Hosted by Georgios Georgiou, Member of the European Parliament (The Left Group in the European Parliament), the event brought together key stakeholders to examine the growing pressures on civic space and to explore policy-driven solutions aimed at strengthening democratic resilience across Member States.

The session opened with remarks from Georgios Georgiou, Member of the European Parliament (The Left Group in the European Parliament), and Rositsa Dzhekova, Director of the Democracy Shield Task Force at the Center for the Study of Democracy.

A scene-setting segment presented new evidence on the challenges facing civic actors across Europe through the Civic Champions project. Contributions were delivered by:

• Mariyan Sabev, Senior Security Analyst at the Center for the Study of Democracy (Bulgaria)
• Rania El Ampasy, Senior Project Manager at KMOP (Greece)
• Rosina Ndukwe, Unit Coordinator at CESIE (Italy)
• Foteini Sokratous, Project Manager and Researcher at CARDET (Cyprus)

The speakers highlighted trends including foreign interference, shrinking civic freedoms, and the operational constraints faced by civil society organisations, while also presenting policy-oriented recommendations, including the development of an Early Warning Mechanism by the consortium of the Civic Champions project.

The high-level panel discussion focused on “Empowering civil society organisations and activists in upholding democratic values and resilience”. The panel brought together:

• Kristian Vigenin, Member of the European Parliament (Group of the Progressive Alliance of Socialists and Democrats in the European Parliament)
• Liliana Carrillo, Founder and Chief Executive Officer of CollectiveUP
• Thijs Berman, Executive Director of the European Partnership for Democracy
• Nadia Karayianni, Head of Business Development at CARDET

The discussion was moderated by Rositsa Dzhekova, Director of the Democracy Shield Task Force at the Center for the Study of Democracy, and emphasised the critical role of civil society in safeguarding democratic norms, countering disinformation, and fostering social cohesion.

Panellists called for stronger institutional support, enhanced cross-sector collaboration, and sustained investment in civic infrastructure, highlighting the importance of EU-level mechanisms capable of detecting early signs of democratic backsliding and enabling timely intervention.

The event concluded with a networking session, providing an opportunity for participants to exchange insights and strengthen partnerships aimed at reinforcing civic resilience across Europe. The Civic Champions final event was organised by the Center for the Study of Democracy, KMOP, CESIE, and CARDET, under the Civic Champions project, co-funded by the European Union.

The Civic Champions project seeks to strengthen democratic values and civic participation in Southern Europe by enhancing the capacity of civil society actors to become active agents in addressing and reversing the ‘shrinking civic space’ phenomenon. This initiative is carried out by a consortium of organizations from Bulgaria, Greece, Italy, and Cyprus.

Civic Champions aims to empower CSOs and practitioners to identify, report, and address threats and violations while promoting positive narratives. Through a focus on capacity building, the establishment of early warning systems, and the implementation of evidence-based actions, the project strives to safeguard fundamental rights and ensure a vibrant civic environment.

Learn more about the Civic Champions project, here: https://www.civicchampionsproject.eu/

Learn more about the VIRDUAL project here!

For centuries, the teacher occupied an almost sacred role: the custodian and transmitter of knowledge. That archetype is dissolving — not because teachers have become less important, but because artificial intelligence is rapidly absorbing the parts of teaching that were, in truth, always mechanical. [1] What remains — and what AI cannot replicate — is the irreducibly human work of guiding curiosity, nurturing critical thought, and holding the ethical line. The classroom of 2025 does not need a teacher who knows everything. It needs one who knows how to build an environment where students can think.

 ‘’The more compelling narrative is not AI automating education, but teachers working with AI to craft transformative learning experiences.’’

World Economic Forum, 2025 [1]

The Automation Opportunity — and Its Shadow

The productivity gains are real and already in motion. [1] Roughly 60% of teachers now use AI tools in their classrooms to handle routine tasks — grading multiple-choice assessments, tracking progress, generating practice exercises — freeing time for deeper instructional work. [1] The global AI in education market is projected to leap from $5.18 billion in 2024 to $112.3 billion by 2034. [1] Yet automation carries a shadow risk: that teachers begin to cede the judgement, care, and accountability that make education meaningful. UNESCO’s 2024 AI Competency Framework for Teachers warns explicitly that over-reliance on AI could cause educators to lose key professional competencies if they delegate too heavily to algorithmic systems. [3]

Three Roles Teachers Must Now Own

As AI absorbs the transactional, teachers are stepping into three defining roles — each one distinctly human in character.

