The Erasmus+ project HEAL-4-ALL – Higher Education Alliance for Innovative Healthcare and Education has successfully brought together five partner organisations from Croatia, Norway, Finland and Belgium to promote innovative approaches to healthcare education, strengthen the competences of future healthcare professionals and support the existential well-being of older adults.
Coordinated by the University of Split (Croatia), in partnership with Nord University (Norway), the University of Eastern Finland (Finland), KU Leuven (Belgium) and Institut perspektiva ekonomije Mediterana – IPEMED (Croatia), the project has combined interdisciplinary learning, open pedagogy, design thinking, service-learning and international student mobility to connect higher education with the real needs of communities and older people.
Over two years, the partnership developed a joint educational programme, created open learning resources, established a database of good practices and organised three international Learning Expeditions, where students designed and piloted initiatives promoting existential well-being in later life.
Strengthening Cooperation and Project Management
Throughout the project, partners worked together to ensure effective coordination, quality assurance and timely implementation of activities. A Consortium Agreement was signed, and the Project Management, Financial Management and Quality Assurance Plan was developed.
Five transnational project meetings were organised in Split, Joensuu, Bodø and online, while 16 Steering Committee meetings supported continuous monitoring and decision-making. An internal progress reporting system was also established, ensuring regular communication, documentation and exchange of information among all partners.
Co-designing the HEAL-4-ALL Curriculum and Open Educational Resources
A central achievement of the project was the development of the HEAL-4-ALL joint curriculum and online learning programme, supported by innovative teaching approaches and accessible digital educational resources.
Two international short staff trainings strengthened the pedagogical, creative and communication capacities of partner institutions:
- First Staff Training – Split, Croatia (November 2024): Focused on design thinking, service-learning and open pedagogy, bringing together 17 participants who worked in interdisciplinary teams to develop course content and student-centred learning activities.
- Second Staff Training – Joensuu, Finland (March 2025): Focused on communication and media skills for creating accessible and engaging Open Educational Resources, involving 19 participants who developed mini-lectures, videos and visual learning materials.
The HEAL-4-ALL curriculum was finalised and made available through the project website. Supporting video materials and other Open Educational Resources were uploaded to Moodle and the EDUCA platform. Students were actively involved in content co-creation, helping ensure that the learning materials were relevant, inclusive and engaging.
The resources are available through the HEAL-4-ALL online learning programme.
Piloting the Joint Online Programme
The developed HEAL-4-ALL programme was piloted with students from partner institutions. More than 50 students successfully completed the online course, receiving ECTS credits and Europass certificates in recognition of their learning achievements.
The programme was evaluated, and the results were used to document its implementation and learning experience. A scientific report on the implementation of the HEAL-4-ALL programme was finalised and submitted for publication in a peer-reviewed scientific journal, contributing to the wider dissemination of project knowledge and experience.
Creating a Database of Good Practices for Existential Well-being
To support evidence-based learning and the development of initiatives for older adults, the project designed and created an online Database of Good Practices for Existential Well-being in Later Life.
The database includes a systematic review of 40 scientific studies and enables users to explore research according to country, study design and population. It served as an educational and research resource during project activities and supported students in preparing their initiatives for the Learning Expeditions.
The database remains available as an open educational resource beyond the project period, providing students, educators and other interested stakeholders with continued access to relevant research and good practices.
Explore the HEAL-4-ALL Database of Good Practices.
Learning Expeditions: Putting Knowledge into Practice
One of the most distinctive elements of HEAL-4-ALL was its programme of three international Student Learning Expeditions, hosted by partner universities in Finland, Norway and Croatia.
Before travelling, 21 students participated in two online immersive preparation meetings, held in May and September 2026. These sessions introduced the learning expedition concept, prepared students for intercultural collaboration and provided guidance for developing student-led initiatives.
The three Learning Expeditions combined international mobility, practical learning, collaboration with older adults and the development of initiatives promoting existential well-being.
1st Learning Expedition – Joensuu, Finland
Hosted by the University of Eastern Finland, the first Learning Expedition brought together 21 students. Participants developed and piloted two student-led initiatives promoting existential well-being, involving approximately 20 older adults.
2nd Learning Expedition – Bodø, Norway
Hosted by Nord University, the second Learning Expedition continued the practical and intercultural learning experience. 21 students participated, piloting two student-led initiatives and engaging approximately 20 older adults.
3rd Learning Expedition – Split, Croatia
Hosted by the University of Split, the final Learning Expedition involved 27 students, who developed and piloted four student-led initiatives with the participation of approximately 20 older adults.
Across the three Learning Expeditions, students had the opportunity to apply their knowledge in real-life settings, exchange perspectives across cultures and professional backgrounds, and develop a deeper understanding of ageing, care and existential well-being.
Sharing Knowledge and Promoting Project Results
Communication and dissemination were an integral part of HEAL-4-ALL. A Communication, Dissemination and Exploitation Plan was developed, while the project website, visual identity, promotional materials, roll-up banners, flyers and promotional video were created to increase the visibility of project activities and results.
The partnership achieved substantial dissemination results:
- 22 promotional articles published on the project website;
- 102 social media posts published across Facebook, LinkedIn, Instagram and TikTok;
- 17 additional social media shares by project partners;
- 5,394 views of project website articles;
- 6 digital project newsletters developed;
- 5 online media articles published;
- 1 promotional video published on the project website and YouTube;
- More than 10,000 people reached through project dissemination activities.
Four international project conferences were organised by the partnership, hosted by IPEMED, KU Leuven, the University of Eastern Finland and Nord University. Together, these events attracted more than 500 participants, including students, older adults, educators, healthcare professionals and members of the wider public.
In addition, student information days organised by the University of Split, the University of Eastern Finland and Nord University reached more than 800 students. The University of Split also promoted the project through its participation in the European Researchers’ Night, featuring a project stand and promotional video.
Continuing the HEAL-4-ALL Legacy
The HEAL-4-ALL project has established a strong foundation for continued cooperation between higher education institutions and communities in addressing the challenges of ageing and healthcare.
Through its joint curriculum, digital learning resources, scientific evidence database and international Learning Expeditions, the project has provided educators and students with practical tools and learning experiences that connect academic knowledge with real-life care settings.
Importantly, the project’s educational resources and Database of Good Practices remain accessible beyond the project period, supporting their continued use and adaptation by higher education institutions, educators and other interested stakeholders.
By placing human connection, empathy, participation and existential well-being at the centre of healthcare education, HEAL-4-ALL has contributed to preparing future healthcare professionals to provide more person-centred, inclusive and meaningful care for older adults.