For Dr. Veseli, returning to Albania in an academic role was both personal and professional. Although he had delivered lectures across Europe, teaching at the University of Tirana brought a different sense of responsibility. It was his first time at the university, and the direct exchange with students gave the experience a special meaning.

The collaboration began with the Master’s-level Cybersecurity course. Together with the host professor, Dr. Veseli helped refine the syllabus, prepared an onsite lecture, and adapted his content to match the students’ academic background and the course objectives. Rather than bringing a general lecture, he shaped the session around the local context and connected innovation theory with cybersecurity practice.

This approach gave students a learning experience that combined international academic knowledge with practical examples from their own field. Cybersecurity is often taught through technical and regulatory frameworks. By adding innovation theory, the lecture opened a new discussion for students and encouraged them to think about cybersecurity through a broader lens.

The students responded with strong engagement. During the lecture, they asked questions, followed the discussion closely, and later connected the topic with their own research interests. Anonymous student evaluations also showed that they valued the session and the interactive format.

The partnership did not end in the classroom. Dr. Veseli and Dr. Martiri have already worked together on a joint scientific paper in the cybersecurity field, alongside researchers from institutions in Germany and Albania. They are also exploring future cooperation, including joint research, short academic visits, and links between the University of Tirana and Dr. Veseli’s home university in Frankfurt.

For Dr. Martiri, the collaboration showed how diaspora engagement can bring real academic value when it moves beyond symbolic visits. She emphasized that the lecture worked because it was carefully prepared, locally relevant, and connected to the broader course. For her, this model can help Albanian universities build stronger ties with international academic environments through teaching, research, mentoring, and institutional cooperation.

This Meet the Scholar story shows the value of structured diaspora engagement in higher education. When diaspora scholars and local academics work together with clear purpose, they create new learning opportunities for students, strengthen research links, and build bridges between Albanian universities and global academic networks.

The post Meet the Scholar: Connecting Innovation and Cybersecurity Through Diaspora Academic Exchange appeared first on Germin.

Through the stories of OriginAL alumni, guests had the chance to better understand the impact of the program. OriginAL is not simply a visit to our homelands. For many young people, it is a meaningful journey of identity, belonging, and connection to Albanian roots.

The New York City event marked an important achievement for OriginAL. During the evening, we raised $96,570 in support of the program. Following the completion of the June cohort, OriginAL now looks ahead to the upcoming cohorts in August and November, and to other young people still waiting for this opportunity.

For the 2026 program overall, we have now raised $131,000 toward our goal of $200,000, which will help support at least 100 participants.

We are deeply grateful to the key donors whose leadership made this evening possible and set a strong example of investing in our shared future.

Legacy Donors

$10,000 * 10 years / +4 scholarships * 10

Viosa and Richard Lukaj, Lukaj Family Foundation
Mark Kosmo
Miranda and Ardi Shita, Shita Family Fund
Elvin Guri

Generational Donors

$10,000 / +4 scholarships

Eglantina Kica, Kica Kraut Foundation
Mira and Dorjan Puka

Leadership Donors

$5,000 / +2 scholarships

Stefan and Liz Kochi
Guljed and Eni Birçe
Danny Blloshmi

Event Supporters

$2,500 / 1 scholarship

DK Construction One Corp.
Albanian American Muslim Community Center Waterbury
Florent Ilazi
Massachusetts Albanian American Society, MAASBESA
Albanians for America

We also thank the many additional supporters who contributed to the evening and helped move this mission forward.

You can revisit the night through the event photos here: [photos link]
And the event page here: [event page link]

Thank you for being part of this Global Albanian Network.

The post OriginAL: What We Made Possible Together in New York City appeared first on Germin.

Within the framework of the Diaspora4Innovation project, a close academic partnership was established between Dr. Lisana Berberi, a diaspora scholar from the Karlsruhe Institute of Technology (KIT), and resident scholars at the Faculty of Engineering of the Canadian Institute of Technology (CIT): Associate Professor Dr. Entelë Gavoçi, Dean of the Faculty, and Associate Professor Dr. Nihat Adar. Together, they developed a collaborative model combining co-teaching, curriculum modernization, and joint research to advance engineering education and foster pedagogical innovation.

