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SeLFiE has a wide-scoped international vocation: the project has the potential to enhance the learning experience on both topics: the STEAM subjects and the second language. Moreover, this enhancement will be evidence-based and validated, facilitating the access to interesting resources for promoting autonomous learning.

Our strategic partnership, in detail

The SeLFiE merges a multi-disciplinary partnership which ensures the competition of all objectives planned and the delivery of all outputs and events.

The project is coordinated by the University of Burgos and, in particular, by PhD. Ileana Greca and PhD. Esther Sanz. They have proven expertise in participating in international projects; their core research is about science and education and also the framework and the implementation of bilingual education. The International Trilingual School of Warsaw (ITSW) is implementing innovative programmes for teaching and learning in multilingual settings and also have a long-term commitment to active and participative pedagogies and the integration of the STEAM approach in the classroom. The CFIE Burgos CFIE Burgos is a public institution inside the Education Regional Government, which provides training to pre-school, primary and secondary teachers, as well as brings innovation to schools (Spain). Together with the International Trilingual School of Warsaw and the schools associated will implement the project outputs in the large pilot to be conducted within the SeLFiE project. The Faculty of Education of Malta was also previously in contact with the UBU, and their research fields are complementary to those conducted by PhD. Greca and PhD. Sanz, collaborating on designing and disseminating an evidence-based, validated at European Scale and robust methodological framework for bilingual education based on the CLIL model, aided and supported by the inclusion of the STEAM topics. The University of Granada has also a complementary role thanks to their expertise in bilingual education, pre-service training and pedagogy of foreign languages.  The SME Partner, Kveloce I+D+I is a consultancy expert in the implementation of European Project and, specifically, the communication, dissemination and exploitation of projects, the Social Impact Assessment and the Citizen Engagement.

