Your Morning Routine Could Influence Your Academic Success, New Study Finds

https://www.wittenborg.eu/your-morning-routine-could-influence-your-academic-success-new-study-finds.htm

Shohreh Parham Explores How Everyday Habits Affect Academic Performance

How do everyday behaviours such as diet, sleep, physical activity and stress management influence academic performance in a university environment? This question was addressed by Shohreh Parham, Associate Professor of Applied Sciences at Wittenborg, in her recent study published in Nutrition & Food Science. The research explores how routine behaviours relate to Grade Point Average (GPA) and provides practical insights for both students and university staff.  

What habits really matter?  

Parham surveyed 260 students at a diverse international university, focusing on how daily routines like breakfast habits, fast-food consumption, sleep schedules, classroom alertness, and stress levels relate to academic outcomes. She found that students who ate breakfast regularly and earlier in the morning, limited fast-food intake, and reported higher classroom alertness achieved higher Grade Point Averages. Lower perceived stress also correlated with better performance.  

Interestingly, not all common habits showed an impact. Sugary drinks and general physical activity were not significant predictors of GPA, highlighting that structured routines and alertness may matter more than occasional lifestyle choices.  

How the research was done  

The study used a cross-sectional survey design, collecting data at a single point in time. Students completed an online questionnaire that asked about their daily diet, sleep, physical activity, classroom alertness, stress levels, and self-reported GPA.  

The data were then analysed using statistical methods to explore how these factors relate to academic performance. Multiple regression models helped identify which habits were most strongly associated with higher GPA, while controlling for other behaviours and demographic factors.  

This approach allowed Parham to capture a snapshot of real-life routines and their associations with academic outcomes, providing practical insights that can be applied in everyday student life and university support programmes. 

Why this matters for students and staff  

Parham explains, “Academic performance cannot be fully understood without considering students’ everyday lifestyle and well-being practices.” She adds, “Universities have a responsibility to support healthy study environments that enable students to perform while maintaining their well-being.”  

For students, this research shows that small, manageable habits — like eating breakfast regularly, keeping a structured sleep schedule, and managing stress — can make a measurable difference in focus and academic performance.  

For university staff, programme managers, and student advisors, the findings provide evidence to guide the design of support services, well-being initiatives, and learning environments. On international campuses, where students face pressures from adjusting to new environments and juggling responsibilities, understanding the role of daily habits can help universities offer more effective support.  

Parham emphasises, “This research supports a holistic approach to student success, linking learning outcomes to health and everyday practices.” She notes that understanding these links can help universities make evidence-based decisions that benefit both students and the wider academic community.  

WUP 12/06/2026 
by Erene Roux 
©WUAS Press 

Tags
#Internationalisation
#internationalstudent
#SDG3: Good Health and Well-being
#research
#Impact Statement

Wittenborg’s Stephen Orme appointed Vice-President of EAIE

https://www.wittenborg.eu/wittenborgs-stephen-orme-appointed-vice-president-eaie.htm

Orme to take on Vice-President role officially after EAIE Conference in Glasgow

Stephen Orme, Head of Business Development and Operations at Wittenborg University of Applied Sciences, has been appointed Vice-President of the European Association for International Education (EAIE).

The EAIE is a non-profit, member-led organisation that has supported higher education professionals in the internationalisation of their institutions since 1989. It brings together practitioners from across the world to encourage collaboration, professional development and knowledge exchange in international higher education.

Orme joined Wittenborg in early 2025 and works across departments to strengthen operational efficiency and support strategic development.

With more than 20 years of experience in international education, he has worked across public universities, national agencies and private providers.

Orme has been involved with EAIE committees and governance structures since 2008 and is currently a member of the EAIE board.

His appointment comes ahead of the association’s annual cycle of activities, including its flagship EAIE Conference and Exhibition taking place in September this year in Glasgow, which brings together thousands of participants from across the global higher education sector. He will officially take on the role of Vice-President after the conference.

Speaking about his appointment, Orme said:

“The role of Vice-President is an ongoing part of my work on the EAIE Board and allows me to represent EAIE externally as well. I look forward to taking on this responsibility and I thank Wittenborg for its continued support towards my role in EAIE.”

Speaking about the value of EAIE’s work in the sector, he highlighted the importance of in-person engagement and professional exchange.

“The annual EAIE conference is the biggest in international education in Europe that we have. It is mainly to connect with people face to face but also to explore new opportunities,” he said.

