Provide feedback
Index
1. Analysis and starting point
2. Web analytics and Social Networks
3. Service-Learning activities
4. Key Performance Indicators
5. Conferences and Workshops
6. Our team
Analysis and starting point
1. Analysis and starting point
Kick-off meeting in Salamanca (January 2023)
Surveys and questionnaires
Seminar about active methodologies in Salamanca (January 2023)
Follow-up meeting at the IPC/ISEC in Coimbra (January 2024)
WP5: Game over! Activitiy: Provide feedback - surveys
We conducted surveys of both partner participants and recipients of social activities and analyze them. We used reliable, validated surveys that provide additional input, as they can be compared with results already obtained in other projects or activities carried out by other groups.
Final project meeting in Bucharest
1. Analysis and starting point
Kick-off meeting (Salamanca) - part 1
Commitment to Dissemination
Project Goals, Quality, and Timeliness
Q1. The goals and objectives of the project and the expected results will be ready on time.
Q2. The project is being developed in accordance with the planned time management and requirements.
Q6. My commitment to the project leads me to disseminate the results to colleagues and others.
- Very much: 87.5%
- Quite a bit: 12.5%
- Very much: 56.3%
- Quite a bit: 43.8%
- Very much: 87.5%
- Quite a bit: 12.5%
Q3. The use of PM2 method for quality assurance provides high quality results.
Q7. Options used for disseminating the project (multiple answers):
- Meetings and presentations: 87.5% Yes / 12.5% No
- Conferences and workshops: 81.3% Yes / 18.8% No
- Talks and outreach activities: 68.8% Yes / 31.3% No
- Social networks: 62.5% Yes / 37.5% No
- Service-learning activities: 56.3% Yes / 43.8% No
- Very much: 87.5%
- Quite a bit: 12.5%
Q4. You feel comfortable with the use of PM2 method for quality assurance.
Q5. The overall quality of the products is high.
Q8. Target audiences for dissemination activities (multiple answers):
- Colleagues and collaborators: 93.8% Yes / 6.3% No
- University teachers and students: 93.8% Yes / 6.3% No
- Young people: 62.5% Yes / 37.5% No
- The community: 43.8% Yes / 56.3% No
- General public: 18.8% Yes / 81.3% No
- Very much: 75.0%
- Quite a bit: 18.8%
- Somewhat: 6.3%
- Very much: 93.8%
- Quite a bit: 6.3%
+ INFO
1. Analysis and starting point
Kick-off meeting (Salamanca) - part 2
Comfort and Atmosphere
Sustainability, Inspiration, and Coordination
Q9. This project results will be sustainable in terms of its results and outcomes.
Q10. The results that will be obtained in this project will be a source of inspiration for the creation of other new proposals.
Q12. You feel comfortable while participating in the project activities.
- Very much: 93.8%
- Quite a bit: 6.3%
- Very much: 87.5%
- Quite a bit: 12.5%
- Very much: 87.5%
- Quite a bit: 12.5%
Q13. In your opinion the attendees present in the activities enjoyed them.
Q11. The coordination and management of each activity is adequate.
Q14. The ambience between GIRLS team collaborators allowed you to feel integrated and in communion with its aim and purpose.
- Very much: 93.8%
- Quite a bit: 6.3%
Respondents reported very high levels of comfort and enjoyment, with strong feelings of integration into the team.
Participants expressed complete confidence in the sustainability and inspirational potential of the project, with unanimous agreement on the adequacy of coordination and management.
+ INFO
1. Analysis and starting point
Seminar about active methodologies
1 Preparation and Organisation
2 Clarity of Role and Presentations
3 Comfort and Atmosphere
Q4. Did you feel comfortable while participating in these activities?
Q7. In your opinion the attendees present in the activities enjoyed them?
Q8. The ambience between GIRLS team collaborators allowed you to feel integrated and in communion with its aim and purpose?
Q1. The preparation of the activities was made with the necessary anticipation?
Q3. Do you consider that the activities were well organized?
Q2. Was your role at these activities clear?
Q5. Do you consider that presentations were profitable for you to be acquainted with your role in GIRLS project?
Q6. Do you consider that presentations were profitable for you to know what is expected from you as a partner of GIRLS project?
+ INFO
+ INFO
+ INFO
1. Analysis and starting point
Follow-up meeting in Coimbra - part 1
Project Impact and Sustainability
Project Management and Quality
Q6. My commitment to the project leads me to disseminate the results to colleagues and others.
Q1. The goals and objectives of the project and the expected results will be ready on time.
Q9. This project results will be sustainable in terms of its results and outcomes.
Q7. Options used for disseminating the project (multiple answers):
Q10. The results that will be obtained in this project will be a source of inspiration for the creation of other new proposals.
Q2. The project is being developed in accordance with the planned time management and requirements.
Q3. The use of PM2 method for quality assurance provides high quality results.
Q8. Target audiences for dissemination activities (multiple answers):
Q4. You feel comfortable with the use of PM2 method for quality assurance.
Q5. The overall quality of the products is high.
1. Analysis and starting point
Follow-up meeting in Coimbra - part 2
Progress of the activities and project results
Q11. The coordination and management of each activity is adequate.
Q16. Select your organization (optional).
Q12. You feel comfortable while participating in the project activities.
Q13. In your opinion the attendees present in the activities enjoyed them.
Q14. The ambience between GIRLS team collaborators allowed you to feel integrated and in communion with its aim and purpose.
