“Faros Global Community” is the new digital platform of Study in Greece for Chairs and Programs of Greek Studies worldwide, recently presented at the Ministry of Education. The platform enables in-depth exploration of more than 500 study programs offered by over 150 institutions across more than 40 countries. Its mission is to provide a detailed mapping of higher education institutions, educational centers, and organizations around the world that promote the Greek language, history, and culture. The platform is part of the broader strategy of Study in Greece (SiG) - the non-profit organization promoting Greece’s public universities and their internationalization and outreach - implemented in cooperation with the Ministry of Education, Sports and Religious Affairs and the Ministry of Foreign Affairs, with the aim of connecting Greek higher education institutions with the global community and attracting foreign students to Greece.

Ιn her address welcoming the proceedings of the conference, the Minister of Education, Religious Affairs and Sports, Sofia Zacharaki, referred to the Greek language as a timeless vehicle of ideas that have profoundly influenced global thought, as a gateway connecting Greece with the world, and as a bridge linking Greece with the Greek Diaspora, philhellenes, and the international academic community. “The Greek language can become one of the most powerful tools for the internationalization of higher education. It can attract new students. It can strengthen cooperation among universities. It can open new pathways for Greece internationally. Because when the Greek language travels, Greece travels with it,” Ms Zacharaki noted.

The Minister referred to the digital platform “Faros Global Community,” noting that it maps departments of Greek studies and centers for the Greek language worldwide, creating a new international network of cooperation. At the same time, she spoke about the “e-Hellenomatheia” project, which is currently underway and makes use of the possibilities of distance learning, giving people around the world the opportunity to learn Greek and prepare for studies at Greek universities. Furthermore, Ms Zacharaki emphasized that Greek-language education abroad is a “stable and enduring priority” for the Ministry of Education, noting that approximately 40,000 students worldwide learn Greek through 230 recognized Greek language departments, supported by 752 seconded teachers from Greece. In parallel, during the current school year, more than 145,000 school textbooks have been sent to Greek educational units abroad. “With cooperation, extroversion, and confidence in the power of education, we can further strengthen the presence of the Greek language and Greek higher education internationally,” the Minister concluded.

(Source: https://www.amna.gr)

The Deputy Minister of Foreign Affairs Yiannis Loverdos, addressing the event, referred to the recent proclamation of World Greek Language Day by UNESCO and the signing of a Memorandum of Cooperation between the Ministry of Foreign Affairs and Study in Greece. He described the Greek language as “universal” and a “language of culture,” and highlighted the unanimous decision of countries around the world, through UNESCO, to designate February 9 as World Greek Language Day, recognizing its unique contribution to global thought and civilization. “Language and culture do not belong only to Greeks; they belong to the whole world,” Mr. Loverdos emphasized.

The Deputy Minister praised the work of Study in Greece, noting that the national and supranational services it provides promote the dissemination of the Greek language and culture. He also referred to the Memorandum of Cooperation signed by the two sides, aimed at enhancing the effectiveness of their collaboration and establishing a pillar for achieving strategic planning—not only for the Greek Diaspora and expatriate Hellenism, but also for all those who wish to become acquainted with Greek education and culture. “With this Memorandum, Study in Greece acquires a more active role in connecting the Greek academic community with Greek communities abroad, making use of the global network of our diplomatic authorities,” Mr Loverdos noted.

The Secretary General for Greeks Abroad and Public Diplomacy, Maira Myrogianni, stressed, among other points, that “the strengthening of Greek-language education worldwide is directly linked to preserving the identity of Hellenism, promoting the country’s cultural outreach, and reinforcing Greece’s ties with Diaspora communities. Enhancing Greek studies internationally is not merely an educational goal—it is also a tool of public diplomacy and a bridge connecting our country with the global academic community”. “We are implementing the Strategic Plan for Greeks Abroad 2024–2027 and shaping the Strategic Plan for Public Diplomacy, in which support for the teaching of the Greek language and Greek-language education abroad holds a central place,” Ms Myrogianni noted.

 “The initiative Faros Global Community highlights Greece’s role as an academic and cultural destination, opening new pathways for students, researchers, and young people from the Diaspora—as well as from around the world—to become acquainted with the language, culture, and contemporary Greek reality.” “It is an initiative that contributes to mapping and connecting the international academic ecosystem of Greek studies,” she added.

“The General Secretariat is developing a comprehensive strategy to strengthen Greek-language education abroad. In 2024, for the first time, a holistic strategy was formulated to support Chairs, Departments, and Centers of Greek Studies—both Modern and Classical—in universities and research institutions abroad. This strategy is based on three main pillars: strengthening existing chairs, recording and monitoring those facing sustainability challenges, and encouraging the creation of new Greek studies structures internationally. The results are already visible. In 2024, 43 university chairs of Greek studies were supported for the first time, while in 2025 this number increased to 81. For 2026, we aim to respond to even more requests.”

“Particular emphasis is also placed on networking these chairs with each other, as well as with universities and institutions in Greece, with the aim of creating a dynamic international collaboration network that will further strengthen philhellenism and academic exchange. In this direction, we are planning to organize an international Conference in early June with the participation of representatives from Chairs and Centers of Greek Studies worldwide,” the Secretary General noted.

Study in Greece (SiG) is the organization of Greek higher education institutions, dedicated to promoting internationalization of Greek higher education. Fully endorsed by the Greek state, SiG operates as a non-profit comprising representatives from all 24 Greek state universities, and is governed by a dedicated board of directors who bring knowledge and expertise from leadership positions in Greek universities

Professor at Harokopio University and President of Study in Greece, Christos Michalakelis presented the platform and emphasized the importance of recording study programs in strengthening links with Greek higher education institutions. “From now on, we can connect Greek universities, through summer or joint programs, with chairs in the Diaspora,” he noted.

More than 300 participants attended the conference, both in person and remotely, with the overwhelming majority joining from countries abroad. Stella Kokoli, President of the Hellenic-American Educators Federation, and Fr. Grigorios Stamkopoulos, Protopresbyter of the Ecumenical Throne and Director of the Office of Education of the Greek Orthodox Archdiocese of America, also delivered greetings at the event. In addition, a significant part of the conference was devoted to presentations on Greek language proficiency and its potential as a driver of internationalization.

(Source: https://www.amna.gr)

Read also:

Speech by Prime Minister Kyriakos Mitsotakis at the event celebrating World Greek Language Day at the SNFCC

Message by the Deputy Minister of Foreign Affairs, Yiannis Loverdos, on World Greek Language Day

Event Hosted by the Permanent Delegation of Greece to UNESCO for World Greek Language Day

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The new Innovation Center of Epirus was recently inaugurated in Ioannina by the Minister of Education, Religious Affairs and Sports, Sofia Zacharaki, and was also visited in the afternoon by the Prime Minister, Kyriakos Mitsotakis. The Epirus Innovation Center is housed in the Kato Marmara Municipal Primary School of Ioannina and is part of the nationwide network of 13 Innovation Centers, which are being established in every Regional Directorate of Education in the country and are scientifically and pedagogically supported by the Computer Technology Institute and Press (CTI) “Diophantus.” The operation of the Innovation Centers is being implemented within the framework of the National Recovery and Resilience Plan – Greece 2.0, funded by the European Union (NextGenerationEU).

Innovation Centres constitute a knowledge ecosystem that integrates and links the school community, the local community, research institutions, universities and local businesses, while connecting with similar educational ecosystems in Europe and elsewhere in the world. Innovation Centres are purpose-built, high-quality environments for STEM learning, green growth and innovation promotion in general. Each lab can be designed to support multiple topics and curriculum modules to meet the unique educational needs of each community.

They aim to have both a virtual format to support remote schools and districts, and a physical presence at a specific site to be visited by stakeholders. At the same time, one Innovation Lab will be developed in the premises of the implementing institution for the needs of designing the educational material and the training of the teachers who will staff the Innovation Centres.