He added that the association plays a broader role beyond its flagship conference.

“Many people associate EAIE with the conference, but it is much more than that. It is a member association with more than 3,400 individual members working in the sector who can benefit from resources, professional development and networking opportunities throughout the year.”

As part of its governance role, the EAIE board contributes to the strategic direction of the association and its engagement with stakeholders in European higher education. Orme has also taken part in discussions with European-level policymakers on developments affecting the sector.

He said collaboration remains central in an increasingly complex international higher education landscape.

“This is a great chance to look for strategic partnerships or strategic opportunities as a private business school. I think this is interesting for us to reach out and have conversations at the right level,” he said.

Wittenborg has been part of the EAIE community for many years and regularly attends its annual conference and wider professional network activities. This year, the university of applied sciences will also be present with a booth, with several staff members attending.

WUP 11/06/2026 
by Erene Roux 
©WUAS Press 

Tags
#Internationalisation
#SDG17: Partnerships to achieve the Goal
#internationalstudent

Davide Parrilli Challenges Students to Question AI, Ethics and 'Truth' in Data-Driven Business

https://www.wittenborg.eu/davide-parrilli-challenges-students-question-ai-ethics-and-truth-data-driven-business.htm

Guest Lecture Explores Data Ethics, AI and Why Critical Thinking Matters More Than Ever

Wittenborg’s BBA students recently attended a guest lecture at the Amsterdam study location, featuring entrepreneur, lecturer and researcher Davide Parrilli, who explored the growing importance of data ethics in business, AI and digital society.  

Held at the Dali Building, the session focused on how organisations can build resilient products and services while balancing ethical responsibility, legal compliance and technological innovation. Through case studies and interactive discussion, students were encouraged to think critically about how data-driven systems shape society and business decision-making.  

Parrilli, who has a background in law, management and service design ethics, explained how his work combines data protection, compliance and ethical product design. Having worked for more than a decade in data protection and IT law, he now focuses on the intersection between regulation, ethics and innovation.  

Question Everything  

A central theme throughout the lecture was the importance of critical thinking in an era increasingly shaped by AI-generated information and digital platforms.  

“Question everything,” Parrilli told students. “When we talk about ethics, critical thinking is essential.”  

Using real-world examples, he encouraged students to think beyond legal compliance and consider the wider social consequences of data-driven technologies.  

Case Studies and Ethical Decision-Making  

The lecture used case-study learning to explore the ethical challenges surrounding large technology platforms. One example focused on a recent US court case involving Facebook, WhatsApp and Instagram and concerns around exposing young users to harmful content online.  

Students were asked to place themselves in the position of a jury and consider not only the legal implications of the case, but also the ethical reasoning behind such decisions.  

Parrilli introduced ethical frameworks including utilitarianism and deontology to help students analyse the case from multiple perspectives. Discussions also expanded into the differences between European and American approaches to regulation and digital responsibility.  

AI, Deepfakes and the Future of Information  

The discussion also explored how AI is changing the nature of data and information itself. Parrilli explained that AI systems are no longer only collecting data but are increasingly generating new forms of information, raising complex ethical questions around trust and truth.  

“The fact that something is fake does not mean it has no impact,” he said, while discussing deepfakes and manipulated media. “If AI-generated content changes how people see reality, then it already affects society.”  

He added that businesses and governments are still struggling to keep pace with the rapid development of AI technologies and their ethical implications.  

Students Engage With Real-World Challenges  

Parrilli described the session as highly interactive, with students actively contributing to discussions around ethics, AI and digital responsibility. He noted that many students already understand the risks linked to social media platforms because they engage with these technologies daily.

“The students had a good understanding of the challenges,” he said. “They know the context because they live in it.”  

He also stressed the importance of using case studies in teaching, explaining that context helps students better understand complex ethical issues and business realities.  

Preparing Students for Responsible Innovation  

Alongside discussions on ethics and AI, Parrilli encouraged students interested in the field to stay informed and continuously engage with emerging research.  

“Industry is still behind research in many areas of data ethics,” he explained. “Students who want to work in this field need to keep reading, studying and following how these technologies evolve.”  

As AI continues to reshape industries and everyday life, the lecture challenged students to think not only about what technology can do, but also about what it should do.

