The war in Ukraine has forced millions of people to leave their homes. Among them are students who had to abruptly interrupt their studies and seek refuge in neighbouring countries. In Moldova, a country with limited resources, they face the difficult task not only of continuing their education but also of adapting to a new environment, culture and academic traditions.
These young people are the focus of the development project “Supporting Ukrainian Refugees through Academic Collaboration between Universities in Moldova and the Czech Republic”, funded by the Czech Development Agency and coordinated by Tatiana Alexiou Ivanova. The project aims to provide Ukrainian students with support for both professional and personal growth, to assist them in socio-cultural adaptation, and at the same time to strengthen cooperation between Moldovan and Czech universities. A crucial component is the deepening of institutional collaboration: the Czech University of Life Sciences Prague (CZU), together with three Moldovan universities – the Technical University of Moldova (UTM), the State University of Moldova (USM), and the Ion Creangă State Pedagogical University (UPSC) – are building a platform for long-term academic partnership.
In September 2025, Petra Chaloupková and Olga Leuner contributed to the project by participating in the international scientific conference “Higher Education: Traditions, Values, Perspectives” in Chi?inău, where they presented their contribution “Effective Communication for Collaborative Learning and Innovation in Multicultural Environment”. They also delivered (together with Kseniia Paramonova) a series of workshops for students. Between 20 and 24 September, a total of six workshops were held under the title “From Classroom to Career: Enhancing Collaboration through Effective Communication”. These sessions focused on practical skills essential for academic life and for entering the (international) labour market: preparing CVs, cover letters, scholarship and study programme applications, and succeeding in job interviews.
Students practised short self-presentations in the form of a “one-minute speech”, engaged in self-reflection exercises and tested their knowledge through an interactive quiz. As part of independent work, they created their own CVs and received personalised feedback from academic staff.
The positive responses from both students and lecturers confirmed that the project addresses genuine needs. Young people gained confidence, competencies, and motivation for further study and professional development. At the same time, it became clear that personal interaction and interactive teaching methods are among the most effective pathways to integration.
Looking ahead, the project opens the door to expanding cooperation through new joint initiatives, enhancing student mobility and developing shared training programmes. In this way, academic diplomacy demonstrates that education is not only a transfer of knowledge but also a powerful instrument of solidarity and support in times of crisis.
