The prompt development of telecommunications and information technologies and the changes in educational systems are forcing universities, schools and other scholastic institutions not only to unceasingly improve their services, but also to increase their didactic offer. In this evolving context, the best approach to enhance the image of universities and individual departments is to adequately build their own on line information spaces, which thanks to scientific developments, can undertake a variety of forms. In fact, as Bird and Mixon (2012) considered, numerous are the universities that have moved into e-learning as a resource to overcome the funding shortfall, a consequence of the recent economic climate.

At the same time, this generation of university students is characterized by using ICT for countless uses and goals in their quotidian lives.  Consequently, if we affirm that they are, digital natives“(Prensky, 2001), or digital competent citizens “we would be stating a plain description of their reality. Indeed, we should employ the term, new millennium learners “that implies that students entirely master the dimensions of digital learning competences (instrumental, cognitive-intellectual, socio-communicative, emotional and axiological) Area & Pessoa (2012), in conjunction with managing information to avoid infoxication and safety on the Internet.

Furthermore, the Common Framework of Digital Competence (2013) provides a definition for digital proficiency. This is described as the creative, critical and secure usage of information and communication technologies to achieve work-related goals, employability, learning, leisure, inclusion and participation in society (Gutiérrez & Peart, 2014). In this sense, this work aims to present research conducted within the European project entitled IRNET(www.irnet.us.edu.pl): International Research Network for study and development of new tools and methods for advanced pedagogical science in the field of ICT instruments, e-learning and intercultural competences (a Marie Curie Action-: PIRSES-GA-2013-612536; Duration of the project: 48 months1/01/2014 – 31/12/2017-).  

The IRNet project intentions are to set up a thematic multidisciplinary joint exchange programme devoted to the research and development of new tools for advanced pedagogical science in the field of ICT instruments, distance learning and intercultural competences in the EU (Poland, the Netherlands, Spain, Portugal, Slovakia) and Third Countries (Australia, Russia, Ukraine). The programme will strengthen existing collaboration and establishing new scientific contacts through mutual secondments of partner scholars.

In this phase of the project, researchers analyzed concepts associated with contemporary digital trends in higher education. They also examined students’ beliefs and needs towards various educational processes within the scope of academics, ICT and intercultural and professional competences. The specific study targeted students from Poland, Spain and from other partner countries in a number of fields of studies. Methodology involved quantitative and qualitative methods. Data allowed exploring the state of the art in ICT-, learning- and intercultural competences across Europe. On top of that, cross-cultural analyses was conducted and compared to results received by partners from other countries.

The main objectives of the project are:

1. To exchange expertise and knowledge in the field of the innovative techniques in education between EU and Third Countries and suggest effective strategies to implement new tools in their area;

 2. To analyse and evaluate social, economic, legal conditions, as well as methodologies and e-learning practices being developed in Europe and Third Countries outside the EU.

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