A) At the institutional level
At the institutional level, the project impacted differently in the different partners. However, we may say that, in all of them, the project supported a revision of the digital and internationalization agenda.
B) At the Indian national level
At MEA Engineering College and KHAM Unity Women’s College, the MIELES project produced a deep transformation in their capacities. First, it allowed the institutions to be engaged for the very first time in an international project, exposing their administrative and managerial staff to gain capacities on the management and implementation of an international project. Secondly, it helped them to build a stronger digital agenda and to build up the capacities to generate online courses and material as well to train their staff in developing online education.
At UOM and AMRITA the project impacted in a more strategic level. While UOM put in place a system to develop e-content (MOOCS) and digitalized a series of existing content, AMIRTA used the project to impact their virtual lab-strategy and their connections with EU partners to further develop e-learning programs using virtual labs.
At ITM and IISC the impact was much more on the internationalization agendas of their already existing digital strategies (NPTEL). For the first time, both institutions opened the international collaboration of the NPTEL platform generating the capacity not only to develop internationalized academic content but opening it to all Indian universities and colleges. The equipment purchased enhanced, obviously, their capacities to produce this material.
At EDULINK, the project clearly generated the proper background to revise their approach to skill education. EDULINK was able to revise their strategy to move forward to an approach that not only contemplates e-learning content but that also crosses digitalization, internationalization and skill development.
C) At the EU-Indian level
In sum, the project impact strongly at all institution’s members of the consortium in developing and re-shaping their digital and international strategy. In view of the present COVID.19 situation, MIELES was proven to be a project that anticipated the capacity of all its partners to better react to the new educational situation. It is important to mention that EU partners were also greatly benefited by MIELES. KTH and TUB consolidated their relationship and cooperation schemes with India. The UB signed several mobility agreements with AMRITA University. UOP and UNIROMA had the chance to shared knowledge and establish links with Indian Institutions on their capacity to conduct and prepare MOOCS. CARDET had, for the first time, the chance to work with HEI in India.
A) The sustainability of the cooperation between partners
Partners have been signing an MOU produced by the project to promote cooperation after the project. Moreover, some of the project partner have created a group of work looking at promoting in a systemic manner international e-content. Some of the partner consortium have applied to the last Erasmus+ call unsuccessfully, despite the fact of addressing explicitly online education. Some of the partners have consolidated a group and are actually working under other funding lines to generate digital content and use e-tools (some of them supported by MIELES) to deploy high quality academic content and make it available to all Indian students strengthening the inclusivity strategy of the MIELES approach. This cooperation was set as one of the sustainability strategy points of MIELES: MIELES prepared a draft MOU that partners signed after the project ended -thus, it has been out of the limits of the project.
B) The sustainability of the MIELES “approach” to e-learning and its implementation more widely
The pandemic situation has proved that the MIELES strategic approach to look at the transformation of the digital strategies of universities in India and to link them to their international strategy was correct and useful. Trough NPTEL and SWAYAM on one hand, and trough the capacity to build thanks to the project approach on the other, MIELES outcomes are sustainable. In fact, MIELES set up the basis (and this has been its greater outcome) for Indian partners to be able to generate online content and online strategies that will impact in the generation of more equal conditions for Indian students to access to high quality academic content.
C) The sustainability of results within Indian Universities
Notably in transforming practices toward their digital strategies and at the faculty level when it comes it investing in managing and developing e-content. Strategies for e-learning that optimize the investments in e-learning and ensure that more staff and students may benefit from it. Both MEAEC and KHAM-UWC have prepared a sustainability plan of execution (including internal trainings, deployment of online content) thanks to the MIELES revision of strategy. It is important to mention that both colleges are affiliated colleges to regional universities in India and their capacity to adapt educational programs is limited. For a more detailed description of the sustainability: Moreover, UOM also generated a sustainability document that was taken directly by their top management to guarantee that MIELES results and impact are clearly embedded in their institutional structure