Schools / Summer School 2029

YEAR 3 · 2028/2029 · SUMMER SCHOOL

Dialogue Across Differences

Intercultural Dialogue and Conflict Resolution

Apply EU values and rights reasoning to intercultural conflict, combining responsible communication, facilitated dialogue and feasible institutional prevention measures.

FINAL SYLLABUS · ACADEMIC YEAR 2028/2029

Your programme and reading guide

The final annual syllabus covers both the winter and summer schools. This school is on pages 10–17. The PDF includes the full learning-outcome tables, teaching responsibilities, assessment and reading lists.

Download Year 3 syllabus (PDF) Open this school in the PDF →

Languages and learning activities

Languages: English and Polish.

Learning activities: lectures, practical classes and student projects. Students explore the school’s themes through guided discussion, case analysis and collaborative project work.

Teaching hours: 20 lecture hours and 40 hours of supervised practical work, including project activities, as set out in the final syllabus.

2 weeks14 calendar days

60 hourscontact teaching

10 days6 contact hours per day

30planned participant places

Registration not yet open. Exact dates, daily times and venue or access arrangements will be announced before enrolment. Planned host: VIZJA University, Warsaw.

Programme Teachers Learning outcomes Preparation & materials Assessment Participation Registration Reading & resources

What you will explore

Intercultural Dialogue and Conflict Resolution

The question we will explore: How can a diverse university community respond to conflict through dialogue, rights and responsible communication?

Core topics

Intercultural communication and EU values — Cultural interpretation; dignity, expression and equality; listening, reframing and source criticism.
Rights safeguards and referral pathways — Rights mapping; Charter scope; institutional responsibilities; dialogue limits and formal review routes.
Inclusive facilitation and learning design — Consent; accessible dialogue; ground rules; consultation; supervised facilitation and peer feedback.
Conflict response and stakeholder governance — Stakeholder session; conflict simulation; institutional communication; prevention and follow-up indicators.

FLAGSHIP POLAND CASE

Dialogue After the Incident — Mediate, Communicate, Prevent

Work through a teaching simulation, compare stakeholder perspectives and develop an evidence-based response. Identify relevant EU values, check the scope of Charter rights and connect your decision to the EU governance context.

The school combines 20 lecture hours with 40 hours of seminars and supervised practical work. Each teaching day includes two lecture hours and four practical hours. Breaks and independent study are excluded from contact hours.

Week 1

EU values and intercultural conflict. Diagnostic activity; separate facts, interpretations and escalation risks.
Expression, dignity and equality. Map rights and discuss scope, competing interests and reasoned responses.
Conflict analysis and communication. Identify stakeholders, needs, power differences and misleading narratives.
Dialogue and mediation boundaries. Compare dialogue with complaints and urgent referral; define consent rules.
Facilitation skills. Practise listening, reframing and question design in supervised role-plays.

Week 2

Institutional crisis communication. Draft a factual response with accessible language and clear next steps.
Stakeholder perspectives. Structured dialogue with civil society, media or a public-sector practitioner.
Dialogue simulation. Conduct a facilitated meeting; observe consent, safety and process fairness.
Prevention and institutional learning. Develop a prevention toolkit and revise the response pack.
Evaluation and transfer. Defend the plan, discuss transfer to campus practice, post-test and feedback.

This is the teaching sequence, not a dated timetable. Confirmed dates, session times and rooms will appear on the Schedule page.

Your teaching team

All four teachers deliver the school jointly. The blocks below show their thematic responsibilities; integration workshops and final assessment are shared.

Prof. Dr. Habil. Yan Kapranov

School of Humanities and Fine Arts
VIZJA University

Block 1 · Intercultural communication and EU values

Cultural interpretation; dignity, expression and equality; listening, reframing and source criticism.

Dr. Dawid Stadniczeńko

School of Social Sciences
VIZJA University

Block 2 · Rights safeguards and referral pathways

Rights mapping; Charter scope; institutional responsibilities; dialogue limits and formal review routes.

Dr. Habil. Olena Pimenova

School of Business
VIZJA University

Block 3 · Inclusive facilitation and learning design

Consent; accessible dialogue; ground rules; consultation; supervised facilitation and peer feedback.

