Lusofona University (COFAC) organized a transnational intensive program for higher education learners, during a 5-day period between the 14th of November and 18th of November in Porto, Portugal. During the training event, 25 higher education learners from the Partner Universities took part, as follows: 5 students from CDUMP (4 local and 1 international), 5 students from Lusofona University (4 local and 1 international), 6 students from Trakia University (5 local and 1 international), 5 from University of Murcia (4 local and 1 international), and 4 students from University of Nicosia.
The aim of the intensive program for higher education learners was to pilot with 25 students the curriculum about the burnout prevention,previously developed in C1. The Agenda of the training was similar to the one in C1. The first day of the training was dedicated to introducing the concept of burnout, exploring perceptions of burnout, and discussing its signs and symptoms. Participants engaged in interactive activities moderated by the professors from CDUMP, such as working on case studies to identify burnout symptoms and consequences, pairing up to interview one another, discussing burnout in small groups, and completing a hands-on activity to visualize daily activities and responsibilities.
The second day of the training focused on the BWP platform. Participants learned about self-evaluation and assessment tools foracademic burnout, completed self-assessments in the platform, and engaged in reflection and discussion activities, moderated by the professors from University of Nicosia.
The third day was provided by Lusofona University and aimed to identify risk and protective factors for burnout. Participants learned about the early signs of academic burnout and applied this knowledgethrough case studies. They also engaged in activities designed to increase awareness of their daily routines and schedules and how these may contribute to or alleviate burnout.
In the fourth day of the training, professors from University of Murcia presented the main structure of the academic burnout intervention strategy toolkit. Participants learned and practiced varioustechniques for preventing and intervening, such as planning, based on personal values, breathing exercises, and relaxation strategies.
Professors from Trakia University moderated the last day of the training, and described the systems of support available to students dealing with academic burnout. Participants contributed to the discussion by sharing their personal experience with intervention strategies, learned about social support, and created a social network map. They also discussed strengthening their support networks, peer mentoring, and the efficacy of Balint groups.
Overall, the student participants evaluated the training as being very informative and helpful. They stated that it was a great experience, especially since it included a lot of interactive activities.