WUP 10/06/2026 
by Erene Roux 
©WUAS Press 

Tags
#SDG4: Quality Education
#Ethics
#GRT8: Ethics and Globalisation
#Internationalisation
#SDG9: Industry, Innovation and Infrastructure

Green4ADU Webinar Insights Fuel Wittenborg’s Project Week on Sustainable Careers

https://www.wittenborg.eu/green4adu-webinar-insights-fuel-wittenborgs-project-week-sustainable-careers.htm

Green4ADU Webinar Highlights Real-Life Sustainability Challenges

As environmental awareness and transversal green skills continue to grow in importance across the labour market, education must evolve to connect theory with real-life impact. This synergy was clearly on display at Wittenborg, as the school combined its role as lead coordinator of the Erasmus+ Green4ADU project with its intensive BBA Project Week.  

On 26 May, Wittenborg and the Green4ADU consortium hosted an international webinar aimed at empowering adult learners with emerging green competencies. The event showcased the project’s key achievements, including an interactive e-learning platform and the rollout of local workshops across Europe.  

A key highlight was the presentation of the Green4ADU Toolkit by project partner CEIPES. The toolkit uses non-formal education methods, including “learning by doing”, to help educators create safe learning environments that promote both physical and psychological wellbeing alongside environmental awareness.  

Participants also gained valuable insights from two guest speakers who explored different dimensions of sustainability and social impact.

Marine Biodiversity and Ocean Literacy  

Ludovica Montecchio, a PhD candidate involved in the MSCA consortium MEDiverSEAty, explored the human dimensions of Mediterranean biodiversity. She presented her work with Ocean-Archive, a digital ecosystem for a living ocean, and showed how art, science and education can work together to strengthen people’s connection with marine environments and encourage deeper environmental responsibility.  

Tackling Energy Inequality  

Marcus Banai, coordinator of The Hague’s Energy Coach Network, focused on the challenge of energy inequality in urban communities. He discussed the “Energy Equal Laak” initiative, which supports vulnerable tenants with practical energy-saving solutions, such as insulating curtains, rather than focusing solely on homeowners.  

Banai emphasised that a fair and effective energy transition must address structural inequalities, including those related to gender and socioeconomic status, to ensure that no community is left behind.

Connecting Green Skills to Future Careers  

The themes explored during the Green4ADU webinar align closely with the focus of Wittenborg’s current BBA Project Week: Green Skills & Sustainable Careers.  

While the webinar highlighted how international projects and community initiatives are addressing environmental challenges, the Project Week encourages students to analyse how these same green skills are increasingly valued by employers across sectors.  

Working as consultants, students are challenged to identify real-life problems, develop actionable recommendations, and present their findings through a group presentation and video. The experience strengthens critical thinking, teamwork, problem-solving and communication skills, while encouraging students to consider the role sustainability will play in their future careers.  

By bringing together the international perspective of the Green4ADU project and the career-focused approach of Project Week, Wittenborg is ensuring that students and staff are not only learning about the green transition, but are actively preparing to lead it. 

WUP 08/06/2026 
by Erene Roux 
©WUAS Press 

Tags
#SDG4: Quality Education
#SDG17: Partnerships to achieve the Goal
#projectweeks
#Internationalisation
#Erasmus+
#ResearchCentre

Florent Geerts on Global Careers: What Really Makes You Stand Out

https://www.wittenborg.eu/florent-geerts-global-careers-what-really-makes-you-stand-out.htm

Why Ownership And International Experience Matter More Than Job Titles

Wittenborg’s Amsterdam study location hosted a Global People Lunch featuring guest speaker Florent Geerts at the Dali Building. What followed was a frank, reflective conversation on global careers, international experience and the often misunderstood signals that shape hiring decisions.  

Geerts spoke from experience spanning multiple regions and countries, shaped by years working across international environments and leading teams at Delft Imaging, which operates across more than 90 countries. He has also been recognised in TIME100 Health 2026, a context that adds weight to his perspective on global health systems and leadership.  

Rather than focusing on job titles or organisational milestones, he repeatedly returned to how people actually grow when exposed to pressure, uncertainty and cultural difference.  

“You are not competing locally anymore”  

One of the strongest themes of the session was a shift in how students should understand competition.  

“You start to realise you are not just competing locally anymore but globally, and that changes everything,” Geerts said.  

For him, this shift was not abstract but personal, reshaping how he measures progress and ambition.  

