University of East Sarajevo (Bosnia and Herzegovina)
International accreditation is a success story of internationalization at home
The Faculty of Medicine, Foča, University of East Sarajevo (hereinafter: MEF UES) links its success story related to domestic internationalization to the preparation, organization, implementation and control of obtaining international World Federation of Medical Education (hereinafter: WFME) accreditation.
The BIOSINT project obliged all project partners as well as MEF UES to establish some basic postulates on which the concept of internationalization in-house is based. After developing an internationalization strategy, internationalization indicators, international protocols for the admission of foreign students and staff to the institution, drafting safety and security protocols, developing the Colaborative Online Integrated Learning (hereinafter: COIL) methodology for conducting virtual teaching, developing virtual courses and their delivery, and equipping a virtual classroom, realistic conditions were met for MEF UES to apply for the implementation of the international accreditation procedure according to WFME standards by the Hungarian Accreditation Agency authorized to conduct the accreditation procedure for medical study programs.
The preparation of the MEF UES lasted throughout 2023, and in 2024 the final self-evaluation report of the MEF UES was submitted to the Hungarian Accreditation Agency, according to public and transparent WFME standards and available rules. After the submission of the report, its technical review and verification of whether the self-evaluation report was qualitatively well-written followed. After the coordination and completion of the finalization of the submitted report, a visit and online meetings were organized in January 2025.
In July 2025, a final, positive report was received from the Hungarian Accreditation Agency, as shown in the image and link below.
The implementation of this procedure is the most important moment in the history of MEF UES, and confirmation that the established internationalization at home model has brought positive results and confirmation of quality work.
University of Mostar (Bosnia and Herzegovina)
The University of Mostar was visited by an Expert Committee in the external evaluation process of the Agency for Science and Higher Education of the Republic of Croatia (AZVO), consisting of 15 members from eight different European countries. During the three-day visit, from 16 to 18 June 2025, in addition to the members of the Committee, AZVO employees were also present, and the entire external evaluation process was carried out in accordance with the AZVO Regulations on the Evaluation of Higher Education Institutions Abroad. AZVO also timely informed the Agency for the Development of Higher Education and Quality Assurance of Bosnia and Herzegovina and the competent Ministry of Education, Science, Culture and Sports of the Herzegovina-Neretva County about the implementation of the evaluation.
The Expert Committee's visit was preceded by the preparation of the Self-Evaluation of the University of Mostar, which was submitted to AZVO with extensive supporting documentation, including an Analytical Annex. All interested teachers and students had the opportunity to actively contribute to the external evaluation process, who were informed about the dates of meetings with the Expert Committee through the official websites of the University and its organizational units.
Since the AZVO is a full member of the European Association for Quality Assurance in Higher Education (ENQA), the external evaluation process of the University of Mostar by the AZVO significantly contributes to the recognition of the quality of the University of Mostar and its recognition abroad, and additionally confirms the commitment to fulfilling the Standards and Guidelines for Quality Assurance in the European Higher Education Area (ESG) at the University of Mostar.
According to a statement from this institution, the University of Mostar has invested additional efforts in external accreditation in order to strengthen its role in the European area of higher education. SUM is also accredited by the Austrian Quality Assurance and Accreditation Agency (AQA), since as a member of the consortium it is conducting joint doctoral studies at the Burgenland University of Applied Sciences in Eisenstadt.
In this way, the University of Mostar is visible in the database of the European Register for Quality Assurance in Higher Education (EQAR), which includes national quality assurance agencies that are members of the European Association for Quality Assurance in Higher Education (ENQA).
Regarding the School of Medicine, the international activities were stressed as an important part for enabling the School to operate within an international environment. In that sense, ERASMUS projects like BIOSINT (Strengthening capacities and digital competences in biomedical education through internationalization at home), play an important role in internationalization and in the strengthening capacities for the mobility of the students and staff. Therefore, there is an increase in the number of the students who participate in student exchange programs and perform their summer practice abroad.
