Equality, Diversity, and Inclusion Strategies Adopted in a European University Alliance to Facilitate the Higher Education-to-Work Transition

The COVID-19 pandemic has disrupted higher education, imposing the need to add new strategies to academic educational models to facilitate young people’s transitions from education to work. Among the new challenges, the research study focuses on the importance of valuing and incrementing inclusion, raising awareness of equality, diversity, and inclusion (EDI) strategies and policies. Many universities have yet to develop inclusive processes and cultures that provide equality of opportunity for all, regardless of gender, ethnicity, social class, sexual orientation, physical ability, identity, and cultural background. Since 2019, the European Commission has financed “European Universities”, networks of universities creating international competitive degrees that combine excellent study programmes in different European countries. Today, 340 institutions in 44 European University Alliances (EUAs) promote European values and identity and revolutionise their quality and competitiveness to become the “universities of the future”. This article proposes a comprehensive approach to promote EDI within the EUA “ULYSSEUS” involving Spanish, Italian, Austrian, French, Finnish, and Slovakian universities through micro-actions to apply EDI principles at the project level. The authors will frame the theoretical basis of the experience through documentary analysis and their academic expertise in promoting strategies connected with the European values enshrined in Article 2 of the Treaty on European Union: pluralism, tolerance, justice, solidarity, non-discrimination and equality. Implementing these values through visible micro-actions could document and counteract the disadvantages underrepresented groups face in academia. In the mid-term, the experience had by the students in the EUA could facilitate the higher education-to-work transition, allowing them to replicate their EDI-related experience as students to their future roles as citizens and workers. The outcome could thus contribute to a life-wide learning perspective for a more inclusive Europe in the long term.