HIBLend Digital Toolbox

FRAMEWORK

PHASE 3

PHASE 1

PHASE 2

PHASE 4

Implementation

Strategic Considerations

Pre-Implementation

Post-Implementation

BLENDEDMOBILITY

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HEATMAP

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Practical Tools for Online Learning, Collaboration, and Student Engagement

Good practices on blended mobility across Europe

Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or European Education and Culture Executive Agency. Neither the European Union nor the granting authority can be held responsible for them.

STRATEGIC CONSIDERATIONS

Higher education institutions planning to expand or improve their SBM formats should first undertake a thorough strategic reflection and feasibility assessment before outlining an implementation roadmap. These considerations are especially important for institutional leadership across various governance roles, and they unfold across four main stages.

01

Mapping strategic relevance, interest and potential

FRAMEWORK - PHASE 1

STRATEGIC CONSIDERATIONS

02

Assessing institutional readiness and feasibility

Formulating clear SBM goals within the institutional strategy

03

04

Preparing for the three-phase implementation

PRE-IMPLEMENTATION

The pre-implementation phase involves a series of activities supporting the design of the SBM activity and its administrative framework. Some of these activities can be done in succession but there can be variations in planning among institutions.

• Decide on the SBM type and the staff involved, as this affects funding, student eligibility, and academic integration. (ESG 1.2, 1.4)
• Secure funding from sources such as Erasmus+, national schemes, university funds, or student fees. (ESG 1.2, 1.6)
• Update or establish inter-institutional agreements for credit transfer and administration adapted to SBM. (ESG 1.4)
• Publish clear and up-to-date online information about the SBM activity. (ESG 1.8)
• Set clear student selection criteria. (ESG 1.4, 1.6)
• Manage their logistical arrangements. (ESG 1.6, 1.8)
• Prepare a technical contingency plan for online learning disruptions. (ESG 1.2, 1.6)
• Design the blended course or programme. (ESG 1.2, 1.3, 1.5)
• Align academic calendars and set scheduling protocols to support both virtual and in-person learning phases. (ESG 1.2)

FRAMEWORK - PHASE 2

pre implementation

IMPLEMENTATION

The Implementation phase encompasses key activities, including structured orientation, innovative teaching strategies, student support mechanisms, and continuous evaluation processes to enhance learning outcomes and engagement.

• Use innovative teaching methods in the blended course to boost student engagement and motivation. (ESG 1.3)
• Manage a live collaborative environment for student interaction. (ESG 1.3, 1.5)
• Provide real-time academic and technical support to students. (ESG 1.6)
• Conduct a mid-SBM evaluation to monitor progress and quality. (ESG 1.7, 1.9)

FRAMEWORK - PHASE 3

implementation

POST-IMPLEMENTATION

The Post-Implementation phase focuses on evaluating the effectiveness of SBM, supporting the integration of lessons learned into future iterations, and ensuring long-term sustainability beyond Erasmus+ funding cycles

• Ensure students receive full credit for SBM participation and staff contributions are formally recognised. (ESG 1.4)
• Conduct a post-SBM evaluation. (ESG 1.7, 1.9)
• Use the results to improve future SBM activities. (ESG 1.9, 1.10)
• Support the transition from ad hoc SBM activities to more formalised cooperation, if applicable. (ESG 1.1)

FRAMEWORK - PHASE 4

POST implementation

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.

Practical Tools for Online Learning, Collaboration, and Student Engagement

Collaboration & Communication

Learning Platforms

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Accessibility

Audience Engagement

Promotion & Visibility

Description

Tool

AI-powered speech recognition tool that translates non-standard speech into clear digital text or voice, supporting mobility participants with speech impairments during classes.

Voiceitt

Supports reading, writing, and comprehension across web and digital learning environments through screen reading and language support.

ReachDeck

A crowdsourced accessibility map that helps incoming or travelling students locate wheelchair-accessible buildings, public spaces, and transport options.

Wheelmap

Preparing for the three-phase implementation, including monitoring and internal evaluation mechanisms

In this stage, the institutional leadership works with key institutional actors involved in SBM to prepare for the three-phase implementation. Suggested actions include:

• Identify expert staff to be involved in SBM design and delivery, forming an institution-wide SBM team. (ESG 1.1, 1.5)
• Clarify the team’s roles and engagement at each implementation phase. (ESG 1.1, 1.2)
• Provide targeted training on digital pedagogy, hybrid course design, or specialised administration, if needed. (ESG 1.5)
• Encourage staff to join informal learning communities for peer learning, sharing experiences, and exploring innovative SBM approaches. (ESG 1.5, 1.6)
• Collaboratively create an implementation roadmap for the three-phase rollout, aligned with resource planning. (ESG 1.1)
• Develop an internal monitoring and evaluation framework to gather feedback, assess impact, and improve the quality, scalability, and sustainability of SBM. (ESG1.1, 1.9)