In detail, the scope of the project includes the following five (5) main pillars:

• Educational Programmes: For all educational programmes, detailed scenarios and educational material is being developed, covering the teaching of each subject, while at the same time manuals are being compiled for students and teachers.
• Supply and installation of technological/network equipment (hardware/software) to enable the implementation of these specific educational programmes.
• Architectural design of Innovation Centres’ premises: The supply and installation of office-hall equipment and other interior design works is being carried out to serve the single identity among all ICs, with a pleasant and playful environment that attracts visitors. The exterior premises of each IC can also be used for the implementation of educational scenarios!
• Training of teachers and, in general, of the personnel that will staff Innovation Centres, so that they acquire the necessary knowledge and skills to carry out the task of disseminating knowledge to both the teachers who will visit the ICs and their students.
• Services: Production of educational modules, piloting & technical support services, project coordination and management.

(Source: https://www.cti.gr/en/homepage/)

During the inauguration, students, teachers, and education officials had the opportunity to actively interact and experiment with modern technological applications as part of experiential and collaborative activities that highlight the Center’s pedagogical orientation.

In her speech, the Minister of Education, Religious Affairs and Sports, Sofia Zacharaki, emphasized that the Epirus Innovation Center is a true hub of learning, collaboration and coordination, serving the school of tomorrow. “Today we are here in Ioannina, at the second Innovation Center we are inaugurating outside Athens, as part of the Ministry of Education’s cooperation with CTI ‘Diophantus’ and with funding from the Recovery Fund. This is an important opportunity for all children, wherever they are and wherever they attend school, to have equal access to meaningful learning experiences. At this Center, students will come into contact with technology and science through applications of augmented reality, robotics and modern technological tools, while at the same time becoming familiar with important elements from different scientific and professional fields. Their teachers – technologists, physicists, chemists and others – will have the opportunity to prepare them through educational scenarios and, upon returning to school, to put into practice what they have worked on here. I am particularly pleased that the institution of Innovation Centers is being strengthened, and I warmly thank the Municipality for providing the space, the Regional Directorate of Education and all the education officials who contribute to establishing this new institution. I reiterate the steady emphasis we place on broadening the range of opportunities and ensuring equal opportunities for all children, in every region of the country”, stressed the Minister.

(Source: minedu.gov.gr/)

Every Innovation Centre includes 5 units:

Extended Reality (XR) technologies, including Augmented Reality (AR) and Virtual Reality (VR). These technologies enhance education by creating immersive and interactive learning experiences. Equipped with VR/AR devices, computers, and specialized software, the XR space allows students to actively engage with digital environments, fostering creativity, collaboration, and exploration of advanced technologies. It also functions as a green screen room and can serve as a virtual collaboration studio, enabling live interaction between Innovation Centres in different regions.

In the Internet of Things learning space, students explore artificial intelligence, machine learning, big data, and the Internet of Things through hands-on activities. They develop age-appropriate programming and operational skills, design software, analyze data, and practice algorithm-based decision-making. This integrated approach strengthens critical thinking and problem-solving skills for the digital age. The space also includes dedicated laptop and tablet workstations for tasks such as system design, video editing, and programming.

In the Robotics learning space, students engage with science, technology, engineering, and mathematics through hands-on activities using robotic technologies. With tools such as robotic arms, social robots, Arduino and Raspberry Pi boards, sensors, and STEM kits, they explore programming, design, and real-world applications. This dynamic environment fosters critical thinking, problem-solving, collaboration, and prepares students for today’s technological era.

The Fabrication learning space blends digital and hands-on creation, following the model of MIT’s FabLab network. Equipped with 3D printers, laser and vinyl cutters, and a 3D scanner, it enables students to transform digital designs into physical objects. Alongside digital tools, traditional hand and electric tools support practical skill development. In this versatile environment, students enhance their creativity while building programming, design, and crafting skills.

The Innovation Centre includes a dedicated meeting and presentation area that also functions as a welcoming reception space. Equipped with interactive whiteboards, advanced audio systems, and teleconferencing tools, it supports high-quality presentations, events, and student project showcases. Designed for flexibility and active participation, the space fosters interaction while adapting to evolving needs.

 (Source: https://ic.cti.gr/en/about/laboratories.html)

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A warm welcome was extended in Brussels to the forthcoming branch of the International Hellenic University (IHU – Thessaloniki, Serres, Katerini, Kilkis) by the Greek Commissioner to the European Union, Apostolos Tzitzikostas, and members of the local Greek Community, who received the Rector of the University, Professor Stamatios Angelopoulos, and the university delegation.

The Brussels branch will offer an undergraduate programme in European Institutions and Organisations Management, as well as a postgraduate programme in European Programme Management. “We believe that, in its initial phase, the Branch will operate successfully with these two programmes, while also serving as a hub for the coordination and management of European programmes through the University’s Research Committee. At the same time, the Brussels Branch of the International Hellenic University will function as a communication and promotion hub for all English-taught postgraduate programmes, as well as for the University’s other postgraduate offerings,” noted the Rector of the IHU.

The International Hellenic University (IHU) is a public university of Greece with a strong international orientation and a growing presence in Europe. Established with the mission to promote academic excellence, innovation, and outward-looking engagement, IHU offers a wide range of undergraduate and postgraduate programmes across diverse scientific fields, many of which are delivered in English and designed to meet contemporary international standards. With campuses across Northern Greece, the University plays a key role in higher education and research in Southeastern Europe, combining high-quality teaching with applied research and strong links to society, industry, and public institutions. IHU actively participates in European and international academic networks and places particular emphasis on cooperation with EU institutions, universities, and research centres.

An in-depth discussion was held with Commissioner Tzitzikostas regarding the specific plans and prospects of the new initiative, for the implementation of which his assistance and support have been unwavering from the outset. In particular, the Rector of the IHU briefed Commissioner Tzitzikostas on the stages and procedures that will be followed for the establishment of a University branch in Brussels—an especially demanding project, yet one of great significance for the future development of the International Hellenic University. Plans were also discussed for further activities of the IHU Brussels branch, as well as potential areas of cooperation between the University and the European Commission.

The Rector, Professor Stamatios Angelopoulos, also signed a Memorandum of Cooperation with the Greek Community of Brussels, which is providing the premises that will house the University’s branch. The Memorandum was signed on behalf of the Community by its President, Filippos Kotsaridis. The premises are located in the building that hosts the Greek Community of Brussels, at Rue de Suède 37, where the sign of the International Hellenic University has already been installed. The Greek Community of Brussels is a historic community, having been founded on 3 October 1943.

“This is a moment of great joy and honour for our University and for me personally, as today we begin a dynamic effort with the support and assistance of both the Greek Commissioner to the European Union and the President of the Greek Community. We are bringing to fruition a vision of the International Hellenic University to expand and develop in an emblematic way at the heart of Europe,” noted the Rector of the IHU, Mr Angelopoulos. He also announced that the International Hellenic University intends to offer two scholarships to the Greek Community, for young people to enroll in the University’s postgraduate programmes. “For the first time, a Greek university is spreading its wings at the seat of Europe,” the Rector of the IHU concluded.

Mr Tzitzikostas, after referring to the history of the overall initiative, congratulated both the Rector of the IHU and the Greek Community and its President. “This collaboration demonstrates two things. First, that Greek communities abroad truly function as embassies of Greece in foreign countries. Second, that the International Hellenic University is among the largest, highest-quality universities in Southeastern Europe, distinguished by the breadth of its schools and the opportunities it offers,” noted the Greek Commissioner. He concluded by describing the establishment of the Brussels Branch as a major opportunity: “What is opening in the welcoming building of the Greek Community is a gateway for promoting our country and our educational system.”

On behalf of the Greek Community, its President Filippos Kotsaridis, in his address, spoke of “a historic day for the Greek Community of Brussels, where 50,000 Greeks now live.” “Our aim is to support as many young people, students, and researchers as possible,” he noted. Mr Kotsaridis symbolically handed over the key to the building to Rector Angelopoulos.

The signing ceremony of the Memorandum of Cooperation was also attended by, and included addresses from, the former Ambassador of Greece to Belgium, Dionysis Kalavrezos, the Coordinator of the Education Office of the Greek Embassy in Belgium, Amalia Kapsala, as well as many representatives of educational associations and the Greek Diaspora, who welcomed the establishment of the IHU Brussels Branch with very warm remarks.

