Bridging Borders: Designing Inclusive Futures in Education - A MIXED Model Approach

Programme Structure and Content

• Virtual Component (Weeks 1-2, Pre-Mobility) 

  Objective: Establish foundational understanding of inclusion, identity, and the MIXED Model, promoting interaction and self-reflection. 

  • Week 1: Introduction / Getting to Know the Model (120 minutes, Asynchronous) 
    Activities: Welcome video, Padlet introduction, discussion board on inclusion, and reading the Mixed Classroom booklet with reflective questions, preparation for Week 2. 
  • Week 2: Who is in the room and what is expecting us? (120 minutes, Synchronous) 
    Activities: Peer discussions on challenging moments, setting expectations, and sharing insights. Final preparation before we welcome you to VU Amsterdam.  

• Physical Component (Week 3, In-Person at VU Amsterdam) 

  Objective: Hands-on experience applying the MIXED Model, with an emphasis on designing and implementing inclusive practices. 

  • Day 1 (180 minutes): Welcoming, Sensitizing and Building Foundations 
    The first day focuses on sensitization and community building. Through participant-led activities, the group explores themes of openness, trust, and awareness. The program structure is introduced, and shared ground rules for interaction are established to support respectful, courageous dialogue throughout the week. 
  • Day 2 (180 minutes): Identity, Intersectionality, and Stories 
    After an initial sensitizing activity, the focus shifts to intersectionality and personal narratives. Participants explore how identities and lived experiences shape perspectives and interactions within educational environments. Learning from the diversity within the group is central, with dialogue and reflection as key methods. Microlesson topic: the position of teacher identity in education.  
  • Day 3 (180 minutes): Hot Moments, Emotions, and Implicit Bias 
    This day addresses “hot moments” in the classroom: emotionally charged or challenging situations that require pedagogical sensitivity. Participants deepen their understanding of implicit bias, emotional dynamics, and strategies for navigating discomfort constructively. Micro-lesson topic: practical approaches to responding to hot moments in educational settings. 
  • Day 4 (180 minutes): Application and Educational Design with MCEM 
    Day four is dedicated to applying MCEM to participants’ own educational contexts. Using formats such as a market place and World Café, participants work on redesigning a course, lesson, or learning activity through the lens of MCEM. Peer exchange, feedback, and co-creation are central to this collaborative design process. Microlesson topic: designing learning activities that allow safe discomfort.  
  • Day 5 (180 minutes): Integration, Presentation, and Closure 
    On the final day, participants present their redesigned educational practices and reflect on their learning journey. The program concludes with a collective sensitizing activity, bringing together insights, experiences, and future intentions. 

• Virtual Component (Week 4, Post-Mobility) 

  Objective: Reflect on learning, consolidate insights, and receive feedback on final projects. 

  • Week 4: Final Week (120 minutes, Asynchronous) 
    Following the in-person program, participants upload evidence of how they have applied MCEM in their own practice. This may include a lesson plan, redesigned activity, reflective documentation, or visual material (e.g., photos of learning artifacts). This phase supports sustained reflection and knowledge sharing across the network.