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.

George L. Adonakis  (upper left) is a Professor of Gynecology and Obstetrics and serves as Chair of the Faculty of Medicine at the University of Patras. George C. Kagadis  (lower left) is a Professor of Medical Physics and Medical Informatics at the University of Patras, with expertise in biomedical imaging, data analysis, and healthcare technologies. He also serves as Director of the English-taught Medical Degree Program.

Study in Greece interviewed Professors George L. Adonakis and George C. Kagadis about the newly established English-taught medical degree at the University of Patras, focusing on its key features and the opportunities it offers to international students, including its modern curriculum, strong clinical training, global orientation, and support for students coming from abroad.

Please provide us with an overview of the new international Medical Degree of the University of Patras, its program structure and main research areas.

The English Medical Program (EMP) of the University of Patras is a six-year, 360-ECTS undergraduate medical degree delivered entirely in English, admitting fifty students per academic year. The curriculum is organized around three integrated modules: a preclinical foundation in the first two years, a clinical phase from the third through the fifth year, and a dedicated clinical practice module in the fifth and sixth years at the University General Hospital of Patras (PGNP) — one of the largest teaching hospitals in Greece — and at the University Health Centre. We have deliberately moved away from a purely lecture-based model, weaving in case-based discussions, small-group teaching, laboratory work, simulation-based clinical skills training from the very first semesters, and hybrid digital learning, so that each topic is taught by the most specialized faculty member and in the format best suited to it.

The School of Medicine's research strengths — which directly inform the teaching — span molecular biology and genetics, neurosciences, oncology, cardiovascular and pulmonary medicine, medical physics and biomedical imaging, public health, and translational clinical research, supported by fully equipped laboratories, core research infrastructures, and a broad network of international collaborations. A defining feature of the EMP is that during the first six semesters students also follow Greek-language courses, so that by the time they enter intensive clinical rotations they can communicate meaningfully with patients and colleagues. Tuition is €12,000 per year, and few merit- and need-based scholarships are awarded annually.

How does the establishment of the program align with the University of Patras strategy for internationalization and extroversion?

The EMP is a concrete expression of a strategy the University of Patras has been advancing for some years now — moving from being a distinguished national institution to being a genuinely international one. An English-taught medical degree is, frankly, one of the most demanding undertakings a university can launch: it requires mature research infrastructure, a critical mass of English-proficient faculty, a major university hospital, and the administrative capacity to support international students end-to-end. The fact that the University of Patras can deliver all of this is, in itself, a statement about where the institution stands today. Beyond the program itself, the EMP deepens our collaborations with international academic centres, attracts faculty and researchers from abroad, and — importantly — brings to our campus a diverse student community that enriches the experience of every student at Patras, Greek and international alike.

Your program is the first international program of the University of Patras to begin at an undergraduate level. Would you say that it is only the first of many?

I would say so, yes — and I think that is the right ambition for the University. Launching an undergraduate program in English, particularly one as demanding as medicine, builds institutional capability that extends well beyond a single department: standardised international admissions, student support for non-EU applicants, academic advising in English, quality assurance aligned with international expectations. Once that infrastructure exists, other schools can build on it far more readily than if each were starting from zero. Medicine is a natural first step because of the sustained international demand for high-quality, English-taught medical education in Europe, but I fully expect the University of Patras to offer further English-taught undergraduate programs in the years ahead.

What kind of student life should applicants expect in your program?

Patras is one of the friendliest student cities in Greece — a coastal city of roughly 200,000 people, large enough to feel cosmopolitan and small enough that students quickly feel at home. Our campus sits on the Gulf of Patras with views across to the mountains of mainland Greece, and students move easily between lecture halls, laboratories, the university hospital, cafés, and the sea. The EMP admits fifty students a year from around the world, which creates a close-knit, multicultural cohort in which friendships form quickly and cross every border.

Beyond the classroom, students have access to the full range of University of Patras facilities — libraries, sports and athletic clubs, cultural societies, and student associations — and to the Erasmus+ mobility network for exchanges across Europe and beyond. Because we teach Greek during the first three years, our international students integrate into local life in a way that is genuinely unusual for English-taught programs: they can chat with the baker, understand the news, travel independently around the country. Greece itself is, of course, part of the experience — the history, the islands, the food, and a pace of life that students tell us they come to love.

Advanced Light Microscopy

Could you say a few words on clinical training provisions for students in your program?

Clinical training is the heart of this program, and we have structured it deliberately. From the very first semesters, students acquire essential clinical skills in a simulation environment under the supervision of clinical faculty — so that by the time they step onto a ward, the fundamentals of patient examination, communication, and basic procedures are already familiar. From the third year onwards, clinical teaching is integrated: foundational science is taught alongside the corresponding clinical discipline, so students build basic and clinical knowledge in parallel rather than in sequence. Every student maintains a clinical logbook documenting the competencies they must demonstrate, and completion of that logbook is a prerequisite for final clinical examinations.

The bulk of clinical training takes place at the University General Hospital of Patras, a major tertiary referral center covering the full range of medical and surgical specialties, complemented by the University Health Centre for primary care exposure. The fifth and sixth years are devoted entirely to clinical practice — effectively two full years of supervised, hands-on rotations — which is where students consolidate everything they have learned and step into the role of a junior doctor in training.