To impact both undergraduate and graduate levels, two core courses were comprehensively updated. At the undergraduate level, the Physics I (PHS/I 115) course was modernized during the Spring 2024–2025 academic terms for students across all engineering programs through the joint efforts of Dr. Berberi and Assoc. Prof. Dr. Gavoçi. During the planning phase, they collaborated remotely to redefine learning outcomes, select appropriate computational tools, and develop student-friendly programming exercises. A pivotal innovation introduced to the physics curriculum was the integration of computational physics via Python-based simulations using NumPy, Matplotlib, and SciPy within Jupyter Notebooks. This approach fused theoretical concepts with hands-on coding, enabling undergraduates to visualize physical phenomena dynamically, model real-world systems, and analyze experimental data. By embedding programming directly into foundational physics education, the course promoted interdisciplinary thinking and offered early exposure to essential scientific computing resources.

At the graduate level, the Artificial Intelligence, Machine Learning, and Deep Learning (AI/ML/504) course within the Master of Software Engineering program was updated for the Autumn 2025–2026 academic term through the co-teaching expertise of Dr. Berberi and Assoc. Prof. Dr. Adar. The collaboration began with a comprehensive review to align the curriculum with recent international advancements in artificial intelligence. The syllabus was enhanced by integrating Machine Learning Operations (MLOps) concepts and production-ready machine learning architectures, successfully shifting the academic focus toward enterprise-grade AI workflows.

To further enrich the student experience, Dr. Berberi delivered specialized public open lectures at CIT, starting on Aprilin April 24, 2025 with a presentation titled “Simulating Nature: How Computing Helps Us Understand the Laws of Physics” for the undergraduate physics cohort, followed by a session on Novemberin November 25, 2025 entitled: “MLOps in Practice:Tracking and Deploying Machine Learning Models”, dedicated to advanced AI applications. In the laboratory sessions, these concepts were translated into practical skills; graduate students, for instance, engaged directly with MLOps workflows by utilizing a reproducible machine learning project template hosted on a shared GitHub repository. By adopting “cookiecutter” design patterns, they moved beyond theoretical modeling to master environment management, configuration-driven experimentation, and version control for development assets. More broadly, the integration of GitHub across both courses as a primary platform for sharing teaching materials and managing applications introduced all participating students to modern, industry-standard workflows, effectively reinforcing transparency, collaboration, and software engineering best practices.

The academic partnership also generated valuable research outcomes. Within the frameworkUnder the auspices of the Diaspora4Innovation project, Dr. Berberi presented the co-authored paper “Evaluating Machine Learning Models for Trip Duration Prediction in Taxi Data” at the 5th CIT International Conference on Technology, Business, and Tourism (CITTBT), held in Tirana on May 29, 2025. The paper was subsequently published in the Communications in Computer and Information Science (CCIS) series (Vol. 2669, Springer), elevating the collaborative research profile of the participating institutions.

The successful execution of these modernized courses, laboratory sessions, public lectures, and research initiatives was made possible by CIT’s robust infrastructure. The institution’s state-of-the-art teaching facilities, technological resources, and strong administrative backing provided an ideal environment for effectively carrying out all planned project activities and contributed significantly to the project’s overall success.

Furthermore, the Diaspora4Innovation project facilitated a study visit for the collaborating scholars to the Future Farming Initiative and H-FARM innovation ecosystems in Venice, Italy. This visit offered valuable exposure to forward-thinking models at the intersection of higher education, entrepreneurship, digital transformation, and emerging technologies, while laying the groundwork for future cross-border institutional partnerships and collaborative research.

The post Modernizing Engineering Education through International Academic Collaboration appeared first on Germin.