“I started competing against myself instead of others,” he added. “That is when things really started to change for me.”  

CVs as signals, not stories  

Geerts was direct about how he views CVs in recruitment, challenging the idea that they function as complete narratives of achievement.  

“I do not really care whether someone has a bachelor’s or a master’s anymore,” he said. “That is the baseline.”  

Instead, he argued, CVs act as signals rather than summaries.  

“A CV is not a story of everything you have done,” he said. “It is a signal of how you think and how you work.”  

What matters most, he suggested, is ownership.  

“You need to behave like you are running your own mini company within the team,” he said. “That sense of ownership is what really makes the difference.”  

What actually makes candidates stand out  

Geerts encouraged students to think more broadly about what counts as experience and differentiation.  

“What stands out is not just what you studied but what you did with your time,” he said. “Side projects, things you built yourself, things you tried, that is what gets attention.”  

Even informal experiences, he suggested, can be meaningful if they demonstrate persistence and drive.  

“It is not about the hobby itself,” he added. “It is what it says about how you operate.”  

In a crowded international job market, initiative often matters more than polish.  

Internationalisation as a lived skill  

As Wittenborg is an international business school, Geerts also reflected on internationalisation as something learned through experience rather than theory.  

“You can speak English perfectly and still not understand how people actually work together in different cultures,” he said. “That is something you only learn by doing.”  

He encouraged students to seek international exposure early in their careers, whether through study, internships or work placements abroad.  

“Once you have worked in different countries, you stop seeing international as something special,” he said. “It just becomes normal.”  

Growth, pressure and uncertainty  

Geerts also spoke about the realities of fast-scaling environments, where roles and expectations evolve constantly.  

“When a company grows fast, everything changes at the same time,” he said. “Your role changes, your team changes and sometimes the entire structure changes.”  

This instability, he suggested, is precisely why resilience matters.  

“If you cannot handle pressure, you will struggle in any fast-moving environment,” he said. “It is not just about talent. It is about how you deal with stress and uncertainty.”  

Honest decisions about priorities  

Towards the end of the session, Geerts encouraged students to reflect honestly on their personal priorities rather than chasing external expectations.  

“You need to be honest with yourself about what you want,” he said. “Career success, lifestyle, family, travel. You cannot optimise everything at the same time.”  

He stressed that clarity of direction is more valuable than comparison with others.  

“If you do not know what you are aiming for, you will always feel like you are falling behind,” he added. 

WUP 05/06/2026 
by Erene Roux 
©WUAS Press 

Tags
#SDG8: Decent Work and Economic Growth
#Internationalisation
#highered
#Diversity

Maggie Feng Receives Silver Medal of Honour from Municipality of Apeldoorn

https://www.wittenborg.eu/maggie-feng-receives-silver-medal-honour-municipality-apeldoorn.htm

Mayor Ton Heerts honours Maggie Feng in Apeldoorn farewell moment

Maggie Feng received the Silver Medal of Honour from the Municipality of Apeldoorn on 27 May during her farewell as CEO of Wittenborg University of Applied Sciences.  

The ceremony took place at Ketelhuis in Apeldoorn and brought together guests from education, business and the wider Apeldoorn network. The event was also reported by the Municipality of Apeldoorn and RTV Apeldoorn.  

Mayor Ton Heerts presented the award and later shared his appreciation on Instagram. He described the honour as recognition of Feng’s major impact on the region, saying:  

“It is a well-deserved distinction for her enormous commitment, inspiration and exceptional contribution to our society and to the Stedendriehoek region.”  

He added that people like Feng make the city and region “more beautiful, more innovative and more connected,” and said it was a privilege to honour her in this way.  

With the Silver Medal of Honour, the Municipality of Apeldoorn recognises Feng’s long-standing and wide-ranging contribution to the city. Her work has supported the development of Apeldoorn as an international student city and strengthened connections between education, business and the wider community.  

Feng has been connected to Wittenborg since 2002 and played a key role in its growth into an international university of applied sciences with a strong position in Apeldoorn. Over the years, the institution developed into an important showcase for the city with students and staff from more than 100 nationalities.  

In a recent LinkedIn post, Feng reflected on key milestones in her journey. These include the arrival of the first group of international students, the NVAO accreditation of the Bachelor of International Business Administration, and becoming co-owner with the ambition of reaching 100-plus nationalities.

