ERASMUS POLICY STATEMENT (EPS)

Participation in Erasmus+

The Patriarchal University Ecclesiastical Academy of Crete (P.U.E.A.K.) is a University Ecclesiastical Academy of the Orthodox Church in Greece, part of tertiary education. It is supervised by the Ministry of Education, Religious Affairs & Sports. It was established in 2006 and is based in Heraklion, Crete, Greece. It offers a postgraduate course to students and develops training and research activities in the ecclesiastical studies. The institution is among the main Higher Education Institutions in Greece in the field of the ecclesiastical studies and the only ecclesiastic Higher Education institution in Crete. Integration of Erasmus+ into the institutional strategy: Erasmus+ is embedded in the institution’s internationalization and modernization strategy and linked to the key institutional goals in line with the European Education Area. The horizontal and sectoral priorities of Erasmus+ is seen as a core driver of curriculum internationalization, academic recognition, digital, intercultural, green skills development, capacity building, student employability and support and quality assurance. Erasmus+ Key Actions can offer opportunities to broaden the academic, cultural, and pastoral horizons of the students and academic staff (including students and staff with fewer opportunities). In addition, the participation in Erasmus + Key Actions will support the administrative staff in developing stronger professional competences for more efficient, digitalized and student-centered administration procedures.

How Erasmus + actions will be implemented in practice: The Erasmus + activities will be implemented and monitored through a set of well-coordinated procedures and protocols: the Erasmus + Mobility Regulation, the Erasmus + Communication, Dissemination and Exploitation of Results Plan, the Erasmus + Internal Regulation, the annual Erasmus + Monitoring Report, all approved by the Academic Board of Professors. The International Relations Office in close collaboration with the Erasmus + & ECTS coordinator will coordinate and monitor the implementation of Erasmus + activities and manage the administrative and academic structures and resources required. Academic staff, supported by the institutions’ officers, will develop and manage projects, ensure deliverables, and disseminate results internally and externally. Quality aspects will be managed according to the internal and external quality control mechanisms required by the Greek National Law for Higher Education and the Greek Law on Ecclesiastical Education. The regular monitoring procedures ensure compliance with the quality standards and alignment with the ECHE principles (academic recognition, transparency, quality support, inclusion). Erasmus + activities will be evaluated annually and their findings will inform future planning and improvements.

Existing and future partnerships: The future partnerships will prioritize cooperation with Higher Education Institutions (HEIs) specializing in theology, philosophy, religious studies, canon law, and humanities, institutions engaged in ecumenical and interreligious dialogue, research centers, archives, libraries holding significant religious and cultural heritage as well as policy-makers involved in reforms in education sector. A balance between geographical coverage and subject-area selection will be targeted. The institution hasn’t implemented yet any Erasmus+ mobility or cooperation project. However, it has a memorandum of collaboration with the Orthodox Theological Academy of Volyn, Ukraine and a memorandum of collaboration with the non-profit organization REVIVART from Romania (Erasmus + accredited organization for adult education). In addition, following the approval of the Academic Board of Professors in February 2026, the institution is currently working on drafting a memorandum of collaboration with the Greek Orthodox School of Theology in Boston, U.S.A. to develop common teaching, training and research activities. It is expected that the Erasmus + programme can significantly contribute towards the development of mobility and cooperation projects with the above-mentioned partner organizations.

Planning per Key Action:

KA1 – Mobility of students and staff: The planned activities, among others, include outgoing student mobility for studies and traineeships, incoming mobility opportunities for students, teaching and training mobility for academic and administrative staff, participation in Blended Intensive Programmes (BIPs) as sending and receiving institution. Timeline: Till the end of 2025, the institution will contact potential partners to explore the possibilities for future collaboration. In 2026, the first mobility activities for incoming and outgoing students and staff will start. By 2027, at least one Blended Intensive Programme (BIP) will be implemented.

KA2 – Cooperation among organizations and institutions: The planned participation, among others, include: 1). Cooperation partnerships focusing on curriculum development, digital learning (e-learning modules, MOOCs, virtual classrooms) and innovative teaching methods. Topics on ecotheology, liturgy, church history and pastoral counseling for social cohesion will be covered. 2). Capacity building projects to exchange approaches on theological education and pastoral formation towards socio-economic development. 3). Alliances for innovation projects on developing skills, knowledge and competences for social cohesion to support vulnerable populations (refugees, elderly people, marginalized communities).