The partnership began with the revision and reorganization of the course syllabus. Dr. Goranci-Buzhala worked closely with Dr. Halili from the Department of Medicine, Faculty of Technical Medical Sciences at WBU, and her suggestions were incorporated into the final syllabus. She also delivered three lectures, both online and in person, attended by students enrolled in the module as well as other students interested in the topic.

A key part of the collaboration was the introduction of two practical workshops. The first focused on scientific writing, supporting students in developing skills needed for thesis writing and manuscript preparation. The second introduced Fiji/ImageJ, an open-source tool widely used in biomedical research. Through this workshop, students worked on processing and quantifying microscopy images, gaining a clearer understanding of how scientists use data and statistics to explain biological processes.

For Dr. Goranci-Buzhala, returning to Albania in this academic role carried deep personal meaning. She reflected on her own academic journey, when access to international expertise, mentorship, and university networks was limited. Through this engagement, she saw an opportunity to give back by helping students connect classroom knowledge with the everyday work of scientific research.

Dr. Halili also described the co-teaching experience as highly valuable. The collaboration brought new perspectives into the course, combining local academic context with international research practice. It introduced students to active learning, scientific data, experimental workflows, and research-oriented skills that can support their academic and professional growth.

Students responded positively to the model. They engaged strongly in the lectures and workshops, asked questions, and showed increased interest in research opportunities, including study and collaboration abroad. Their feedback showed that the course felt more practical, relevant, and connected to real scientific work.

The collaboration also created future opportunities. Dr. Goranci-Buzhala and Dr. Halili explored a research partnership that combined Dr. Halili’s expertise in material generation with Dr. Goranci-Buzhala’s background in stem cell research. They presented their collaboration ideas at the International Conference on Medicine and Translational Biosciences, organized by WBU. As part of the follow-up, Dr. Halili visited the University of Cologne at CECAD, where she gave a talk to the scientific community and had the opportunity to meet other academics at CECAD and see first-hand the modern laboratory space. As part of the follow-up, the scholars also supported a WBU student’s visit to carry out laboratory work for a master’s thesis, turning the collaboration into a concrete academic opportunity for students.

This story shows how diaspora academic engagement can create concrete value for students, faculty, and institutions. By combining syllabus development, practical teaching, mentoring, and research collaboration, Dr. Gladiola Goranci-Buzhala and Dr. Albana Halili demonstrate how international expertise can strengthen biomedical education in Albania while opening new paths for students to engage with global science.

The post Meet the Scholars: Dr. Gladiola Goranci-Buzhala and Assoc. Prof. Dr. Albana Halili Bring Biomedical Research Closer to Students in Albania appeared first on Germin.

Dr. Endrit Kromidha, Associate Professor of Entrepreneurship and Innovation at the University of Birmingham, played a leading role in driving impact across two Albanian universities. Working with Dr. Blendi Shima at the Canadian Institute of Technology (CIT), with the support of Prof. Eugen Musta, Vice Dean of the Faculty of Economy and Head of the Business Administration Department, and with Dr. Gentjan Ulaj at the European University of Tirana (UNYT), alongside Dr. Vehap Kola in supporting the research dimension at UNYT, Dr. Kromidha helped turn the project into more than a set of isolated teaching activities. The collaboration became a shared effort to strengthen curricula, but also widen academic exchange within Albania and internationally, connecting students and staff more closely to international teaching, research and entrepreneurial impact practices.

At CIT, the collaboration focused on the Entrepreneurship and Innovation course, while at UNYT, it focused on revising the Small Business Management course. In both cases, the work was done jointly with the local module leads, and it went beyond minor updates. The courses were revised to better prepare students for entrepreneurship of today and tomorrow: as a process shaped by innovation, experimentation, ecosystems, digital transformation, and global exposure. Across the two curricula, strong emphasis was placed on themes such as innovation strategy, entrepreneurial ecosystems, digital entrepreneurship, AI for SMEs, technology adoption, sustainable entrepreneurship, circular economy thinking, entrepreneurial finance, and new venture growth.

