Abstract:

The framework for European cooperation in education and training (ET 2020) establishes, among others, three ambitious challenges linked to very specific lines of work: modernization of higher education (creating meaningful learning experiences), work on digital skills and competences (collaborative processes) and promotion of citizenship and the common values of freedom, tolerance and non-discrimination through education (shared values). “Higher education systems need to be adapted to the new realities and encourage countries and their Higher Education Institutions (HEIs) to prepare people for changing labour markets and active citizenship in more diverse, mobile, digital and global societies, where graduates with a "T-shaped" skills profile are in high demand, mastering in-depth field specific understanding and transversal skills” (p.9).

On the other hand, the pandemic caused by COVID-19, associated with confinement, has conditioned the life of citizens in general and that of the educational community in particular. However, it has been an engine for forced change, an enhancer of disruptive measures in order to continue to maintaining the excellence in learning.

Combining the objectives defined by the ET2020 together with the circumstances derived from COVID-19, teachers need to reformulate teaching. The Teaching Innovation group of the University of Burgos Teaching Group (GIDTIG) has carried out an experience of Teaching Innovation in the academic year 21-22, conducting inter-disciplinary classes with an international university. This paper collects the impact that the teacher's profile has experienced in regards to language skills, communication, challenges of digital education, environmental sustainability and responsibility, European dimension, cooperation frameworks and bridges between different cultures and countries through learning.

The methodology consists of a preliminary survey of the key elements for the implementation of these initiatives (qualitative phase), which will help to define a questionnaire that will be answered by all participants (quantitative phase). Interviews are semi-structured and include 2 open-ended questions:
1. What competences must a university professor have to take part in a project to internationalize teaching?
2. What are the incentives for the design and development of internationalization with digital teaching initiatives at the university?

The collected results will allow to open a dialogue about the strengths and weaknesses of the non-borders classes. The foreseen benefits will be the proactivity of the teacher and the guarantee of an experience that can be sustainable (multicultural, multilingual and interdisciplinary). As limitations that may appear we can think about the necessary resources (material and human), the training in active methodologies and recognition.

Acknowledgement:
This research has been carried out within the teaching innovation project entitled “Inter-lectures. A positive rebound for English teaching”.

References:
[1] Beelen J., Jones E. (2015) Redefining Internationalization at Home. In: Curaj A., Matei L., Pricopie R., Salmi J., Scott P. (eds) The European Higher Education Area. Springer, Cham. https://doi.org/10.1007/978-3-319-20877-0_5
[2] European Commission (2019): Framework for European cooperation in education and training (ET2020).

Keywords:

Non-border classrooms, inter-disciplinary classes, multilingual lectures, innovative learning.