The Competencies That Cannot Wait

UNESCO’s AI Competency Framework for Teachers — launched in September 2024 — defines five dimensions every educator must develop: a human-centred mindset, AI ethics, foundational AI knowledge, AI pedagogy, and professional AI learning. [3] These are not optional electives. Research from the European Journal of Teacher Education (2025) confirms that nearly half of self-reported digitally literate teachers have still not integrated AI into their practice, underscoring a knowing-doing gap that professional development must close. [5]

Teachers also need what no framework can fully script: the moral imagination to ask whether an AI tool should be used before asking how. As the World Economic Forum has observed, teaching involves far more than imparting information — AI should augment, never replace, the teacher’s role. [6]

The 21st-century teacher is, above all, a learning architect — someone who designs conditions in which human minds grow, integrates AI as a powerful but subordinate instrument, and keeps ethics at the centre of every choice. The transition is demanding, but the invitation is extraordinary: to become not less essential in an age of AI, but more deliberately, more irreplaceably human.

Learn more about the project here: https://infinite-erasmus.eu/ 

Sources & References

1. World Economic Forum. (2025, January). How AI and human teachers can collaborate to transform education. weforum.org
2. Frontiers in Psychology. (2025, October). Promoting teaching innovation among university teachers through AI literacy from the perspective of planned behavior. frontiersin.org
3. UNESCO. (2024). AI Competency Framework for Teachers. unesdoc.unesco.org
4. EdTech Hub. (2025, May 21). AI Tutors and Teaching: How Might the Role of the Teacher Change in an Age of AI? edtechhub.org
5. Heine, S. & König, J. (2025). Applying artificial intelligence in teacher education: preservice teachers’ attitudes and reflections in using ChatGPT for teaching and learning. European Journal of Teacher Education, 48(5). tandfonline.com
6. World Economic Forum. (2024, April). The future of learning: AI is revolutionising education 4.0. weforum.org

Civil society plays a critical role in bridging the gap between policy frameworks and the real needs of communities. In Cyprus, organizations, networks, and grassroots initiatives contribute to advancing sustainable development through education, social innovation, and participatory democratic processes. Cyprus’ experience demonstrates that civil society can act as a powerful catalyst for change: mobilizing communities, fostering inclusive dialogue, and providing evidence-based recommendations that strengthen public policy on sustainability, social justice, and the green transition.

At the European level, this role becomes even more significant. Recent European assessments indicate that progress toward the SDGs across Europe has slowed or stalled in several areas, despite the region’s overall strong performance globally. The European Union increasingly recognizes that meaningful progress toward the 2030 Agenda depends on stronger partnerships with civil society actors. Through initiatives such as the European Union Presidency Project (EUPP5) and the work of organizations like CARDET, Cyprus contributes to strengthening the voice of civil society in the European dialogue on sustainable development.

Active citizen engagement is not simply a complementary element of policymaking. It is a necessary foundation for building a more resilient, inclusive, and sustainable Europe.

The project “Towards an open, fair and sustainable Europe in the world – EU Presidency Project 2024-2026” is co-funded by the European Union and implemented by Global Focus, Grupa Zagranica, CARDET, and CONCORD, the European Confederation of NGOs working on sustainable development and international cooperation. Project Number: 2024 / 459-484. The contents of this publication are the sole responsibility of CARDET and do not necessarily reflect the views of the European Union.

Veronica Charalambous,
Senior Communications Officer, CARDET

Τhis opinion piece was published on Policypress.

