The University of Georgia (UG) and Sulkhan-Saba Orbeliani University (SSOU) implemented community engagement activities to strengthen cooperation between higher education institutions and society. Their diverse themes reflected the potential of universities to contribute to education, social awareness, health, digital safety and community development. The initiatives also provided students with opportunities to apply their knowledge and develop practical skills through direct engagement with communities. Together, these efforts strengthened the foundations for sustainable community engagement within Georgian higher education.

The University of Georgia for Teachers: Strengthening School-University Partnerships

On 4 April 2026, the University of Georgia (UG) organised a seven-hour training session entitled “The University of Georgia for Teachers: Strengthening School-University Partnerships”, coordinated by Nino Kalandia.

The training brought together 75 schoolteachers from different educational institutions to support their professional development, encourage the exchange of good practices, and discuss current challenges in education. The activity provided a platform for teachers to share their professional experiences, exchange knowledge, and strengthen connections with the university.

The initiative reinforced the importance of sustained collaboration between schools and higher education institutions in improving educational quality. By creating opportunities for professional networking and continuous learning, the activity strengthened the University of Georgia’s engagement with the educational community and contributed to building sustainable school–university partnerships that benefit teachers, schools, and learners.

Mechanisms for Identifying Disinformation

On 15 April 2026, the University of Georgia (UG) organised a three-hour workshop entitled “Mechanisms for Identifying Disinformation”, coordinated by Nino Gozalishvili.

The workshop brought together 16 participants to strengthen their media literacy and critical thinking skills. Participants explored how misinformation and disinformation spread, how emotional manipulation, social media algorithms, artificial intelligence, and deepfakes influence public opinion, and how to verify information using source evaluation and reverse image searches. Through practical examples and interactive discussions, they developed strategies for identifying misleading content and evaluating information before sharing it online.

The activity promoted responsible digital citizenship and strengthened participants’ ability to navigate the modern information environment critically. By encouraging informed decision-making and responsible information sharing, the workshop contributed to building a more media-literate and resilient community.

From Mobile Photography to Art

On 16 April 2026, the University of Georgia (UG) organised a two-hour training session entitled “From Mobile Photography to Art”, coordinated by Vakhtang Kuntsev-Gabashvili.

The training brought together 12 participants, including 11 university students and one staff member, to develop their mobile photography, videography, and visual communication skills. Participants explored composition, framing, lighting, visual storytelling, mobile editing applications, and the use of artificial intelligence in photography. Practical demonstrations and real-life examples helped them understand how to create high-quality visual content for academic, professional, and social media purposes.

The activity strengthened participants' digital and creative competencies and encouraged a more professional and responsible approach to content creation. By promoting effective visual storytelling and digital communication, the training contributed to developing skills relevant to education, professional practice, and wider community engagement.

Personality and Social Responsibility

On 17 April 2026, the University of Georgia (UG) organised a four-hour training session entitled “Personality and Social Responsibility”, coordinated by Nana Burduli and Elizaveta Sologhashvili.

The training brought together four university staff members to explore the relationship between personality development, social interaction, and civic responsibility. Through practical examples and interactive discussions, participants examined topics such as socialisation, interpersonal relationships, social interdependence, and social dilemmas, reflecting on how individual decisions and behaviours influence the wider community.

The activity encouraged critical reflection on personal and professional responsibility and highlighted the role of educational institutions in promoting ethical behaviour, responsible citizenship, and cooperation. By strengthening awareness of the connection between individual actions and collective well-being, the training contributes to fostering a more socially responsible and engaged community.

How to Plan and Conduct Research

On 20 April 2026, the University of Georgia (UG) organised a three-hour workshop entitled “How to Plan and Conduct Research”, coordinated by Mari Bandzeladze.

The workshop brought together five UG students, most of whom were doctoral students, to strengthen their research methodology skills through practical learning. Participants worked in groups to develop a research design, prepare a methodological plan, and design research instruments for a selected research topic.