What degree of recognition will students have upon graduation and what kind of gateways for residencies or specializations should be expected?

Graduates of the EMP receive the Medical Degree of the University of Patras — the same degree awarded to graduates of our Greek-language program, with no distinction whatsoever on the diploma. Because the degree is issued by a Greek public university accredited by the Hellenic Authority for Higher Education, it is automatically recognized across the European Union under the EU's Directive on the mutual recognition of professional qualifications (2005/36/EC), meaning graduates can pursue residency training and medical practice in any EU/EEA member state after fulfilling local registration requirements.

Beyond the EU, our graduates will be well positioned to sit the licensing examinations that open most major medical systems — the USMLE in the United States, the PLAB/UKMLA in the United Kingdom, the MCCQE in Canada, and equivalent pathways in Australia, the Gulf, and elsewhere. Our curriculum is deliberately benchmarked against international standards so that students are prepared for these examinations as a natural extension of their studies, not as a separate undertaking. Within Greece, graduates can enter the national residency system across the full range of specialties. In short: a degree from the EMP is a globally portable qualification, and a graduate's choice of where to specialize is just that — a choice.

Applications are now open! For more, follow the link:

https://apply.studyingreece.edu.gr/en/programmes/bsc/1732/details/medical-degree-by-university-of-patras.

The post International Program Stories – Medical Degree at the University of Patras appeared first on Greek News Agenda.

The Hellenic Parliament presents the exhibition “Alpha Beta: Learning Greek in the West: Byzantium–Italy–Europe”, a narrative through the universal radiance of the Greek language. The Exhibition highlights the enduring journey, dissemination, and profound influence of the Greek language and literature on the formation of European culture.

Supported by the Embassy of Italy and the Italian Cultural Institute in Athens this Εxhibition continues the cultural legacy of the Italian exhibition Alpha Beta: Apprendere il Greco in Italia (1360-1860) / Learning Greek in Italy, presented at the Biblioteca Nazionale Braidense in Milan in 2023. In its Greek version, the narrative expands to trace the course of the Greek language from Byzantium to Italy and from there to all of Europe, extending its scope to the present day. The content is drawn from the rich collections of the Library of the Parliament, enriched with rare editions and artworks from leading cultural institutions in Greece -the National Gallery, the National Historical Museum, the National Library of Greece, the Historical Library of the “Aikaterini Laskaridis” Foundation, the “Korais” Central Public Historical Library of Chios, the Onassis Library-, as well as from Italy, including the Biblioteca Ambrosiana and the Pinacoteca di Brera in Milan.

The Latin adage “Graeca sunt, sed tamen leguntur” (It’s Greek, yet readable) is wryly juxtaposed with the Shakespearean “it’s Greek to me”, highlighting the dual position of Greek in the West: while Greek signified the “incomprehensible” for many, it was also the object of systematic study as the quintessential language of learning, prestige and intellectual reference.

Byzantine scholars and Italian humanists. A cosmogonic encounter

At the turn of the 14th to the 15th century, Byzantine scholars, bearers of an uninterrupted literary tradition spanning centuries, encountered Italian humanists in a transformative intellectual collaboration. The Greek language became the key to accessing Homer, Plato, Aristotle, and the Church Fathers; it emerged as a vehicle for education, rhetoric, political and scientific thought, as well as theological reflection.

During the Middle Ages in the West, Greek as a spoken language survived only in certain Byzantine or formerly Byzantine regions of Southern Italy and Sicily. Although references to Greek learning up to the fourteenth century are sparse, from the ninth century on ward a limited but gradual awakening of interest can be observed, manifested in Latin translations of works by Aristotle, Galen, and the Church Fathers. From the thirteenth century, engagement with Greek texts became more systematic, while a pivotal development was the decision of the Council of Vienne (1311-1312) to introduce the teaching of Greek -aimed at the study of Christian literature- at the universities of Rome, Paris, Bologna, Oxford, and Salamanca. This was also the period when pioneering figures of humanism, such as Petrarch and Boccaccio, expressed an ardent desire to read Homer in the original. In order to learn Greek, some sought out scholars of Byzantine origin living in the West, while others traveled eastward, to Byzantium and to Venetian-ruled Crete, to study the language at its source, as did Guarino Veronese, who followed his teacher Manuel Chrysoloras to Constantinople.

On the occasion of the Council of Ferrara-Florence (1438-39), the last attempt at the union of the Churches, Byzantine scholars arrived in Italy and contributed decisively to the intellectual osmosis between East and West. Central figures included Georgios Gemistos Plethon, who helped rekindle interest in Platonic philosophy, and the bishop of Nicaea -later cardinal- Bessarion, who assembled an exceptionally rich collection of 752 manuscripts of classical texts, which he then donated to Venetian Senate. In the shadow of the Ottoman advance, and especially after the Fall of Constantinople, many Byzantine scholars migrated to the West. Settling primarily in the cities of Northern Italy, they taught their native language, copied manuscripts, founded schools, com posed linguistic manuals, and edited the first printed editions of Greek works. Through the Greek language, Renaissance Europe was thus provided with the means to reconnect with its own intellectual roots.

