On 30 September and 1 October 2026, team members Pablo Gómez-Muñoz and María del Mar Azcona Montoliu presented a poster at the XIX Jornadas de Innovación Docente e Investigación Educativa of the Universidad de Zaragoza, held at the Edificio Paraninfo under the theme “A Critical Perspective on the Academic and Social Impact of University Teaching Innovation.” The poster reported on the Blended Intensive Programme (BIP) “Space and Performance in the Cinema,” developed in the framework of the PerSpace research project.

The BIP is the first of its kind in the area of English Philology at the Universidad de Zaragoza. Developed in direct connection with the PerSpace research project, it aimed to bring the project’s theoretical frameworks — cinematic space, screen performance, mobility, and transnational cinema — into an international teaching and learning context, and to demonstrate the value of transferring research outcomes to the classroom.

Organised as a UNITA BIP, the programme drew on the UNITA university alliance network for student recruitment and faculty collaboration, while also involving expert teaching staff from non-UNITA Erasmus partner institutions and members of the research team. In total, 11 higher education institutions from 7 countries participated, with 35 students from disciplines as varied as English Studies, Modern Languages, Film Studies, Tourism, Graphic Design, Audiovisual Communication, and Chemistry — a disciplinary breadth that proved to be one of the programme’s greatest strengths.

The programme combined 10 virtual hours with 30 in-person hours. The virtual component introduced students to key concepts and reference materials through flipped classroom methodology, teacher-produced videos, film screenings, synchronous sessions, and Moodle forums. The in-person phase included seminars, debates, and two external activities: attendance at screenings from the Ecozine environmental film festival and a visit to the Pixar exhibition at CaixaForum Zaragoza. Assessment was based on tasks completed during the virtual phase, participation in in-person sessions, and a final essay.

The results confirmed the programme’s success on multiple fronts: strong critical engagement with film space and performance across disciplines; development of linguistic and intercultural competence in English; and environmental awareness raised through the Ecozine screenings. Student interest was high enough to generate waiting lists at several partner universities, and both students and faculty expressed enthusiasm for future editions.