The International Multiplier Conference provided a platform for partners to showcase key results of the VIRDUAL project. Following the welcome and opening session, participants presented a series of project deliverables focused on enhancing work-readiness skills through Extended Reality (XR). Highlights included the Training Curriculum developed by DIMITRA, the Learning Units Plan presented by CARDET, the VIRDUAL e-Learning Campus by INFODEF, and the Web Application introduced by INQS. Additionally, recommendations on the validation, certification, and accreditation of work-readiness skills were shared, alongside insights into innovative XR-based learning approaches drawn from the German experience.

The conference also featured discussions on the role of European programmes in fostering innovation in education and training, as well as an open dialogue on the usability, transferability, and future implementation of project results. The session concluded with opportunities for networking and exchange during a light lunch.

In the afternoon, partners reconvened for the 5th Transnational Project Meeting. The meeting focused on project management updates, piloting phases, exploitation and dissemination strategies, and both internal and external evaluation processes. Key milestones, including progress towards the final report, were reviewed to ensure the continued successful implementation of the project.

Participation in these events provided valuable insights into how XR technologies are transforming the development of work-readiness skills within vocational education. The knowledge and experiences gained in Pavia will support ongoing efforts to equip learners with the competencies required for the evolving digital workplace.

The VIRDUAL partnership remains committed to advancing innovative, technology-driven approaches in education and training, strengthening collaboration across Europe, and ensuring impactful outcomes for learners and educators alike.

Learn more about the VIRDUAL project here!

Πρόκειται για μια διαδικτυακή πλατφόρμα ενημέρωσης και ευαισθητοποίησης που έχει σχεδιαστεί για τον εντοπισμό και την αντιμετώπιση των απειλών που αντιμετωπίζουν οι οργανώσεις της κοινωνίας των πολιτών, οι ΜΚΟ και οι ακτιβιστές/ριες που εργάζονται για την προστασία του χώρου των πολιτών.

Πώς αναπτύχθηκε η πλατφόρμα έγκυρης προειδοποίησης;

Η πλατφόρμα έγκυρης προειδοποίησης αναπτύχθηκε στο πλαίσιο του προγράμματος Civic Champions, μιας πρωτοβουλίας που συγχρηματοδοτείται από την Ευρωπαϊκή Ένωση και αποσκοπεί στην ενίσχυση της δημοκρατικής συμμετοχής στη Νότια Ευρώπη (Βουλγαρία, Ιταλία, Ελλάδα και Κύπρος), παρέχοντας στις οργανώσεις της κοινωνίας των πολιτών τα μέσα για να αναφέρουν απειλές, να παρακολουθούν παραβιάσεις και να ενισχύουν την εμπιστοσύνη του κοινού.

Ο βασικός στόχος του προγράμματος είναι να ενισχύσει την ανθεκτικότητα της κοινωνίας των πολιτών, παρέχοντας αξιόπιστα δεδομένα, αναπτύσσοντας αποτελεσματικά εργαλεία και ενισχύοντας την ικανότητά της να αντιμετωπίζει προκλήσεις όπως η συρρίκνωση του χώρου των πολιτών, η παραπληροφόρηση και οι διαδικτυακές απειλές. Εστιάζοντας στην ανάπτυξη ικανοτήτων, στη δημιουργία συστημάτων έγκαιρης προειδοποίησης και στην εφαρμογή δράσεων βασισμένων σε αποδεικτικά στοιχεία, το πρόγραμμα στοχεύει στην προστασία των θεμελιωδών δικαιωμάτων και στη διασφάλιση ενός ευημερούντος περιβάλλοντος για τους πολίτες.

Πώς να χρησιμοποιήσετε την πλατφόρμα έγκυρης προειδοποίησης;

Εάν εκπροσωπείτε μια οργάνωση της κοινωνίας των πολιτών που δραστηριοποιείται στην Ελλάδα, την Κύπρο, την Ιταλία ή τη Βουλγαρία και επιθυμείτε να συμβάλλετε στην παρακολούθηση απειλών και παραβιάσεων, ακολουθήστε τα παρακάτω απλά βήματα:

1. Ακολουθήστε το πιο κάτω σύνδεσμο: https://www.civicchampionsproject.eu/
2. ΕγγραφήΚάντε κλικ στην επιλογή «Εγγραφή/Register» στο επάνω μενού της αρχικής σελίδας. Χρησιμοποιήστε την επαγγελματική διεύθυνση ηλεκτρονικού ταχυδρομείου της οργάνωσής σας για να δημιουργήσετε τον λογαριασμό σας.
3. Υποβάλετε πληροφορίες μια φορά ανά οργάνωσηΚάθε οργάνωση πρέπει να υποβάλει μια απάντηση μέσω της έρευνας, συγκεντρώνοντας όλα τα σχετικά περιστατικά/απειλές. Συντονιστείτε εσωτερικά για να βεβαιωθείτε ότι όλες οι πληροφορίες περιλαμβάνονται σε μία μόνο υποβολή.
4. Επαλήθευση μέσω email. Μετά την εγγραφή, θα λάβετε ένα email επαλήθευσης. Ακολουθήστε τις οδηγίες για να επαληθεύσετε τη διεύθυνσή σας.
5. Συνδεθείτε και αποκτήστε πρόσβαση στην έρευνα

Μόλις επαληθευτεί η διεύθυνσή σας, επιστρέψτε στην αρχική σελίδα και κάντε κλικ στο «Σύνδεση». Στη συνέχεια, θα μπορείτε να αποκτήσετε πρόσβαση και να συμπληρώσετε την έρευνα.

Αναφέροντας περιστατικά, συμβάλλετε σε μια συλλογική προσπάθεια για την τεκμηρίωση των προκλήσεων, την ευαισθητοποίηση του κοινού και την προώθηση πολιτικών που προστατεύουν τον χώρο των πολιτών.

Επίσης, κάνοντας κλικ στο «Αναφορές», θα μπορείτε να αποκτήσετε πρόσβαση στις αναφορές που έχουν συγκεντρωθεί προηγουμένως, με σχετικά δεδομένα και πληροφορίες από το 2024.

Too often, public participation is understood as a technical requirement rather than a democratic process. Consultations may be organised late in the policy cycle, within limited timeframes, and without clarity on how contributions will influence final decisions. While such practices fulfil formal obligations, they rarely foster trust or ownership. Meaningful participation, by contrast, requires early engagement, openness to diverse perspectives, and a willingness to integrate civil society input into policy design. Without these elements, participation risks becoming symbolic, undermining confidence in democratic institutions.

In the Cypriot context, steps have been taken to encourage dialogue between public authorities and civil society, including the introduction of a national e-consultation platform aimed at broadening access to public consultations and increasing transparency in policy-making. In addition, the continuous discussion around the legal environment for NGOs represents an important step towards more open governance, enabling organisations and citizens to discuss problems that affect thems. However, participation mechanisms remain largely fragmented and dependent on political will rather than institutionalised frameworks. Consultations are often conducted at late stages of the policy cycle, with limited timeframes and insufficient feedback on how contributions are used. As a result, smaller civil society organisations, grassroots initiatives, and marginalised groups continue to face barriers to meaningful engagement, limiting the diversity and impact of participation.

At the heart of this challenge lies the condition of civic space. Democratic participation cannot thrive without an enabling environment that allows civil society to operate freely, independently, and sustainably. Civic space encompasses the legal, political, and practical conditions that enable organisations and citizens to associate, express views, access information, and engage with public authorities. Excessive administrative burdens, legal uncertainty restrict the capacity of civil society organisations to participate meaningfully. When civic space is constrained, participation becomes performative rather than transformative.

Civil society organisations should not be perceived merely as stakeholders competing for influence. They play a distinct role as carriers of community knowledge, advocates for underrepresented groups, and partners in policy implementation. Their proximity to social realities allows them to identify emerging needs, unintended consequences, and innovative solutions. Excluding civil society from early stages of policy development often results in measures that lack social legitimacy or fail in implementation. Co-creation—where civil society and public institutions jointly shape policies—leads to more responsive, inclusive, and sustainable outcomes.

The European Union increasingly recognises the importance of civic space and democratic participation as fundamental components of democratic governance. This recognition is reflected in policy frameworks, structured EU stakeholder consultation process for the Country Reports, funding instruments, and initiatives such as the EU Presidency Project (EUPP5), which seeks to strengthen civil society participation and inclusive decision-making across EU Presidencies. For Cyprus, the 2026 EU Presidency is not only an administrative responsibility but also an opportunity to set a positive agenda. By prioritising democratic participation and civic space, Cyprus can model inclusive governance practices and contribute meaningfully to European discussions on democracy.