Q15. How can we improve? Please add any comment or suggestion about the project.
- I think everything went very well.
- Integrate project results into existing programs to ensure their integration into the educational system.
- I would like to have more presential meetings. Sometimes you share some ideas and new proposals during a coffe-break.
1. Analysis and starting point
Final project meeting in Bucharest
All partners have agreed to highly value both the development and the outcomes of the project. Some of the comments and experiences we shared in Bucharest are presented here.
GIRLS has been the most impactful Erasmus+ project I have collaborated on. It transformed students and educators by dissolving silos between mathematics, statistics, engineering, and the community and by rigorously trialling inclusive practices through transparent roles, scaled timelines, and structured reflection. I observed higher satisfaction, stronger student engagement, and closer alignment between learning outcomes and social responsibility. Grounded in Service-Learning, Research-Based Learning, Competence-Based Learning, and Game-Based Learning, the GIRLS model is transferable, as it integrates transversal competencies into the curriculum, assessment, and reflective practice, with clear implications for accreditation, faculty development, and interdisciplinary modules. Above all, it demonstrates that mathematical and statistical learning, situated in community contexts and reflective practice, becomes both more effective and more human. As engineering education faces increasing complexity and interdependence, GIRLS offers a compelling synthesis of knowledge, care, and action, and the GIRLS team was fantastic. Thank you all for allowing me to learn with you!.
We really enjoyed taking part in the Erasmus+ project GIRLS, as it has been an exciting and enriching experience for both teachers and students. Being involved in a project so different from what we normally do at our universities has been a real turning point for us. It gave us the chance to open our eyes, experience new perspectives, and better understand the changes happening around us.
Taking part in the Erasmus+ project GIRLS has been an amazing journey for both our teachers and students! 🌍✨ It’s not every day that we get to dive into something so different from what we usually do at university, and that’s exactly what made this experience so special. This project has opened our minds, given us new perspectives, and shown us how much we can learn when we step outside our comfort zones. More than just an academic experience, it’s been a chance to grow together, share ideas, and really connect with the changes happening around us. 💡🤝 We are proud to have been part of this adventure and excited to take all that we’ve learned into the future! 🚀💜
Web analytics and Social Networks
2. Web analytics and Social Networks
Web traffic: Analytics
Visits 70% +
+ INFO: Users by country
+ INFO: Last 12 months
2. Web analytics and Social Networks
Social Networks in the project
Project dissemination is very important to garantee the sustainability
Social media, but primarily academic activity, student participation, and dissemination through conferences and publications in the field of education, have contributed to spreading the project among higher education stakeholders. Short videos about Sustainable Development Goals and about collaboration with the local university and community in Mexico received the highest engagement.
Channels used
Objectives
Types of posts
Examples
Impact
Evaluation
Instagram, X, YouTube, LinkedIn (personal accounts), project website.
Increase visibility.
Dissemination of project activities.
Followers, views, interactions, etc.
Some indicators.
Reflect briefly.
2. Web analytics and Social Networks
Examples
Instagram: 139 posts and 144 followers.
X: 66 followers.
YouTube: 66 followers.
Social media plays a crucial role in the dissemination and visibility of European projects, as it enables rapid and wide-reaching communication with diverse stakeholders, including academic institutions, policymakers, practitioners, and the general public. Effective use of social media not only enhances transparency and accountability but also strengthens the long-term impact and sustainability of project results.
2. Web analytics and Social Networks
Social Networks
The channels and activities used to reach the target audience will be the project website, social media, conferences, and publications produced during the project.
YouTube
@girlseuproject
@girlsEUproject
Whatssup
Instagram
Only for partners :-)
girlseuproject
2. Web analytics and Social Networks
A brief report
Service-Learning activities
3. Service-Learning activities
Service-Learning activities
A core part of the GIRLS project was the activities related to Service-Learning.
Students decided which type of project they wanted to participate in
SELEB Questionnaire
After participating in the SL projects
Students applied to participate in the mobility
Feedback after the students' mobility experience in Mexico
The SELEB questionnaire was conducted among students participating in a SL project at the Engineering School.
Comparision of results of the pre- and post-questionnaire.
At cum soleat disputati, quo veri admodum vituperata ad.
Have a look to theirs answers at the Engineering School
At cum soleat disputati, quo veri admodum vituperata ad.
3. Service-Learning activities
Students decided which type of project they wanted to participate in
During each year since 2023-2024, we propose our students to particiapte in a Service-Learning project. With the questionnaire, we got the answers from 27 students, and we know in which city they want to participate, which project they like to develop, and more ....
Q1. Where do you want to do the project?
Q3. Just out of curiosity, have you heard of the Sustainable Development Goals?
Q2. Select the type of project you would like to develop
3. Service-Learning activities
SELEB Questionnaire
To measure its impact in students life, the Student LEarning Benefit (SELEB) questionnaire has been conducted with the purpose of collecting crucial information about the service-learning experience and the benefits that participants have gained from this activity.
The Student LEarning Benefit (SELEB) questionnaire has been designed with the purpose of collecting crucial information about the service-learning (SL) experience and the benefits that participants have gained from this activity. The responses contribute to a deeper understanding of the impacts of SL on the academic community and society at large (Brown at al 2023; Toncar et al. 2006). To complete the questionnaire, students are asked to indicate how important each of the items in the questionnaire is to them, using a Likert scale ranging from 1, representing “not important at all”, to 7, indicating “very important”.