IHU is a Greek public university with 5 campuses in Northern Greece

The University Center of International Programmes of Studies (UCIPS) of the IHU (Thermi Campus), consists of the School of Humanities, Social Sciences and Economics and the School of Science and Technology and offers programmes that are taught exclusively in English. A wide range of international postgraduate programs is offered (Source: Study in Greece, masters.minedu.gov.gr).

Read more: https://studyingreece.edu.gr/universities/ihu/

I.A.

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OpenAI for Greece is a new partnership between OpenAI, the Government of the Hellenic Republic, the Onassis Foundation, and Endeavor Greece, to expand access to high-quality AI tools in secondary education and accelerate innovation across Greece’s start-up ecosystem. This partnership establishes Greece as one of the first countries globally to collaborate with OpenAI on such a comprehensive national initiative.

In the context of the AI boom of the recent years, the Greek government has taken steps to formulate a national policy for leveraging the potential of AI, establishing a High Level Advisory Committee on Artificial Intelligence under the Prime Minister, and coordinated by the Special Secretariat of Foresight, already in November 2023. Its mission is to help the country seize the opportunity, spanning innovation and entrepreneurship, education and research, and AI integration into public sector services.

In order to bring this mission to life, the ‘OpenAI for Greece’ Memorandum of Understanding was signed at the Hellenic Expo -which took place in Thessaloniki in September 2025- by Prime Minister Kyriakos Mitsotakis and ministers of the Hellenic Republic, alongside Anthony S. Papadimitriou, President of the Onassis Foundation, Chris Lehane, Chief Global Affairs Officer at OpenAI and Kevin Mills, Head of Education and Government GTM at OpenAI.

AI for Education

Greece will be among the first countries to pioneer the use of ChatGPT Edu, a version of ChatGPT for academic institutions. Built for large-scale use in education, ChatGPT Edu offers access to OpenAI’s latest models and supports GDPR compliance with enterprise-grade security and controls.

Greece will launch a pilot this academic year, starting with teachers from upper-secondary schools selected to reflect regional and socio-economic diversity. The first phase focuses on building AI literacy, helping teachers boost productivity and integrate AI responsibly into their work.

The Onassis Foundation will lead implementation along with local partners—including The Tipping Point—coordinating teacher onboarding, and managing day-to-day delivery in collaboration with OpenAI and the Greek government. OpenAI will co-design teacher training, provide technical support, and share best practices for safe, effective classroom use.

A joint task force, including representatives from the Prime Minister’s Office, the Ministry of Education, and the Onassis Foundation, will oversee the pilot. Following successful outcomes, the program is expected to expand across Greece’s education system.

This deployment comes as OpenAI works to improve how ChatGPT supports learning, with features like study mode, in light of both the opportunities and the challenges of integrating AI into education. Students worldwide are already embracing the technology, and ChatGPT Edu is seeing early adoption at leading institutions, including Harvard University and Oxford University.

AI for Innovation

The other branch of this two-fold approach is the Greek AI Startup Accelerator, a three-month program led by Endeavor Greece and developed in collaboration with OpenAI and the Greek Government, to support early-stage founders developing AI-native solutions with the ambition and potential to scale globally.

Its aim is to support AI-first founders who are building innovative, impactful products and want to pilot their ideas locally while scaling globally, providing a unique opportunity for ambitious Greek teams to gain access to the tools, mentorship, and network needed to compete at a global level. Greece has one of the highest percentages of STEM graduates in Europe, providing a strong educational foundation for AI skills and careers, and the program aims to create more opportunities right here in Greece and combat brain-drain.

Selected startups will benefit from a powerful combination of technology access, mentorship, and international visibility:

• Access to OpenAI Technology (including in OpenAI API credits, personalized technical mentorship, and exclusive group sessions with OpenAI engineers)
• AI Safety & Compliance Support (workshops on the EU AI Act, GDPR alignment, and safety-by-design practices)
• Global Exposure & Investor Access (connections to leading investors, partners, and fellow innovators, and the opportunity to participate in major global events)
• Endeavor Network & Mentorship (direct access to the Endeavor Network - connecting them with successful entrepreneurs, investors, and global mentors)

Together, these resources are designed to accelerate both technical progress and business growth, setting a strong foundation for the next generation of world-class Greek companies. The accelerator will prioritize start-ups developing AI solutions in sectors aligned with Greece’s national priorities—including education, public services, healthcare, and climate.

The post “OpenAI for Greece”: a tool for education & innovation appeared first on Greek News Agenda.

Dimitrios Koutsogiannis is Professor Emeritus of Educational Linguistics at the Department of Linguistics, Aristotle University of Thessaloniki, and associate president of the Center for the Greek Language. His research interests and publications focus on teaching of Modern Greek as a first and second language, educational discourse analysis, teacher’s training, and digital literacies. He has been a research associate at the Centre for the Greek Language since 1997, responsible for the development of digital resources for the Greek language (e.g., Portal for the Greek Language). His recent research is related to the teaching of Modern Greek in the Diaspora, and the main conclusions are published in the 2024 book "Διδασκαλία της ελληνικής γλώσσας στη διασπορά: μια ολιστική προσέγγιση" [Teaching the Greek language in the diaspora: A holistic approach].

In his interview for Rethinking Greece* Professor Koutsogiannis discusses the digital tools developed by the Centre for the Greek Language (CGL), its initiatives for teaching Greek abroad, the certification of of attainment in Greek, the profile of people interested in learning Greek and finally, on the need draw up a comprehensive policy for the Greek language and its teaching outside Greece.

Since 2017, February 9th has been designated as International Greek Language Day. Would you like to share some introductory thoughts on this celebration and its impact over the years?

The experience so far points to several positive outcomes. On the occasion of this celebration, several interesting events are held, showcasing aspects of the history as well as of the present of the Greek language. We also see numerous engaging activities taking place in schools, mainly diaspora schools, as well as scientific seminars, debates and conferences in academic institutions. All these events and activities are encouraging and constructive, as they did not exist prior to the establishment of this international day of tribute.

On the other hand, there is a significant risk that the content of these discussions and events might be limited to the familiar rhetoric regarding the Greek language, its history, and its importance. One rarely sees serious analyses placing Greek within the modern global linguistic ecology, and even more rarely the formulation of proposals at the level of language policy. I would say that this day needs to be a day of both reflection and planning, especially for institutions and individuals directly or indirectly involved with the language, in terms of what has been done and what needs to be done in the future. Therefore, I consider this interview to be an important opportunity to discuss specific issues and initiatives of the Centre for the Greek Language (CGL), and I would like to thank you for this opportunity.

The CGL also deals with the examinations for the Certification of Attainment in Greek, a programme that commenced in 1999. How has this initiative progressed? Can you provide us with some quantitative and qualitative data?

Yes, with pleasure.

Indeed, this initiative, which began in 1999, has grown into one of our most important programs and a key pillar of our policy for the Greek language. The graph below illustrates the quantitative progress of participation in the Greek language certification exams. We can see that this programme set off in 1999 with very few candidates and a limited number of examination centres. Today, we have 160 examination centres worldwide, even in countries one wouldn't expect, such as Japan, China, Congo, and Tanzania. The graph also clearly marks a continuous increase in the number of candidates, with the only period of stagnation or even decline being during the pandemic (2020-2021). As shown in the chart, the number of candidates in 2024 reached almost 9,000. 

Of particular interest is the info on the age of the candidates[1]. Our data (see next table) indicates that the largest percentage, as might be expected, consists of school-age children (8-18 years old). This critical age group accounts for more than one-third of our candidates. However, there is also a significant percentage of candidates over the age of 35, meaning there is also considerable interest from older age groups in learning the Greek language.

An important aspect is also the profile of the candidates in relation to their connection with Greece. Our analysis shows that the majority (52%) of those taking the exams have some biographical connection to Greece, compared to 48% who do not.

An important aspect is also the profile of the candidates in relation to their connection with Greece. Our analysis shows that the majority (52%) of those taking the exams have some biographical connection to Greece, compared to 48% who do not.