She also highlighted further developments including investment in student housing, the creation of the mini city campus, and the growth of Wittenborg by 2026 to more than 100 nationalities.

During her farewell speech, Feng reflected on the journey that brought her to Apeldoorn and the people who helped shape it. “Today I was overwhelmed. Thank you all for coming,” she said. Recalling her early years, she noted that she arrived in the Netherlands at the age of 23 for what was intended to be a ten-month stay.

Addressing those gathered, Feng added, “Please know that I have learned a great deal from all of you. Thank you very much for being part of my life.” Looking to the future, she emphasised that she was not leaving the region but creating more time to contribute to Apeldoorn and the Stedendriehoek while continuing to bring an international perspective. Concluding her remarks, she said: “The Veluwe is the place to be.”

The Silver Medal of Honour  

The Silver Medal of Honour of the Municipality of Apeldoorn was established in 1988. It is awarded to individuals and organisations that have made an exceptional contribution to the community of Apeldoorn or have shown outstanding service to society.  

Watch the moment Maggie receives the medal on RTV Apeldoorn’s official YouTube channel.

WUP 01/06/2026 
by Erene Roux 
©WUAS Press

Tags
#SDG17: Partnerships to achieve the Goal
#Internationalisation
#apeldoorn
#societalimpact

Series of Events Highlights Student Life at Wittenborg 

https://www.wittenborg.eu/series-events-highlights-student-life-wittenborg.htm

Student Life at Wittenborg Comes Alive with Workshops, Cultural Exchange and Sport  

Student life at Wittenborg University of Applied Sciences has been especially active recently with students taking part in a camera-confidence workshop, the launch of SWIFT’s global book and discussion club, a padel and squash event and the introduction of a run club. Across all these activities the focus has been on helping students connect, stay active and feel more at home.  

Building Confidence Behind the Camera  

In one of the recent workshops, MBM student Huy Vo guided Wittenborg's social media volunteers through something many people quietly struggle with – being comfortable on camera.  

Instead of simply saying “be confident” the session explored why this often feels difficult. Students examined ideas such as the “spotlight effect” where individuals feel as though they are being closely observed and mirror bias which can make seeing oneself on screen feel unnatural.  

The practical element formed the core of the session. Participants learned practical techniques, such as focusing on one imagined person rather than a crowd, limiting retakes and planning ideas visually instead of memorising scripts.  

By the end of the session, what stood out was not perfection but how quickly participants relaxed once they began practising: “The camera doesn’t care about perfection; it cares about authenticity. If you stumble on a word but keep your energy up, people actually connect with that human element,” he explained.  

A Book Club and New Ways to Connect  

Wittenborg's SWIFT team introduced its book club, bringing students together for its introduction event through storytelling, music and cultural sharing.  

Students from countries including China, Türkiye, India, Iran, South Africa and Nigeria took part, sharing songs, stories and personal perspectives. The session felt like a cultural exchange where everyone contributed, according to organiser Sarah Gaultney-Udjo, a Wittenborg student.  

She said: “We welcome themes that encourage a positive exchange of cultural ideas, demonstrate intercultural friendship and build intrapersonal and interpersonal communication.”  

Alongside the book club, students were also introduced to a new run club, offering another way to stay active, meet others and build community outside the classroom. The run was organised by Wittenborg’s Student Representatives, led largely by Arshia Baharloueiyancheshmeh in collaboration with SWIFT. He also plans to continue organising similar activities in the future.

What’s more, students also came together for a padel and squash event at Squash & Padel Apeldoorn.  

Sport, Energy and Community in Action

For the padel and squash event, around 50 participants joined in the activity. The event was organised and coordinated by Wittenborg student Shaghayegh Ghalamzan in collaboration with Wittenborg and Squash & Padel Apeldoorn.  

She described the focus of the event as creating an experience rather than just an activity, with attention given to structure, flow and participant engagement from start to finish.  

“Great sports events are not built by chance,” she said. “They are designed through experience, structure and execution. People remember how an event feels.”  

The organisation included planning participant flow, structuring beginner and intermediate courts, managing rotations, preparing equipment and ensuring a smooth schedule throughout the session. The event also included promotional and engagement elements to create an inviting atmosphere for all skill levels, with many trying padel and squash for the first time.  

Shaghayegh highlighted that while careful planning is important, such events rely heavily on teamwork. She thanked the organisers and helpers for making the day a success.  