By providing this detailed feedback, responses help to identify areas of strength and opportunities for improvement in the implementation of SL, as well as to highlight the tangible and intangible benefits that this experience offers both individually and collectively.
REFERENCES
QUESTIONS
3. Service-Learning activities
After participating in the SL projects
Comparison of PRE vs. POST means by item. In general, all dimensions maintain medians between 6 and 7, confirming very high scores.
Statistical Analysis: DESCRIPTIVE:
- Means, medians, standard deviations, minimums, and maximums were calculated for each item.
INFERENTIAL:
- Normality was checked with the Shapiro-Wilks test (N < 50), which was highly significant (p-value < 0.001) for all items. Non-parametric contrasts for related samples (pre vs. post) were applied.
Significant differences were observed in: • Q1 – Personal growth experience (p = 0.010). • Q11 – Applying problem-solving techniques (p = 0.041). • Q15 – Learning practical skills in the workplace (p = 0.028).
In these cases, post-scores were lower than pre-scores, although they remained at high values on the scale. The rest of the items did not show statistically significant differences, indicating stability in the evaluations before and after the experience.
CONCLUSIONS
3. Service-Learning activities
Students applied to participate in the mobility
We conducted a questionnaire to select students that participated in the project mobility. 34 students answered the questionnaire but only 4 per EU university traveled to Mexico.
3. Service-Learning activities
Feedback after the students' mobility experience in Mexico
The SELEB questionnaire was conducted among students after their experience in Mexico
Service-Learning is perceived as highly beneficial at the personal, academic, and social levels. Social benefits (empathy, cultural awareness, community engagement) were among the most valued. Academic and professional benefits (applying theory to practice, critical thinking, job-related skills) were also strongly highlighted. This confirms that Service-Learning contributes not only to academic training but also to the integral and human development of students."
Key Performance Indicators
4. Key Performance Indicators
Activities & Results
Follow the narrative
Granny's handbook
Conductive thread
Draw a roadmap
Define settings
Starting box
Define the game piece
Evaluate results
Sustainability report
Building playing materials
Progress in the game
Provide feedback
Videogame (beta)
Instruction manual
Find sources of inspiration
Award the winner
Control center
Initial tests
Project Logbook
Expansion strategy
4. Key Performance Indicators
Activities & Results & more
(Click on the image to enlarge it)
Overall results
Results by area
Results by item
We used the SELFIE platform to assess where we stood in relation to learning in the digital age. The results achieved by the partners are presented here.
4. Key Performance Indicators
Key Performance Indicators
WP4 – Playing the Game
WP2 – The Game Board
One open resource per day; Mexico activity; Service-Learning (SL) projects developed; digital activities.
Kick-off meeting; first seminars; elevator-pitch videos; methodology manuals; GIRLS App; courses available on the learning platform
WP3 – Rules of the Game
WP5 – Game Over!
“16 SDGs about Women”; Quality Manual; Sustainability Reports; multilingual instruction manuals for the App; workshop organised by the Coimbra team at SEFI.
Nanny notebook (project logbook); Springer GIRLS book; surveys performed and analysed; Bucharest conference outputs; public and private organisations involved in SL project activities.
Conferences and Workshops
5. Conferences and workshops
Conferences and workshops
Summary of events
Evidence and links
Conferences in detail
Connection to the project
5. Conferences and workshops
Conferences in detail
Type of contribution Conference/workshop. Date and location. Type of audience.
Several papers have published in different national and international conferences.
5. Conferences and workshops
Workshop organized by IPC/ISEC in Dublin - Part 1
Teaching experience
Participants selected different methodologies that they have used during their classes:
More than 30 teachers and researchers participated in the workshop. We collected data from 29 attendees from 14 countries.
Speaking about the use and purposes of ICT tools:
We asked them to order some actions such as to solve the problem, being critic about the solution obtained, etc.
The main difficulties when overcoming traditional pencil and paper classes are represented in the following graph:
From these participants 58.6% were female and 41.4% male.
5. Conferences and workshops
Distribution of readers per paper and per country:
Workshop organized by IPC/ISEC in Dublin - Part 2
(Workshop at the SEFI Annual Conference 2023)
Teachers and researchers from all continents have accessed the workshop and the publications that resulted from it
These are the papers presented by project partners:- Engagement And Solidarity While Learning.
- Mentoring Programs For Engineering Students As A Way To Improve Their Skills And Competencies.
- Using Padlet On Math Collaborative Learning In An Engineering Course.
- Improving Motivation And Continuous Assessment In Engineering Classrooms Through Student Response Systems.
5. Conferences and workshops
About
The International Conference on Education, Science and Modern Approaches in Research & Teaching (EDUSMART) has been conceived as an academic platform to bring together educators, researchers, and professionals from various disciplines and educational levels.
This proceedings volume compiles the peer-reviewed papers presented at EDUSMART 2025, held on 22–24 July 2025 at the Technical University of Civil Engineering Bucharest, Romania. The special theme of this edition, “Generation for Innovation, Resilience, Leadership and Sustainability (GIRLS),” highlights the transformative power of education and science in cultivating creativity, adaptability, leadership, and sustainable development.
