Erasmus+

EU programme for education, training, youth and sport

FAQ
Contact us

Welcome to our FAQs

This section is designed to help you find answers to common questions. Here, you’ll discover valuable insights about our educational collaborative project, its focus on Business Ethics, CSR, and Sustainable Development, and how to make the most of our resources. If you’re looking for guidance or additional information, you’ve come to the right place.

Frequently Asked Questions

Here are some common questions we receive regarding our educational resources.

What is the REMaF project?

REMaF — \”Responsibility and Ethics in Management Education for Future Challenges\” — is an Erasmus+ Cooperation Partnership in Higher Education (KA220-HED) that develops and tests new ways of teaching Business Ethics, Corporate Social Responsibility and Sustainable Development. Five higher education institutions in four countries run the project between September 2024 and July 2027, coordinated by TBS Education in Toulouse, France. The partnership produces a textbook, case studies, short videos and teaching materials, all built and tested with students and faculty rather than written for them.

The consortium has five members. TBS Education (Toulouse, France) is responsible for coordination of the project. The other partners are the University of Milan (Italy), the Prague University of Economics and Business (Czechia), the Jerusalem College of Technology (Israel) and the Max Stern Yezreel Valley College (Israel). Each institution leads one work package: TBS leads project management, Yezreel Valley College leads the assessment phase, Prague leads the development of materials, Milan leads the empirical testing, and the Jerusalem College of Technology leads dissemination.