Manuel Chrysoloras. The first teacher

A leading representative of Byzantine erudition and diplomatic envoy of Emperor Manuel II Palaiologos to the West in search of assistance against the Ottomans, Manuel Chrysoloras (c.1350-1415) inaugurated the teaching Greek letters in Italy -and more broadly in Western Europe- in 1397. At the invitation of the Chancellor of the Florentine Republic, Coluccio Salutati, he taught for three years grammaticam et litteras grecas at the city’sStudium. His success rested on his clear and accessible method of teaching the demanding Greek language, as well as on his advocacy of sense-for-sense rather than word-for-word translation. Around him he gathered enthusiastic students, Italian humanists, and representatives of the ruling circles, among whom he ignited both the desire to approach texts in the original through the study of Greek, and an interest in the collection, systematic study, and translation of Greek works into Latin.

Aldus’s printing house

From the late fifteenth century onward, Italy (Florence, Milan, Venice, Padua, Rome) became the principal centre of Greek learning in Europe. Leading scholars taught there, among them Manuel Chrysoloras, Ioannis Argyropoulos, Demetrios Chalkokondyles, Janus and Constantine Lascaris, Marcus Musurus, and others. With the advent of printing in Venice and the typographical achievement of Aldus Manutius, Greek books were disseminated on an unprecedented scale, laying the foundations for humanistic studies and modern European education. Aldus Manutius (c. 1450-1515) was the first Renaissance printer to devote himself systematically -and at considerable personal financial risk- to the publication of Greek texts. With the establishment of his press in Venice and drawing primarily on manuscripts gathered by humanists across Europe, as well as the manuscript collection of his close collaborator, the Cretan scholar Marcus Musurus, he produced, from 1494 until his death in 1515, reliable editions of works of ancient Greek literature (Homer, Aristotle, Plato, Herodotus, Thucydides, Xenophon, Sophocles, Euripides, Aristophanes, among others). Seeking moreover to support the teaching of the Greek language, he published pedagogical works such as grammars and lexica (by Manuel Chrysoloras, Constantine Lascaris, Theodorus Gaza, Giovanni Crastone, and others), and he himself com posed a grammar, being an accomplished Hellenist and a meticulous philologist.

From Italy to the rest of Europe

In Western Europe, the spread of Protestantism further encouraged the study of Greek as an essential tool for direct access to the original text of the Holy Scriptures and the writings of the Church Fathers. At the same time, autonomous traditions of Greek learning developed in various regions (Germany, France, Switzerland, the Netherlands) even without the direct presence of first-generation Byzantine teachers.

The Greek language occupies a special position within European education, as it is experienced both as a medium for understanding the roots of European civilization and as the living language of a modern nation that carries a long-standing intellectual tradition. Italy remains one of the few European countries in which secondary-school students are systematically taught Ancient Greek language and literature, as a legacy of the historical emphasis on classical education that originated in the Renaissance and has continued to the present day. Chairs of Modern Greek Studies in Italy, the Hellenic Institute of Byzantine and Post-Byzantine Studies in Venice, as well as the presence of historic Greek communities in Southern Italy, have kept the intellectual relationship between the two countries alive and have encouraged, alongside the study of ancient literature, the exploration of Byzantine and modern Greek literature, history, and culture.

A similar situation can be observed in other European countries, such as France, Germany, Austria, the United Kingdom, Spain, Benelux, the Balkan and the Scandinavian states, as well as around the world, where universities and research institutes offer structured programs in Classical and Modern Greek studies or courses in Modern Greek, often in collabo ration with cultural institutions and Greek communities.

The vernaculars in the foreground

However, Greek letters in the West were not confined to the world of classical authors. Dictionaries, grammars, and multilingual manuals documented the living vernaculars -the language of merchants, sailors, diplomats, and travelers-, highlighting the continuity, adaptability, and dynamism of Greek across the centuries. These were essential both for the education of Greek communities in Western and Central Europe, and for the practical communication needs of everyday users of the language in the Eastern Mediterranean and in the territories of the Ottoman Empire. This development forms part of the broader emergence of the vernaculars as languages of literacy in Europe, a process that began in the thirteenth century, accelerated during the fifteenth, and became institutionally established in the sixteenth.

Both ancient and vernacular Greek have been, and continue to be, cornerstones of European intellectual identity- a language that is still read, taught, and continues to inspire today.

The exhibition was inaugurated by the President of the Parliament, Mr. Nikitas M. Kaklamanis on February 9th 2026, on the occasion of the International Greek Language Day established by UNESCO.  It will run until the end of June 2026.

The Hellenic Parliament offers guided tours for the public.