Our team
6. Our team
Team
María Jesús - USAL
Marián - UFV
Ion - UTCB
Deolinda - IPC / ISEC
Jackie - UVAQ
Ascensión - AELCLÉS
Mario - MARISTAS
Luis - CSIC
Agustín - CSIC
Araceli - USAL
You can contact us to share your projects:
https://girlsproject.eu/
Cooperation partnerships in higher education
girlsproject@usal.es
Erasmus+ Project Results
This project has been funded with support from the European Commission.
This publication reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be
made of the information contained therein.
The SELEB questionnaire includes the following 21 topics:
11. Apply problem-solving techniques. 12. Build my self-confidence. 13. Conflict resolution. 14. Ability to assume personal responsibility. 15. Learn practical workplace skills. 16. Skills in Learning from Experience. 17. Develop organizational skills.18. Connecting theory with practice. 19. Establish caring relationships. 20. Empathy and sensitivity to the plight of others. 21. Demonstrate my trustworthiness to others.
1. Experience personal growth. 2. Ability to work well with others. 3. Enhance my leadership skills. 4. Enhance my communication skills. 5. Gain a greater understanding of cultural and racial differences. 6. Enhance my social responsibility and citizenship skills. 7. Be involved in the community. 8. Ability to make a difference in the community. 9. Apply information learned in the classroom to real-life scenarios. 10. Problem analysis and critical thinking.
SELEB Questionnaire
The Student LEarning Benefit (SELEB) questionnaire has been designed with the purpose of collecting crucial information about the service-learning (SL) experience and the benefits that participants have gained from this activity. The responses contribute to a deeper understanding of the impacts of SL on the academic community and society at large (Brown at al 2023; Toncar et al. 2006). To complete the questionnaire, students are asked to indicate how important each of the items in the questionnaire is to them, using a Likert scale ranging from 1, representing “not important at all”, to 7, indicating “very important”.
By providing this detailed feedback, responses help to identify areas of strength and opportunities for improvement in the implementation of SL, as well as to highlight the tangible and intangible benefits that this experience offers both individually and collectively. References
Brown IV, I. D., L. Pointer, C. Smith, and K. Gleason. “The impact of a short duration service-learning project on student learning outcomes”. Journal of Service-Learning in Higher Education volume 16. (2023): 4-19. Toncar, M. F., J. S. Reid, D. J. Burns, C. E. Anderson, and H. P. Nguyen. “Uniform assessment of the benefits of service-learning: The development, evaluation, and implementation of the SELEB scale”. Journal of Marketing Theory & Practice volume 14, no. 3 (2006): 223–238.
https://doi.org/10.2753/MTP1069-6679140304
Source: Google Analytics
The project has taken part in the following conferences
The project has taken part in the following conferences:
- SEFI Annual conference 2023 (with a workshop).
- SEFI Annual conference 2024.
- MUPES - SDG in the University of Salamanca.
- LaIDTC - International Conference on Leadership and Innovation through Digital Teaching Competences.
- EDUSMART-International Conference.
Published papers
The list of published papers is valiable at the project website.
List of published works
Our social media strategy worked particularly well in raising awareness of the project’s key themes: sustainability, innovation, resilience, and leadership, and in engaging both students and teachers. Instagram, X and YouTube proved to be an impactful platforms for students, as they allowed us to share dynamic content from the different activities and the mobility in Mexico, reaching a wide audience and generating meaningful interaction.
For future projects, we plan to integrate more short video content and interactive formats to further increase reach and long-term impact.
Their teaching experience is diverse (in years):
While most respondents reported that their role was clear and presentations were useful for understanding their responsibilities, a small minority (5.9%) felt their role was only “somewhat” clear, indicating potential for improvement in this area.
List of countries that participated in the workshop:
8. Portugal9. South Africa10. Spain11. Sweden12. Switzerland13. The Netherlands14. United States
- Belgium
- Estonia
- Germany
- Hungary
- Ireland
- Mexico
- Norway
CONCLUSIONS
The results show that students already attributed a high initial value to all the competencies evaluated. The decreases in personal growth, problem-solving, and practical skills can be interpreted as an adjustment of expectations: after experiencing Service-Learning, students recognize more realistically the complexity of these competencies and adopt a more critical view of their development. On the other hand, the stability of most items and the slight increase in empathy and sensitivity suggest that the experience strengthens socio-emotional competencies and community engagement, in line with the objectives of Service-Learning.
We asked them to order (1-less important, 5-most important) the following actions: to solve the problem, being critic about the solution obtained, communicate the solution with rigour, being able to apply the knowledge obtained in a different situation, being able to apply ICT tools, being able to translate the problem into daily life language and vice-versa.
DRAFT
Datos de las redes sociales
Create a new layer with all the Genially features.
- Generate experiences with your content.
- It’s got the Wow effect. Very Wow.
- Make sure your audience remembers the message.
- Activate and surprise your audience.
Workshop: Using Technology To Teach/Learn Mathematics, How Are We As Teachers Fostering Mathematics Education Mobility?
Link to the workshop
All participants reported feeling comfortable and integrated within the team. They also perceived that the attendees enjoyed the activities.
Channels
We used the organisation’s accounts or accounts created specifically for the project:
- e-mail: girlsproject@usal.es.
- Website: https://girlsproject.eu/
- X (Twitter): @girlsEUproject.
- Instagram: @girlsEUproject.
- YouTube: https://www.youtube.com/@girlseuproject
- LinkedIn: from personal accounts.
- National and international conferences.