The Certification of Attainment in Greek is a significant programme for several reasons, and I will mention two here. One is that it encourages children to learn Greek in order to use this certificate – which is based on the Common European Framework of Reference for Languages (CEFR) and is recognized both within and in many countries outside Europe – as a qualification for further studies, particularly in educational systems that recognize and support language skills and multilingualism. This is a particularly important incentive for children of the diaspora, who, by learning Greek, not only gain a better command of their heritage language but also acquire an additional qualification that they can use in their studies. The second reason is that it provides a clear framework for teachers and parents to understand their children’s progress in learning the Greek language.

Which groups of people are interested in learning Greek? What is the profile of those who seek to acquire the CGL Greek language certification?

According to our exam data, the number of foreigners learning Greek is significant. As mentioned earlier, it is estimated at 48% of our sample. The two following charts provide some interesting data related to your question. The first bar-chart shows the place of residence of those who do not have any familial connection with Greece and participate in the Greek language certification exams.

It is evident that most of them live primarily in Cyprus, followed by Greece. Knowledge of Greek is thus clearly very useful for them for both social and professional reasons. After Greece and Cyprus, the majority of non-Greek candidates come from the USA, Italy, and Germany, followed by smaller numbers from Russia, Turkey, France, the United Kingdom, etc.

The biggest difference between this group and those of the diaspora is that they tend to learn Greek at an older age, as can be seen from the table below. In contrast to the findings mentioned earlier where the majority of examination candidates are aged 12-18, here we observe that the majority are aged between 27-45.

The above data gives us an initial insight as to your question. However, the issue is not completely covered by our data, primarily because it is only quantitative but also because it is based on those who participate in the certification exams. There are, obviously, thousands of others who are not interested in taking the exam or obtaining certification. In order to get a fuller picture, focused research, both quantitative and qualitative, is needed to attain in greater depth the profile of these individuals, which may vary from country to country and also by age.

Can you briefly tell us about the goals, actions, as well as digital tools the Centre for Greek Language uses, such as the Portal for the Greek Language?

Yes, with pleasure.

At the Centre for the Greek Language we realized quite early, from the end of the 1990s, that the internet was creating a new reality in the field of languages, which is why we made a systematic effort to adapt to the new reality in communication. As a result, the CGL has developed scientifically valid online environments that provide reference tools and a wealth of linguistic material for all periods (ancient, medieval, modern Greek) and fields (language, literature) related to the Greek language and its teaching. The best-known of these are the "Portal for the Greek Language" and the "Digital Resources for the Greek Language". Through these initiatives, we address a significant condition of the digital age, i.e., that Greek speakers have at their disposal reliable platforms for their daily communication and educational practices. It is no coincidence that these platforms have widespread acceptance and high traffic.  

It is important to highlight that our platforms are open and easily accessible from anywhere in the world. In fact, without these digital resources, the online presence of the Greek language would be significantly limited. Furthermore, as the internet plays an increasingly vital role in nearly every aspect of daily life, this absence would be especially harmful as it would deprive the Greek language of a crucial and widely used space for application and growth.

What are the specific challenges of preserving the Greek language for the diaspora? Are there any CGL initiatives for teaching Greek abroad?

There are several CGL initiatives in this direction by way of specific programmes that have been or are being implemented. I will mention two recent ones. As of this year, we began offering remote Greek language teaching courses and we will systematically expand this initiative, the significance of which is obvious, over the coming years.

Another exciting initiative is the establishment of the international group of special scientific interest D.EL.EXO. in 2022. It focuses on the teaching of Greek outside of Greece and provides the organizational framework for developing and advancing debate, criticism and research related to the teaching of Greek worldwide. In other words, it could be said that it is the digital platform for bringing together the scientific forces involved in the teaching of Greek globally. This team has already launched many initiatives, organized two seminars, and is organizing a large international conference (5-7 February 2026) on the teaching of Greek around the world which will involve scientists, educators, and Greek communities.

Additionally, we are already in the process of planning the creation of a digital environment for teaching the Greek language, which will consist of a modern educational teaching platform, accompanied by an abundance of digital language resources that can be used in teaching. At the same time, we have already worked on the utilization of Artificial Intelligence in the teaching of Greek. These are projects that are expected to be ready within the next three years.

I would also like to address the first part of your question, regarding the specific challenges that the preservation of the Greek language for the diaspora involves. This major issue was addressed in a recent study we conducted with children and parents from the diaspora in Australia and Germany, which was funded by the Hellenic Foundation for Research and Innovation (HFRI). In the volume "Διδασκαλία της ελληνικής γλώσσας στη διασπορά: μια ολιστική προσέγγιση" that is based on this research, we not only highlight the significant challenges that exist but also lay out specific proposals for teaching the Greek language in the diaspora. Hopefully, these will be considered.

What kind of interventions would be useful for a language, especially one with relatively few native speakers like Greek, to survive in today's globalized digital environment?

This is a critical question and exactly what has guided our actions over the past 20 years. It is now evident that the existence of reliable linguistic resources on the internet is an indispensable requirement for any language, especially for less spoken languages such as Greek. One only has to consider that, as we mentioned earlier, if we removed the tools and resources freely available through the CGL, the needs arising for learning and teaching of Greek would be covered -to a significant degree- by subjective personal opinions expressed on social networks.

However, digital tools alone are not enough; the initiatives and actions undertaken and those we are planning are not enough. It is time to draw up a comprehensive policy for the Greek language and its teaching outside Greece. Such a policy must begin with an analysis of the global linguistic context, place Greek within this framework, register existing structures (both digital and conventional, inside and outside Greece – Cyprus), institutions, and practices (e.g., teaching), and formulate proposals to be implemented by competent ministries and as well as agencies outside Greece. I believe that in the context of such an effort, cooperation with Cyprus should be pursued, as we share common goals and our cooperation so far[2] has been highly productive.

* Interview to Ioulia Livaditi / Translated from Greek to English: Magda Hatzopoulou

[1] In each table, N denotes the number on which the results are based. This number varies either because some candidates submitted handwritten applications at the local examination centres or/and because answering was not mandatory.

[2] A five-year memorandum of cooperation for Greek language learning is being implemented between the Ministry of Education of Greece and the Ministry of Education of the Republic of Cyprus.

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Katerina Lagos is Professor of History at California State University, Sacramento (CSUS), USA. Her interests are focused on the interwar Greece, minorities, and the Metaxas dictatorship, and her more recent publication is The Fourth of August Regime and Greek Jewry, 1936-1941 (2023). Vangelis Calotychos is Visiting Associate Professor in the Department of Classics at Brown University, where he teaches courses in comparative literature, cultural studies, and reception studies. His most recent monograph, The Balkan Prospect Identity, Culture, and Politics in Greece after 1989 (2013) has won the Edmund Keeley Prize.

Professors Lagos and Calotychos are the President and Executive Director respectively of the the Modern Greek Studies Association (MGSA) an international organization that fosters and advances Modern Greek Studies in North America. Connecting scholars, educators, and students worldwide, the MGSA fosters interdisciplinary research, dialogue, and collaboration. It organizes conferences, publishes the Journal of Modern Greek Studies, and supports academic initiatives in the field. This October, the MGSA’s 28^th international symposium, took place at Princeton University, gathering modern Greek scholars from around the world to explore contemporary topics in modern Greek studies and share cutting-edge research on Greece's history and society.

Professors Lagos and Calotychos spoke to Rethinking Greece* on Modern Greek Studies Association's mission and activities, the multi- and inter-disciplinary aspect or Modern Greek Studies, the growth of interest in Diaspora studies and in the Greek Diaspora , the era of Metapolitefsi, reading neo-Hellenism through the lens of postcolonial critique and finally, the opportunities and challenges in the field of Modern Greek Studies today.

The MGSA symposiums have evolved significantly over the years, from focusing on modern Greek literature to examining themes like civil war, colonialism and migration. Could you walk us through MGSA’s history, mission and activities?

