IUS PSY Hosts Dissemination Event Presenting WP3 Results of the CORE-ED Academy Project
The International University of Sarajevo (IUS) hosted a dissemination event on May 21, 2026, dedicated to presenting the WP3 results of the CORE-ED Academy Project, with a particular focus on DACUM-based needs analysis and competency mapping in juvenile justice and correctional pedagogy.
The event brought together 100 students from the fields of psychology, education, and law, creating a valuable interdisciplinary platform for learning, discussion, and reflection on the knowledge and skills needed to support vulnerable youth within justice and rehabilitation systems.
Through the presentation of WP3 findings, participants were introduced to key professional training needs identified across partner countries. Special emphasis was placed on areas such as trauma-informed care, child-centered communication, crisis management, emotional resilience, and interdisciplinary collaboration. These themes highlighted the growing need for future professionals to be equipped not only with technical and institutional knowledge, but also with strong psychosocial and communication competencies.
The event underscored the importance of preparing a new generation of practitioners capable of contributing to rehabilitation-oriented and child-friendly justice systems. By bringing together students from different disciplines, the dissemination activity also encouraged a broader understanding of how law, psychology, and education intersect in responding to the needs of children and young people in vulnerable circumstances.
As part of the wider CORE-ED Academy Project, the dissemination of WP3 results represents an important step in raising awareness of the competencies required in juvenile justice and correctional pedagogy, while also encouraging students to engage with contemporary professional challenges through an interdisciplinary lens.
The event at IUS once again demonstrated the University’s commitment to international projects, applied research, and the promotion of socially relevant academic dialogue that connects students with current issues and emerging professional standards.