Sources:
https://pogled.ba/diplome-sa-sveucilista-u-mostaru-medunarodno-vrednovane-zbog-akreditacije-azvo-a/
University of Tuzla (Bosnia and Herzegovina)
Strengthening Internationalization at Home and Digital Innovation at the Faculty of Medicine, University of Tuzla
Within the framework of the Erasmus+ BIOSINT project, the Faculty of Medicine of the University of Tuzla has achieved significant progress in the areas of Internationalization at Home (IaH) and digital transformation, contributing to the modernization of medical education and institutional capacity building.
The Faculty of Medicine successfully implemented a range of IaH activities through the systematic use of the BIOSINT Virtual Classroom, which was integrated into international academic exchanges, online lectures, and hybrid teaching formats. These activities enabled the participation of international academic staff and experts, fostering meaningful interaction with teaching staff, postgraduate trainees, and undergraduate medical students. The Virtual Classroom ensured continuity of international cooperation, inclusive participation, and high-quality knowledge exchange without the need for physical mobility, while also complementing ongoing Erasmus+ mobility periods.
In parallel, the Faculty organized capacity-building workshops focused on the use of artificial intelligence and digital tools in medical education, held at the Faculty of Medicine using equipment procured through the BIOSINT project. These activities strengthened digital competencies among academic and administrative staff and supported the development of modern, innovative teaching materials aligned with contemporary educational standards.
Additionally, the Faculty of Medicine actively enhanced interinstitutional cooperation through meetings and academic exchanges with partner universities and institutions from the region and the European Union, contributing to the establishment of sustainable partnerships in education and scientific research.
Overall, this Success Story illustrates a sustainable and flexible model of Internationalization at Home at the Faculty of Medicine, University of Tuzla. By integrating digital infrastructure, the BIOSINT Virtual Classroom, innovative teaching practices, and international collaboration, the Faculty has significantly enhanced the quality of medical education, strengthened research capacities, and laid the foundation for long-term regional and European academic cooperation.
University of Montenegro (Montenegro)
Internationalisation at Home at the Faculty of Medicine, Podgorica
The BIOSINT project has had a significant and lasting impact on the development of internationalisation at home at the Faculty of Medicine in Podgorica. One of its most tangible outcomes was the establishment of a modern virtual classroom, which has since become an important academic and international hub within the Faculty.
Since its formation, the virtual classroom has been used on numerous occasions for a wide range of lectures and teaching activities. It has hosted classes delivered by the Faculty’s own professors, as well as several guest lecturers, contributing to a more dynamic, interactive, and internationally oriented learning environment. The availability of modern multimedia equipment has enhanced teaching quality and enabled innovative pedagogical approaches aligned with international standards.
In addition, the virtual classroom played an important role during the Montenegrin international medical summit held in Podgorica. Throughout the congress, the space was used for various workshops and educational sessions attended by students from Montenegro and other countries. This created a valuable platform for intercultural exchange, collaborative learning, and networking, further strengthening the concept of internationalisation at home by bringing international academic experiences directly to local students.
Beyond its immediate objectives, the BIOSINT project also served as a catalyst for broader institutional change. Thanks to the momentum generated by the project, the Faculty initiated work on the internationalisation of its curriculum beyond the activities formally defined within the project framework. This marked an important strategic shift toward embedding international perspectives, content, and learning outcomes more systematically into study programmes.
Moreover, the project inspired the initial steps toward the development of study programmes taught in English. This represents a key milestone in increasing the Faculty’s international visibility and attractiveness, as well as in creating new opportunities for incoming international students and academic cooperation.
At the institutional level, the Faculty of Medicine also successfully completed the accreditation process in accordance with European Union directives, within the framework of the closure of Chapter 3 (Education and Culture) in Montenegro’s EU accession process. This accreditation confirmed the alignment of the Faculty’s educational standards with those of the European Union and further strengthened its capacity to implement internationalisation strategies in a structured and sustainable manner.
