________________ Cite this Article as: Barbara MUSZYNSKA and Maria Elena GOMEZ PARRA “ Distance Learning and Educational Course Design in Language Education at University Level” Proceedings of the 37th International Business Information Management Association (IBIMA), 30-31 May 2021, Cordoba, Spain, ISBN: 978-0-9998551-6-4, ISSN: 2767-9640 Distance Learning and Educational Course Design in Language Education at University Level Barbara MUSZYNSKA University of Lower Silesia, Wroclaw, Poland barbara.muszynska@dsw.edu.pl Maria Elena GOMEZ PARRA University of Cordoba, Cordoba, Spain elena.gomez@uco.es Abstract Exploring different ways of learning has always been crucial in higher education, and during the pandemic, where we have all been challenged by the necessity of using online tools, it has become indispensable. In this article, we would like to present data that has been gathered during the operation of an international Erasmus+ KA203 Strategic Partnership for Higher Education TEACUP project, which goal is to promote high-quality, evidence-based, sustainable solutions for the integration of the plurilingual/pluricultural approach into international foreign language education. The study aims to investigate in- and pre-service teachers’ experiences when working with the TEACUP Modules in online synchronous courses, and in a blended learning environment. It was also our goal to know whether the specific learning outcomes were achievable for the students. Based on this research, the benefits of different types of course delivery were identified, as well as hindrances that interfered with the successful implementation, which were then taken into account during the evaluation process of the Modules. keywords: Plurilingual, Pluricultural, Language Education Introduction A shift towards evidence-based approaches to learning materials design, development and evaluation can be observed nowadays. In this article, we would like to present data that have been gathered from the implementation of an international Erasmus+ KA203 Strategic Partnership for Higher Education project entitled “Teacher Culture Pluri (TEACUP)” (2019-1-ES01-KA203-064412), whose goal is to promote high-quality, evidence-based and sustainable solutions for the integration of the plurilingual/pluricultural approach into international foreign language teacher education. The project leader is the University of Córdoba in Spain, and the project partners are: University of Lower Silesia, Poland; Texas Woman’s University, the USA; University of Oldenburg, Germany; University of Bremen, Germany; and Tanárok Európai Egyesülete (TEE), Hungary. TEACUP is a team of international university researchers and practitioners, who are teacher educators, applied linguists, linguists, FL teachers and intercultural trainers working on the design of educational modules that facilitate a sustainable and systematic transfer of academic knowledge and competences associated with the plurilingual/pluricultural approach to FL teaching to a specific target group, namely pre- and in- service FL teachers. The project’s aim is to deliver six educational modules in international collaboration that highlight synergies in the teaching of various languages and cultures, thereby integrating the notions of plurilingualism and pluriculturalism into international training programs for foreign language teachers, who would work in different learning environments, both synchronous and asynchronous. In view of the above, the aim of TEACUP is to deliver educational modules that highlight synergies in the teaching of various languages and cultures, thereby integrating the notions of plurilingualism and pluriculturalism into international training programs for foreign language teachers. The plurilingual/pluricultural approach to foreign language (FL) learning steers away from the conviction that individuals’ languages and cultures are kept in strictly separated mental compartments. Instead, it encourages the build-up of communicative competence to which “all knowledge and experience of language contributes and in which languages interrelate and interact” (CEFR, 2002, p. 4) 1 . The modules are designed in as: • composed of a compendium of thematic content, teaching units, a teacher’s companion and a reflection tool-kit; • available for use both as complete regular courses or intensive workshops (3 ECTS workload) and as individual smaller-scale units on various levels of teacher education (e.g., B.A., M.A., M.Ed.); 1 https://rm.coe.int/16802fc1bf Innovation Management and information Technology impact on Global Economy in the Era of Pandemic 10753