Students were encouraged to rethink critically the use and limitations of practical frameworks such as the Value Proposition Canvas and the Lean Business Model Canvas when working towards new entrepreneurship and innovation realities. Concepts such as lean startup experimentation, hypothesis-driven entrepreneurship, opportunity recognition, prototyping, and investor pitch development helped shift classroom discussion away from static business planning and toward a more applied, iterative, and opportunity-focused understanding of entrepreneurship.

What gave the collaboration its strength was Dr. Kromidha’s role in connecting international ideas and comparative cases to local challenges in order to make them relevant.  Rather than simply bringing comparative examples from abroad, he worked with his colleagues, Dr Ulaj and Dr Shima to adapt the content to the Albanian context, encouraging students to think critically about how digital innovation, sustainability, and ecosystem opportunities might work within local institutional and market conditions. This made the revised curricula more relatable and useful. Students were not only learning concepts, but also discussing how those concepts could shape their own paths in the new global and digital entrepreneurial ecosystems.

The impact of this work can be seen not only in the curricula themselves, but also in the student response. At UNYT, feedback collected through 58 completed evaluation forms showed 93% positive overall satisfaction and 94% positive evaluation of the diaspora scholar’s teaching style. In addition, 88% of students agreed that the course clearly introduced innovative concepts, while 93% saw it as strongly relevant to their studies and future careers. These are important indicators that the collaboration was not only well received, but also meaningful in shaping how students experienced entrepreneurship education.

Dr. Kromidha’s contribution also extended beyond classroom teaching. Across the project, he helped create a bridge between universities rather than working with each institution in isolation. Experience from the curriculum work at CIT informed discussions at UNYT and vice versa, allowing faculty to exchange views on course design, student engagement, and the kinds of knowledge and tools that entrepreneurship students increasingly need. In this sense, the project supported not only diaspora-local collaboration, but also horizontal learning across Albanian universities.

This broader role is part of what made the impact more substantial. During the project, Dr. Kromidha delivered two open lectures that extended the value of the collaboration beyond the revised courses themselves. At UNYT, he gave a lecture on qualitative research methods for business and social sciences. At CIT, he delivered an open lecture on getting published in business and entrepreneurship journals. These sessions created wider opportunities for students and faculty to engage with research methods, academic publishing, and international scholarly practice.

The collaboration also developed into research. Together with Dr. Gentjan Ulaj and Dr. Vehap Kola at UNYT, Dr. Kromidha submitted a literature review paper on the future of entrepreneurial ecosystems to the British Academy of Management conference planned to take place in London in September 2026. This shows that the project’s impact did not stop at teaching, but it also helped open a pathway toward joint research, linking curriculum reform with knowledge, impact and future institutional partnerships.

Diaspora engagement is often understood as a short-term transfer of expertise from abroad. In this case, the collaboration presents a stronger model of international and local cross-university collaborations at multiple levels of teaching, research and impact. Dr. Kromidha helped drive curriculum revision across two universities, contributed to the strengthening of two entrepreneurship-related courses, delivered two open lectures, supported cross-university exchange, and co-developed a conference paper with local colleagues. More importantly, these activities created a ripple effect. Students gained more future-oriented and practically grounded learning. Faculty gained new ideas for course design and teaching. Universities gained stronger links to international academic perspectives and to each other. Through partnerships with Dr. Blendi Shima at CIT and Dr. Gentjan Ulaj at UNYT, supported by Prof. Eugen Musta and Dr. Vehap Kola, the project demonstrates how entrepreneurship education in Albania can become more contemporary, connected, and responsive to a global and digital economy.

On behalf of the European Union, Germany, and Sweden, @eu_4_innovation is supporting Germin to facilitate the circulation of Albania’s global knowledge, locally.

The post Revising Entrepreneurship Education in Albania for Global and Digital Entrepreneurial Ecosystems appeared first on Germin.