👉 Information and tour bookings here

EXHIBITION CONTRIBUTORS

GENERAL CURATION    Dr Maria Kamilaki

Αcting Director General, D.G. of Electronic Administration, Library & Publications

SCIENTIFIC CURATION   Dr Maria Vlassopoulou

Head of the Benakeios Library & Political Figures Department, Hellenic Parliament Library

ORGANIZATION-CURATION     Sophia Hiniadou Cambanis

Attorney at Law-Cultural Management Advisor, D.G. of Electronic Administration, Library & Publications

RESEARCH-TEXTS-ANNOTATIONS

Dr Maria Vlassopoulou

Natassa Papakonstantinou

Philologist, D.G. of Electronic Administration, Library & Publications

SCIENTIFIC ADVISORS

Agamemnon Tselikas

Philologist-Paleographer, Honorary PhD, Democritus University of Thrace

Dr Ioannis Kassidis

Philologist-Byzantinist, D.G. of Electronic Administration, Library & Publications

EXHIBITION DESIGN

Maria Papadopoulou

Architect-Set & Costume Designer, Hellenic Parliament Library

GRAPHIC DESIGN OF DISPLAY MATERIAL - PRODUCTION OF AUDIOVISUAL & DIGITAL APPLICATIONS
Thymios Presvytis – PEAK DESIGN This exhibition was based on the creative and curatorial concept of the first edition (2023) ALPHA BETA. APRENDERE IL GRECO IN ITALIA / LEARNING GREEK IN ITALY (1360-1860), Biblioteca Braidense, Milan, curated by Geri De la Rocca de Candal, Paolo Sachet, Marina Zetti.

Exhibition Highlights at a Glance

• Manuel Chrysoloras’ Erotemata (1475–1476): The first manual for teaching the Greek language in Renaissance Italy, marking the beginning of the systematic study of Greek in the West
• Etymologicum Magnum (1499): The monumental edition by Z. Kalliergis, M. Musurus, and N. Vlastos; the starting point of independent Greek printing activity
• Incunabula and Early Editions from the Aldine Press: The first printed editions of classical literature: Aristotle (1497), Aristophanes (1498), Plato (1513)
• Corona Preciosa (1527): The first printed dictionary to feature the vernacular Greek language
• Henri Estienne, Thesaurus Graecae Linguae (1572–1573): The most significant lexicographical work of the Renaissance

• Nikolaos Loukanis, Homer’s Iliad (1640, 1st ed. 1526): The first verse translation of the Iliad into vernacular Greek, adorned with exceptional woodcuts
• Alessio da Somavera, Tesoro della lingua greca volgare ed italiana (1709): The Greek-Italian dictionary by the missionary Alessio da Somavera, featuring handwritten notes by Adamantios Korais

Browse Digitally

• The oldest incunabulum in the Library of the Hellenic Parliament: Manuel Chrysoloras’ Erotemata (1476)
• The first printed Greek Grammar, written entirely in Greek, by Constantine Lascaris (1476), from the collections of the National Library of Greece
• The autograph manuscript of Aldus Manutius’ Grammar (1515), from the treasures of the Biblioteca Ambrosiana in Milan

The post “Alpha Beta: Learning Greek in the West: Byzantium – Italy – Europe” appeared first on Greek News Agenda.

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.

Konstantinos Alexandris is a Professor and Dean of the School of Physical Education and Sport Science at Aristotle University of Thessaloniki. He also serves as Director of the newly established Bachelor's program, “Sport and Exercise Sciences for Health and Performance,” which is designed for students interested in the scientific principles of human movement, athletic performance, and health. He leads several European Union and nationally funded research projects (including Erasmus+, Interreg, and Innovation programs), focusing on sport tourism, sustainability, and the promotion of active living.

Study in Greece interviewed Professor Konstantinos Alexandris on the Bachelor program “Sport and Exercise Sciences for Health and Performance,” its features and what it has to offer to international students.

Professor Alexandris, please provide us with a brief overview of the brand new Bachelor in “Sport and Exercise Sciences for Health and Performance”, its structure and main research areas.

The Bachelor in Sport and Exercise Sciences for Health and Performance is a newly established, fully English‑taught undergraduate program designed to offer an international, modern, and scientifically grounded education in the fields of sport, health, and human performance. Delivered jointly by the Schools of Physical Education and Sport Science of Thessaloniki and Serres at Aristotle University of Thessaloniki, the program spans 4 years (240 ECTS) and integrates academic study with hands‑on professional training.

Program Focus

Students follow a structured curriculum that blends:

• Scientific coursework in sport and exercise sciences
• Laboratory‑based training using state‑of‑the‑art facilities
• Applied practice and fieldwork in real‑world sport and health environments
• Research activities that develop analytical and critical thinking skills

This combination ensures graduates gain both theoretical knowledge and practical competencies relevant to contemporary professional settings.

Specialization Pathways

Students choose one of two focused pathways:

• Sport Performance Emphasizes coaching science, athletic performance optimization, training methodologies, and applied sport analysis.
• Exercise for Health and Rehabilitation Focuses on exercise prescription, health promotion, chronic disease prevention, and rehabilitation strategies.

Graduate Outcomes

The program prepares students for diverse careers in:

• Sport Sciences and Performance analysis
• Exercise, Fitness, and Wellness professions
• Health promotion and rehabilitation settings
• Sport development officers
• Research and postgraduate academic pathways

Graduates are equipped with the scientific knowledge, practical skills, and international perspective required to work in multidisciplinary environments across the global sport, health, and exercise sectors.

What would you say are the qualities that help your Bachelor’s program stand out, compared to others of its kind?

• A World‑Class University

Aristotle University of Thessaloniki is one of the largest Europe’s leading universities, internationally recognized for excellence in education, research, and innovation. Its long academic tradition and global reputation provide students with a strong and respected academic foundation.