The activity strengthened participants’ research competencies and encouraged the practical application of methodological knowledge. By enhancing their capacity to conduct reliable, high-quality research, the workshop contributes to fostering a research culture and promoting evidence-based approaches to academic, professional, and societal challenges.

Digital Revolution: AI as a Strategic Partner

On 22 April 2026, the University of Georgia (UG) organised a five-hour training session entitled “Digital Revolution: AI as a Strategic Partner”, coordinated by Davit Mumladze.

The training brought together 15 community members to explore the strategic role of artificial intelligence (AI) in modern organisations and its practical applications in professional environments. Participants learned about AI literacy, the impact of AI on the labour market, prompt engineering, data security and privacy, workflow automation, local AI agents, and AI-powered chatbots. Practical demonstrations and interactive discussions illustrated how AI tools can support everyday tasks, improve organisational efficiency, and facilitate decision-making. The session also emphasised the importance of using AI responsibly, securely, and ethically.

The activity strengthened participants’ understanding of AI and provided practical knowledge they could apply in their professional activities. By addressing different levels of experience and attitudes towards AI, the training encouraged informed discussion and greater confidence in using emerging technologies. It also promoted responsible digital transformation and contributed to developing a more digitally skilled and AI-aware community.

Community Health Screening Day

On 4 and 8 May 2026, the University of Georgia (UG) organised a two-day Community Health Screening Day, coordinated by Maia Gogashvili.

The initiative involved three university staff members and 15 nursing students, who worked together to provide preventive health screening services to 591 beneficiaries. Participants could check key health indicators, including blood pressure, pulse, oxygen saturation, and blood glucose levels, and receive consultations when needed. Approximately half of the beneficiaries came from outside the university, extending access to preventive health services to the wider community.

The activity promoted awareness of preventive healthcare and the importance of regular health monitoring. At the same time, it provided nursing students with valuable hands-on experience in health screening, patient communication, teamwork, and community-oriented care under professional supervision. By combining practical student learning with accessible health services, the initiative strengthened the university’s engagement with the community and highlighted its role in promoting public health and well-being.

Conflict Management and Mediation in the School Environment

On 8 May 2026, the University of Georgia (UG) organised a three-hour professional workshop entitled “Conflict Management and Mediation in the School Environment”, moderated by Nata Sturua, Megi Kavtuashvili, and Revaz Tabatadze.

The workshop brought together education professionals and stakeholders to strengthen their competencies in conflict prevention, mediation, and constructive communication in schools. Through interactive presentations, discussions, case studies, and role-playing activities, participants explored common sources of school conflicts, mediation techniques, and communication strategies such as active listening, empathy, and assertiveness.

The activity promoted the exchange of professional experiences and strengthened cooperation between the university and the educational community. By equipping school practitioners with practical strategies for managing conflicts constructively, the workshop contributed to fostering more positive, inclusive, and respectful school environments that support students’ well-being.

Modern Approaches to History Teaching and the Use of Digital Resources

On 15 May 2026, the University of Georgia (UG) organised a workshop entitled “Modern Approaches to History Teaching and the Use of Digital Resources”, coordinated by Prof. Tsira Chikvaidze, Chair of the History Department.

The workshop brought together 22 participants, including university staff, History Department students, schoolteachers from public and private schools in Tbilisi, and other community partners. Participants explored contemporary teaching approaches, interactive strategies for developing critical thinking, and digital resources such as online archives, virtual museums, and educational applications. Practical activities encouraged the exchange of experiences and the application of innovative methods in history education.

The workshop strengthened participants’ pedagogical and digital competencies while enhancing students’ analytical, critical thinking, and research skills. It also promoted the exchange of professional knowledge and best practices between university staff, students, and schoolteachers. By fostering collaboration between the university and local schools, the activity supported teachers’ professional development and encouraged more interactive, student-centred approaches to history education.