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

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

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

Formulating clear SBM goals within the institutional strategy

In this stage, the institutional leadership uses the feasibility assessment to set SBM-related goals and include them in existing strategies and policies. Suggested actions include:

• Set clear SBM objectives and measurable targets for the institutional and/or internationalisation strategy, making sure they align with other internationalisation goals and activities. (ESG 1.1)
• Adapt the Internal Quality Assurance policy (or current practices) to fit the SBM formats the institution plans to implement. (ESG 1.1 1.9)
• Adapt the Internal Recognition policy (or current practices) to cover SBM formats. (ESG 1.4)
• Decide how to formally recognise staff contributions to SBM development, for example through reduced teaching loads, career incentives, financial compensation, or workload recognition. (ESG 1.5)

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.

Description

Tool

Tool for creating interactive images, videos, or 360° virtual tours, ideal for virtual campus visits or showcasing mobility destinations.

ThingLink

Platform for creating visually engaging and interactive presentations, games, infographics, and microsites.

Genially

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 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 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.

Description

Tool

Learning management system ideal for hybrid course delivery, allowing educators to create and manage learning materials and assignments, and students to submit work, track progress, and communicate through digital tools.

Canvas

All-in-one learning platform for blended or flipped classrooms, with tools for video interaction, assessment, and course design. It allows creators to sell their courses, making it more suitable for private training providers.

LearnWorlds

Collaborative reading platform allowing students to read digital texts together and leave comments or questions, while educators can assign readings and assess understanding automatically.

Perusall

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.

Assessing institutional readiness and feasibility

In this stage, the institutional leadership assesses whether their IT systems, staff, students, and finances are ready and able to support new or expanded SBM activities. Suggested actions include:

Staff capacity and interest Assess faculty and administrative willingness and ability to support blended SBM teaching and activities. (ESG 1.5) Students’ digital skills and interest Survey students to gauge interest in SBM, their digital skills, and potential barriers like accessibility, lack of online learning experience, or tech limitations. (ESG 1.3, 1.7) Financial resources and potential funding Explore different funding options to support SBM. (ESG 1.1, 1.6)

Technical infrastructure and readiness

• List existing LMS platforms, video conferencing tools, and digital collaboration platforms. (ESG 1.6)
• Check if they are compatible with SBM and identify any missing tools needed for online components, focusing on collaborative tools suited to the current digital capacity. (ESG 1.6)
• Make sure the digital setup supports accessibility, including captioning, adaptive technologies, and mobile use. (ESG 1.6)

Description

Tool

AI-assisted project management and team communication tool enabling real-time and asynchronous discussions, file sharing, app integrations and more.

Slack

Visual task-management platform using boards, lists, and cards. Helpful instrument to coordinate activities and tasks.

Trello

Interactive whiteboard allowing users to brainstorm, plan, and co-create in real time or asynchronously. It offers templates for workshops and project mapping.

Miro

Online tool for creating interactive digital boards where users can post text, images, links, or videos, useful for brainstorming and sharing ideas, while supporting asynchronous participation.

Padlet

Digital workspace for visual collaboration, providing a canvas with sticky notes, diagrams, and templates. Teams can react in real time or asynchronously.

Mural

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

Mapping strategic relevance, interest and potential

In this stage, the institutional leadership clarifies why the institution should support SBM in a more strategic way. Suggested actions include:

• Check whether SBM aligns with the institution’s overall strategy and its goals for internationalisation, digital transformation, inclusion, and sustainability. If not, identify where SBM goals can be added to existing policies to keep everything coherent. (ESG 1.1, 1.6)
• Identify the main strengths of SBM and how it can contribute to different strategic goals at both institutional and faculty levels. (ESG 1.1)
• Assess how SBM can meet the needs of different groups of students within the institution. (ESG 1.3)
• Identify the key institutional actors who need to be involved. (ESG 1.2)
• Consider what the internal quality assurance policy needs in order to apply specifically to SBM, including assessment standards, minimum online hours, academic oversight, student support, and digital requirements. (ESG 1.1, 1.9)

Description

Tool

Poll Everywhere

Real-time polling, quizzes, and word clouds for interactive sessions.

Interactive presentation platform that enables real-time audience participation, through the creation of polls, quizzes, word clouds.

Mentimeter

Platform enabling participants to take part in live polls, quizzes, and Q&A sessions, while helping presenters collect feedback and gauge opinions in real time.

Slido

Doodle

Ideal for group polling and sign-ups to online sessions/meetings.

Gamified platform for individual or team learning through quizzes and presentations. Increases participation and creativity while facilitating the assessment of results.

Kahoot

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.