• A Top‑Tier School of Physical Education and Sport Science

The School of Physical Education and Sport Science is consistently ranked among the top institutions worldwide in sport science research, education, and professional training. The school has more than 3,000 undergraduate, postgraduate, and PhD students, taught and supported by over 100 faculty members who are actively engaged in international collaborations and cutting‑edge research. Several world‑leading researchers teach within the school. Numerous EU‑funded projects are coordinated by faculty, offering students opportunities for international exposure, networking, and hands‑on research experience.

• Strong Integration of Science, Practice, and International Orientation

The program uniquely blends academic knowledge with applied training and real‑world experience. It is designed specifically for international students and to be delivered in a multicultural academic environment. It emphasizes laboratory work, field practice, and evidence‑based approaches. This combination ensures graduates are prepared for global careers in sport, health, and human performance.

• Thessaloniki: A Student‑Friendly European City

Thessaloniki is known for being:

Affordable, compared to other major European cities

Multicultural and vibrant

Safe and welcoming for international students

Its lively student community and rich cultural life make it an ideal place to study and live.

• Greece: The Birthplace of Sport and the Olympic Ideals

Studying sport science in Greece adds a unique cultural and historical dimension. Students experience the origins of sport, physical culture, and the Olympic spirit — an inspiring backdrop for academic and professional development.

• Competitive Tuition and Cost of Living

The program offers excellent value with its competitive tuition fees. The cost of living in Thessaloniki is also significantly lower than many European university cities. This makes high‑quality international education more accessible.

What kind of facilities and labs does the program include and what are the practical applications for them?

Exceptional Facilities and State‑of‑the‑Art Laboratories

The school is located within a dedicated sport campus of more than 200 acres, offering one of the most comprehensive sport and exercise environments in the region. The campus includes:

• Two fully equipped indoor sport courts
• Four football pitches
• Multiple tennis courts
• A full track and field stadium
• Modern fitness and strength‑training facilities

These facilities support both academic learning and high‑level athletic development.

The School also hosts state‑of‑the‑art laboratories specializing in:

• Sport medicine
• Biomechanics
• Coaching science
• Motor learning and control
• Exercise physiology
• Sport psychology
• Sport and tourism management

These labs are used extensively for research, teaching, and professional consultation, giving students direct access to advanced scientific tools and real‑world applications.

What are the academic or professional prospects that students are expected to have upon graduation?

Career and Academic Prospects

Graduates of the BSc in Sport and Exercise Sciences for Health and Performance complete the program with a strong foundation in scientific knowledge and a comprehensive set of practical skills. This combination enables them to pursue a wide range of professional and academic pathways in the sport, health, and human performance sectors.

Professional Opportunities

Graduates are prepared for careers across multiple fields, including:

• Sport science and performance analysis
• Health and fitness industries
• Clinical exercise and rehabilitation settings
• Coaching and athletic development
• Sport management and administration

Indicative professional roles include:

• Sport scientist
• Clinical exercise specialist
• Coach or performance trainer
• Fitness instructor
• Health and wellness advisor
• Educator for individuals with disabilities
• Sport development officer
• Sport manager

Academic Pathways

The program also provides a strong platform for further study. Graduates are well‑prepared to pursue postgraduate degrees (MSc and PhD) in areas in sport related areas.

In what way does your program align with the Aristotle University of Thessaloniki’s broader strategy for internationalization?

A Strong Commitment to Internationalisation

Aristotle University of Thessaloniki maintains an extensive global network, with more than 600 Erasmus partnerships and over 4.000 international students enrolled across its programs. As a university that actively promotes internationalisation, it fosters a vibrant, multicultural academic environment where students from diverse backgrounds learn and collaborate.

The BSc in Sport and Exercise Sciences for Health and Performance is fully aligned with the University’s mission to expand international education. By offering high‑quality English‑taught undergraduate and postgraduate programs, the University strengthens its global presence and provides international students with accessible pathways to study in Greece.

If you could send a message to a student who is considering studying in your program, what would it that message be?

This program offers a unique opportunity to study sport and exercise sciences within a truly international, research‑driven, and multicultural environment. By choosing this degree, you will gain not only strong theoretical foundations and advanced practical skills, but also the experience of becoming part of a dynamic academic community in Greece — the birthplace of sport and the Olympic ideals.

You will be encouraged to challenge yourself, think critically, and engage with real‑world applications across sport performance, health, and rehabilitation. Throughout your studies, you will develop competencies that are highly valued in scientific, clinical, and professional environments around the world.

If you are passionate about sport, health, and human performance, this program offers a powerful foundation for a meaningful and globally relevant career. It provides not only knowledge and practical skills, but also the opportunity to grow within an international academic community shaped by the rich cultural heritage of Greece — the birthplace of sport and the Olympic ideals.

Applications are now open! For more, follow the link:

https://apply.studyingreece.edu.gr/en/programmes/bsc/1729/details/sport-and-exercise-sciences-for-health-and-performance.

The post International Program Stories: Bachelor in “Sport and Exercise Sciences for Health and Performance” in Thessaloniki appeared first on Greek News Agenda.

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.