Dr. Serhat Demir

School of Social Sciences
VIZJA University

Block 4 · Conflict response and stakeholder governance

Stakeholder session; conflict simulation; institutional communication; prevention and follow-up indicators.

Meet the Project Team →

What you will be able to do

The school develops knowledge, practical skills and social competence through an intercultural conflict and dialogue simulation. The overview below groups the learning outcomes in the final syllabus; the complete K1–K10, S1–S10 and SC1–SC10 tables and verification methods appear on pages 10–12 of the PDF.

Knowledge

Understand conflict and dialogue

Explain dignity, freedom of expression and non-discrimination in an intercultural case; distinguish rights reasoning from assumptions about direct legal applicability.
Describe intercultural communication, stereotyping and interpretive differences; identify actors, interests, power differences and escalation risks.
Distinguish dialogue, mediation, formal complaints and urgent referral; explain consent, ground rules and the boundaries of facilitation.
Describe active listening, reframing and neutral questioning; explain accuracy, proportionality and privacy in institutional communication.
Identify stakeholder roles in prevention and response, and explain follow-up indicators and review mechanisms.

Skills

Facilitate and communicate responsibly

Locate and cite rights and dialogue resources; separate verified facts, interpretations and rumours in a conflict scenario.
Build a stakeholder and conflict map, and identify circumstances requiring referral rather than dialogue.
Prepare a consent-based facilitation agenda and ground rules; apply listening, reframing and neutral questioning in role-play.
Draft an accurate, proportionate institutional statement and a response and prevention plan with assigned responsibilities.
Select three indicators and a follow-up process; evaluate the simulation and revise the plan after feedback.

Social competence

Work responsibly with others

Collaborate in an interdisciplinary team, document individual contributions and listen respectfully to different perspectives.
Justify a position with evidence, remain open to disagreement and recognise when specialist input is needed.
Handle sensitive information responsibly, represent affected groups fairly and avoid unsupported generalisations.
Address barriers to participation, give constructive peer feedback and revise work in response to valid criticism.
Credit sources and contributors, respect publication permissions and identify a feasible next step for applying your learning.

Open the final syllabus and full learning outcomes →

Your preparation guide

Use this guide to navigate the existing syllabus and reading list. It does not add assignments or compulsory reading beyond the approved programme.

1. Start with the foundations

Begin with R1: Article 2 TEU, R2: the Charter and R3: common values and inclusive education. Use the assigned sections to frame the values and rights raised by the fictional campus case.

2. Connect the sources to the case

Consult R4: the White Paper on Intercultural Dialogue, R5: Living with controversy and R7: intercultural competences. Use R6: LifeComp and R8: Story circles to support listening, reflection and facilitated dialogue.

3. Build and review your assessed work

Use the assignment and assessment criteria to review the conflict map, dialogue agenda, institutional statement and response and prevention plan. Specify consent, ground rules, referral criteria, responsibilities, follow-up and three indicators. Use the fictionalised case and base the individual reflection on the simulation; personal experiences do not need to be disclosed.

Materials available now: the final syllabus and the linked reading list below. Visit HUBonEU for project resources; this page does not yet provide a separate school workbook or downloadable case pack.

Your practical output and assessment

A team response pack containing a conflict map, facilitated-dialogue agenda, a 250–350-word institutional statement and a 1,200–1,500-word response and prevention plan. Specify consent, ground rules, responsibilities, referral or escalation criteria, follow-up and three indicators. Each student submits an individual 500–700-word reflection grounded in their performance in the simulation. Use a fictionalised case and do not request disclosure of personal experiences.

40%individual post-test

40%practical portfolio and oral defence

20%individual written analysis or reflection

The opening pre-test is diagnostic. Participant feedback helps improve teaching and is separate from the assessment of achievement.

Completion requirements in the current syllabus: at least 60/100 overall, at least 50/100 in each component, all required outputs submitted, and participation in at least 48 of the 60 contact hours. Missed assessed activities require an equivalent supervised task. One resubmission is available for a failed component after feedback. University-wide rules take precedence.

Plan for approximately 60 additional hours of independent study, including preparation, reading and written work. ECTS recognition is subject to a separate university decision.

How the practical work is assessed

These criteria apply within the practical assessment; they are separate from the overall 40% / 40% / 20% component weights above.

