Second-year student Marie Mathevet explains the internship process in the programme. Her experience with MADiPH partner UNESCO shows how MADiPH internships combine academic training with meaningful real‑world impact.

Second-year student Magnus Chan shares what, to him, makes the MADiPH experience productive and worthwhile. He highlights the programme’s commitment to hands‑on learning and real‑world engagement.

I applied for the Master in Digital and Public History (MADiPH) after completing my Bachelor en Cultures EuropĂ©ennes – English Studies at the 91¶ĚĘÓƵ in 2025, and a previous Bachelor’s degree in Speech-Language Therapy at the SRH Fachschule fĂĽr Logopädie Bonn in 2020.

Communication with and connection to others were two of the key pillars throughout both degrees, which prove more than useful skills to have in the MADiPH. In my first semester here, I have further developed my social skills as most courses focus strongly on group work. Even if one prefers to work alone, no one is a master of all trades, and cooperation with people who might be better trained, have more experience or connections is essential. This, in turn, also demands transparency throughout the working process. A project can only benefit from everyone speaking their minds and constantly exchanging ideas.

The opportunity to create and work on our own projects has also helped me become more confident. From the start, the programme encourages you to learn to take on responsibilities and initiatives in order for your project to succeed as planned. This also means, I had to work on my time management skills since each course is built on the students’ preparations for class in addition to assignments and projects, perhaps even student jobs. To stress out as little as possible about deadlines, I had to learn to be careful and attentive in the ways I distributed my time.

Fortunately, and this is a great boon of the MADiPH, all of these skills are not only developed inside but also outside of the seminar rooms. We students are regularly invited to join conferences and workshops organised by the C2DH, as well as free to do volunteer work for various projects (i.e. Histofest). Everything I’ve learnt, I can immediately put into practice.

I was born and raised in Brazil, where my passion for education and creative projects first took shape. I hold a Bachelor’s degree in Languages and Teaching and a Master’s degree in Learning and Communication. Over the past eleven years, I have worked as a teacher while also building experience in academic research, cultural mediation, and project management.

When I applied for the Master in Digital and Public History, it was the programme’s interdisciplinarity that immediately caught my attention. I soon discovered that public history thrives on the encounter between different perspectives: not only different sides of history, but also the diverse backgrounds of the people who engage with it.

Throughout the programme, I realised that developing public history projects requires a broad set of skills, and that collaboration across fields is essential. Working alongside classmates from history, journalism, education, design, literature, cultural studies, tourism, European studies, and the film industry expanded my understanding of how far public history can reach. Together, we created , conducted archival research, designed transmedia projects, experimented with research methods, explored project management, hosted a student-led conference, and even developed public history games as part of C²DH projects. Each project became an opportunity to learn from different sets of skills and to see how different disciplines enrich the field.

The programme’s interdisciplinary environment not only strengthened my skills but also deepened my conviction that meaningful public history emerges when multiple voices, methods, and experiences come together. With my own versatile background, I have found myself increasingly drawn to the possibilities of public history within education, where I am currently exploring through my research and work.

Nouha Ben Salem comes from Tunisia, and her journey to Luxembourg has been shaped by diverse experiences and opportunities. Before settling there, she was in Bulgaria, working as a coordinator for a non-governmental tourism organization on Interreg Danube projects. Her academic and professional background is quite versatile. It includes a bachelor’s degree in Finance and master’s degrees in Economics of Tourism and Landscape, Territory, and Heritage Management. Alongside formal education, she gained professional training in heritage interpretation and cultural mediation, which equipped her with skills that proved invaluable in roles involving project management and communication.

When Nouha applied for this program, she was drawn to its new and multidisciplinary nature. It is a new initiative by a European university, designed to cater to students from diverse academic backgrounds and offer paths to both academic and professional careers. The program’s structure and content were compelling, providing a unique opportunity to engage in creative projects and reconnect with the scholarly world. Her first impressions have been equally positive, with engaging coursework that allows students to experiment with teaching and lead class discussions. She especially appreciates the dynamic assignments and exposure to large-scale digital history projects led by the C2DH and its partner institutions. All of this inspires her to deepen her understanding of the GLAM industry to contribute to its research and future roles and impacts in developing and providing access to new or alternative narratives of heritage and historical knowledge.

“The Master’s program allowed me to do what I needed on a technical and didactic level, as well as acquire professional knowledge to meet the challenges of teaching. I was able to learn in a heterogeneous, multicultural and multilingual school system to meet the requirements of the exams in the concours for enseignants-fonctionnaires. The orientation and in-depth internship got me started transfer of theory to practice and allowed for a deeper understanding into the profession.”

“The Master en Enseignement secondaire – Langue et littĂ©rature française has given me the knowledge I need to prepare for the competitive examination for civil servant teachers. The programme offers a range of interesting and important courses for training future teachers. What’s more, I was able to discover the reality of the school environment thanks to the observation placement offered by the course, during which I had the opportunity to design and implement learning situations in a variety of classes. All in all, the training given at the 91¶ĚĘÓƵ was the trigger for a desire to learn more in order to develop and improve my abilities as a teaching professional.”

• Master en Enseignement secondaire – Langue et littĂ©rature française