Katerina Lagos: The first MGSA symposium was focused on Greek language and literature and was also held at Princeton University (coincidentally where the 2024 symposium was just held). The title of the symposium was “Modern Greek Literature and its European Background.” Since then, the MGSA has taken on quite controversial topics. One of the leading symposia occurred in 1978 at The American University (Washington, D.C.) with the title “Greece in the 1940s”. The symposium focused on the Greek Civil War and broke new ground on this highly contentious and politically charged topic. At the time, this topic was not discussed at Greek universities so having the MGSA take on the Civil War was quite bold. Since then, the MGSA has explored a wide variety of controversial and less-controversial topics in a growing array of scholarly disciplines. The diversity of presentation topics is welcome in the association, and this is reflective of the expansion of scholarly disciplines that have emerged.

Vangelis Calotychos: Since 1995, the MGSA’s biennial symposium has been open theme. In other words, our Program Committee welcomes abstract proposals from scholars presenting their current research in all areas of Modern Greek Studies, though we also highlight each symposium certain topical, pressing, or commemorative themes. This year, for example, fifty years since the Turkish invasion in Cyprus, our keynote address was delivered by Professor Elizabeth A. Davis, anthropologist from Princeton, who focused “On the Uses and Abuses of a History of Conflict: Context & Recursion in Cyprus, 2024.” In all, our recent symposium hosted by the Seeger Center for Hellenic Studies at Princeton featured over 160 speakers representing multiple disciplines and speaking on a wide array of topics. The strength of our field has always been its multi- and inter-disciplinary aspect. In keeping with our strong desire to support graduate students, adjunct lecturers, and junior scholars from outside North America, the MGSA joined the host institution and other sponsors to offer financial assistance to 45 graduate students and over 20 scholars, many from Greece and Cyprus. For many, after covid, it was their first international, in-person conference.

This year marks the 50th anniversary since the fall of the military junta and the restauration of democracy in Greece. The concept of the "Metapolitefsi" and its impact on Greek society and culture was central to many discussions in the 28th MGSA Symposium panels. How do you think the cultural and political shifts of the post-junta period continue to shape contemporary Greece?

KL: It was rewarding to see so many panels focusing on the “Metapolitefsi” and its legacy on Greek society and politics. For over two decades, the immediate impact of the post-junta period dominated the historical narrative. From Andreas Papandreou’s “America out” to banning the police from entering universities, this was a period of reaction to the events of the junta and post-Civil War period in Greece. Certain aspects of the period have remained in place – such as the banning of the military in politics and the legalization of the KKE – that are a positive development in the country’s evolution. The PASOK years also reflect this reaction and much of the social legislation is reflective of this: separation of church and state, full legalization of abortion, etc. However, as much as the 1970s-1990s represent this reaction, I think that Greek economic crisis (2009-2015) has changed the paradigm of politics and has led Greece to a new chapter in its history. Both the Metapolitefsi and post-junta period can now be analyzed critically and less polemically. 

Some of the panels of the Symposium concentrated on the transnational and diasporic studies, a field that has seen significant growth. What is the contribution of this diasporic studies to our understanding of Greek diasporic/global identity? What new directions do you see emerging in the way Greek communities abroad are understood and represented?

KL: In the past, diaspora studies have typically presented Greek emigration as a one-way movement with Greeks embarking to destinations around the world. Scholars have sought to identify, explain, and compare these communities. One of the challenges in recent years was to establish a clear definition of the term Greek diaspora. More recently, the phenomena of Greeks returning to Greece has added a new layer of complexity to this issue. There has been a growing interest in diaspora communities beyond that of the United States, Canada, and Australia. Greater attention needs to be given to Greek emigration to sub-Saharan Africa. The Greek immigrants did very well financially as they established companies and brought technical expertise to these African countries.

VC: This interest in the Greek diaspora has steadily grown since the early 2000s. Our Transnational Studies Committee has steadfastly updated and curated a Greek American Studies Research portal that lists and describes research, activities, and resources in the field of Greek American Studies. Notably, three consecutive recent winners of our MGSA Karagiannaki Edited Book Prize have been focused on Greek American diaspora issues. Meanwhile, our Transnational Committee is broadening its base by strengthening collaborative work undertaken by Modern Greek Studies programs globally. To this end, a fund for the support of initiatives in Modern Greek Studies—the MGSA Innovation Fund—is open to members representing academic programs and nonprofits worldwide, and not only in north America. Lastly, we have just advertised a new grant supporting research in Greek American Studies, the The Harry J. Psomiades Research Grant.

Post-colonial critique, such as professor Herzfeld‘s “crypto-colonialism” concept and professor Hamilakis’s call to “decolonize archeology” is an increasingly strong trend in modern humanities. In the MGSA symposium you featured a panel on the project “Decolonize Hellas.” Could you tell us more about how post-colonial theory informs modern Greek studies and what are the themes this approach touches upon?

VC: Yes, a session on the “Decolonize Hellas” initiative was one of four special, lunchtime sessions at this year’s symposium. In fact, there was one on global diaspora led by our Transational Committee. Typically, special sessions showcase topical issues and initiatives in our field and guarantee more time for discussion with the audience. The speakers included leading figures from the Decolonize collaborative that has inspired a slew of programs, panels, and publications that address and interrogate the colonial genealogies underlying pressing, though often marginalized, issues in Greek society and beyond: orientalism, Balkanism, xenophobia, homophobia, racism, and sexism:

Previously the general impetus for reading neo-Hellenism through the lens of postcolonial critique had emerged from work in the United States in the 1990s and later from the contributions of colleagues such as Herzfeld and Hamilakis. During the sovereign debt and migration crisis, talk of Greece as a ‘colony’ of one sort or another became commonplace; and the derogatory resonances of such talk, much of it emanating from Europe, called for a renewed reflection on western civilizational models. The collaborative emerged at around the time of celebrations marking the bicentennial of the Greek Revolution. And, in contrast to much scholarship from that time, the Decolonize Hellas group was inspired by the crisis within Europe, decolonial theory, studies of racial capitalism, and movements stirred by the Black Lives Matter protests in the States and other emancipatory, anti-colonial calls for social justice worldwide. 

How does the integration of different academic fields such as gender and media studies impact and redefine the scope of Modern Greek Studies? Could we say that interdisciplinary approaches are among the emerging trends for Modern Greek Studies in the North American academic landscape?

KL: The integration of different academic fields is something that is reflective of the general changes and progressiveness in university education. The traditional disciplines have made room for new academic centers and area studies. As gender studies and media studies take on greater prominence in university education, then it is only logical that Greece and the Greeks would be included in their topics of scholarship.   

Looking ahead, what do you see as the biggest challenges and opportunities for the field of Modern Greek Studies? With the challenges facing humanities how can Modern Greek Studies ensure its relevance and attract both academic and public interest?

KL: One of the more recent challenges that Modern Greek Studies faced was the association of our field as an outdated, narrow, or white hegemonic area of academia. It is unfortunate to see this perception – more correctly, misperception - especially in light of the various aspects that Greek studies can be analyzed and understood. Greek studies is unique as it combines both the ancient and the contemporary. An example of this can be seen in migration studies, environmental studies, gender studies, etc. Modern Greek Studies brings the past to the present and is far more dynamic and relevant than it typically understood. The MGSA’s advocacy of newer academic fields and areas of scholarly interest helps reinforce the timeliness and relevance of Greek studies.

*Interview to Ioulia Livaditi

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Greece's educational robotics scene is rapidly emerging as a dynamic force reflecting the country's commitment to fostering science, technology, engineering and mathematics (STEM) education and innovation from an early age.  

From robots playing tennis to robots transferring data to the deep seabeds, Greece's young innovators are excelling in international competitions, making a significant contribution to the country's technological advancement and economic growth. 

Greece is the host of a variety of robotics competitions and events for students of all ages. These include local and national robotics tournaments, as well as international competitions, where Greek teams can showcase their skills on a global stage. Organizations such as Eduact, WRO Hellas, and He-ro, play a significant role in promoting robotics competitions and education.

Notably, Greece will host the prestigious annual robotics championship, FIRST Global Challenge, in 2024.  This was announced during a special ceremony in Washington DC that was attended by Greek Deputy Minister of Digital Governance Konstantinos Kyranakis, and the Ambassador of Greece to the US, Katerina Nassika. This prestigious event, akin to an Olympics-style competition for robotics, will bring λλλtogether teams from across the globe to showcase their innovation and problem-solving skills. 