Sharing ideas with teachers, researchers, students and the community
The presentations were linked to project themes:
- Sustainability
- Innovation
- Resilience
- Leadership
- Service-learning).
Project results presented:
- Videogame.
- Service-Learning projects
- Ganny's handbook
- ... and more
Communication objectives
- Increase visibility of the project.
- Attract participants and stakeholders.
- Share project results (guides, videos, manuals, experiences, etc.).
- Ensure sustainability and dissemination after the project ends.
Types of posts
- News about activities (transnational meetings, trainings, mobilities ans service-learning activities).
- Experiences from participants.
- Graphic material (infographics, videos, Genially presentations and online books).
- Dissemination of intellectual outputs / project results in conferences and workshops.
Conclusion and Recommendations
- The evaluation of the kick-off meeting reflects strong satisfaction among the GIRLS project collaborators, particularly regarding Clear goals, quality assurance, and effective coordination; engagement with dissemination activities targeting academic audiences; a welcoming and inclusive team atmosphere.
- Areas for further attention include enhancing comfort with the PM2 methodology and encouraging broader dissemination to the community and general public.
- Overall, the Salamanca kick-off meeting was a successful starting point for the GIRLS project, fostering collaboration, commitment, and a shared sense of purpose among partners.
Summary of publications
More than 60 publications were done related to the project goals.
- Books: 3
- International conferences: 24.
- National conferences: 20.
- Mater's thesis: 14
- Undergraduate degree thesis: 4
The vast majority of participants agreed that the seminar was well-prepared and organized, with nearly all respondents selecting "Very much" for these items.
Questions 7 and 8 allowed participants to select more than one response option. For analysis purposes, each option was treated as a binary variable (Yes/No), reflecting whether or not each respondent selected it. Dissemination efforts focused mainly on academic and professional environments, particularly through meetings and conferences, targeting colleagues and university audiences. Outreach to the community and general public was notably less frequent.
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Index
1. Analysis and starting point
2. Web analytics and Social Networks
3. Service-Learning activities
4. Key Performance Indicators
5. Conferences and Workshops
6. Our team
Analysis and starting point
1. Analysis and starting point
Kick-off meeting in Salamanca (January 2023)
Surveys and questionnaires
Seminar about active methodologies in Salamanca (January 2023)
Follow-up meeting at the IPC/ISEC in Coimbra (January 2024)
WP5: Game over! Activitiy: Provide feedback - surveys
We conducted surveys of both partner participants and recipients of social activities and analyze them. We used reliable, validated surveys that provide additional input, as they can be compared with results already obtained in other projects or activities carried out by other groups.
Final project meeting in Bucharest
1. Analysis and starting point
Kick-off meeting (Salamanca) - part 1
Commitment to Dissemination
Project Goals, Quality, and Timeliness
Q1. The goals and objectives of the project and the expected results will be ready on time.
Q2. The project is being developed in accordance with the planned time management and requirements.
Q6. My commitment to the project leads me to disseminate the results to colleagues and others.
Q3. The use of PM2 method for quality assurance provides high quality results.
Q7. Options used for disseminating the project (multiple answers):
Q4. You feel comfortable with the use of PM2 method for quality assurance.
Q5. The overall quality of the products is high.
Q8. Target audiences for dissemination activities (multiple answers):
+ INFO
1. Analysis and starting point
Kick-off meeting (Salamanca) - part 2
Comfort and Atmosphere
Sustainability, Inspiration, and Coordination
Q9. This project results will be sustainable in terms of its results and outcomes.
Q10. The results that will be obtained in this project will be a source of inspiration for the creation of other new proposals.
Q12. You feel comfortable while participating in the project activities.
Q13. In your opinion the attendees present in the activities enjoyed them.
Q11. The coordination and management of each activity is adequate.
Q14. The ambience between GIRLS team collaborators allowed you to feel integrated and in communion with its aim and purpose.
Respondents reported very high levels of comfort and enjoyment, with strong feelings of integration into the team.
Participants expressed complete confidence in the sustainability and inspirational potential of the project, with unanimous agreement on the adequacy of coordination and management.
+ INFO
1. Analysis and starting point
Seminar about active methodologies
1 Preparation and Organisation
2 Clarity of Role and Presentations
3 Comfort and Atmosphere
Q4. Did you feel comfortable while participating in these activities? Q7. In your opinion the attendees present in the activities enjoyed them? Q8. The ambience between GIRLS team collaborators allowed you to feel integrated and in communion with its aim and purpose?
Q1. The preparation of the activities was made with the necessary anticipation? Q3. Do you consider that the activities were well organized?
Q2. Was your role at these activities clear? Q5. Do you consider that presentations were profitable for you to be acquainted with your role in GIRLS project? Q6. Do you consider that presentations were profitable for you to know what is expected from you as a partner of GIRLS project?
+ INFO
+ INFO
+ INFO
1. Analysis and starting point
Follow-up meeting in Coimbra - part 1
Project Impact and Sustainability
Project Management and Quality
Q6. My commitment to the project leads me to disseminate the results to colleagues and others.
Q1. The goals and objectives of the project and the expected results will be ready on time.
Q9. This project results will be sustainable in terms of its results and outcomes.
Q7. Options used for disseminating the project (multiple answers):
Q10. The results that will be obtained in this project will be a source of inspiration for the creation of other new proposals.
Q2. The project is being developed in accordance with the planned time management and requirements.