KA2 activities will be developed gradually, as the institution gains international experience and develops its future postgraduate (Master) programme in collaboration with the Mediterranean University of Crete.

Timeline: The institution plans to participate in at least 1 KA2 project as partner organization to gain experience by 2027. From 2027 onwards the institution aims to submit at least 4 applications per academic year under KA2 targeting to implement minimum 1 KA2 activity per academic year.

KA3 – Support to policy development and cooperation: The institution is particularly interested to participate in networks and observatories focused on education policy and recognition of ecclesiastical studies, youth-oriented activities for migrants, refugees and vulnerable groups, think-tanks and working groups on policy reforms and dissemination of good practices in the European Educational Area as well as transnational initiatives that advance digital transition in higher education. The institution can offer its expertise in the field of ecclesiastical studies and ecotheology to disseminate good practices of curriculum development, academic recognition and skills development in pastoral studies to enrich the policy and public dialogue on structural reforms. The projects results will be taken into account for the updating the institutional strategic policy and development plans. Timeline: Till the end of 2026, the Academic Board of Professors will explore the possibilities of collaboration with existing and new partner organizations. From 2026 onwards, KA3 applications will be submitted. The institution plans to participate in at least 1 KA3 application as partner organization by the end of 2027 to gain experience in KA3.

Strategy, objectives and impact:

Institutional strategy: The strategic plan of the institution (2023-2027) sets out its vision and goals at local, regional, national, European and international level according to its SWOT analysis (Strengths, Weaknesses, Opportunities and Threats Analysis). Internationalization and modernization are among the main and long-term priorities of the strategic plan.

Internationalization strategy: The institution is specialized in ecclesiastical studies. Its internationalization strategy envisions ecclesiastical studies as part of inclusive theological studies that can bring in contact the treasures of the Eastern Orthodox Church and Theology with the values and theological richness of the West Christianity in collaboration with other ecumenical international partners to promote interreligious dialogue and intercultural understanding. International mobility for students and staff, cooperation and networking are preconditions for the opening to multidisciplinary scientific areas and the enrichment of traditional research fields, curriculum development and teaching methods in liturgy, canon law, pastoral theology, Byzantine music, and ecclesiastical heritage preservation. The internationalization objective is strongly connected to the achievement of the academic excellence, innovation and regional development. Through the internationalization the institution aims to reinforce its role as driver of change for addressing local, regional, national and global challenges in a knowledge intensive society.

Modernization strategy: The modernization strategy of the institution requires structural adjustments to be made by it and well as changes to its working culture and practice. The international opening is crucial for the achievement of the modernization strategy. The main modernization objectives to be achieved include the digital transformation of teaching, learning, administration and governance, the curriculum modernization, the strengthening of governance and management systems in relation to quality assurance, the improvement of student services and learning experiences in relation to inclusiveness, the sustainable campus development and the green transition and the further community, church and society engagement.