WUP 29/05/2026 
by Erene Roux 
©WUAS Press

Tags
#SDG3: Good Health and Well-being
#Internationalisation
#internationalstudent
#Diversity
#apeldoorn
#studyinholland

Wittenborg Expands International Partnerships at ILF & Workshop Global in Portugal

https://www.wittenborg.eu/wittenborg-expands-international-partnerships-ilf-workshop-global-portugal.htm

Kejli Kadiu Connects with New Global Partners at Education Workshop in Portugal

Wittenborg University of Applied Sciences continued its international outreach efforts through participation in ILF & Workshop Global, held in the Algarve region of Portugal from 8 to 10 May. Wittenborg was represented by Admissions Administrator Kejli Kadiu.  

The event brought together around 110 participants, including agents, educators and service providers from across the world. Designed to encourage networking and collaboration, the workshop gave participants the opportunity to build new partnerships and discuss international student recruitment.  

For Kadiu, the event was especially valuable because it opened the door to potential new collaborations with partners from Latin America, Europe, Asia and Africa. As Wittenborg is still developing its presence in Latin America, meeting agents from the region was an important opportunity for the institution.  

“What stood out the most was being the only Dutch institution at the event, which made the experience even more interesting and valuable,” Kadiu said.  

She also praised the organisation of the workshop, describing the schedule as full and engaging throughout the event. The Algarve venue and resort created a welcoming atmosphere that helped make the experience both productive and enjoyable. 

One of the most interesting aspects of the workshop for Kadiu was learning how agents from countries such as Brazil and Venezuela use social media to connect with prospective students and engage their audiences in creative ways.  

The event also included a seminar where participants discussed current challenges, possible solutions and wider developments within the international education sector. According to Kadiu, hearing different perspectives from across the industry was one of the most valuable parts of the experience.

Wittenborg looks ahead to a busy calendar of international and local events, including Open Days in Amsterdam, ICEF Asia in Vietnam, alumni gatherings and the Globalisation Forum 2026, continuing its commitment to global engagement and international education.

WUP 28/05/2026 
by Erene Roux 
©WUAS Press

Tags
#SDG17: Partnerships to achieve the Goal
#Internationalisation
#Diversity
#studyinholland
#apeldoorn

Wittenborg Joins Erasmus+ XR Training in Spain 

https://www.wittenborg.eu/wittenborg-joins-erasmus-xr-training-spain.htm

XR Training and Collaboration Take Centre Stage in Erasmus+ Tourism Education Project

Wittenborg University of Applied Sciences took part in the second transnational meeting of the Erasmus+ TourXpeRience project, held at CETEM in Yecla, Spain, where 35 experts from 21 organisations across nine countries met to work on new ways of using Extended Reality in tourism education.  

Assistant Professor of Applied Sciences Vajihe Shojaei, Lecturer Emmah Muchoki and Erasmus+ Project Coordinator Jian Liu attended the two-day meeting on behalf of Wittenborg. They joined training sessions, workshops and partner discussions on how immersive technologies can be used in teaching and learning.  

The meeting focused on how Virtual Reality, Augmented Reality and Mixed Reality can be used in vocational education and training. Partners tested VR tools using devices such as Meta Quest headsets and discussed how these can support more practical and engaging learning for tourism students.  

Liu explained that the project is now moving from planning into development and testing:  

“The sessions helped us align the work across different parts of the project, especially the learning design, mobility planning and stakeholder engagement. The training also gave us a clear framework to move forward together.”  

He added that the XR learning tools are now being designed for real use in classrooms:  

“The AR, VR and MR exercises we are developing are made to be used directly in vocational education. The focus is on making them practical, easy to use and focused on student learning in real teaching environments.”  

Shojaei highlighted the value of working face to face with partners and experiencing the training first-hand:  

“It was very useful to meet partners in person and strengthen collaboration. One of the most interesting parts was trying the VR simulations ourselves and experiencing how students will learn through these tools.”  

She also pointed to the importance of the visit beyond the formal sessions:  

“The San Isidro festival and the visit to the monument dedicated to Azorín were real highlights. They created memorable moments outside the meeting room and gave a strong cultural experience of Yecla.”  

Looking ahead, Shojaei explained the next clear step for the project:  

“The next step is teacher training in the Netherlands. We will run sessions on VR technology and scenario design, and prepare teachers to use these tools in their own classrooms. We aim to train at least 15 teachers in the next phase.”  

