In recent years, international migration has presented new and complex challenges for the university system, which has been required to respond promptly and sensitively to the needs of asylum seekers and refugees. Access to university enrolment is only the first step in a much more complex process, involving not only the acquisition of academic skills but also the creation of welcoming, equitable, and inclusive environments capable of supporting the full social and cultural integration of these students (Dryden-Peterson 2016; Unesco 2020). In this context, universities are increasingly becoming key actors in promoting human rights, valuing diversity, and building more just and cohesive societies, offering opportunities for personal and professional growth to those forced to leave their countries of origin (Unesco 2019; EUA 2019). Through targeted projects and effective reception practices, academic institutions are helping to transform the challenges associated with migration into opportunities for mutual enrichment and sustainable development for the entire community (Crul, Schneider, Lelie, 2013; Bloch & Hirsch 2017).

In the Italian context, due to various migratory flows, universities have had to address the challenges posed by asylum seekers, refugees, and those who arrived in Italy through specific resettlement programs (e.g., Afghans, Syrians, and Ukrainians).

Indeed, the possibility of achieving good results in each educational path requires integration into society as a whole. Experiences gathered in several Italian universities highlight the extent to which welcoming, integrating, and supporting students from conflict areas, with different cultural and linguistic backgrounds, can occur when a network of stakeholders, both public and private, works together. Supporting these particular students helps universities to better understand the importance of developing networks with all institutions, NGOs, and ethnic and religious associations involved in supporting migrants in their inclusion pathways: refugees and, more generally, those who arrive in Italy with a student visa under UNHCR programs (e.g., UNICORE) without any local ties are at risk of dropping out and wasting potential human capital.

This paper will discuss the main practices collected by scrutinizing the activities carried out by the four Piedmont universities (the University of Turin, the University of Eastern Piedmont, the Polytechnic of Turin, and the University of Gastronomic Sciences). Thanks to both qualitative interviews and focus groups, the paper will analyze single-university projects and a joint program: indeed the 4 HE institutions have decided to work closely together from the dual perspectives of learning-by-sharing and learning-by-doing by setting up a project called PIU-AEI – Piedmont Equal and Inclusive Welcoming Universities (Piemonte Università Accoglienti Eguali ed Inclusive).

The paper will analyze this unique experience stressing the role of the university as a key societal actor in promoting human rights values and global solidarity, sharing values as well as opportunities, ideas, and knowledge in response to the challenges posed by human mobility. Indeed, three main concepts emerge that need to be underlined, also in terms of practice transferability: Welcoming: the distinctive trait of universities, the people who live, study, and work in them, the territory, institutions, bodies, and associations; Equity: restoring to people – and particularly women – who come from dramatic histories and territories the opportunity for high-profile education; Inclusion: integrating the recipients of the project into a social fabric that enables them to feel like creators of their own future, "bridges" between their countries of origin and host communities, responsible for building "peaceful and inclusive societies for sustainable development".

Bloch, A., & Hirsch, S. (2017). Refugee Integration in Higher Education: Policy and Practice. Journal of Refugee Studies, 30(2), 275-296. Crul, M., Schneider, J., & Lelie, F. (2013). The Integration of Migrants in European Higher Education: Challenges and Strategies. IMISCOE Reports, Amsterdam University Press. European University Association (EUA) (2019). Refugees Welcome? Recognition of Qualifications Held by Refugees and Their Access to Higher Education in Europe. Bruxelles: EUA. Dryden-Peterson, S. (2016). Refugee Education: The Crossroads of Globalization. Educational Researcher, 45(9), 473-482. OECD (2022). Integration of Refugees: Policy approaches and practices in OECD countries. OECD Publishing.