HIBLend heatmap

Heatmap

Good Practices in Blended Mobility

This heatmap illustrates the HIBLend framework, highlighting good practices in blended student mobility across Europe, along with related institutional quality assurance approaches.

Digital Toolbox

Community of Practice

STAGE III: Implementation Phase

POLYTECHNIC UNIVERSITY OF CATALONIA (ES)

The U!Train 2024 initiative was a flagship Blended Intensive Programme from the Unite! European University Alliance. It successfully merged academic learning with a challenge-based multicultural journey. The program's primary objective was to empower students to explore themes of green mobility. Following a virtual learning phase, the 30 participants embarked on a train journey across all eight European Unite! cities to Barcelona in small groups and then to Grenoble as a group. During their trip, they managed to critically analyse the European railway network firsthand, which allowed them to examine different railway infrastructures and engage directly with the challenges and opportunities of sustainable cross-border transport. Key outcomes included developing practical, real-world insights into sustainable mobility, fostering innovative solutions through multicultural collaboration, and enhancing students' understanding of European interconnectedness. The U!Train initiative served as an inspiring model to combine academic learning with tangible, challenge-based international experiences.

Learn more about the first edition of the U!Train BIP

Read the U!Train Manifesto

STAGE IV: Post Implementation Phase

STAGE II: Pre Implementation Phase

Ghent University (BE)

Ghent University developed Education Tips, a comprehensive website with pedagogical guidance to lecturers and study programmes. Recent additions focus on online learning in international contexts, covering virtual mobility, virtual exchange/COIL, and blended mobility. It features a detailed BIP guide addressing everything from formulating relevant learning outcomes and aligning online and physical components to fostering collaboration, effective group formation, digital didactics, and inclusive teaching practices. This resource was collaboratively created by a diverse working group comprising international officers, educational developers, diversity experts, assessment specialists, and digital learning experts.

Policy-wise, all centrally-funded student mobility, including BIP participation, must be integrated into students' curricula—replacing existing course units and counting toward their degrees. Ghent University has long been a frontrunner in full academic recognition of learning outcomes achieved abroad.

"Education Tips" homepage

Online learning in an international setting (broader framework)

Blended Mobility

Policy on academic recognition

STAGE I: Strategic Considerations & Policy Development

CIVIS Alliance

BIPs are a central part of the CIVIS Educational Framework and of the CIVIS mobility strategy. Each Blended Intensive Programme (BIP) is developed, organised, and taught by academics from at least three CIVIS member universities, and combines online teaching with a short period of physical mobility, at one university from the alliance. BIPs were launched at the beginning as an alliance-wide model sustained by a dedicated and supported structure, which oversees the design, the implementation and the expansion of the BIPs. It includes CIVIS Units, CIVIS Officers, CIVIS HUBs and a common framework. The main goal was to develop a tool to promote the different type of mobility and actions developed by CIVIS (curricular, and extra-curricular).

The CIVIS Passport Participation in a CIVIS BIP is recorded in the student’s CIVIS Passport - issued in the forms of a digital certificate through Open Badge - an innovative tool that documents all CIVIS activities, credited and non-credited, received upon graduation. The CIVIS Passport is issued at central level, by the CIVIS Coordination Office, through the Digital Campus Unit. This standard does not include any information like ECTS that could support credit recognition, CIVIS passport was more seen as a complementary tool for students to showcase their CIVIS experiences.

STAGE II: Pre-Implementation Phase

Salzburg University of Applied Sciences (AT)

Key success factors include:

• its blended format, combining online preparation with in-person workshops;
• strong institutional support aligned with FH Salzburg’s internationalisation strategy;
• active involvement from partner universities, such as Bahçeşehir University, Mendel University Brno, HFT Stuttgart, and TSAA Tbilisi

The "International Design Workshop" at Salzburg University of Applied Sciences (FH Salzburg) is an annual Blended Intensive Programme (BIP) that brings together international students and faculty to tackle contemporary design challenges. Emphasising real-world challenges and intercultural competence, it prepares students for global design contexts and serves as a blueprint for practice-oriented international learning initiatives. FH Salzburg team developed the BIP Handbook to support all academic staff and students interested in organising or participating in a BIP. Since most are not familiar with Erasmus+ requirements, the team created a clear and accessible roadmap that anyone can follow. In general, the team also holds one-on-one sessions with staff members planning to organise a BIP within their study programme.

BIP "International Design Workshop"

Get the BIP Handbook

STAGE III: Implementation Phase

UNIVERSITY OF LEÓN (ES)

Some of the persistent challenges in student blended mobility are ensuring intercultural learning, fostering student engagement, and creating collaborative working cultures online. To develop such competencies for students, a well-structured BIP format is needed. Special focus is placed on the design of the online phase so that it is active, inclusive, and aligned with project-based learning. Preparatory trainings for both students and teachers can secure smooth execution across both online and physical components. In addition, intentional group composition that favours small intercultural teams promotes cross-cultural exchanges and accountability. Clearly defined student roles and expectations, particularly for online collaboration, is key.

Robert O' Dowd, Professor (University of Léon)

Learn more about the joint BIP call with Leuphana University.

STAGE I: Strategic Considerations & Policy Development

UNIVERSITY OF ANTWERP (BE)

In the first video, Wannes Gijsels, Domain coordinator (Alternative Internationalisation) at the University of Antwerp, shares what motivated the university to establish a dedicated department focused on exploring alternative forms of internationalisation. He also outlines the university streamlined quality assurance procedure for blended intensive programmes. In the second part of the interview, Wannes highlights the advantages of the “ideal team” — a cross-departmental team — explaining how it is formed and how it collaborates throughout each stage of the process.

