The project was designed to develop self-confidence, autonomy, and a sense of European belonging among people with psychological disadvantages by engaging them in an international learning experience. It involved two learner groups: one aged 18–20 and another 35–50, both comprising individuals with psychological disabilities. The KA1 mobility course titled “Europawoche” took place from 13 to 18 October 2025 in Pisa, Italy.

The course was structured with an open learning design combining cultural and teamwork activities with periods of free time that participants themselves could organize. Each group had their own tailored program, while selected joint activities fostered intergenerational learning and social interaction without overwhelming participants, as free time and shared meals remained group-specific.

Activities in Pisa and Florence were aimed at intercultural learning and enhancing European understanding. Sailing was a central teamwork experience designed to push learners beyond their comfort zones by navigating unfamiliar environments together. The pizza workshop was another team-based activity requiring compromise and self-regulation, reflecting real-life social challenges.

The dedicated free time supported learners in processing experiences, encouraging autonomy through self-directed travel planning and time management in an unknown setting. Overall, the project carefully balanced structured learning and personal space to build psychological resilience, social skills, and European identity among learners facing psychological challenges through inclusive, culturally rich international mobility.

Target Group:

The participants are people with psychological disabilities, with educational backgrounds ranging from lower secondary to higher education levels. They are divided into two age groups: a younger group aged 18 to 20 and an older group aged 30 to 50.

Challenge to Inclusion:

The main challenge in making the Pisa mobility project inclusive lies in supporting learners with psychological disabilities to participate meaningfully and confidently in an international mobility experience.

Key barriers:

• Psychological and emotional barriers: Participants suffer from anxiety, depression, and low self-confidence, making unfamiliar environments and social interactions stressful.
• Communication barriers: Limited English (and no Italian) language skills.
• Social and cognitive barriers: Lack of social skills such as collaboration, self-regulation, and communication.
• Accessibility and physical limitations: Some older participants required reduced physical strain and quiet spaces.
• Limited prior travel experience: Many had never travelled abroad or used airplanes/trains before.
• Risk of overload: Too many stimuli or activities could overwhelm participants, especially in crowded settings (e.g., the Florence trip).

These barriers make it difficult for disadvantaged learners to fully engage, self-organize, and benefit from typical mobility experiences without tailored support.

Solution to Inclusion

Program Design & Scheduling:

• Need for flexibility and rest
• Structured half-day activities with free time for rest and self-reflection.

Language & Communication:

• Limited English / Italian Translator provided; guiding staff supported during communication-heavy activities.

Social & Cultural Integration:

• Need for safety and gradual exposure
• Small group activities, shared meals, cultural guidance, and daily debriefings.

Physical Environment:

• Limited mobility for some learners
• Short walking distances, frequent breaks, access to quiet spaces.

Emotional & Psychological Support

• Stress management and confidence building
• Daily dialogues about well-being; flexible participation (no strict plans).

Travel & Logistics:

• Anxiety about travel procedures
• All bookings and logistics handled by the sending organisation; guides assisted throughout.

Digital Support

• Varying digital literacy
• Guidance with navigation apps and messaging tools as needed.

• Intergenerational learning: Combining two age groups (18–20 and 35–50 years) to foster empathy, collaboration, and diverse perspectives.
• Experiential learning in real settings: Activities like sailing and a pizza workshop promoted teamwork, communication, and self-regulation in authentic contexts.
• “Open learning design” approach: Days balanced between guided and self-structured time, allowing learners to practice autonomy and decision-making.
• Adaptive mentoring system: Continuous feedback between host and sending organisations with real-time adjustments to daily plans.
• Focus on psychological inclusion: The program explicitly targeted mental health and self-confidence rather than only physical or economic disadvantage, which is less common in traditional mobility programs.

Observed outcomes:

• Learners gained self-confidence, autonomy, and social competence.
• Many participants opened up socially, interacted with new people, and expressed interest in future mobility experiences.
• They demonstrated greater independence in navigating unfamiliar cities and situations.
• The project validated that learners with psychological disabilities can successfully participate in European mobility programs with proper support.

Foreseeable long-term impact:

• Improved integration into the labor market through enhanced self-reliance and teamwork skills.
• Strengthened European identity and intercultural understanding.
• Creation of a replicable model for inclusive mobility design for learners with mental health challenges.
• Empowerment of organisations to better design mobility opportunities for disadvantaged groups.