Moving from consultation to co-creation requires deliberate structural changes. Participation mechanisms need to be institutionalised, transparent, and predictable. Civil society should be engaged from the outset of policy processes, not invited to comment once decisions are largely finalised. Feedback loops are essential: participants must understand how their input was considered and why certain proposals were adopted or rejected. Capacity-building for civil society organisations is equally important, ensuring that participation is informed, inclusive, and representative of diverse societal perspectives.

Equally crucial is the relational dimension of democratic participation. Co-creation depends on trust between public institutions and civil society actors. Trust is built through consistency, transparency, and respect for the independence of civil society voices—even when they are critical. Participation should be understood as a shared responsibility rather than a concession granted by the state. When institutions view civil society as a partner rather than an adversary, democratic processes become more robust and credible.

As Cyprus assumes the EU Presidency, it stands at a crossroads. Strengthening democratic participation and safeguarding civic space are not abstract ideals, but practical investments in more effective and accountable governance. Moving from consultation to co-creation can help revitalise trust in democratic institutions, improve the quality of public policy, and reinforce Cyprus’s role as a credible advocate for inclusive democracy at the European level. In this context, the EU Presidency Project (EUPP5), implemented by CARDET in Cyprus, can serve as a catalyst by fostering sustained political commitment and supporting the systematic integration of democratic participation into local governance processes.

The project “Towards an open, fair and sustainable Europe in the world – EU Presidency Project 2024-2026” is co-funded by the European Union and implemented by Global Focus, Grupa Zagranica, CARDET, and CONCORD, the European Confederation of NGOs working on sustainable development and international cooperation. Project Number: 2024 / 459-484. The contents of this publication are the sole responsibility of CARDET and do not necessarily reflect the views of the European Union.

Nadia Karayianni,
Head of Business Development, CARDET

Τhis opinion piece was published on Policypress.

On 26–27 February 2026, CARDET and the University of Nicosia (UNIC) proudly hosted the first Transnational Partner Meeting (TPM) of the Teacher Academy for AI Literacy (AI Literacy) project in Nicosia, Cyprus.

Funded under the Erasmus+ Teacher Academies programme (Project Ref. 101249404), the initiative establishes a transnational Teacher Academy dedicated to strengthening teachers’ competences in Artificial Intelligence literacy across Europe.

The two-day strategic meeting brought together partners from seven European countries to align on implementation, quality assurance, and long-term sustainability of the Academy. The meeting concluded with a structured review session, ensuring alignment on milestones and next steps.

AI Literacy aims to:

• Develop a validated Teachers’ AI Literacy Competence Framework
• Create two innovative curricula (pre-service & in-service)
• Deliver four blended pilot courses and two summer schools
• Train over 2,500 teachers
• Reach more than 2,400 students
• Achieve measurable improvements in AI confidence and responsible usage

The project addresses the urgent need for structured AI education aligned with:

• EU digital competence frameworks
• AI governance and ethics principles
• GDPR and data protection standards

AI Literacy project is designed to establish a sustainable European learning community that will continue supporting teachers beyond the project lifecycle. The next phase focuses on finalising the Teachers’ AI Literacy Competence Framework (M6 milestone) and initiating curriculum development and QA structures.

Stay tuned for updates as we build Europe’s Teacher Academy for AI Literacy.

In everyday life, we encounter moments of uncertainty. When a young person or someone close to us begins to withdraw, when concerning signs emerge that are not easily interpreted, and when we are unsure whether or how to act or intervene, difficult questions arise: Was my response appropriate? Did I overlook a warning sign? Do I have the right to ask or become involved?

The need for structured systems, the use of a common language, and practical skills to address the growing youth mental health crisis is now indisputable. Training parents, educators, youth workers, and psychologists in these competencies is essential.