The TourXpeRience project will now continue developing XR learning materials and preparing for testing and training activities in partner countries.  

Alongside the project work, the Wittenborg team also shared updates on the Wittenborg Globalisation Forum, which supports international dialogue and collaboration in higher education.

WUP 27/05/2026 
by Erene Roux 
©WUAS Press

Tags
#Erasmus+
#SDG17: Partnerships to achieve the Goal
#research
#ResearchCentre
#Internationalisation
#GRT1: Digital Revolution

Green4ADU Focus Group Calls For Practical Green Skills And Real Job Pathways 

https://www.wittenborg.eu/green4adu-focus-group-calls-practical-green-skills-and-real-job-pathways.htm

Participants Stress the Need for Impact, Inclusion and Stronger Links to Employment  

On 22 April, the Erasmus+ funded Green4ADU project held an online focus group bringing together educators and practitioners to reflect on how sustainability education for adults can move beyond awareness and into practical, measurable impact.  

The discussion formed part of a broader initiative now in its second year, focused on upskilling low-skilled adult learners with green competences and preparing them for a rapidly changing labour market.  

As Cha-Hsuan Liu, Associate Professor of Applied Sciences, explained, the project is now shifting from development to consolidation.  

“We already had workshops in the beginning to understand how educators are thinking about green technology and sustainability… and now we are trying to recommend better green strategies as a final output of the project.”  

She added that the aim is not only to deliver content, but to ensure that learners feel included in sustainability transitions that often remain abstract or disconnected from everyday working life.  

Building green skills for adult learners  

A key focus of the project is practical upskilling for adults who may not be in formal education or high-skilled employment.  

A major milestone has already been the launch of the online learning platform featuring six self-paced modules available in multiple languages, including English, Dutch, Italian, Spanish and Greek. The platform allows learners to study independently and receive certification upon completion.  

'People need something practical that relates to them'  

Across the focus group, participants repeatedly stressed that sustainability education must be grounded in real-life relevance.  

One participant working in community energy coaching in the Netherlands said engagement depends on clear, tangible benefits.  

“People always need something practical that relates to them. The benefit needs to be very clear.”  

He argued that adult learners are more likely to engage when sustainability is linked to everyday concerns such as energy costs, housing efficiency or employability, rather than abstract environmental concepts.  

Skills without job pathways  

A recurring concern was the gap between training and employment outcomes.  

One participant reflected on earlier programmes: “It failed because it couldn’t create sustainable jobs, and they all left.”  

Another added that without clear pathways into paid work, participation becomes unrealistic for many learners:  

“If it becomes voluntary work, most people won’t do it.”  

The discussion highlighted a structural issue across green skills initiatives: while training opportunities are expanding, links to stable employment remain uneven.  

From awareness to behaviour  

Participants also pointed to the persistent gap between environmental awareness and everyday behaviour.  

Even in structured environments, sustainability systems are often not followed consistently.  

“People see the labels and know what should go where, but they just do not care.”  

This disconnect between knowledge and action was described as one of the most difficult challenges in sustainability education.  

Making learning more interactive  

Educators emphasised the need for more interactive and applied learning approaches, particularly for adult learners.  

Methods discussed included case studies, group-based learning and “market-style” classroom formats where students actively exchange knowledge rather than passively receive it.  

Participants said such approaches create stronger engagement and deeper understanding compared with traditional lecture-based teaching.  

System design and institutional responsibility  

The discussion also moved beyond individual behaviour to system-level design.  

A simple example captured this shift in thinking:  

“If you put the lift behind the hallway, people will take the stairs,” Liu explained.  

Participants also stressed that institutional and policy backing is essential if sustainability training is to succeed at scale.  

Without visible commitment from employers, public bodies and organisations, programmes risk lacking credibility and long-term impact.  

Next phase of the project  

The project is now preparing for its next phase. In 2026, local workshops will take place across partner countries, including the Netherlands, Germany, Italy, Spain and Greece. These sessions will build on earlier findings and feed into final recommendations and training tools.

WUP 26/05/2026 
by Erene Roux 
©WUAS Press 

Tags
#SDG11: Sustainable Cities and Communities
#SDG12: Responsible Consumption and Production
#SDG13: Climate Action
#Internationalisation
#Ethics
#research
#ResearchCentre
#Erasmus+