Overall, the BIOSINT project has not only achieved its planned goals but has also triggered sustainable processes of internationalisation at home, curriculum development, and institutional innovation at the Faculty of Medicine in Podgorica.
University of Medicine Tirana (Albania)
Advancing Internationalization at Home and Digital Transformation at the Faculty of Dental Medicine
Within the framework of the Erasmus+ BIOSINT project, the Faculty of Dental Medicine (FDM) at the University of Medicine, Tirana has made substantial progress in Internationalization at Home (IaH) and digital transformation.
The Faculty of Dental Medicine successfully implemented complementary IaH activities through the BIOSINT Virtual Classroom, which was systematically used during different international mobilities and visiting professor engagements. International lectures were delivered by Professors from Università del Sacro Cuore di Roma, engaging academic staff, postgraduate residents, and undergraduate dental students. The Virtual Classroom enabled real-time interaction, inclusive participation, and continuity of international teaching without the need for physical mobility, while also supporting hybrid formats linked to ongoing mobility periods.
In parallel, FDM hosted an official academic delegation from the University of Prishtina. The visit focused on strengthening interinstitutional cooperation and exploring joint initiatives in education and scientific research.
A major milestone for institutional development was the introduction of digital technology in dentistry for the first time at FDM, enabled by the support of the Ministry of Education and Sport of Albania through the infrastructure project “The application of digital technology in Dentistry.” This initiative resulted in the establishment of a Digital Prosthetic Laboratory, significantly modernizing clinical education, research, and hands-on training in prosthodontics.
Overall, this Success Story demonstrates a sustainable and flexible model of Internationalization at Home, where digital infrastructure, the BIOSINT Virtual Classroom, international mobility synergies, and institutional partnerships converge to enhance educational quality, research capacity, and long-term academic cooperation at both regional and European levels.
University of Shkodra (Albania)
Within the framework of the Biosint Project, the University of Shkodra identified the need to strengthen institutional support mechanisms for international students, particularly in the areas of integration, safety, and well-being. International students often face challenges related to cultural adaptation, communication barriers, and unfamiliar safety procedures. To address these challenges, the University developed and implemented two complementary initiatives in the framework of the Project BIOSINT:
- A Buddy System for international students
- An Institutional Safety and Security Protocol and Guide
Initiative Description
1. Buddy System for International Students
The Buddy System was designed to facilitate the smooth integration of international students into academic and social life at the University of Shkodra. The main scope to provide to the incoming students and staff:
- Academic guidance and orientation
- Support with administrative procedures
- Cultural exchange and social integration
- Informal peer support during the adaptation period
2. Safety and Security Guide and Protocol
In parallel, a Safety and Security Guide for International Students was prepared at the institutional level. The guide provides clear, accessible information on:
- Campus safety rules and emergency procedures
- Personal safety and health guidance
- Contact points and emergency numbers
- Rights and responsibilities of international students
- Reporting mechanisms for incidents or concerns
The protocol aligns with university regulations and national safety standards, ensuring a consistent and reliable framework for student protection.
Feedback collected from international students highlighted the Buddy System as a key factor in reducing anxiety during the first weeks of arrival, while the Safety and Security Guide was valued for its clarity and practical relevance.
Impact at Institutional Level
The initiative has contributed to:
- Institutionalizing student support mechanisms
- Promoting a culture of safety, inclusion, and mutual responsibility
- Strengthening the University of Shkodra’s profile as a welcoming and secure institution for international mobility
- Providing a replicable model that can be sustained beyond the BiosInt Project lifecycle
Sustainability and Future Development
The International Relation Office at the University of Shkodra:
- Integrated the Buddy System into regular international student services
- Updated the Safety and Security Guide
- Expand training for buddies and staff
- Share good practices with partner institutions
Conclusion
The successful implementation of the Buddy System and the Safety and Security Protocol under the BiosInt Project demonstrates the University of Shkodra’s commitment to student-centered internationalization. These initiatives have strengthened institutional readiness, improved student experiences, and created a safer, more inclusive academic environment for international students.