1. Promote the social inclusion, as a bidirectional process, of third-country nationals in Europe. 2. Train university students in civic and social competencies. 3. Contribute to the increase of social and cultural capital for both university students and migrants/refugees through collaborative networks, reciprocity, and social support. 4. Understand the reality of migrants and refugees in Europe. 5. Encourage democratic and civic participation among university students by promoting opportunities for social engagement and intercultural development. 6. Analyse the role of universities in the European social and intercultural project. 7. Strengthen the development of European civil society through the participation of local communities working in networks. 8. Contribute to the achievement of Sustainable Development Goals 4, 5, 10, 16, and 17 of the new sustainable development agenda. 9. Promote Service-Learning in universities as a methodology for social learning. 10. Promote cross-cutting approaches in university education by reinforcing content related to these objectives. We developed the project with the aim of it being recognized as a Good Practice in Intercultural Education within the EHEA.
This project was born from the idea that universities and social entities are key actors in society's fight against extremism and xenophobia, thus strengthening the European identity based on a shared and cohesive citizenship. Society is undergoing rapid changes in areas such as increased human mobility and the cultural diversity resulting from rising migration flows. In this project, the focus was placed on migrants and refugees in Europe, who worked together with university faculty and students through the Service-Learning methodology to identify inclusion needs with the goal of proposing and implementing actions to address them. This involved a process of mutual learning and social innovation. The impact of this methodology on students' perspectives on diversity has been well documented, as it allows them to confront personal and/or societal stereotypes, acquire knowledge about the service's target population, believe in the value of an intercultural society, feel more comfortable interacting in diverse contexts, and recognize universality and shared human traits.