Manolis I. Stefanakis is Professor of Classical Archaeology and Numismatics in the Department of Mediterranean Studies at the University of the Aegean, where he also serves as Director of the BA in Eastern Mediterranean Studies (Archaeology–History–Culture). His research focuses on Classical Archaeology and Ancient Greek Numismatics, with particular emphasis on the interdisciplinary fields of Archaeology and Sustainability and Archaeoseismology.

Study in Greece interviewed Professor Manolis I. Stefanakis on the BA in Eastern Mediterranean Studies, its features and what it has to offer to international students.

Professor Stefanakis, please give us an overview of the brand new BA program in Eastern Mediterranean Studies, its structure and its main research areas.

The BA in Eastern Mediterranean Studies (Archaeology–History–Culture) is a four-year, interdisciplinary undergraduate program, fully taught in English and exclusively addressed to an international student body. The program focuses on the study of the Eastern Mediterranean from prehistoric times to the late Byzantine and medieval periods, combining approaches from archaeology, history, and classical and cultural studies. Its structure offers students a solid theoretical background alongside methodological training, encouraging comparative and cross-cultural perspectives. The main research areas include material culture, historical processes, cultural interaction, and the long-term dynamics that shaped societies across the Eastern Mediterranean world in the past.

How does your BA align with the general extroversion strategy and internationalization goals of the University of the Aegean?

The program is fully aligned with the internationalization strategy of the University of the Aegean. Being the first undergraduate program of the university taught entirely in English and exclusively addressed to international students, it significantly enhances the institution’s outward-looking orientation and global academic presence. By welcoming students from different countries and academic backgrounds, the BA in Eastern Mediterranean Studies promotes academic mobility, intercultural exchange, and international collaboration.

Could you give us more insights about the correlation between the subject of the program and the university’s key location?

The program’s subject matter is deeply connected to the geographical location of the Department of Mediterranean Studies: Archaeology, Linguistics, International Relations of the University of the Aegean, based on the island of Rhodes. Situated at a historical crossroads of the Eastern Mediterranean, Rhodes offers a unique living laboratory of archaeological sites and cultural landscapes spanning multiple historical periods. This strategic location allows students to directly engage with the material and historical realities they study.

What future prospects does your BA program open up for its graduates in the academic field and in the job market?

Graduates are well prepared for postgraduate studies and academic research in archaeology, history, heritage studies, and Mediterranean studies. Beyond academia, the program equips students for careers in museums, cultural institutions, heritage management, education, cultural tourism, international organizations, and the public and private sectors.

Your program is the first international undergraduate program featured in the University of the Aegean. Would you say that it is the first of many to be established in the university?

As the first, indeed, international undergraduate program of the University of the Aegean, this BA marks an important milestone. It reflects the institution’s commitment to expanding English-taught degrees and strengthening international outreach. While no official announcements have been made, I am sure that the program will serve as a model for future international initiatives.

What would you say to students that are interested in pursuing an academic path in this specific discipline to consider your program?

Students interested in the history, archaeology, and cultures of the Eastern Mediterranean will find this program an excellent foundation for an academic career. It offers a rigorous interdisciplinary curriculum within an international academic environment. The program prepares students to contribute meaningfully to scholarship, cultural heritage, and international dialogue, while offering an insight on living history on the island of Rhodes.

Applications are now open! For more, follow the link:

https://apply.studyingreece.edu.gr/en/programmes/bsc/1728/details/eastern-mediterranean-studies-archaeology-history-culture

The post International Program Stories / BA in Eastern Mediterranean Studies appeared first on Greek News Agenda.

Celebrating World Greek Language Day, the Embassy of Greece in Tokyo organized, on March 9, an academic event in cooperation with the University of Tokyo, held at the University’s premises. At the opening of the event, the commemorative message of the Deputy Minister of Foreign Affairs, Mr. Loverdos, was presented, along with a relevant informational video produced by the Ministry of Culture, translated into Japanese.

This was followed by a welcome address from the Ambassador of Greece to Tokyo, Ms. Kliamaki, who emphasized the timeless value of the Greek language throughout its long history, from the works of ancient Greek authors to our National Poet, Dionysios Solomos, as well as its contemporary use in science and its status as an official language in Greece and Cyprus, both members of the European Union.

The global influence of the Greek language was internationally acknowledged at the 43rd General Conference of UNESCO (Samarkand, November 2025). The audience was particularly impressed by the speech of the Minister of Culture, Ms. Mendoni, delivered at the UNESCO General Conference, in which she illustrated the contribution of Greek to the English language through the use of Greek-derived terms.

The event also featured lectures by academics with a background in classical studies from four different universities in the Japanese capital, addressing themes related to different periods of the Greek language. Dr. Takashi Matsuura (University of Tokyo) spoke about the origins of the Greek language, including the arrival of the first Greek tribes in the Greek region and the earliest examples of ancient Greek writing and dialects. Special emphasis was placed on the connection between Linear B and the Cypriot syllabary with the ancient Greek alphabet.

Professor Yoshinori Sano (International Christian University) discussed the reception of elements from the Iliad—especially the story of Ajax—in Sophocles’ tragedy of the same name, also drawing parallels with similar themes in Japanese epics and Noh theatre. Explaining the evolution of the Greek language after antiquity, he concluded that despite the millennia separating classical ancient and modern Greek, linguistic continuity remains stronger than in the case of Japanese.