Practical assessment criteria from the final syllabus
Criterion	Weight
EU reasoning	25%
Evidence and sources	20%
Analysis of options	20%
Feasibility, inclusion and accessibility	20%
Clear presentation, cooperation and individual defence	15%

Plan your independent study · 60 hours

Preparation for classes — 20 hours.
Mandatory reading — 10 hours.
Individual written work outside class — 10 hours.
Other primary-source and case materials — 10 hours.
Revision for the final assessment — 10 hours.

These are the syllabus estimates for this school. Together with 60 contact hours, they amount to 120 hours of planned learning. Breaks are excluded from contact time; ECTS recognition requires a separate university decision.

Reading & online resources

The lists below reproduce the reading assigned to this school in the final syllabus. Read the indicated sections of the required texts within the allocated preparation and reading hours. Recommended reading supports deeper analysis; additional resources are optional. Some journal articles may require university-library access.

Required reading · 8 sources

Core texts for preparation, class discussion and assessment.

R1 European Union. (2016). Consolidated version of the Treaty on European Union. Article 2. Read source ↗
Read: Article 2 and the values used in the school case.
R2 European Union. (2016). Charter of Fundamental Rights of the European Union. Selected rights and Articles 51–52. Read source ↗
Read: Relevant rights and Articles 51–52 on scope and interpretation.
R3 Council of the European Union. (2018). Recommendation on promoting common values, inclusive education, and the European dimension of teaching (2018/C 195/01). Read source ↗
Read: Recommendations on common values, inclusive education and the European dimension of teaching.
R4 Council of Europe. (2008). White Paper on Intercultural Dialogue: Living together as equals in dignity. Read source ↗
Read: Conditions and approaches for intercultural dialogue.
R5 Council of Europe. (2015). Living with controversy: Teaching controversial issues through Education for Democratic Citizenship and Human Rights Education. Training pack for teachers. Read source ↗
Read: Facilitation strategies for controversial issues; adapt school examples to adult learners.
R6 Sala, A., Punie, Y., Garkov, V., & Cabrera Giraldez, M. (2020). LifeComp: The European Framework for Personal, Social and Learning to Learn Key Competence. Publications Office of the European Union. Read source ↗
Read: Personal and social competence areas relevant to teamwork and dialogue.
R7 UNESCO. (2013). Intercultural competences: Conceptual and operational framework. Read source ↗
Read: Core terminology and the operational framework.
R8 Deardorff, D. K. (2020). Manual for developing intercultural competencies: Story circles. UNESCO and Routledge. Read source ↗
Read: Facilitation guidance, debriefing and adaptation of Story Circles.

Who can take part

Applications are welcome from VIZJA University students in any year of study in the following schools:

School of Business
School of Social Sciences
School of Humanities and Fine Arts

No specialist knowledge of the European Union is required. The school welcomes students interested in intercultural dialogue, responsible communication and conflict resolution; core concepts are introduced during the opening sessions.

Participation commitments

Be ready to participate in practical classes, discussions, teamwork and a student project, and complete the individual assignments.
Plan to attend at least 48 of the 60 contact hours (80%), in line with the syllabus attendance requirement.
Allow time for preparation, reading and assessment, use sources responsibly and communicate respectfully with others.

Attendance is one of the requirements for completing the school. The full assessment and completion requirements are explained in the assessment section.

The project plan provides for 30 participant places. For questions about access or participation support, please contact the project team.

How registration will work

Registration is not yet open

The application form, deadline and practical arrangements will be published here when the call opens. No applications are being collected through this page yet.

Check the call. Review the school’s timetable, participation commitments and practical arrangements once announced.
Complete the official application form. Include a short answer of 2–3 sentences to the question: “Why would you like to participate in this school?”
Places are allocated in application order. Eligible applicants with complete applications will be offered places in the order their applications are received, up to the available capacity. Further eligible applicants will be placed on a reserve list in the same order. The short motivation statement introduces your interests and is not used to rank applicants.
Wait for confirmation. Submitting an application does not itself confirm a place. The project team will notify applicants about their place or reserve-list status.
Prepare for the school. Read the syllabus and check the preparation materials and access arrangements provided by the organisers.

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EUVIA4PL · Erasmus+ Jean Monnet Module · VIZJA University
Grant Agreement No. 101321623 · Funded by the European Union.