Additionally, the Minoan Robotsports Competition Global Olympiad 2024 recently took place in Crete under the auspices of the Greek Ministry of Tourism. Joint teams of adults and children, starting from age 9, designed, built, and programmed robot athletes to compete in various sports. The event brought together over 4,000 competitors from 30+ countries across Europe, Asia, Africa, and the Americas.

Greece's talent in robotics is underscored by its remarkable achievements on the global stage. In the 2023 World Robot Olympiad (WRO) held in Panama, Greece emerged as a leading force, securing the 4th position worldwide and claiming the 1st spot in Europe. The Greek delegation, represented by WRO Hellas, competed with 451 teams from 90 countries under the theme "Connecting the World."

This success is not an isolated incident but testament to Greece's consistent performance in robotics competitions. Over the past four years, Greece has been the 3rd power globally and the 1st power in Europe in the Robotics Olympiad. 

The Greek government has recognized the potential of robotics and is actively supporting the sector through various initiatives. Towards the goal for “made in Greece” robotics services and products, the “Athena” Research Center" established a new Robotics Unit, developed under the auspices of the Ministry for Development and Investments. Athena RC is the only research center in the country with an exclusive focus on Information and Communication Technologies.

Robotics isn't just about machines; it's about shaping our future. The impact of robotics education goes beyond technical skills; it fosters critical thinking, teamwork, and innovation among students, preparing them for the challenges of the future workforce.

This is an article taken from Greece In America, the official newsletter of the Embassy of Greece in Washington

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The web portal Study in Greece is campaigning for the promotion and international visibility of Greek Universities and the comparative educational advantages of our country. In particular, the campaign focuses on the foreign language study programs that Greek Universities offer to Greek and international students. The initiative is supported by the General Secretariat of Higher Education of the Ministry of Education and Religious Affairs and the General Secretariat for Greeks Abroad and Public Diplomacy of the Ministry for Foreign Affairs. In this context, a number of educational programs and actions are presented in detail on a regular basis, such as undergraduate and postgraduate programs, summer schools etc, to inform international students about the many foreign language options offered by Greek Universities.

Study in Greece interviewed Professor Dimitris Karlis, Director of the MSc in Statistics offered at the Athens University of Economics and Business (AUEB) on the program, its features and what it has to offer to international students.

Dimitris Karlis is Professor at the Department of Statistics of AUEB, and also the Director of the MSc in Statistics. He has been elected as assistant professor since 2004. He has almost 80 publications published in peer-reviewed statistical journals to his credit. His areas of interest in research include mixture models, multivariate count data analysis, copula-based modeling of dependent data, computational statistics, and stochastic algorithms in particular.

The international relations of the Statistics’ Department are administered by its current Head, Professor Ioannis Ntzoufras, whose research interests focus on topics of Bayesian and computational statistics, categorical data analysis, statistical modeling, model and variable selection methodology. He is also highly motivated by applications of sophisticated models in problems related with Medical research, Psychometrics, and sport analytics.

Professor Karlis, please describe to us briefly the content, the teaching objectives and the future plans of MSc in Statistics, offered by the Athens University of Economics and Business.

The MSc in Statistics in AUEB is a cutting-edge program that integrates both the theory and the practical implantation of Statistics and Data Science. It covers the latest developments and applications of statistical methods in various fields. Our goal is to produce graduates who are ready for the market.  Hence, our MSc course is designed in such way that it can equip graduates with all the necessary methodological tools. At the same time, we also aim to prepare our graduates for further studies at the PhD level. Thus, there are courses that offer the chance to go further into particular subjects and get ready to pursue doctoral study at the highest level. The MSc in Statistics does not only equip students with all the tools and ingredients to keep up with the latest developments in statistics, but also prepares them for a diverse spectrum of careers in data science and statistics. Unlike other postgraduate programs in Greece, the MSc in Statistics offers a rich international experience, as it is delivered in English, it offers three different Double MSc Degree opportunities and has established partnerships with various Greek and International companies that provide scholarships, seminars, job opportunities, data analytics competitions and much more.

Overall, we would say that the program is not a typical MSc program which comprises only by taught courses, but it is a holistic program which integrates different teaching approaches and opportunities for its students.

Which are the educational and professional opportunities for the students entering such a demanding field of labor market?

The MSc in Statistics opens up a wide range of opportunities for our students. For instance, we have been offering a series of internships that allow the students to gain practical experience in highly esteemed companies while working, in parallel, on their master thesis in the same field. We partner with various companies from diverse domains such as biostatistics, health economics, financial modelling, consulting services, data journalism and more. This allows the students to acquire working experience, to get involved in solving real problems in actual working settings. From the educational perspective, the students benefit from a very modern syllabus that reflects the latest advances and trends in statistics and data science.

The courses are closely aligned with the data science curriculum and offer many learning opportunities about data analysis. Our program is unique in Greece for providing such a variety of options for data analysis in different fields of application.

By joining our program, our students have the opportunity to gain working experience and tackle real problems in real working settings. Our students also have the opportunity to follow a very modern syllabus that reflects the latest developments in statistical data science.

Our courses are closely aligned with the data science curriculum and offer you many options to learn about data analysis in various application areas. I believe that our program is unique in Greece for providing such a diverse and comprehensive education in statistics and data science.

In addition, we offer 2-3 short courses every year on topics of interest that will introduce you to new and exciting fields of applications. These short courses are usually delivered by invited lecturers from well-established foreign universities or collaborative organizations.

Students are also invited to attend the research seminar series of the Department of Statistics, where they can learn from the research conducted by our faculty, postgraduate and Ph.D. students and postdoctoral researchers. By the end of the postgraduate program, the student is well prepared for the market. All our graduate students are in high demand by companies in the field of data analytics and this is confirmed by the fact that almost all students find a job before completing their MSc thesis.

Please tell us, how do you believe that this postgraduate program could be more attractive for them?

As I mentioned, our program stands out because it integrates both theoretical and practical aspects of Statistics and Data Analytics. Unlike many other programs that focus mainly on programming tools and skills, we also offer a fascinating and strong theoretical component. I want to stress that statistics and data science are evolving and expanding very fast since these are two rapidly evolving fields, where the current topics may become outdated in a few years. Therefore, one needs to have all the necessary skills and tools to adapt and develop new methods. This is our vision for the MSc program and what we try to provide with the current program. I believe this is very crucial and appealing to anyone who wants to pursue this discipline.

Why should an international student prefer Athens, and Greece in general, as an educational destination among other European cities or countries?

I think that Athens is a great city for international students, as it is lively, friendly, and rich in culture. Athens has a pleasant weather all year round and the locals and Greek students are very welcoming and friendly. European students will have no trouble fitting in with the Greek student community or communicating in Athens, as most Greeks speak English fluently. In addition, Athens is ideal for short trips to the nearby Greek islands or the beaches of Attica, which are only 40-60 minutes away from the city center or the port of Piraeus. Thus, international students can enjoy both the academic and social aspects of our MSc program, which offers a variety of diverse activities. Moreover, our program is very modern and competitive, as it compares well with other International MSc programs in statistics programs. Therefore, I believe that our program is an excellent choice, as it combines high-quality education with a rich social life. Lastly, I would also like to mention that our tuition fees are very competitive when compared to other countries, taking into account all the extra activities and actions that it offers.

AUEB in general, is a very active university in terms of international initiatives and collaborations, so how do you consider that these strategies would benefit Greek Universities?

We have indeed been working hard in the past few years to establish and sustain international partnerships. We already offer double degrees with the University of Pavia, (Italy), the University of Naples (Italy) and Stevens University in New Jersey (USA). We are also in negotiations with other postgraduate programs that we hope to be able to announce soon. I believe that this extrovert approach is vital for Greek universities. Athens is a wonderful city for studying and I think we can attract many international students. That is why we need to be active in all the international forums that showcase educational programs. Moreover, our department, Department of Statistics at AUEB, is very productive in terms of academic research. This can help us to attract new collaborators and create a lot of opportunities for the incoming students.

