Social inclusion and academic success of Chinese students in Higher Education in the European Union requires an adequate intervention from both teaching and administrative staff, who must guide and help students from the very first moment. Teachers and administrative staff should have some knowledge about students’ needs and characteristics to build friendly and optimal ways to work and study. Furthermore, teachers should use teaching strategies that promote learning in multicultural groups.

In order to improve Chinese students' learning and social experience, and ensure their well-being, the SIAS China-EU Strategic Partnership for Higher Education Project (KA203- 405B97E3) was undertaken. This project arose from a previous study carried out, firstly, to empirically corroborate the need for specific mentoring for teachers whose students are from China and for administrative staff who assist this group of students and, secondly, to prove the need to offer Chinese students more personalized attention and adequate academic support. The participants in this study were Chinese students, local students and non-Chinese International students, as well as administrative and teaching staff from the Autonomous University of Barcelona.

During the execution of the SIAS China-EU Erasmus+ project, there was an exchange of difficulties and good practices when dealing with Chinese Students. All this information was obtained from design thinking sessions, discussion forums and interviews to faculty members, administrative staff and students from different countries and backgrounds. The final result of this Erasmus+ project was the creation of a generic intervention model developed that provides resources for Chinese student (Intellectual Output 1 or IO1), Local students and non-Chinese International students (IO2), Faculty members (IO3), Administrative staff (IO4) and University Authorities (IO5). It must be pointed out that the intervention model was created within the framework of the European Higher Education Area (EHEA) but it was also adapted to the specific education context of each member of the consortium (https://siaschinaeu.ipg.pt/).

This communication focuses on reflecting about transferring knowledge after finishing an Erasmus+ project and showing how to make full use of the results obtained. As an example, we propose to implement a mentoring plan to guide teachers and administration staff who spend time with Chinese students to optimize their work and, at the same time, help these students to achieve academic success, to improve their social and academic inclusion and to built positive relationship among students from different backgrounds and nationalities.

The proposed mentoring plan includes a specific tutorial action plan for Chinese students in the European Union; resources for raising awareness and improving intercultural communication; shared experiences and good practices as well as proposals to be extrapolated to other European universities, groups of new students and different educational levels.

As part of our communication, we would like to raise some question concerning how to make the most of the work done, and the results obtained after submitting the final report of a project and what kind of mentoring can be offered to face multicultural education contexts?

Keywords: Erasmus+, Mentoring, Inter-institutional Cooperation, Inclusive Intercultural Education, University, Innovation Project.