KA121-ADU – Accredited projects for mobility
The KA121-ADU – Accredited projects for mobility of learners and staff in adult education is implemented within the framework of the Erasmus+ accreditation of SOLIS SRLS in the field of Adult Education.
The project foresees mobility activities exclusively for staff and includes:
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two job shadowing activities, and
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one course and training activity.
Project N° 2025-1-IT02-KA121-ADU-000315936
From Accreditation to Action: Our First Erasmus+ Mobility Experience
A Professional Journey into Theatre, Learning and Culture
Between October and December 2025, Domingo Ferrandis, member of the SOLIS SRLS team, took part in a professional job-shadowing mobility at Teatro Olympia – Olympia Metropolitana S.A., in Valencia (Spain), one of the most emblematic theatres in the Spanish cultural landscape.
This experience was developed within Erasmus+ Key Action 1 – Adult Education and formally recognised through a Europass Mobility Certificate, ensuring European validation of the learning outcomes achieved.
Learning by Being Inside the Process
Rather than a short visit, the mobility was designed as a full immersion in a professional theatre environment.
Day by day, Domingo followed the complete production cycle of a theatre performance: from rehearsals and creative decisions to technical preparation, coordination meetings and the premiere itself.
Observing rehearsals meant understanding how artistic direction, timing, staging and teamwork come together on stage. Being present during production meetings offered insight into how complex decisions are taken, how roles are distributed and how collaboration works under real professional pressure.
At the same time, the experience opened space for reflection and mediation: how can professional theatre practices become meaningful learning tools in adult education? How can artistic processes support inclusion, participation and community engagement?
Digital Media and Generative AI at the Universitat Politècnica de València
After the theatre job shadowing, Domingo took part in a course and training activity at the Universitat Politècnica de València, made up of two complementary five-day modules — ten training days in total.
The first module centred on digital photography and video: capturing images and footage, composition, visual storytelling, lighting, sound and editing, working with tools such as Photoshop, Lightroom, Premiere and DaVinci Resolve.
Beyond the technical skills, it reinforced a simple principle — visual language should be used with intention: images and videos should carry meaning and reach an audience, not merely decorate an activity.
The second module explored generative artificial intelligence — tools for producing and processing text, images, audio and video, and for supporting document analysis and everyday workflows (among them ChatGPT, Claude, Gemini, Perplexity, Copilot, DALL·E, Midjourney, Runway, Pika, ElevenLabs and Suno). Just as important was the critical side: bias, reliability, copyright, transparency and responsible use — questions that matter deeply when AI enters educational or socially sensitive settings.
Together, the two modules linked technical capability with responsible digital practice, giving SOLIS tools to create educational materials and audiovisual narratives while keeping human judgement, critical thinking and inclusion at the centre.
A Month of Observation and Participation in Romania
The third mobility was a one-month job shadowing undertaken by Ana María Solís, Managing Director and Erasmus Coordinator of SOLIS, at Dimitrie Cantemir University in Târgu Mureș, Romania. It began with observation of the university's academic and organisational life — conversations with staff and visits to several faculties and facilities, including the library and the areas of Medicine, Dental Medicine and Geography.
Particular attention went to quality management, student support, the inclusion of international and non-local students, wellbeing, and the possible links between the university and its local community.
Observation then turned into practice, with two participatory workshops. The first brought together around 30 people from the Faculty of Psychology — students, professors, researchers and staff — to explore needs and possible European project ideas around mental health, emotional and digital wellbeing, resilience, education, social inclusion and community support. The second worked with around 30 first-year Dental Medicine students on the transition to university life: academic adaptation, intercultural dialogue, integration, a sense of belonging, mentoring and mutual support.
Both workshops used autobiographical storytelling, guided reflection, active listening, small-group work and collective prioritisation. Rather than attending a lecture, participants identified needs, shared experiences and turned their observations into first ideas for future educational and European projects. Artificial intelligence helped organise information and structure emerging ideas — but interpreting needs, choosing priorities and making decisions stayed firmly in the participants' hands.
The three experiences followed one thread: theatre showed how creative ideas grow through collaboration; the university course built practical skills in digital media and AI with a critical sense of their responsible use; and the Romanian mobility connected observation with participatory experimentation and the co-creation of new ideas. For a small adult-education organisation, this learning becomes most valuable when it is shared internally and turned into new participatory, digital and inclusive practices.
From Mobility to Organisational Learning
Project N° 2025-1-IT02-KA121-ADU-000315936
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 the Italian National Agency (INDIRE). Neither the European Union nor the granting authority can be held responsible for them.