I know that the Department of Statistics and Professor Ioannis Ntzoufras, who is also the Head of the Department, has made many efforts in the field of internationalization and there are already two double MSc degrees with the University of Pavia in Italy and with the Stevens Institute of Technology in the USA. Please tell us more about these collaborations and their prospects.

Indeed, Professor Ntzoufras is a key person for the international relations of AUEB, especially for the MSc in Statistics. He initiated the first double degree with the University of Pavia, one of the oldest in Europe, and handled all the required steps, bureaucracy and paperwork for that. He also contributed to a variety of international collaborations and agreements that we have established as a Department of Statistics over the last years.

I want to point out that the double degree with Pavia has been running for three years now, and we have already welcomed the first Italian student at AUEB. There are also students from our master program who are currently studying in Pavia as part of our Double Degree program. I think the partnership is already successful, although it is still at its beginning, and it had to face the difficulties of the pandemic. Regarding the Stevens Institute, we will accept the first students in September 2024, and I think this will be an exciting collaboration as well. Finally, this year we have signed our third Double Degree agreement with the University of Naples from which we expect students to start visiting our program in September 2024.

A brief overview of the double degrees is that a student can obtain two different but complementary postgraduate degrees in two year: the MSc Statistics from AUEB and the MSc offered by the collaborative university, which is Finance for Pavia and Financial Analytics for Stevens. Regarding University of Naples, their MSc program is on Statistical Learning & Intelligent Data Analysis or Statistics for Human and Social Sciences.

Some of the MSc courses taken in the MSc in Statistics at AUEB will be accredited to the collaborative program by transferring ECTS units. Hence, this reduces both the time and the effort required to complete the second complementary postgraduate program. Moreover, the MSc thesis is completed is shared between the two universities under collaborative supervision. This is an exceptional feature since it boosts research collaboration between the universities and opens opportunities for joint academic research and PhD programs.

Regarding the fees, there is a waiver or discount of fees depending on the agreement. Therefore, there are no fees for AUEB-Stats students when moving to the Pavia program (with extra financial support from ERASMUS+) and a 25% discount for Stevens Institute postgraduate program. This makes our double degree programs extremely attractive since fees will be much higher if you apply directly for the MSc in Financial Analytics at Stevens.

As I said before, we intend to offer additional double degrees with other universities worldwide in the near future. The Department of Statistics and AUEB are part of the HERMES network, which creates opportunities for collaborative degrees in this manner and we will soon be able to announce more programs in the field of Data Science and Analytics.

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The Medical Degree English Program offered by the School of Medicine of the National and Kapodistrian University of Athens (NKUA), was founded in 2020 and began in September 2022. It is a 6-year undergraduate program addressed exclusively to foreign nationals of EU and non-EU countries. Admissions are now open for the academic year 2024-2025, which starts in September 2024 (applications deadline: March 15, 2024).

The program ’s primary goals is to attract the very best, whether they be prospective international students or internationally renowned professors. Courses are delivered in English by world-class tutors in Medical Departments and laboratories located in the University campus, and in 16 University Hospitals that provide daily, high quality health services in the Athens metropolitan area. For clinical training, students can practice in 16 hospitals of the Attica area. The possibility to learn the Greek language is also offered, at the University’s Modern Greek Language Teaching Center.

The University of Athens (named "Kapodistrian" to honor Ioannis Kapodistrias, Greece’s first head of state) is the oldest University of modern Greece, founded in 1837. The School of Medicine was one of the four schools to operate in the university since its establishment. NKUA’s standing is reflected in various international University ranking classifications; for the 7th consecutive year, it is among the top 100 Universities of "Top Universities" by Top Google Scholar Citations.

It should be noted that the National and Kapodistrian University of Athens (in collaboration with the International Hellenic University) was also the first public Greek University to offer an English-language undergraduate program (BA in the Archaeology, History and Literature of Ancient Greece), which welcomed its first international students in September of 2020.

Greek News Agenda spoke* about the Medical Degree English Program with the Director of the program and Dean of NKUA’s School of Medicine, Professor Nikolaos Arkadopoulos, while also taking some statements from the Administrative coordinator of the program, Dr Maria Vardaki.

Pr. Arkadopoulos, please tell us what led to the creation of an English-language undergraduate program by the School of Medicine of the University of Athens? To what extent is the content of the program identical to the corresponding program in Greek?

As soon as the legislative framework allowed it, the NKUA had the opportunity to proceed with the establishment of the "Medical Degree", with the high academic level of the School of Medicine being a guarantee for the success of the program. It is worth noting that our Greek graduates excel in any postgraduate program they choose, in the rest of Europe or in the USA, no matter how competitive. The high level of research work carried out at the School of Medicine is confirmed, among other things, by the many international research projects and the large number of publications in international scientific journals with a high impact index. The objectives of the program are to attract top students from foreign countries and to provide them with the seal of academic excellence of the first medical school in the Balkans. The history and legacy of 187 years, the international reputation of our School and its high position in the world rankings, along with the high academic level of our faculty and research staff (faculty members), led last year to more than 1400 students submitting expressions of interest.

The English-language program has been certified with honors by the National Higher Education Authority, it is a six-year long program and is essentially a mirror program of the 2017 reformed Greek-language program in Medicine at the University of Athens.

Which do you consider to be the comparative advantages offered to non-Greek students by this program, and by the city of Athens in general?

Let me begin by noting that, two months ago, the data for 2023 from the Open Doors Report on International Educational Exchange placed Greece in 8th place as the most popular destination for American students to study. This is no small achievement when you consider that it is preceded by countries with a strong tradition of higher education, but also with significant advancements in the field of innovation.

It should be pointed out that this program has essentially adopted student-centered learning in order to enable members of the academic and administrative staff to manage the diversity of the student population. In the day-to-day practice of the educational process as implemented in the program, this is achieved through a continuous exchange and collection of information on the progress of students and their performance and in an interactive, ongoing evaluation of the education provided.

An important advantage is that students are trained by the academic staff of the 90 University Clinics and laboratories of the School, which operate in 16 hospitals in Athens. These clinics receive 45% of the patients of the Attica area.

The tuition fees are set at the particularly competitive amount of 13,000 euros per year.

Foreign students have the opportunity to follow high-level courses in the country where most of the sciences originally evolved, along with democracy and culture. Another key advantage of Greece is that its universities have a stronger name in academia than other competitive European countries in central Europe. Our country also benefits from its Mediterranean climate and its reputation as one of the top tourist destinations in Europe.

Would you say that Greece as a country has become a brand name in the field of Medicine (in both the fields of research and medical practice) in SE Europe, but also more broadly?

The School of Medicine of the National and Kapodistrian University of Athens plays a leading role in the continuous effort to advance medical science and health.

Greece, as a country, has emerged as a major player in the field of medicine, encouraging research and education at high levels. Scientists and health professionals in our country actively participate in European and global research programs, contributing to the shaping of the latest developments in medicine.

In the field of research, new scientific discoveries are constantly being made and innovative therapeutic approaches are emerging. Our laboratories are involved in projects that are defining the future of medicine, and our students have the opportunity to contribute directly to this scientific advancement.

NKUA’s School of Medicine continues to lead the way in healthcare with the establishment of 18 Centers of Expertise on Rare Diseases. These centers are sources of excellence, actively collaborating with other centers and networks on a national and European level. The continuous exchange of knowledge and collaboration between these centers enhances our ability to treat rare diseases with specialized and advanced therapeutic approaches.

As Dean of the School of Medicine, I am proud of the role we play in establishing medicine as a brand name for Greece. It is our priority to produce young, skilled scientists in the field of healthcare who will continue to contribute to the global medical community.

How would you describe the response from international students so far? Both in terms of the number of applications, but also in terms of the feedback received from the current students?

The program is in its second year of operation. Over the past two years, students from 64 countries have applied to the program. It is particularly significant that despite our strict admission criteria, over 1400 people submit expressions of interest each year and around 420 applicants submitted complete application files and excellent letters of recommendation.

Regarding the academic performance of our students, because we encourage their participation in research from the first year, it is worth noting, for example, that a sophomore student participated in a research paper published in the Surgical and Radiologic Anatomy journal, and three of our students participated with presentations at a conference.