GERMIN invites qualified companies and individual consultants to submit proposals for the design and management of a targeted digital marketing campaign aimed at supporting registrations of diaspora businesses on the Kosovo B2B Platform. The Platform will be developed in collaboration with the Kosovo Chamber of Commerce under the HOME project of Caritas Switzerland. GERMIN is a local partner of Caritas Switzerland under the HOME Project funded by the Government of the Principality of Liechtenstein.

• Duration: Up to 12 weeks
• Campaign period: 8 weeks
• Maximum budget: EUR 2,700 (including media spend)
• Location: Remote

Eligibility

Applicants must demonstrate:

• Experience in managing paid digital campaigns
• Strong analytical and reporting skills
• Proven ability to optimize campaign performance

Application Requirements

Interested applicants should submit:

• A brief technical proposal
• A financial proposal with cost breakdown
• Portfolio of relevant experience
• Contact details for references

Deadline

May 29, 2026, at 23:59 (CET)

Applications should be sent to: apply@germin.org
Subject line: Expression of Interest – Diaspora’s Link Digital Marketing Campaign – [Applicant Name]

Download the Full Terms of Reference Document HERE.

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This collaboration brought together Dr. Klodian Gradeci, Diaspora Scholar, Senior Business Developer at SINTEF and Adjunct Lecturer at Oslo Metropolitan University, Norway; and Dr. Ledian Bregasi, Resident Scholar and Dean of the Faculty of Architecture and Design at POLIS University, to co-design and co-teach the course entitled ‘New European Bauhaus Innovation Studio.’

For Dr. Gradeci, the opportunity to contribute to higher education in Albania was both professional and personal. Motivated by curiosity and a strong desire to give back, he co-designed and co-taught a two week intensive course with Dr. Bregasi at Polis University in Tirana as part of Tirana Design Week. From the outset, the goal was clear: move beyond theory and create a space where students could actively practice innovation. Teaching in Albania carried a strong sense of purpose. By returning to actively contribute to the academic landscape, he transformed his role as a diaspora scholar into a direct investment in Albania’s emerging talent and intellectual growth. 

Turning Theory into Practice

The course introduced students to innovation through a structured and hands-on approach built around three phases. First, students analyzed existing innovations to understand key principles. Then, they entered an intensive design sprint, where they developed their own concepts through real world user research. In the final phase, students refined their innovative pitches and presented them to an external jury composed of experienced professionals.

A flipped classroom model shaped the learning experience. Instead of focusing on lectures, class time centered on teamwork, application of tools, and direct feedback. The course also integrated the New European Bauhaus framework, encouraging students to consider sustainability, inclusion, and aesthetics as essential design criteria.

The course focused on bringing together people from different fields who don’t usually work together in the same classroom. By encouraging these different viewpoints to meet, Dr. Gradeci challenged students to think beyond their own discipline. The active collaboration of students from architecture, design, computer science, and business created a dynamic environment that pushed them to approach challenges from multiple perspectives and develop more thoughtful solutions. 

At the beginning, students showed some hesitation, especially during the analytical phase. As they moved into developing their own ideas, their engagement shifted. Collaboration strengthened, confidence grew, and a clear sense of ownership emerged. By the final presentations, the students’ commitment had reached a level that went well beyond the requirements of the course. Their passion was most visible in the final push—working through the last day and night to ensure their ideas were fully realized. This insight reinforces the importance of experiential learning. Students learn most effectively when they actively build, test, and refine ideas that they feel responsible for.

Moments such as teams debating competing ideas, conducting interviews with real users, and refining their concepts showed learning in action. Dr. Gradeci also observed a strong sense of optimism among students about Albania’s innovation potential, offering a hopeful contrast to earlier perceptions.

A Lasting Impact Beyond the Classroom

The impact of the course extended beyond its duration. Two participating students went on to win first prize at the CliMobility City Lab Demo Day, an innovation-driven initiative aimed at mitigating Urban Heat Island effects and pioneering sustainable mobility solutions in the Western Balkans. By directly applying the tools and methods they learned during the course, they secured a €50,000 award to implement their winning idea: “Urban Oasis.”