Global data reinforce the urgency of such training. According to the World Health Organization, one in seven adolescents aged 10–19 lives with a mental health condition. This is not an isolated phenomenon, but a widespread reality. Yet nearly two-thirds of young people experiencing mental health challenges do not seek support, primarily due to stigma and discrimination.

The training programme aims to equip those working with young people to act as mental health first aiders. Its core framework is based on the internationally recognised ALGEE Action Plan, which consists of five distinct steps:

A – Approach, assess, and assist: The first, and often most challenging, step involves recognising potential warning signs and initiating a supportive, informal conversation: “I have noticed you have seemed quieter lately. How are you doing?”

L – Listen non-judgmentally: This step emphasises that listening is not about immediately “fixing” the problem. It involves active listening techniques, including the use of silence and reflection, while avoiding dismissive statements such as “Others have it worse” or “Don’t think about it so much”.

G – Give support and information: Providing reassurance helps reduce feelings of isolation, conveying clearly that “You are not alone”, without offering unrealistic assurances such as “Everything will be fine tomorrow”.

E – Encourage appropriate professional help: This stage highlights the importance of collaboration with qualified professionals. An educator does not treat depression but should know how to connect a young person with an appropriate and accredited healthcare professional.

E – Encourage self-help and other support strategies: The final step focuses on empowering young people to regain a sense of control through small, manageable actions and daily habits, such as exercise, listening to music, or connecting with friends.

A central component of the training is the dismantling of pervasive myths that often paralyse adults and silence young people. Misconceptions such as “mental illness is a sign of weakness” or the belief that asking about suicide “plants the idea” are addressed through evidence-based guidance. The programme underscores that mental health exists on a continuum affecting everyone and is shaped by biological, social, and environmental factors, not by character flaws. It also addresses the three forms of stigma: public stigma (societal attitudes), self-stigma (internalised shame), and structural stigma (systemic barriers to care).

Participants learn that safety must always be the primary priority. Importantly, the training programme recognises that no single professional can carry the full responsibility for youth mental health. The role of educators, parents, and youth workers in fostering safe environments is presented as equally critical to the role of psychologists in delivering treatment. Clear and structured referral protocols are emphasised, ensuring that professionals understand whom to notify, involve, and at which stage. Effective support depends on the consistent and uninterrupted application of the process outlined above, guaranteeing that young people receive appropriate assistance at every step.

Finally, meaningful discussions on youth support must also acknowledge the psychological impact on caregivers and professionals themselves. The training introduces the concepts of compassion fatigue (emotional exhaustion resulting from prolonged caregiving) and secondary traumatic stress (internalisation of others’ trauma).

The message is unequivocal: self-care is not a luxury or an act of self-interest, but a professional necessity. Recognising signs of burnout, such as physical exhaustion or emotional detachment, constitutes an organisation’s first line of defence. Establishing boundaries and applying stress-management strategies enable care providers to maintain balance between their professional responsibilities and personal well-being.

Mental Health First Aid extends beyond a set of skills. It represents a shift from a culture of silence to one of active support. By training educators, youth workers, psychologists, and parents within a shared framework, a genuine safety net is created. It ensures that when a young person ultimately finds the courage to say, “I’ m not okay”, someone will be ready to listen, respond, and a system will be prepared to provide support.

The training programme was developed and implemented by CARDET within the framework of the “Supporting Mental Health and Care for the Well-Being of Vulnerable Children and Youth” project. The project is funded by the European Union through the Technical Support Instrument and implemented by UNICEF in cooperation with the European Commission. It is carried out in collaboration with the Ministry of Health of the Republic of Cyprus, with CARDET coordinating and delivering relevant actions supported by the Cyprus Youth Council and the Youth Board of Cyprus.

Dr Charalambos Vrasidas
Founder and Executive Director, CARDET
Professor, University of Nicosia

About the Project

The project Supporting Mental Health Resilience among Youth in Cyprus is funded by the European Commission via the Technical Support Instrument (TSI) and implemented by UNICEF in collaboration with the Ministry of Health of Cyprus. CARDET coordinates the research component with the support of the Youth Board of Cyprus (ONEK) and the Cyprus Youth Council (CYC). Project Reference: ECARO/PCA202294/SPD2024252