Introduction
Ms. Lusine Kostandyan, Vice Rector of Academic Affairs at Vanadzor State University (VSU), participated in an intensive training program on soft skills and inclusion policies at TU Dresden (Germany) under the DeSIRe (Development of Soft Skills for Inclusive and Resilient Education) project. TU Dresden is widely recognized for its advanced practices in inclusion, equality, and diversity, particularly for individuals with disabilities and chronic conditions.

Activities at TU Dresden
During the training, participants were introduced to TU Dresden’s progressive inclusion model, grounded in the UN Convention on the Rights of Persons with Disabilities (ratified by Germany in 2009). The university has implemented extensive measures at both institutional and operational levels to promote diversity, equality, and accessibility. Highlights include:

• The university’s Inclusion Action Plan, integrated into its long-term development strategy.
• The Future Lab Inclusion, launched in 2020, fostering innovative practices for creating inclusive academic environments.
• Active cooperation with internal and external stakeholders to support students and staff with disabilities.
• Dedicated units such as the Student Services Inclusion Office, Advisory Council on Inclusion, and Human-Computer Interaction Department developing accessible learning and teaching technologies.

Follow-up at VSU
Inspired by the knowledge and best practices acquired, Lusine Kostandyan organized two impactful seminars at Vanadzor State University:

• May 19, 2025 – Seminar for Students: Focused on building essential soft skills emphasizing the importance of inclusion and personal responsibility in academic and social life.
• May 21, 2025 – Seminar for Academic and Administrative Staff: Addressed strategies for embedding inclusion into teaching, student support, and administrative policies, drawing parallels with the TU Dresden model.

Both seminars included extensive practical sessions, during which participants actively engaged in exercises using tools such as:

• Case analysis (group reflection on real-life scenarios)
• Role-play simulations (practicing inclusive communication and conflict solving)
• SWOT analysis (self-assessment and institutional assessment)
• Mind mapping (collaborative thinking)

Impact and Conclusion
These seminars marked an important step in promoting awareness and capacity-building at VSU for fostering an inclusive, student-centered educational culture. Ms. Kostandyan’s engagement demonstrates the effective transfer of international experience into local action, contributing to the long-term modernization of VSU’s academic and administrative environment.