies for assessment and differentiated pedagogical support, with particular attention to learners with Special Educational Needs (SEN).
6. Principles of classroom management, group facilitation, and the cultivation of psychological safety within inclusive learning environments.
7. The operationalization of inclusion and well-being within online and hybrid learning environments.

Upon successful completion of the programme, participants will be able to:
1. Design educational activities and structured pedagogical interventions responsive to learner diversity and contextual variability, integrating participation, accessibility, and well-being as operational principles.
2. Implement coherent learning experiences that integrate creative, embodied, and interdisciplinary approaches, adapting strategies to educational aims and group characteristics.
3. Apply formative and summative assessment methods adapted to learner variability and provide differentiated pedagogical support, including for learners with Special Educational Needs (SEN).
4. Manage learning groups in ways that promote participation, psychological safety, and constructive interaction, adjusting strategies to contextual and learner-specific needs.
5. Apply systematic self-evaluation and evidence-based methods to improve pedagogical practice; apply ethical principles and professional norms in educational activities; and perform tasks specific to collaborative teamwork in interdisciplinary and multicultural educational projects.

The Physical Mobility Phase brings participants to Oradea for five days of hands-on work, anchored in Module 4 – Integrated Practice Lab. Here, international teams move from theory to practice, designing and testing inclusive micro-lessons that draw on adapted movement, narrative, and visual-plastic arts. Direct observation in real or simulated educational settings, peer feedback, and guided reflection shape the week, culminating in oral presentations where each team shares the outcomes of their collaborative work.

The virtual phase lays the groundwork. Across Modules 1–3, participants move between live sessions and self-paced work — lectures, discussions, and collaborative tasks that build a shared understanding of learner well-being, inclusive pedagogy, and the role of movement, narrative, and creative arts in the classroom. This is also where international teams first come together, starting to shape the ideas they'll later test in person.
Once the mobility phase ends, Module 5 closes the loop: participants return online to reflect, refine their projects, and discuss how inclusive, well-being-centred practice translates into hybrid and digital learning contexts — tying the whole experience back into everyday teaching.

Assessment takes the form of a colloquium: working in groups of 2–3, participants design and orally present a project connected to the programme's core themes. Evaluation weighs active engagement across both online and in-presence sessions, contribution to the Integrated Practice Lab, and the depth and quality of the final group presentation.

The programme is addressed to Bachelor's and Master's level students enrolled in initial teacher education and related educational fields.

The programme is delivered by a multidisciplinary team of 13 academic staff from the four partner universities, bringing together expertise in inclusive education, adapted movement, narrative pedagogy, and the visual-plastic arts.