Q3. The use of PM2 method for quality assurance provides high quality results.
Q8. Target audiences for dissemination activities (multiple answers):
Q4. You feel comfortable with the use of PM2 method for quality assurance.
Q5. The overall quality of the products is high.
1. Analysis and starting point
Follow-up meeting in Coimbra - part 2
Progress of the activities and project results
Q11. The coordination and management of each activity is adequate.
Q16. Select your organization (optional).
Q12. You feel comfortable while participating in the project activities.
Q13. In your opinion the attendees present in the activities enjoyed them.
Q14. The ambience between GIRLS team collaborators allowed you to feel integrated and in communion with its aim and purpose.
Q15. How can we improve? Please add any comment or suggestion about the project.
1. Analysis and starting point
Final project meeting in Bucharest
All partners have agreed to highly value both the development and the outcomes of the project. Some of the comments and experiences we shared in Bucharest are presented here.
GIRLS has been the most impactful Erasmus+ project I have collaborated on. It transformed students and educators by dissolving silos between mathematics, statistics, engineering, and the community and by rigorously trialling inclusive practices through transparent roles, scaled timelines, and structured reflection. I observed higher satisfaction, stronger student engagement, and closer alignment between learning outcomes and social responsibility. Grounded in Service-Learning, Research-Based Learning, Competence-Based Learning, and Game-Based Learning, the GIRLS model is transferable, as it integrates transversal competencies into the curriculum, assessment, and reflective practice, with clear implications for accreditation, faculty development, and interdisciplinary modules. Above all, it demonstrates that mathematical and statistical learning, situated in community contexts and reflective practice, becomes both more effective and more human. As engineering education faces increasing complexity and interdependence, GIRLS offers a compelling synthesis of knowledge, care, and action, and the GIRLS team was fantastic. Thank you all for allowing me to learn with you!.
We really enjoyed taking part in the Erasmus+ project GIRLS, as it has been an exciting and enriching experience for both teachers and students. Being involved in a project so different from what we normally do at our universities has been a real turning point for us. It gave us the chance to open our eyes, experience new perspectives, and better understand the changes happening around us.
Taking part in the Erasmus+ project GIRLS has been an amazing journey for both our teachers and students! 🌍✨ It’s not every day that we get to dive into something so different from what we usually do at university, and that’s exactly what made this experience so special. This project has opened our minds, given us new perspectives, and shown us how much we can learn when we step outside our comfort zones. More than just an academic experience, it’s been a chance to grow together, share ideas, and really connect with the changes happening around us. 💡🤝 We are proud to have been part of this adventure and excited to take all that we’ve learned into the future! 🚀💜
Web analytics and Social Networks
2. Web analytics and Social Networks
Web traffic: Analytics
Visits 70% +
+ INFO: Users by country
+ INFO: Last 12 months
2. Web analytics and Social Networks
Social Networks in the project
Project dissemination is very important to garantee the sustainability
Social media, but primarily academic activity, student participation, and dissemination through conferences and publications in the field of education, have contributed to spreading the project among higher education stakeholders. Short videos about Sustainable Development Goals and about collaboration with the local university and community in Mexico received the highest engagement.
Channels used
Objectives
Types of posts
Examples
Impact
Evaluation
Instagram, X, YouTube, LinkedIn (personal accounts), project website.
Increase visibility.
Dissemination of project activities.
Followers, views, interactions, etc.
Some indicators.
Reflect briefly.
2. Web analytics and Social Networks
Examples
Instagram: 139 posts and 144 followers.
X: 66 followers.
YouTube: 66 followers.
Social media plays a crucial role in the dissemination and visibility of European projects, as it enables rapid and wide-reaching communication with diverse stakeholders, including academic institutions, policymakers, practitioners, and the general public. Effective use of social media not only enhances transparency and accountability but also strengthens the long-term impact and sustainability of project results.
2. Web analytics and Social Networks
Social Networks
The channels and activities used to reach the target audience will be the project website, social media, conferences, and publications produced during the project.
YouTube
@girlseuproject
@girlsEUproject
Whatssup
Instagram
Only for partners :-)
girlseuproject
2. Web analytics and Social Networks
A brief report
Service-Learning activities
3. Service-Learning activities
Service-Learning activities
A core part of the GIRLS project was the activities related to Service-Learning.
Students decided which type of project they wanted to participate in
SELEB Questionnaire
After participating in the SL projects
Students applied to participate in the mobility
Feedback after the students' mobility experience in Mexico
The SELEB questionnaire was conducted among students participating in a SL project at the Engineering School.
Comparision of results of the pre- and post-questionnaire.
At cum soleat disputati, quo veri admodum vituperata ad.
Have a look to theirs answers at the Engineering School
At cum soleat disputati, quo veri admodum vituperata ad.
3. Service-Learning activities
Students decided which type of project they wanted to participate in
During each year since 2023-2024, we propose our students to particiapte in a Service-Learning project. With the questionnaire, we got the answers from 27 students, and we know in which city they want to participate, which project they like to develop, and more ....
Q1. Where do you want to do the project?
Q3. Just out of curiosity, have you heard of the Sustainable Development Goals?
Q2. Select the type of project you would like to develop
3. Service-Learning activities
SELEB Questionnaire
To measure its impact in students life, the Student LEarning Benefit (SELEB) questionnaire has been conducted with the purpose of collecting crucial information about the service-learning experience and the benefits that participants have gained from this activity.