Role of Erasmus+ in the modernization and internationalization strategy: The participation in the Erasmus + programme is integral to realizing the institutional strategy for internationalization and modernization in the context of achieving excellence in the European Higher Education Area in synergy with the European Education Area (EEA) and the European Research Area (ERA). Furthermore, the Erasmus + priorities are considered horizontal priorities for all strategic priorities of the institution. The Erasmus + brings an added value to the institution. More specifically, the participation in the Erasmus + can contribute to the internationalization and modernization objectives of the institution as follows: 1). The Erasmus + mobility of students and staff and the cooperation projects (e.g. joint modules, research partnerships, intensive courses, etc) are international experiences of great importance and forms of supplementary funding necessary for reaching the internationalization objectives in teaching, learning, research and administration. 2). The use of digital technologies and management tools in the context of Erasmus + (European Without Paper Initiative, ESTRAGON tool, ECHE Self-Assessment Tool, digital  learning platforms for blended mobility) contributes to the advancement of digital skills of students and staff and the institution’s digital transition of the academic and administrative structures, which are preconditions for the achievement of excellence in a competitive international academic environment. 3). The recognition procedures for Erasmus + students and staff applied, strengthens the international cooperation and modernization of the institution. 4). The governance and administration protocols and procedures required to be established for the Erasmus + implementation facilitate the modernization of several institutional aspects and the capacity of the institution to implement and monitor international activities. 5). Blended mobility options offered by the Erasmus + support the modernization aims in terms of digital transition, inclusiveness and academic recognition. 6). The quality standards of the inter￾institutional and learning agreements contribute to the excellence in internationalization activities. 7). The transparent and non-discriminatory procedures applied in Erasmus + in the selection of participants, the award of grants and the recognition of learning outcomes are important quality aspects of the modernization objective. 8). The support for incoming and outgoing students required for Erasmus + contributes to the quality enhancement of student services in general. 9). The inclusion measures of Erasmus + can contribute to a more modern Higher Education that is able to apply an inclusive, non discriminatory learning, teaching and administrative environment for students and staff.10). The multilingual environment of Erasmus + contributes to the improvement of language skills and thus to the international opening opportunities offered to the academic community members.11). The multicultural environment of the Erasmus + contributes to the promotion of intercultural and interreligious dialogue which is an important aim to be achieved towards the internationalization. 12). The focus of Erasmus + on environmental sustainability and the fight against climate change (through the promotion of green campus initiatives, green mobility options and less paper-based procedures) aligns with the modernization objective of sustainable campus development and green transition. In addition, since the ecological theology and environmental stewardship are integrated in the current curriculum and research activities of the institution, further possibilities for internationalization activities can be opened. 13). The promotion of civic engagement and democratic participation required by the Erasmus + is crucial for achieving the vision of a more modern higher education institution that has a significant role to play in addressing the social challenges and promoting social cohesion in pluralistic societies.

Envisaged impact of the institution’s participation in the Erasmus + programme: The participation in Erasmus + will bring an academic, professional and social added value and impact to the institutional working culture and practice, the members of the academic and local community as follows: 1) Impact on students (both in terms of student mobility and alumni): key competences, soft skills, maturity and personal development, academic enrichment (flexibility acquired through adaptation to different academic environments abroad), exploring academic opportunities abroad, opening to wider professional choices, language competences, development of communication skills with people from different cultural and linguistic background, broader awareness of global and European citizenship, opportunities for participation in international youth initiatives and networks, educational and leisure-time activities. 2) Impact on academic staff: knowledge transfer as mean of inspiration for academic excellence, exchange of good-practices and use of new tools in research and teaching, improvement of productivity, research advancement, international recognition and visibility of academic research, opportunities to participate in clusters that promote academic excellence and internationalization, networking opportunities for research, fund-raising and civic engagement, acquisition of cutting-edge ideas for curriculum development. 3) Impact on administrative staff: general improvement of quality standards on administration through the knowledge transfer, the exchange of good practices, the use of innovative tools for digitalization and environmental sustainability, the elimination of bureaucracy and use of more effective and efficient administrative protocols and procedures, the quality improvement of the support and the services offered to students and academic staff. 4) Impact on local society: fight against xenophobia, radicalization and divisive nationalism through multicultural co-existence, increased visibility of academic work and contribution, academic knowledge diffusion into the local society, contribution to social inclusion and cohesion.

Participation in Erasmus + and contribution to the building of the European Education Area (EEA): 1). Participation in Erasmus+ significantly strengthens the institution’s contribution to the objectives of the European Education Area. Through mobility and cooperation activities, Erasmus+ enables the institution to promote high-quality, inclusive, and innovative higher education. 2). Student and staff mobilities foster intercultural understanding, language skills, and academic recognition, supporting the EEA goal of free movement for learners and knowledge. By implementing ECTS, automatic recognition practices and quality assurance standards, a more coherent and transparent European higher education system is build. 3). Erasmus+ cooperation projects and the use of digital management tools—such as Erasmus Without Paper Initiative, the ESTRAGON platform—advance the institution’s digital transformation. In line with EEA priorities, the Erasmus + activities contribute to the integration of green and inclusive practices to ensure that participation is open to all learners, including those with fewer opportunities. 4). Engagement in Erasmus + transnational partnerships and innovation initiatives strengthens the institution’s capacity to modernize curricula, develop joint educational approaches, advance teaching and research, access supplementary financing and respond to societal needs. As a result, a more interconnected and resilient European Higher Education sector is created.