STAGE I: Strategic Considerations & Policy Development

UNIVERSITÉ BORDEAUX MONTAIGNE (FR)

Colleagues at the University of Bordeaux Montaigne created a specific "checklist" to guide academics and international/administrative staff on themes, budgets, and student numbers, ensuring pedagogical and administrative clarity. The University also launched initiatives to support vulnerable departments or courses that are “at risk of extinction”, where internationalisation experiences are more challenging to undertake over a longer period of time (e.g. teacher training), or that need help for international development (e.g. fine arts). Universities should also formalise recognition of blended mobility within curricula, while actively engaging departments most exposed to international isolation or decline.

Click to learn more

STAGE II - Pre-Implementation Phase

Technical University of Central Hesse (DE)

The Study Centre for Blind and Disabled Students (BliZ) team supports international and outgoing/incoming students with disabilities by providing personalised peer-to-peer counselling and special services. These services cover the complete (international) study life cycle, from A (accessible learning materials and examinations) to Z (zero barriers). They collaborate closely with strong partners to ensure inclusive, accessible international experiences.

BliZ proves that collaboration, innovation, and inclusion can shape a replicable framework for sustainable change: inspiring universities worldwide to reimagine accessibility as a core principle of academic excellence. BliZ turns inclusion into a driver of social sustainability, empowering individuals, connecting institutions, and shaping a more equitable international education landscape.

THM Inclusive Study Centre

Discover best practices, additional services and innovative, inclusive research and collaboration opportunities:

Visit BliZ website

STAGE IV: Post Implementation Phase

Darmstadt University of Applied Sciences (DE)

Erasmus+ Blended Intensive Programmes can be a meaningful way to internationalise teaching and research. Presented at the 35th EAIE Conference, the poster outlines the hosting process and the institutional work steps, from conceptualisation to implementation and sustainability. It identifies five main criteria for a successful programme and offers tips to avoid common mistakes.

STAGE I: Strategic Considerations & Policy Development

Algebra Bernays University (HR)

We pride ourselves on our extensive experience in designing and delivering short-term educational programmes, such as international Summer and Winter Schools, including micro-credentials. We have a well-defined grading system in place. Upon completion of every programme, all participants receive a Certificate of Completion and a Transcript of Records, with clearly indicated points and grades achieved. We are committed to robust quality assurance in the assessment and recognition of our Blended Intensive Programmes (BIPs), guided by our Quality Policy, which focuses on continuous improvement, transparency, and stakeholder engagement. Our approach features systematic monitoring and evaluation aligned with European Higher Education Area standards, clear assessment criteria, timely feedback, and active collaboration among faculty, staff, and students. External expert reviews and regular audits ensure rigorous standards are maintained.

Learn more about Algebra Quality Assurance

STAGE II: Pre-Implementation Phase

ULYSSEUS ALLIANCE

The Ulysseus Blended Intensive Programme Handbook provides essential guidance for creating and delivering BIPs under Erasmus+ KA131. It offers clear definitions, practical advice for organising blended mobility, and explanations of partnership roles and participant engagement. Designed for academic staff, the handbook supports anyone who wishes to develop a new Blended Intensive Programme or contribute to the co-creation of one.

Blended Intensive Programmes – Handbook for BIPs creators

STAGE I: Strategic Considerations & Policy Development

OeAD - AUSTRIA'S AGENCY FOR EDUCATION AND INTERNATIONALISATION (AT)

The Erasmus+ Blended Intensive Programmes Basic Toolkit, developed jointly by OeAD, Austria's Agency for Education and Internationalisation, and Nuffic, the Dutch organisation for internationalisation in education, provides higher education institutions with a practical, user-friendly collection of templates, checklists, and guidance materials to support the full lifecycle of Blended Intensive Programmes. It covers essential elements such as partnership coordination, digital preparation, student communication, quality assurance, and reporting requirements.

Designed to reduce administrative burden and increase consistency across institutions, the toolkit offers concrete examples and ready-to-use materials for programme organisers. Its structured approach helps new and experienced teams navigate Erasmus+ procedures, align internal workflows, and streamline blended mobility implementation. As a national-level resource, the toolkit promotes coherent practices across Austrian universities and strengthens the overall quality and sustainability of BIPs.

Erasmus+ Blended Intensive Programmes Basic Toolkit

STAGE III: Implementation Phase

Directorate-General for Education, Youth, Sport and Culture (European Commission)

The European Commission’s publication ‘’Erasmus+ Higher Education Student and Staff Mobility: Good Practices in the Implementation of the Virtual Component of Blended Intensive Programmes (BIPs)’’ presents practical examples and insights from institutions across Europe on how to design, deliver, and enhance the virtual elements of BIPs. The document highlights innovative approaches to collaborative online learning, methods for fostering interaction and teamwork, and ways institutions have addressed common challenges in digital and blended mobility formats.

By showcasing concrete cases and successful models, the publication supports higher education institutions in strengthening the quality, inclusiveness, and pedagogical coherence of the virtual component of BIPs. It offers inspiration for both academic and administrative staff involved in planning or improving blended mobility activities.

Good practices in the implementation of the virtual component of blended intensive programmes (BIPs)