For Dr. Gradeci, this outcome confirmed the value of a practice oriented approach. The course did more than deliver content. It helped students begin to see themselves as innovators capable of driving change in their fields.

The Power of Collaboration

The partnership between diaspora and resident scholars played a central role in the course’s success. Dr. Gradeci brought international methods and experience shaped by his work in Norway, while Dr. Bregasi contributed deep knowledge of the local academic environment and ensured effective integration within the institution.

This collaboration created a balanced and grounded teaching model. It demonstrated how global expertise and local insight can complement each other to produce stronger outcomes.

The composition of the student group further strengthened the experience. Many students later identified multidisciplinary teamwork as the most valuable aspect of the course, highlighting the importance of collaboration across fields.

This collaboration reflects the wider potential of diaspora engagement in education. When international experience connects with local knowledge, it creates meaningful opportunities for growth. Students gain practical skills, educators exchange perspectives, and institutions strengthen their capacity for innovation.

As initiatives like Diaspora4Innovation continue to evolve, they offer a clear path forward, one that empowers students and builds stronger links between Albania and global knowledge networks.

On behalf of the European Union, Germany, and Sweden, @eu_4_innovation is supporting Germin to facilitate the circulation of Albania’s global knowledge, locally!

The post Bridging Innovation and Education: A Diaspora Scholar’s Impact in Albania appeared first on Germin.

Albania’s higher education system is under increasing pressure to prepare graduates not only with disciplinary knowledge, but also with the entrepreneurial, digital, and innovation-oriented competences required by a rapidly changing economy. In this context, diaspora expertise can play an important role in helping universities refresh curricula, introduce new pedagogical approaches, and strengthen connections with industry. GERMIN has highlighted this model through recent stories of diaspora-resident academic collaboration in Albania. 

A teaching and innovation collaboration led by Prof. Valentina Ndou, as diaspora academic, and implemented together with Prof. Blerta Dragusha at the University of Shkoder “Luigj Gurakuqi,” represents a concrete example of this approach in action. During the 2025–2026 academic year, the collaboration focused on the Corporate Finance course offered in the Master of Science in Finance and the Master of Science in Accounting, with the aim of making the course more practice-oriented, innovation-driven, and responsive to the challenges of digital transformation in the financial sector. 

The revised course was designed not simply to transmit financial knowledge, but to expose students to a broader set of competences connected to entrepreneurship, design thinking, innovation management, and the application of Artificial Intelligence in finance. The updated syllabus integrated themes such as entrepreneurial competencies, business planning, Business Model Canvas, and design thinking in finance, with the broader objective of guiding students toward a deeper understanding of how innovation can be financed, structured, and scaled. 

One of the main issues this collaboration sought to address was the persistent gap between classroom learning and the real needs of the financial sector. To respond to this challenge, the course introduced a project-based and challenge-based learning model. In November, an Open Innovation Challenge in the Finance Sector brought together students and representatives of local banks, creating a space where academic learning could directly engage with real-world industry problems. According to the course documentation, the initiative asked student teams to develop innovative and financially sustainable business solutions to concrete enterprise challenges, supported by academic supervisors and company mentors. 

This was not a purely theoretical exercise. Students were exposed to practical problems related to digital transformation, operational efficiency, customer engagement, financial inclusion, and the adoption of emerging technologies in banking. The guiding materials prepared for the course framed these opportunities very clearly, highlighting areas such as fraud detection, alternative credit scoring, financial education, compliance, remittances, SME cash-flow management, and AI-supported financial inclusion in Albania and the Western Balkans. 

A further milestone of the collaboration was the Final Presentation and Pitch Workshop, held on 13 February 2026, which marked the culmination of the students’ project-based learning journey. Students were organised into 11 teams and developed project ideas centred on the use of AI in the finance sector. Their proposals ranged from AI solutions for operational efficiency in banks, to chatbots for customer service, to more inclusive financial services for older adults, people with disabilities, and underserved groups. The use of the Business Model Canvas gave students a structured way to articulate value propositions, customer segments, key resources, costs, and revenue logic. 