Integrating Entrepreneurship as a Transversal Competence into the Learning Process: Didactic Approaches

On 16 May 2026, the University of Georgia (UG) organised a six-hour workshop entitled “Integrating Entrepreneurship as a Transversal Competence into the Learning Process: Didactic Approaches”, coordinated by Professor Eka Gegeshidze.

The workshop brought together 28 teachers and education professionals from different schools and regions of Georgia to explore how entrepreneurship can be integrated into various subjects and teaching contexts. Through interactive activities and group work, participants analysed curriculum tasks, developed subject-specific cases and assignments, and explored ways to foster creativity, initiative, problem-solving, decision-making, and entrepreneurial thinking among students.

The activity strengthened teachers’ competencies in applying innovative, practice-oriented teaching approaches and encouraged the exchange of experiences across schools and subject areas. By equipping teachers with practical tools to integrate entrepreneurial competencies into classroom learning, the workshop contributes to improving educational practices and supporting students’ development of skills essential for their future academic, professional, and personal lives.

Cyber Hygiene and Digital Security Awareness Training

On 19 May 2026, the University of Georgia (UG) organised a six-hour training session entitled “Cyber Hygiene and Digital Security Awareness Training”, coordinated by Giorgi Pirveli.

The training brought together 19 community members to strengthen their knowledge and practical skills in cybersecurity and responsible digital behaviour. Participants explored key topics, including password management, multi-factor authentication, phishing prevention, safe internet browsing, social media security, data protection, and workplace cybersecurity. The session also addressed emerging digital threats such as misinformation, disinformation, deepfakes, and social engineering. Practical examples and real-life scenarios, including cases from the Georgian context, helped participants understand how to recognise cyber risks and protect their personal and organisational information.

The activity enhanced participants’ awareness of online safety and their ability to identify and respond to digital security threats in their professional and personal lives. By promoting practical cybersecurity knowledge and responsible digital behaviour, the training contributed to building a more informed, resilient, and security-conscious community.

Basic Principles of Robotics and Electronics: (Hands-on Learning)

On 29 May 2026, the University of Georgia (UG) organised a four-hour training session entitled “Basic Principles of Robotics and Electronics: Hands-on Learning”, coordinated by Nika Bokholishvili and Shota Noselidze.

The training brought together 10 students from the University of Georgia and other universities to explore the fundamental principles of robotics and electronics through practical activities. Participants worked with electronic components, sensors, motors, and control mechanisms, assembling and testing simple robotic systems. The hands-on approach encouraged collaboration and helped participants connect engineering concepts with real-world applications.

The activity strengthened participants’ technical knowledge, problem-solving, logical thinking, and teamwork skills while promoting interest in STEM education. By providing practical experience in robotics and electronics, the training encouraged students to pursue further learning in technology-related fields and contributed to fostering a more innovative and technologically skilled community.

Child Rights Awareness and Empowerment Project: Law Students as Advocates for Children’s Rights

On 23–24 May and 30–31 May 2026, the University of Georgia (UG) implemented the “Child Rights Awareness and Empowerment Project: Law Students as Advocates for Children’s Rights”, providing law students with an opportunity to apply their academic knowledge through community engagement. The initiative was designed and coordinated by Mariam Bobokhidze, Associate Professor at the UG School of Law.

The initiative involved 15 UG law students and 43 school pupils in four interactive training sessions totalling eight hours. The sessions focused on two key topics: Child Welfare, Safety and Protection from Violence and Juvenile Justice and Children’s Rights in Justice Processes. Through presentations, practical cases, discussions, role-play exercises, and other interactive activities, participants explored children’s rights, protection from violence, bullying and cyberbullying, digital safety, mechanisms for seeking help, and the rights of children in conflict with the law. The law students contributed to the preparation and delivery of age-appropriate educational materials and activities.

The initiative raised awareness of children’s rights and protection among school pupils while strengthening law students’ communication, public speaking, teamwork, and facilitation skills. It also reinforced cooperation between the university and local schools, demonstrating the value of service-learning in legal education and connecting academic knowledge with practical community engagement.

