Problem Statement. One of the important features of the Erasmus+ Programme (Erasmus+ Programme Guide 2016) is “Equity and Inclusion”. These can be promoted by facilitating the access to transnational projects to both students and teachers. Unfortunately, cultural differences limit or prevent these learners from taking part in transnational projects. Tertiary level students face linguistic adaptation and cultural inclusion difficulties. If linguistic adaptation is an ongoing process due to the language courses undergraduates may or are compelled to attend, cultural inclusion remains an issue. While aiming at improving the teaching and learning of languages and at promoting the EU’s broad linguistic diversity and intercultural awareness, the “Erasmus+ Programme Guide” emphasises, for each of its Key Actions, the following needs related to the intercultural / European dimension of the activities: Key Action 1 (Learning Mobility of Individuals) – Linguistic and intercultural preparation of participants before departure and Linguistic and intercultural support for the participants before departure; Key Action 2 (Cooperation for Innovation and the Exchange of Good Practices) – Linguistic and intercultural preparation of participants before departure, Equipping both educators and youth workers with all competences and skills needed to deliver high quality services and address increasingly diverse needs such as, for instance, the needs posed by multicultural societies and Promoting people-to-people contacts, intercultural awareness and understanding. However, neither intercultural preparation, nor intercultural awareness is mentioned among the key terms of the Glossary of the “Erasmus+ Programme Guide”.

Purpose of Study. The purpose of the study is to show that, to develop interculturally our students and (non-)teaching staff, we need to raise their intercultural awareness and brief them culturally with such aids as: a set of 28 activities for the raising of intercultural awareness to be included in English classes in the 1^st year of study (tertiary level) or carried out in a separate course for future Erasmus+ mobile students and teachers of other disciplines than English; and a set of 33 cultural briefings on the Programme Countries to be posted on the University website on the Erasmus+ page for future Erasmus+ mobile students and teachers of other disciplines than English. Later, cultural briefings on Partner Countries may be added.

Methods. The method used is documenting in order to design a methodology for the organisation of activities centred on the culture, multi-culturality, cross-culturality, inter-culturality, and intercultural awareness; to develop a set of 28 activities for the raising of intercultural awareness; to develop a set of 33 cultural briefings on the Programme Countries; and testing the intercultural communication competence of both students and teachers after attending the 28 activities for the raising of intercultural awareness and after studying the 33 cultural briefings on the Programme Countries.

Findings and Results. The expected outcomes of such an approach would be: in students and teachers: challenging viewpoints that perpetuate inequality and discrimination; deeper reflection on European topics; enhanced intercultural awareness; greater understanding and responsiveness to social, linguistic, and cultural diversity; identification of common values in spite of cultural differences; improved cultural awareness; integration within their new socio-cultural environments; and respect for cultural diversity and fight against racism or xenophobia; in organisations: an innovative approach to addressing target groups by providing new and improved practices to cater for the needs of disadvantaged groups and to deal with social, linguistic, and cultural diversity.

Conclusions and Recommendations. The conclusion and recommendation of this paper is that all higher education institutions involved in Erasmus+ projects should develop such teaching aids.