The audience also attended with admiration a short musical performance by artist Futaba Sato, a graduate of classical studies, who performed excerpts from the Iliad and poems by Sappho, accompanied by an ancient Greek lyre acquired from a specialized workshop in Greece.

In the second part of the event, Professor Akihiko Watanabe (Otsuma Women’s University) addressed katharevousa as a linguistic bridge between ancient and modern Greek and as a unique example of combining elements from all periods of the Greek language. By reading excerpts from the works of A. Papadiamantis and D. Vikelas, he presented examples of the coexistence of ancient and modern Greek elements in katharevousa, a feature that continues in contemporary Greek, which is enriched by archaizing expressions.

The event concluded with a lecture by Emeritus Professor Masako Kido from Kyoritsu Women’s University, who has been awarded the rank of Commander of the Order of Beneficence for her contribution to promoting Greek culture in Japan. Her presentation focused on the work of Fotis Kontoglou,   within the search of “Greekness” and the broader intellectual movement of the “Generation of the 1930s,” emphasizing the interplay between text and image and the influence of Byzantine tradition. She also referred to other major modern Greek literary figures, including Nobel laureates George Seferis and Odysseas Elytis.

The event received a particularly positive response from the audience, consisting mainly of Japanese philhellenes and students, as well as members of the Greek and diplomatic communities. It served as a unique opportunity to showcase the long history and international significance of the Greek language at Japan’s most prestigious university. Also in attendance was the Head of the Japan–Greece Parliamentary Friendship Group and former Minister of Foreign Affairs, Defense, and Digital Reform of Japan, Mr. Taro Kono.

The success of the event was greatly supported by the Department of Classical Studies of the University of Tokyo, as well as by the high level of expertise demonstrated by the speakers.

This initiative forms part of the Embassy’s broader program to promote the Greek language in Japan. In this context, on 13 February, an interactive presentation was held for students of Shibahama School, in cooperation with the Greek language school “Girisha Plaza” and the Municipality of Minato, where the Embassy is located. The presentation focused on the Greek language and its influence on Japanese and was accompanied by a demonstration of traditional Greek dances by the Japanese dance group “Kefi.” In addition, outreach activities were conducted in four prominent Japanese schools, introducing students to Greek history, language, and culture, including reference to the establishment of 9 February as World Greek Language Day by UNESCO.

The post Celebrating World Greek Language Day in Tokyo appeared first on Greek News Agenda.

“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

The post “Faros Global Community”: The new Digital Platform for Greek Studies Worldwide appeared first on Greek News Agenda.

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.

Dimitris Glotsos is a Professor in the Department of Biomedical Engineering, University of West Attica and the Director of the MSc Program “Biomedical Engineering and Technology”. His research interests include pattern recognition, medical image processing and analysis, bioinformatics and microscopy.

Study in Greece interviewed Professor Dimitris Glotsos on the MSc Program “Biomedical Engineering and Technology”, its features and what it has to offer to international students.

Please provide us with an overview of the MSc in Biomedical Engineering & Technology’s structure and main research areas.

The MSc in Biomedical Engineering & Technology is a 1.5-year full-time program (three academic semesters) hybrid program (online + on-site) requiring 90 ECTS for completion.

• Semester 1 & 2: Taught courses covering core biomedical engineering topics such as instrumentation, medical imaging, diagnostics, and technology applications.
• Semester 3: Dedicated to the diploma thesis, a full-scale research project supervised by faculty.

The curriculum includes modern areas like medical imaging, biomedical instrumentation, artificial intelligence, in-vitro/in-vivo diagnostics, bioethics, and modern biomedical systems.

What would you say is the main characteristic of your program that makes it more appealing to international students?

The program is taught in English and uses internationally relevant biomedical engineering content, making it accessible to students from around the world.

It offers a balanced combination of theoretical foundations, hands-on laboratory experience, and active research involvement, complemented by on-site visits and specialized seminars delivered by practicing biomedical engineering professionals.

We believe that this integrated approach supports graduates in developing the skills required for success in both academic and industrial environments.

Tuition fees are competitive, while the overall cost of living is significantly reduced due to the hybrid structure of the program: students are required to be on campus only during the final month of each semester, with the remainder of the program delivered online.

Could you please elaborate on the interdisciplinarity of the MSc in Biomedical Engineering & Technology?

Theprogram bridges engineering, life sciences, and healthcare. Students apply engineering principles to medical challenges, integrating knowledge from:

• Medical imaging and data analysis.
• Informatics and artificial intelligence.
• Biological systems and diagnostics.
• Electronics and instrumentation.

This interdisciplinary mix prepares students for diverse roles in medical technology, research, and health innovation.

Does the program feature any additional events, activities or conferences that could further attract and engage students?

One of the core activities of the program focuses on active interaction with the biomedical engineering labor market through on-site visits and specialized seminars organized in collaboration with biomedical engineering professionals. Students have the opportunity to visit hospitals, research centers, companies, and specialized laboratories, gaining first-hand experience of the role of the biomedical engineer in everyday professional practice.

Are there opportunities and prospects for collaborations with different universities, in Greece or abroad?

Yes — the program has cooperation links with Greek and international institutions. For example, partner universities include institutions in the UK, Portugal, Spain, USA, Romania, and Germany.