Projects were evaluated by a distinguished jury composed of representatives from academia, industry, and innovation ecosystems:

• Gazmend Selmani – tech, finance, and real estate entrepreneur 
• Valentina Ndou – University of Salento 
• Egzon Sadiku – Project Manager, GERMIN Kosovo 
• Denada Bushi Hafizi – Director, BKT Shkoder Branch 
• Enkelejda Nabolli – Raiffeisen Bank representative 

The collaboration also introduced an important pedagogical shift. Rather than limiting learning to lectures, it emphasized teamwork, mentoring, pitching, dialogue with practitioners, and problem-solving around local and regional challenges. Student response to this model appears to have been strongly positive. The engagement report notes enthusiasm for the new pedagogical approach, especially the experiential and project-based component, which enabled students to identify problems in their environment and transform them into structured, evidence-based proposals. Students also valued teamwork and the opportunity to present before external experts, even though this represented a significant challenge. 

Beyond teaching, the collaboration also generated broader academic and institutional value. Joint activities included research collaboration and the co-development of a major Erasmus+ Capacity Building in Higher Education proposal, submitted with an international consortium. The proposal aims to strengthen research and innovation capacities in Western Balkan higher education institutions, addressing structural issues such as low research visibility, weak knowledge transfer, and fragmented cooperation between universities, industry, and public institutions. This shows that diaspora engagement can extend beyond individual courses and contribute to wider institutional development. 

What makes this experience particularly relevant is that it responds to a real and pressing issue in Albanian higher education: the need to connect teaching with innovation ecosystems and labour-market realities. In this case, diaspora expertise did not remain external or symbolic. It was translated into syllabus revision, co-teaching, mentoring, industry engagement, and the creation of learning experiences that encouraged students to think entrepreneurially and apply financial knowledge to real-world challenges. 

This experience demonstrates how diaspora expertise can move beyond knowledge transfer and become a driver of systemic change. By combining updated content, innovative pedagogy, and strong stakeholder engagement, the collaboration created a replicable model for enhancing higher education in Albania.

It highlights that the future of education lies not only in what students learn, but in how they learn, through interaction, experimentation, and real-world application in close connection with the innovation ecosystem.

The post Diaspora Expertise in Action: Prof. Valentina Ndou’s Collaboration with Prof. Blerta Dragusha appeared first on Germin.

Konferenca do të mbledhë profesionistë të diasporës, inovatorë, sipërmarrës, akademikë, institucione dhe partnerë për të shkëmbyer ide, për të krijuar lidhje dhe për të eksploruar mënyra të reja për ta kthyer ekspertizën globale shqiptare në ndikim lokal. Si konferenca përmbyllëse e projektit Diaspora4Innovation, ajo do të shërbejë edhe për të reflektuar mbi arritjet, mësimet e nxjerra dhe mundësitë e ardhshme për bashkëpunim të vazhdueshëm.

Bashkohuni me ne për dy ditë diskutimesh, rrjetëzimi dhe mundësish të reja që mbështesin inovacionin, arsimin, sipërmarrjen dhe bashkëpunimin përtej kufijve.

Në emër të Bashkimit Evropian, Gjermanisë dhe Suedisë, EU4Innovation po mbështet GERMIN për të lehtësuar qarkullimin e njohurive globale shqiptare në nivel lokal.

Regjistrohu ketu

The post Diaspora4Innovation Conference | September 10-11, Tirana appeared first on Germin.

në Këln të Gjermanisë, e mbajtur më 7-9 nëntor 2025, kemi përgatitur një dokument politikash (policy brief) me mesazhe të qarta dhe veprime prioritare për institucionet në Shqipëri dhe Kosovë.

Read the Policy Brief in English

Lexo Dokumentin e Politikave ne Shqip

The post From dialogue to action: read our policy brief on diaspora engagement for the institutions in Albania and Kosova appeared first on Germin.