University of Burgos (Spain)
The University of Burgos (UBU) was created on 1994. It is a public university which develops its mission with a comprehensive and quality education, close to the student, focused on internationalization and which, in only 25 years, has become a reference in Spanish university research and in the transfer of knowledge towards business.
Our core expertise is in the study of methods for improving students learning at all levels. We have experience in National, European and International projects. We are teachers in the Faculty of Education of the University of Burgos, being responsible for the training in science contents and science education methodology for future k-12 and secondary teachers. We also teach in doctoral international programs in science education. We have a broad experience in the research in the professional development of pre service and in service teachers of K-12 and secondary levels in science education, in particular in the constitution of communities of practice.
Innovation teaching group in CLIL: SCIENCEPRO-UBU
Our group consists in researchers with a broad formation in science education, foreign language teaching and CLIL in Primary Education, being responsible for the training in Science and MF teaching. The project adopts the CLIL strategy (Integrated Learning of Foreign Languages and Contents), dynamic and flexible approach that aims to create natural communication situations, treating the new language as the means used to address other content. In relation for the teaching of science, STEAM methodologies are adopted. The participation of the teachers of the Faculty of Education at the University of Burgos in SciencePro-UBU has involved a coordinated work to apply the CLIL methodology to the teaching of Sciences in the context of the initial training of the students of the Bachelor’s Degree in Primary Education ( Mention in English), from the search for greater interdisciplinary coherence.
International Trilingual School of Warsaw (Poland)
We are the only trilingual nursery, preschool and primary school. We cater to kids from 1 until 15 years old. the students follow the trilingual program in English, Polish and one of the languages of their choice: French, Spanish or Chinese. in nursery and preschool students are immersed in each language of instruction for one-third of the week. In primary all litterary subjects (language, social studies) are taught trilingually while all science subjects (maths, science) are taught bilingually. We employ 110 employees where 70 of them are teachers. We have about 250 students in the early years and 200 in primary sections. Our main experience derives from the preparation and construction of a trilingual curriculum starting from the early years and leading up to grade 8th. We revised standards of the 6 curricula (British, American, Spanish, Polish, French and Chinese ) and we designed our proper standards. Our subject teachers were the ones who helped us to compare the standards and design the curriculum. The subject teachers come from different Spanish, French, English and Chinese speaking countries and they are qualified to teach a certain subject in their home country (mathematics, science, language).
CTeacher Training and Educational Innovation Centre of Burgos (Spain)
The CFIE (Teacher Training and Educational Innovation Centre) of the province of Burgos CFIE Burgos is a public institution inside the Education Regional Government, which provides training to pre-school, primary and secondary teachers, as well as brings innovation to schools. It is the basic institution offering support and training to all non-university educational centres, from infant education to vocational training colleges. In total, we reach 147 schools in our province, although the majority of our activities are also open to any teacher working in a different province in the same region.
In the past year we organised some 400 different courses with a total of almost 5000 participants. Our mission is to advise, organise and promote permanent training as well as educational innovation for teachers. Each provincial CFIE is supported by specific, specialised, regional CFIEs; in the case of this Erasmus+ project we can count on the support of the regional Teacher Training Centre for Languages based in Valladolid, both for advice (they are immersed in Erasmus+ projects themselves) and for support and diffusion of the final materials. The two provincial CFIEs from Burgos (Burgos capital and our partner in Miranda) are actively involved in encouraging and promoting these projects in our schools; one of the teacher trainers in Miranda is also an Erasmus+ project evaluator. We play an important role in both advising on the best objectives for each school, suggesting improvements in the projects, and in the diffusion of all project results via conferences and in our Web page. This in turn encourages further participation.
Universita ta Malta (Malta)
The University of Malta traces its origins to the founding of the Collegium Melitense by the Jesuits in 1592. The College was raised to University status by Grand Master Manoel Pinto de Fonseca in 1769. Situated at Msida, it is the highest teaching institution of the State by which it is mainly financed and is open to all those who have the requisite qualifications. Over the past few years, the University has reviewed its structures in order to be in line with the Bologna process.
The Faculty of Education was set up in 1978. Its main concern was pre-service teacher training, a role that had previously and since the post-war years been fulfilled first by the two training colleges – St. Michaelís for men, the Mater Admirabilis for women – and then, after 1972, by the Malta College of Education (up to 1974) and the Department of Educational Studies at the MCAST (up to 1978). Since 1980, the Faculty of Education has taken on a variety of roles that are linked to a wider conception of education and training. However, its main focus remains pre-service and in-service teacher education. Indeed, the largest proportion of students attached to the Faculty follow either the full-time B.Ed.(Hons.) or P.G.C.E. courses, or one of the part-time certificate, diploma, and masters courses that lead to specialisation in areas such as counselling, teaching children with special needs, the use of information technology in the classroom, the teaching of English as a foreign language, and educational administration and management. The Faculty, however, offers a wider repertoire of training that includes such fields as adult education, media studies, journalism, youth studies, and librarianship. The Faculty strives to promote quality education in all its aspects, primarily through teaching, research, consultancy work, and the provision of educational resources, and by modelling, through its own practice, the high standards that it strives to achieve in inculcate in all learning settings.
A key characteristic of the Faculty is the commitment to a dynamic and productive interplay between theory and practice, and between research and policy-making. The Faculty is indeed very much involved in the hurly-burly of everyday life in the community, providing services that are immediately useful to schools, media enterprises, libraries, industry, and other potentially educative sites. Indeed, Faculty staff often takes on leadership roles in these settings, and enter into productive partnerships which weld together research, craft knowledge, and experience. This is true of teacher training and development, for instance, in which Faculty staff work closely with school-based mentors in helping students hone their skills in responding to the challenge of teaching. One of the Faculty’s two journals, Education 2000, is a particularly good example of how teachers and Faculty staff can enter into collaborative partnerships, with research and experience coming together in a way that promotes the ideal of the reflective practitioner. The Faculty has, since 1995, also produced the Mediterranean Journal of Educational Studies, thus taking on a leadership role in the hitherto under-developed field of regional comparative education studies. The most recent publication is the online Journal of Maltese Education Research. Most of the staff are involved in research resulting in numerous publications nationally and Internationally.
Kveloce I+D+i - Senior Europa S.L (Spain)
Senior Europa (Kveloce I+D+i) is an SME specialized in the development, implementation, and exploitation of R&D projects and their funding, with a history of more than 10 years. The company is composed by a team of ten women with different and complementary profiles, distributed in three Spanish regions: Valencia (East region), Asturias (North regions) and Madrid (central region).