In addition to the legal admission requirements, each program has set criteria that ensure a high level of admission. Criteria such as passing the BioMedical Admissions Test (BMAT), the Medical College Admission Test (MCAT), a requirement for a high IB score and A*- levels in Chemistry, Physics, Biology courses, completion of a pre-med program or a BSc in related sciences, all of which are guarantees for the successful operation of the program.

My personal experience has been excellent. Everything has been smooth since I first arrived thanks to the faculty and staff. Our curriculum is very well organized and all of our classes are taught in English by dedicated professors always willing to support us. We have quality instruction with informative lectures and labs. I appreciate the University’s mission of internationalization. I have made friends from around the world and I am able to create new experiences while earning my medical degree in one of the best Universities of Greece.

Antonia Vasilopoulos, USA

What is the School of Medicine's vision for the future of this program? Can you tell us if there are any plans in the works for other international undergraduate programs from the University of Athens?

We will continue to emphasize the quality of educational work, the quality guarantee policies, the strengthening of research, the enhancement of synergies, the development of international cooperation. What we hope for with the Medical Degree English Program is the same that happens with the alumni of our Greek-speaking medical degree: to see that 100% of those who choose to work abroad find a job.

After all, the testimonies of our students make us look to the future with optimism, precisely because of the work that has been done and the recognition that exists, so that any competition acts as a challenge rather than a threat.

There are some programs that are in the process of being accredited, by the School of Dentistry, the Department of Nursing and the Department of Pharmacy.

In her statement to GNA, the Administrative coordinator of the program, Dr Maria Vardaki, pointed out that "Every semester students carry out an anonymous evaluation of both the program and the individual classes, but also of the program's administrative support." As she explained, the program’s team is particularly pleased that the "students in every evaluation so far have rated the program support with 5/5 and a response time of less than 3 hours to every request between 7:00-23:00 daily – a goal that the staff had also set to the Hellenic Authority for Higher Education."

As she added, the program's administrative support team is working with Study in Greece on housing services so that they can respond effectively to this need to cater to international students.

*Interview by Nefeli Mosaidi

Read also via Greek News Agenda: ; Interview with Prof. Karamalengou, academic director of the first English-language university programme on classical studies in Greece; Students from 27 countries at international program AUTh Medical School; Study in Greece | Bachelor’s Degree: Professor Christos Tsatsanis on the International Program in Medicine at the University of Crete

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The web portal Study in Greece is campaigning for the promotion and international visibility of Greek Universities and the comparative educational advantages of our country. In particular, the campaign focuses on the foreign language study programs that Greek Universities offer to Greek and international students. The initiative is supported by the General Secretariat of Higher Education of the Ministry of Education and Religious Affairs and the General Secretariat for Greeks Abroad and Public Diplomacy of the Ministry for Foreign Affairs. In this context, a number of educational programs and actions are presented in detail on a regular basis, such as undergraduate and postgraduate programs, summer schools etc, to inform international students about the many foreign language options offered by Greek Universities.

Study in Greece interviewed Associate Professor Nikolaos Kourniatis, Director of the Msc in Interaction Generative Design offered at the Hellenic Open University (HOU), about the program, its features and what it has to offer to international students.

Dr Nikolaos Kourniatis is an Architect and a graduate of the National Technical University of Athens. He continued his postgraduate studies at NTUA and postdoctoral research at NTUA and UOA in geometry and holography. He is an Assistant Professor in the Department of Civil Engineering at UniWA and the Director of the IGD. He teaches geometric representations, holography and parametric design at the Department of Civil Engineering and the Department of Interior Architecture at UniWA, as well as at the School of Architecture, UOA. He is the author of the books "Geometric Representation Techniques and Modern Digital Media", "Geometric Representations in Applied Architectural Design", "Geometry and Architecture", and "Perspective in Architectural Representation". He is a member of the Hellenic Mathematical Society, has participated in international mathematical conferences and has published in scientific journals.

Mr Kourniatis, could you please briefly introduce the Msc Interaction Generative Design (IGD), its features and the history of the program?

The program consists of 6 thematic units in two semesters of study and is completed in the third semester with the diploma thesis. The 3 modules of the first semester are aimed at introducing algorithmic thinking, both theoretically, and about learning the basic algorithmic design tool, namely Grasshopper, which is an add-on of the CAD program Rhino. At the same time, the students are taught basic geometric concepts, through the theory of curved lines and surfaces, which they are then asked to handle in their projects.

In the second semester, further geometrical concepts that are often found in design with algorithmic thinking, such as patterns found in nature and fractal structures, are the subject of the second semester of studies. In this semester students are also taught the basic concepts of digital manufacturing, with methods that make use of CNC machines and 3D printers, as well as delving into interaction design, through sensors that can be placed in structures and control the reaction of the structure to possible actions of man or in relation to the environment, in which it is included.

In the last semester, students choose a topic for their thesis, in collaboration with one of the teachers or in collaboration with more than one teacher in different fields. This topic can be theoretical, based on concepts they have learned in the previous two semesters, or have more of a project character framed by a theoretical reflection.

This program started from a personal vision in 2016-2017 and a related proposal I made to my colleague and Professor St. Zerefos, who encouraged me and showed me how to set up a proposal for such a program to the Open University. What I was thinking was to propose a way of thinking about modern means of design and construction, which would be a continuation of analogical methods and would be based on the geometry of space. This would free the imagination of the designers from the constraints of the respective software. Professor Zerefos was vital in forming the program and without him this MA wouldn’t have been possible.

Then I found the experts, whom I have known from other acquaintances, such as my colleague and Associate Professor S. Giannoudis, who was the first person I approached and with whom we actually set up the program. The content of the different modules was proposed to the Academic Committee of the program by the professors who teach the different subjects. My mission, as the Program Director, was to ensure the coherence of the program and the possible collaboration between the modules, in the sense that the knowledge acquired in the context of a module can be transferred in the practice of another. It is definitely a team effort.

Given that the Msc Interaction Generative Design is taught in English, how do you think that having an international element to the program will help enhance students’ experiences and their understanding of the field of interaction generative design?

The program was designed in English with the aim to engage with international students and facilitate collaborations between different nationalities. We believed that people with different starting points in academia, i.e. who have undertaken similar undergraduate studies, and have possibly formed different perceptions around the subject of spatial planning and its objects, could meet within the framework of this program and illuminate different aspects of the same problem. Also, in the creation of the program we took into account what is happening internationally in the academic field in corresponding such study programs and we have been following the development of interactive algorithmic design in the professional field for years now.

What do you think will be some of the key outcomes and professional opportunities for students enrolled in the Msc Interaction Generative Design?

Graduates of the program are very well versed in methodologies involving algorithmic thinking and also know how to organize their work in terms of digital fabrication. A graduate of this program has the possibility to work in the design of facades, roofs, furniture, lighting, jewelry and in general object design. It can also design the interaction between object and user. In other words, constructions that react to specific actions of the user, such as some facades or canopies or even some sculptures.

Could you please briefly describe how you think the field of interaction generative design will develop and evolve in the coming years? How should educational programs adapt and evolve alongside these developments?

Internationally, knowledge about algorithmic design issues is increasingly spreading in academia. It is a design method that fits and perhaps forms the basis for Artificial Intelligence issues in space design. Design in general is directed towards disengagement from the form of the objects being designed and increasingly towards the control of their structure and inherent properties. Manipulating the properties of an object is the key that can unleash creativity at levels that can surprise the designer himself. This is not a new thought. It is an idea that originates from Plato and was greatly cultivated during the modernist period. But now it has been transformed into a space planning methodology, which is compatible with the principles of Artificial Intelligence and with the possibilities offered through digital construction.

In the course’s first year of existence, how has it engaged students?

The program’s students indicated interest in both the curriculum and the different modules that make it up. A few of them informed us that they thought the content’s exercises were engaging and that the curriculum appeared to be very well-organized. The first students are already working with many professors and combining their particular expertise from various modules to begin their diploma theses. In one instance, the modules of digital fabrication and geometry were merged to study geometric structures that the student would later manufacture using digital machinery.

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