The Student LEarning Benefit (SELEB) questionnaire has been designed with the purpose of collecting crucial information about the service-learning (SL) experience and the benefits that participants have gained from this activity. The responses contribute to a deeper understanding of the impacts of SL on the academic community and society at large (Brown at al 2023; Toncar et al. 2006). To complete the questionnaire, students are asked to indicate how important each of the items in the questionnaire is to them, using a Likert scale ranging from 1, representing “not important at all”, to 7, indicating “very important”.
By providing this detailed feedback, responses help to identify areas of strength and opportunities for improvement in the implementation of SL, as well as to highlight the tangible and intangible benefits that this experience offers both individually and collectively.
REFERENCES
QUESTIONS
3. Service-Learning activities
After participating in the SL projects
Comparison of PRE vs. POST means by item. In general, all dimensions maintain medians between 6 and 7, confirming very high scores.
Statistical Analysis: DESCRIPTIVE:
- Means, medians, standard deviations, minimums, and maximums were calculated for each item.
INFERENTIAL:Significant differences were observed in: • Q1 – Personal growth experience (p = 0.010). • Q11 – Applying problem-solving techniques (p = 0.041). • Q15 – Learning practical skills in the workplace (p = 0.028).
In these cases, post-scores were lower than pre-scores, although they remained at high values on the scale. The rest of the items did not show statistically significant differences, indicating stability in the evaluations before and after the experience.
CONCLUSIONS
3. Service-Learning activities
Students applied to participate in the mobility
We conducted a questionnaire to select students that participated in the project mobility. 34 students answered the questionnaire but only 4 per EU university traveled to Mexico.
3. Service-Learning activities
Feedback after the students' mobility experience in Mexico
The SELEB questionnaire was conducted among students after their experience in Mexico
Service-Learning is perceived as highly beneficial at the personal, academic, and social levels. Social benefits (empathy, cultural awareness, community engagement) were among the most valued. Academic and professional benefits (applying theory to practice, critical thinking, job-related skills) were also strongly highlighted. This confirms that Service-Learning contributes not only to academic training but also to the integral and human development of students."
Key Performance Indicators
4. Key Performance Indicators
Activities & Results
Follow the narrative
Granny's handbook
Conductive thread
Draw a roadmap
Define settings
Starting box
Define the game piece
Evaluate results
Sustainability report
Building playing materials
Progress in the game
Provide feedback
Videogame (beta)
Instruction manual
Find sources of inspiration
Award the winner
Control center
Initial tests
Project Logbook
Expansion strategy
4. Key Performance Indicators
Activities & Results & more
(Click on the image to enlarge it)
Overall results
Results by area
Results by item
We used the SELFIE platform to assess where we stood in relation to learning in the digital age. The results achieved by the partners are presented here.
4. Key Performance Indicators
Key Performance Indicators
WP4 – Playing the Game
WP2 – The Game Board
One open resource per day; Mexico activity; Service-Learning (SL) projects developed; digital activities.
Kick-off meeting; first seminars; elevator-pitch videos; methodology manuals; GIRLS App; courses available on the learning platform
WP3 – Rules of the Game
WP5 – Game Over!
“16 SDGs about Women”; Quality Manual; Sustainability Reports; multilingual instruction manuals for the App; workshop organised by the Coimbra team at SEFI.
Nanny notebook (project logbook); Springer GIRLS book; surveys performed and analysed; Bucharest conference outputs; public and private organisations involved in SL project activities.
Conferences and Workshops
5. Conferences and workshops
Conferences and workshops
Summary of events
Evidence and links
Conferences in detail
Connection to the project
5. Conferences and workshops
Conferences in detail
Type of contribution Conference/workshop. Date and location. Type of audience.
Several papers have published in different national and international conferences.
5. Conferences and workshops
Workshop organized by IPC/ISEC in Dublin - Part 1
Teaching experience
Participants selected different methodologies that they have used during their classes:
More than 30 teachers and researchers participated in the workshop. We collected data from 29 attendees from 14 countries.
Speaking about the use and purposes of ICT tools:
We asked them to order some actions such as to solve the problem, being critic about the solution obtained, etc.
The main difficulties when overcoming traditional pencil and paper classes are represented in the following graph:
From these participants 58.6% were female and 41.4% male.
5. Conferences and workshops
Distribution of readers per paper and per country:
Workshop organized by IPC/ISEC in Dublin - Part 2
(Workshop at the SEFI Annual Conference 2023)
Teachers and researchers from all continents have accessed the workshop and the publications that resulted from it
These are the papers presented by project partners:- Engagement And Solidarity While Learning.
- Mentoring Programs For Engineering Students As A Way To Improve Their Skills And Competencies.
- Using Padlet On Math Collaborative Learning In An Engineering Course.
- Improving Motivation And Continuous Assessment In Engineering Classrooms Through Student Response Systems.
5. Conferences and workshops
About
The International Conference on Education, Science and Modern Approaches in Research & Teaching (EDUSMART) has been conceived as an academic platform to bring together educators, researchers, and professionals from various disciplines and educational levels.
This proceedings volume compiles the peer-reviewed papers presented at EDUSMART 2025, held on 22–24 July 2025 at the Technical University of Civil Engineering Bucharest, Romania. The special theme of this edition, “Generation for Innovation, Resilience, Leadership and Sustainability (GIRLS),” highlights the transformative power of education and science in cultivating creativity, adaptability, leadership, and sustainable development.