Active Citizens: University-Led Civic Education for Democratic Participation

From March to May 2026, Sulkhan-Saba Orbeliani University (SSOU), Georgia, implemented the Active Citizens: University-Led Civic Education for Democratic Participation community engagement activity. Coordinated by Tsisia Okropiridze, the initiative involved one university staff member, three university students, three community partners and 41 beneficiaries through educational visits to schools in Tbilisi and Kutaisi.

The activities aimed to connect academic knowledge with community needs and raise awareness of important social and human rights issues among school pupils. Three educational sessions addressed personal data protection and online safety, children’s rights, and the prevention of violence against children. Through interactive discussions, practical examples and question-and-answer sessions, pupils explored online risks, digital privacy, children’s rights, different forms of violence, and the responsibilities of individuals and institutions in protecting children. University students supported the preparation and delivery of the sessions, gaining practical experience in communication, presentation and community engagement.

The initiative helped pupils develop their understanding of digital safety, children’s rights and violence prevention while encouraging critical thinking and responsible behaviour. It also provided university students with opportunities to apply their knowledge beyond the classroom and strengthened cooperation between SSOU and participating schools. The positive engagement of pupils and their interest in further educational visits highlighted the value of university-led civic education in promoting safer, more inclusive communities and strengthening the relationship between higher education and society.

Gender Awareness and Gender-Based Violence: Legal Framework and Human Rights Perspectives

On 8 June 2026, the University of Georgia (UG) organised a three-hour training session entitled “Gender Awareness and Gender-Based Violence: Legal Framework and Human Rights Perspectives”, coordinated by Archil Jangirashvili.

The training brought together 15 participants to explore gender equality, gender-based violence, and the legal frameworks for protecting human rights. The session examined Georgian legislation and international standards, with particular attention to the European Court of Human Rights judgment in Tkhelidze v. Georgia, which illustrated the state’s obligations in preventing and responding to gender-based violence.

Through interactive discussions, the activity encouraged critical reflection on equality, non-discrimination, and victims’ rights. It contributed to raising awareness of gender-related issues and promoting a more informed, rights-conscious community.

Behind the Screen: Children, Gadgets, and the Challenges of Gender Equality

On 30 June 2026, Sulkhan-Saba Orbeliani University (SSOU) organised the public lecture “Behind the Screen: Children, Gadgets, and the Challenges of Gender Equality”, coordinated by Shorena Parunashvili in cooperation with the Faculty of Social Sciences. The hybrid event brought together 20 participants, including university staff and members of the wider community, to discuss children’s digital wellbeing, parenting challenges, and gender equality in the family.

The lecture aimed to raise awareness of children’s excessive use of gadgets and video games while exploring how gender stereotypes and the unequal distribution of caregiving responsibilities can affect parents’ well-being. In many families, mothers continue to bear a disproportionate share of responsibility for childcare and children’s daily routines, including managing screen time and protecting children from potential risks associated with excessive technology use. These expectations can contribute to emotional pressure, feelings of guilt, and difficulties balancing family responsibilities with professional and personal commitments.

Led by Zanda Chechelashvili, a child and adolescent psychodiagnostician and psychological counsellor, the session explored signs of problematic gadget use, children’s psychological well-being, effective approaches to screen-time management, and the importance of balancing technology with physical activity and unstructured free time. Particular attention was given to parental well-being, traditional gender roles, and the importance of shared parenting. The discussion highlighted the need for fathers to participate actively in childcare and for both parents to share responsibility for decisions concerning children’s digital habits and overall development. Participants engaged in discussions, asked questions, and exchanged experiences, receiving practical recommendations from the specialist.

The activity contributed to raising awareness of children’s digital wellbeing and the gender-related dimensions of parenting. It encouraged reflection on how a more equitable distribution of caregiving responsibilities can reduce the disproportionate burden placed on mothers, support parents’ psychological well-being, and foster a more supportive family environment. The initiative also strengthened cooperation between the University and the wider community and created opportunities to integrate topics related to children’s development, parenting, digital wellbeing, and gender equality into the Developmental Psychology and Psychological Counselling curricula, supporting the sustainability of the University’s Community Engagement activities.