Kveloce research lines focus on the area of health and social policy and innovation, with strong background on inclusion projects for individual with disabilities, older people and other vulnerable groups. Likewise, new lines of research are being opened that will be reinforced in the coming years as: i) circular economy and human behavior; Ii) evaluation of the socio-economic impact of innovation and technology; Iii) new business models and social innovation; (iv) participatory processes, co-creation, and new governance models; and finally (v) ICT user friendly solutions for capacity building, dissemination and exploitation purposes.

Kveloce I+D+I, as partner, has a sound experience in social impact assessment, dissemination, communication and transfer of knowledge, at national and European levels. The added value of the knowledge and experience provided by the company is the enhancement and optimization of the impact of project results. Several international projects provide strong evidence on the experience of Kveloce I+D+I in innovation projects, in particular supporting quality assurance and impact assessment, among others, the projects MatchUP (H2020), ValueCare (H2020), BOTSTEM (E+KA2), FORDYS VAR (E+KA2), SUSKIDS (E+KA2), EU4INCLUSION (E+KA2), Tools4Gender (E+KA2), DOCMA (H2020), EFFICHRONIC (III Health Programme), AppCare (II Health Programme), or LUCAS+ (Erasmus+ Sport). In addition, the company has also tendered and carried out international events organization (e.g. AAL Regional workshops Wien, Brussels and Valencia 2013; EIPAHA International Conference 2017; NOPUNISH Conference 2018) apart from workshops and dissemination activities implemented in more than 25 European projects along more than 10 years of the company experience.

University of Granada (Spain)
The UGR (1531) is a public comprehensive research university with approx. 56,000 students, 3,600 academics, 1,900 administrative and support staff. Its 27 Faculties and Schools and 124 Departments offer 62 undergraduate degrees, 106 master’s degrees and 28 doctoral programmes organized in 3 overarching doctoral schools. It has 15 research institutes and over 400 research teams working in all disciplinary fields.
The UGR is currently ranked 3rd in Spain according to the Shanghai ranking (2019) and is the leading regional university in the south of Spain, with 34 disciplines appearing in the top 500. As a public higher education institution it is committed not only to quality and excellence in education, learning and research but also to activities targeting the transfer of scientific, technical and artistic knowledge to society, the betterment of society and a sustainable environment.
The UGR has played a leading role in the longest-standing European university network, the Coimbra Group, which it chaired from 2010 to 2017. It is also a member of other networks such as UNIMED, EUA, IAU or AUF. Key partner institutions are to be found in Latin America, China, Morocco, Togo, and the United States, where the UGR has a strategic partnership with the Ivy League Consortium for Advanced Study Abroad (CASA) led by Brown University.
The UGR regards internationalization as a policy priority. It is a leading participant in the Erasmus mobility scheme from its outset, in recognition of which it received the Erasmus Gold Star Award in 2007. It also has a large worldwide mobility programme for students and staff financed by the UGR’s own Internationalization Fund. Furthermore, it is also very active in E+ KA2 and predecessor programmes (currently >50 EU active projects). One of its latest achievements is the coordination of the Arqus European University Alliance, one of the first 17 European Universities funded under the Erasmus+ programme.

This project has been funded with support from the European Commission. This website and the factsheets, reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.