On the research side, the team has laid a solid foundation to better understand how generative AI is being integrated into higher education. An initial literature review helped shape a clear analytical framework, looking at developments from the policy level down to what actually happens in classrooms. This approach is now being used to map European and national policies, explore institutional guidelines, and review teaching practices across partner countries. To complete this analysis, a shared structure for national roundtables has been developed, enabling partners to gather insights consistently. These discussions, along with a planned multinational session, will feed into a broader comparison of needs, challenges, and opportunities across countries.

At the same time, partners have been actively tracking emerging disinformation trends around AI. Together, they created a shared methodology and workflow to monitor developments in a consistent way. This has already led to more than 100 cross-border observations, capturing patterns, tools, and evolving practices. Alongside this, a series of in-depth case studies is being developed to take a closer look at real examples. These will help build a clearer, evidence-based picture of both the potential and the risks of generative AI in higher education.

In parallel, work on the blended learning programme is moving forward. Following a co-design workshop in January, partners worked together to shape its structure and key topics. Additional input from experts in learning design and production further enriched the process. The programme will combine a 20-hour online course, with both live and self-paced elements, and a 3-day intensive bootcamp focused on generative AI and digital disinformation. A first draft is now ready and has been shared for feedback, marking an important step towards supporting educators in navigating this rapidly changing landscape.