Community-Engaged Project in Clinical Psychology: Promoting Mental Health Awareness through Student-Led Initiatives

From February to June 2026, Sulkhan-Saba Orbeliani University (SSOU) implemented the “Community-Engaged Project in Clinical Psychology: Promoting Mental Health Awareness through Student-Led Initiatives”, coordinated by Natalia Mchedlishvili, PhD, Assistant Professor. The activity was carried out as part of the Introduction to Clinical Psychology course and involved 16 undergraduate psychology students.

The initiative aimed to increase mental health awareness, reduce stigma surrounding psychological disorders, and connect academic learning with community needs. Students worked individually and in small groups to develop evidence-based educational materials on topics including mental health stigma, anxiety, insomnia, depression, coping strategies, and Dark Triad personality traits. They created short educational videos, posters, and informational brochures, which were disseminated through a dedicated social media platform to reach university students and the wider public. The materials reached more than 1,000 community members, promoting access to reliable psychological information and encouraging open discussion of mental health.

The project strengthened students’ communication, teamwork, project management, and digital skills while developing their empathy, ethical awareness, and sense of civic responsibility. It also contributed to improving mental health literacy, challenging misconceptions, and encouraging healthy coping strategies and help-seeking behaviour. By integrating service-learning into clinical psychology education, the initiative demonstrated how university teaching can support community well-being and promote socially responsible professional practice.

Community-Engaged Learning for School Pupils and University Students: Entrepreneurial Idea Competition

From January to June 2026, Sulkhan-Saba Orbeliani University (SSOU) implemented the “Community-Engaged Learning for School Pupils and University Students – Entrepreneurial Idea Competition”, coordinated by Tamta Mikaberidze. The initiative involved 10 university staff members, 10 university students, approximately 300 school pupils, and 75 partner schools.

The activity aimed to promote entrepreneurial thinking, creativity, teamwork, and problem-solving among young people while strengthening cooperation between the university and the wider community. Through a multi-stage programme, school pupils and university students participated in training and mentoring on entrepreneurship, idea generation, business thinking, teamwork, and presenting entrepreneurial proposals. Participants were encouraged to identify challenges and opportunities in their communities and develop practical ideas to address them. The programme culminated in an entrepreneurship competition, where selected teams presented their ideas to a jury, with university staff and students contributing to mentoring, selection, and evaluation.

The initiative provided school pupils with practical learning opportunities and helped them develop entrepreneurial, communication, teamwork, and presentation skills. University students gained experience in mentoring, leadership, and community engagement, applying their academic knowledge in practice. The activity also strengthened collaboration between the university, partner schools, students, and academic staff, creating opportunities for continued university–community cooperation and promoting youth entrepreneurship.

School–Family Partnership Initiative: Academic Parent-Teacher Teams (APTT) Model Implementation Project

From April to June 2026, the University of Georgia (UG), coordinated by Shalva Dundua, implemented the Academic Parent-Teacher Teams (APTT) Model Implementation Project to strengthen collaboration between schools and families and support students’ academic achievement.

The initiative was implemented in five public and private schools and involved 17 teachers, 28 students, and 28 parents. Activities included professional development seminars for teachers, structured learning plans, home-based learning activities, and project review meetings. Teachers, parents, and students worked together to support learning in areas including reading, writing, mathematics, Georgian, and English. The project also introduced practical resources for planning, assessment, and monitoring student progress.

The initiative demonstrated the value of structured school–family partnerships in supporting students’ academic progress and strengthening parents’ confidence in helping their children learn at home. By piloting the APTT model in Georgia, the project established a foundation for sustainable cooperation between schools, families, and the University of Georgia, promoting collaborative and evidence-based approaches to education.