What would you say to an international student who is considering pursuing studies in biomedical engineering and technology in order to choose your program?

If you come from a different scientific or engineering background and want to transition into biomedical engineering, this MSc is an excellent choice. It is designed as a conversion program, offering a strong introduction to biomedical engineering fundamentals. Students gain essential theoretical knowledge, hands-on experience, and exposure to applied research within a European academic environment. The program builds the necessary background for careers in biomedical technology, healthcare engineering, research, or further doctoral studies.

The post International Program Stories / MSc in Biomedical Engineering & Technology appeared first on Greek News Agenda.

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.

The post The International Hellenic University Establishes a Branch in Brussels appeared first on Greek News Agenda.

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 Constantine Antonopoulos on the LL.M. in International Studies offered at the Democritus University of Thrace, its features and what it has to offer to international students.

Constantine Antonopoulos is Professor of Public International Law at the Faculty of Law of the Democritus University of Thrace, where he also serves as Dean of the Faculty (2024–2027) and Director of the LL.M. Program in Public International Law. He is a member of several academic societies, including the British Institute of International and Comparative Law, the American Society of International Law, and the European Society of International Law.

Dr Antonopoulos, please provide us with an overview of the new LL.M. in International Studies, its structure and its main research areas.

The LL.M. in International Studies offered by the Law Faculty of Democritus University of Thrace (DUTh) is a one-year postgraduate program. This LL.M. is fully taught in English.

The program is designed to provide students with a wide range of knowledge on certain areas of Public International Law (PIL), such as the humanitarian law of armed conflict, international protection of human rights, refugee protection, as well as international criminal justice. During the winter and spring semester students are enrolled in three classes each, while during the third semester they are required to complete their master’s dissertation.

The courses are designed in such a way to guarantee internal cohesion; they allow students both to delve into traditional matters of PIL, as well as to explore cutting-edge instances of recent state practice. During the third semester, students undertake independent research supervised by members of our academic staff.

The program’s structure is carefully designed to balance academic research and other practical skills, which will allow our students to adjust effectively to all professional environments.

International Law is a subject inherently aimed at international students. What sets your program apart from others?

Indeed, programs in international studies are offered worldwide by esteemed universities. Although our LL.M. is recently established, it is the outcome of years of thorough analysis on students’ needs. Our LL.M.’s comparative privilege is analyzed in three key points.

First, the program is 80% taught online, while students are required to be present at the city of Komotini approximately twice per semester. This will enable them to visit our region and explore Eastern Macedonia and Thrace. Komotini lies at the crossroads of Balkans and students’ visit is expected to be a lifetime experience, as they will come across our multicultural environment.

Second, the program is structured in such a way that students will receive solid doctrinal foundations and at the same time they will gain experience in practical questions. Weekly lectures are the core of the program; however, workshops, mock sessions and debates are also part of the teaching itinerary.

Finally, our faculty has a long-standing tradition in international studies. For over half a century, the Law Faculty is pioneering in international studies. Our undergraduate and postgraduate students have been taking part in international competitions, such as moot courts, and have received numerous awards. Therefore, we are confident that we offer studies of high standards, suitable for international students.

What types of students are you expecting to attract? What backgrounds and disciplines may benefit from the program, apart from legal professionals?

We expect to attract any student who is passionate about and interested in international law and justice. For this reason, the program is open not only to law graduates, but also to graduates from related disciplines, such as international relations, political science, European, or security studies, who have a wide idea over international law. Moreover, the course is open to commissioned officers of the Hellenic Armed Forces.

Our staff will provide to students of all the above backgrounds with the necessary legal tools, to interpret critical legal questions, resolve issues regarding international law. Finally, they will be able to adjust to any international environment. Thus, our LL.M. program is an excellent option also for those wishing to work in the diplomatic service, NGOs or intergovernmental organizations. 

How does this program align with DUTH’s broader vision and goals for internationalization?

During the last years, DUTh has designed and now applies a comprehensive internationalization strategy. Our university is a front runner among Greek universities regarding its international presence. Our LL.M. is a flagship initiative for DUTh, given that we admire to enhance our faculty’s global visibility, encourage networking and set the standards for further collaboration with other institutions.

What are the practical aspects of the LL.M. in International Studies and what professional prospects does it offer?

Apart from legal research, our students will have the opportunity to create all those skills necessary for their future professional careers. From this perspective, our LL.M. is also oriented towards students’ practical engagement. During lectures we emphasize on simulations, research projects and mock sessions.

Our faculty also holds the privilege to host the Krateros Ioannou Institute of Public International Law. This research institute is an active center for the promotion of international law, engaging in multiple projects and conferences every year. Thus, prospective LL.M. students will have the opportunity to get involved with the institute’s activities if they so wish.

What advice would you offer to potential students who are considering choosing the LL.M. in International Studies for their postgraduate studies?

Offering advice is an inherently difficult task, even more when addressed to LL.M. candidates. I guess my advice is simple enough: to be passionate about PIL and take a deep dive into the field. PIL is a magnificent scientific field which can offer both excitement and disappointment. We hope that new scholars will have a significant input in ameliorating and transforming PIL.

We are delighted to welcome new students to our LL.M. program the next academic year.

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