The project is funded by the European Union under the Erasmus+ programme, as a KA220-HED Cooperation Partnership in Higher Education. It received a lump sum of €250,000 for a 24-month period, through the French National Agency (Agence Erasmus+ France / Éducation et Formation). Each partner institution also contributes its own resources, covering roughly 20% of actual staff costs.
REMaF runs for 35 months, from 1 September 2024 to 31 July 2027.
REMaF addresses one horizontal priority — common values, civic engagement and participation — and one higher education priority — stimulating innovative learning and teaching practices. Within these, it works on bridging intercultural and social divides, inter-regional cooperation, and the creation of new or renewed curricula and courses.
Business ethics, CSR and sustainability courses ask students to reflect on norms and values, but they are taught in societies where people hold genuinely different moral beliefs. Students increasingly arrive with firm opinions on questions such as how far a company should trade profit for social or environmental goals, and they are often not practised at examining a problem in its full complexity or at engaging seriously with convictions unlike their own. Teaching methods built on argument and analysis alone tend not to shift this. REMaF starts from the position that ethics education has to work with that moral diversity rather than around it.
Three. Holistic and systemic thinking — the ability to analyse how environmental, social, cultural and economic elements interact. Ethical and cultural sensitivity — the ability to recognise the moral dimension of a question and to understand value systems other than one’s own. Constructive dialogue — the willingness and the skill to examine an issue from several value perspectives and to disagree productively about it. A review of the partners’ own course syllabi found that these three receive very little explicit attention in current business ethics teaching.
Both bring expertise that is hard to find in EU institutions. The Jerusalem College of Technology has long experience integrating students from very different backgrounds into academic study, including ultra-Orthodox students, students of Ethiopian origin and students from the former Soviet Union, many of them first-generation. The Max Stern Yezreel Valley College teaches a student body that includes Jewish, Muslim and Christian Arab, Bedouin, Druze and Circassian students, and its faculty have developed teaching methods for exactly that setting. Both institutions also hold specific expertise in Attentive Teaching and Social and Emotional Learning, the two pedagogical approaches at the centre of the project.
Attentive Teaching is a pedagogical approach that turns the exchange between teacher and student into a genuine learning dialogue, with non-judgement as its founding value. Students draw images representing how they understand a concept, then explain those images to their classmates. Having to make a drawing intelligible to someone else forces students to clarify what they actually think and to notice where their own understanding is vague. In an ethics course this surfaces personal values that a written assignment would leave untouched. Professor Yaron Schur, a REMaF partner at the Max Stern Yezreel Valley College, founded the Center for Attentive Learning at David Yellin College.
Social and Emotional Learning (SEL) rests on five pillars: self-awareness, self-management, relationship skills, responsible decision-making and social awareness. It matters for ethics teaching because ethical judgement is not a purely rational operation — it draws on how a person reads a situation and the people in it. Social awareness in particular covers taking another person’s perspective, showing empathy, recognising social norms, and understanding how organisations shape behaviour. REMaF uses SEL to bring real ethical dilemmas into the classroom in a form students engage with personally.
Business schools have largely taught ethical decision-making as a rational exercise, despite evidence that sound decisions depend on processing emotion well. REMaF applies emotional intelligence to the teaching of ethics, CSR and sustainability, principally through Attentive Teaching and Social and Emotional Learning. The materials are also developed from the bottom up: students sit on co-creation teams alongside faculty, and the resulting materials are then tested against control groups taught conventionally.
They are tested. The University of Milan leads a seven-stage empirical evaluation that compares classes taught with the new Attentive Teaching materials against control classes taught conventionally. It combines an Implicit Association Test on moral constructs, interviews with students and teachers before and after, and quantitative surveys run at all five institutions in two rounds and analysed using structural equation modelling. The point is to find out which elements of the approach work, and not simply to record that participants enjoyed it.
A textbook of roughly 200 pages; ten short videos of about ten minutes each, in partner languages with English subtitles; ten ready-to-use presentations for teachers; fifteen case studies, three from each partner institution; and a curated reading list of around thirty papers and book chapters. Alongside these come a report on the current state of business ethics, CSR and sustainability education in the partner institutions, and a report on models of good practice.
Yes. Everything the project produces is intended for open use by other institutions, in the EU and beyond, and is being published through this website and open repositories. Wider accessibility is one of the project’s four stated objectives, not an afterthought — the aim is that the materials outlive the funding period and enter other people’s courses.
Yes, and that is the intention. The materials are designed to be picked up directly by faculty teaching business ethics, CSR or sustainability at bachelor and master level. The teaching presentations and case studies are built for classroom use as they stand, and the teachers’ materials explain how to run the Attentive Teaching and dialogue exercises. Several elements are expected to transfer to disciplines outside business and management, and the partnership is actively testing that with colleagues in other departments.
The core materials are in English. The videos are recorded in partner languages with English subtitles, and part of this website is being translated into Arabic so that the materials reach residents of the EU whose English is limited.
Development runs through the middle of the project, with testing and analysis continuing to July 2027. Materials are being released here as they are completed rather than held back for a single launch. The News and Updates section carries the current state of play.
Primarily for faculty who design and teach business ethics, CSR and sustainability courses, and for their students at bachelor and master level, including young professionals adding to their management education. Beyond that, the project addresses the wider academic community, higher education policymakers and advisory bodies, and the general public.
Institutions outside the five partners cannot join the consortium, which is fixed for the duration of the grant, but the materials are open to anyone and the project actively wants them used elsewhere. If you teach in this area and want to trial the materials or discuss the approach, contact the team at Erasethics26@gmail.com.
Updates are posted in the News and Updates section of this site. Videos appear on the project’s YouTube channel and shorter updates on its Facebook page. For anything else, write to Erasethics26@gmail.com.
The opening phase, led by the Max Stern Yezreel Valley College, reviewed the literature on business ethics, CSR and sustainability education, analysed ten course syllabi from the partner institutions for content and cultural sensitivity, surveyed more than 400 business students on their awareness of these issues, and ran focus groups with 60 students and 60 faculty members. The findings were written up as a report on the current state of teaching in the partner institutions, and everything the project has developed since builds on them.
The project and its outputs have been presented in a series of international conferences including The Society of Business Ethics, The International Vincentian Business Ethics Conference and the European Conference on Ethics and Integrity in Academia. Conference presentations can be found on the project website.

TBS Education coordinates the project, through a steering committee — the institutional coordinator, the academic leads from each partner and the project manager — meets monthly. An academic review board oversees implementation and dissemination, meeting quarterly. A quality assurance committee, made up of the project manager and the administrative officers at each institution, handles evaluation, reporting and risk, also quarterly.

The success of the project will be measured by outcome and impact. The materials are judged on whether they address the gaps identified in the opening assessment, on how practical faculty find them, and on whether students taught with them show measurable gains against control groups. Reach is measured separately: use of the materials by institutions outside the consortium, attendance at dissemination events, and website and video traffic.

The materials stay in use. Each partner is committing its own staff and resources to keep the work running past the grant, and the partnership is producing a sustainability plan and a report on models of good practice so that other institutions can adopt what worked. The consortium intends to continue collaborating and to seek further funding from public, private and non-profit sources.