Our team
6. Our team
Team
María Jesús - USAL
Marián - UFV
Ion - UTCB
Deolinda - IPC / ISEC
Jackie - UVAQ
Ascensión - AELCLÉS
Mario - MARISTAS
Luis - CSIC
Agustín - CSIC
Araceli - USAL
You can contact us to share your projects:
https://girlsproject.eu/
Cooperation partnerships in higher education
girlsproject@usal.es
Erasmus+ Project Results
This project has been funded with support from the European Commission. This publication reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
The SELEB questionnaire includes the following 21 topics:
11. Apply problem-solving techniques. 12. Build my self-confidence. 13. Conflict resolution. 14. Ability to assume personal responsibility. 15. Learn practical workplace skills. 16. Skills in Learning from Experience. 17. Develop organizational skills.18. Connecting theory with practice. 19. Establish caring relationships. 20. Empathy and sensitivity to the plight of others. 21. Demonstrate my trustworthiness to others.
1. Experience personal growth. 2. Ability to work well with others. 3. Enhance my leadership skills. 4. Enhance my communication skills. 5. Gain a greater understanding of cultural and racial differences. 6. Enhance my social responsibility and citizenship skills. 7. Be involved in the community. 8. Ability to make a difference in the community. 9. Apply information learned in the classroom to real-life scenarios. 10. Problem analysis and critical thinking.
SELEB Questionnaire
The Student LEarning Benefit (SELEB) questionnaire has been designed with the purpose of collecting crucial information about the service-learning (SL) experience and the benefits that participants have gained from this activity. The responses contribute to a deeper understanding of the impacts of SL on the academic community and society at large (Brown at al 2023; Toncar et al. 2006). To complete the questionnaire, students are asked to indicate how important each of the items in the questionnaire is to them, using a Likert scale ranging from 1, representing “not important at all”, to 7, indicating “very important”.
By providing this detailed feedback, responses help to identify areas of strength and opportunities for improvement in the implementation of SL, as well as to highlight the tangible and intangible benefits that this experience offers both individually and collectively. References
Brown IV, I. D., L. Pointer, C. Smith, and K. Gleason. “The impact of a short duration service-learning project on student learning outcomes”. Journal of Service-Learning in Higher Education volume 16. (2023): 4-19. Toncar, M. F., J. S. Reid, D. J. Burns, C. E. Anderson, and H. P. Nguyen. “Uniform assessment of the benefits of service-learning: The development, evaluation, and implementation of the SELEB scale”. Journal of Marketing Theory & Practice volume 14, no. 3 (2006): 223–238.
https://doi.org/10.2753/MTP1069-6679140304
Source: Google Analytics
The project has taken part in the following conferences
The project has taken part in the following conferences:
Published papers
The list of published papers is valiable at the project website.
List of published works
Our social media strategy worked particularly well in raising awareness of the project’s key themes: sustainability, innovation, resilience, and leadership, and in engaging both students and teachers. Instagram, X and YouTube proved to be an impactful platforms for students, as they allowed us to share dynamic content from the different activities and the mobility in Mexico, reaching a wide audience and generating meaningful interaction. For future projects, we plan to integrate more short video content and interactive formats to further increase reach and long-term impact.
Their teaching experience is diverse (in years):
While most respondents reported that their role was clear and presentations were useful for understanding their responsibilities, a small minority (5.9%) felt their role was only “somewhat” clear, indicating potential for improvement in this area.
List of countries that participated in the workshop:
8. Portugal9. South Africa10. Spain11. Sweden12. Switzerland13. The Netherlands14. United States
CONCLUSIONS
The results show that students already attributed a high initial value to all the competencies evaluated. The decreases in personal growth, problem-solving, and practical skills can be interpreted as an adjustment of expectations: after experiencing Service-Learning, students recognize more realistically the complexity of these competencies and adopt a more critical view of their development. On the other hand, the stability of most items and the slight increase in empathy and sensitivity suggest that the experience strengthens socio-emotional competencies and community engagement, in line with the objectives of Service-Learning.
We asked them to order (1-less important, 5-most important) the following actions: to solve the problem, being critic about the solution obtained, communicate the solution with rigour, being able to apply the knowledge obtained in a different situation, being able to apply ICT tools, being able to translate the problem into daily life language and vice-versa.
DRAFT
Datos de las redes sociales
Create a new layer with all the Genially features.
Workshop: Using Technology To Teach/Learn Mathematics, How Are We As Teachers Fostering Mathematics Education Mobility?
Link to the workshop
All participants reported feeling comfortable and integrated within the team. They also perceived that the attendees enjoyed the activities.
Channels
We used the organisation’s accounts or accounts created specifically for the project:
Sharing ideas with teachers, researchers, students and the community
The presentations were linked to project themes:
Project results presented:
Communication objectives
Types of posts
Conclusion and Recommendations
Summary of publications
More than 60 publications were done related to the project goals.
The vast majority of participants agreed that the seminar was well-prepared and organized, with nearly all respondents selecting "Very much" for these items.
Questions 7 and 8 allowed participants to select more than one response option. For analysis purposes, each option was treated as a binary variable (Yes/No), reflecting whether or not each respondent selected it. Dissemination efforts focused mainly on academic and professional environments, particularly through meetings and conferences, targeting colleagues and university audiences. Outreach to the community and general public was notably less frequent.