Designed for students from all academic backgrounds, the course equips participants with practical skills in data manipulation, visualization, and introductory machine learning using Python. No prior experience in programming is required, although basic computer literacy is expected. By the end of the course, participants will be able to write Python programs, work with real datasets, and create compelling visualizations using popular libraries such as NumPy, Pandas, and Matplotlib.

Member universities may require additional information from applicants. Please read the application information section carefully and include any extra required information in this section.

Other

CV (Curriculum Vitae) is a document that summarizes your educational and professional history. It must provide a detailed overview of your academic and work experience, skills, achievements, and qualifications.

Transcript of Records is an official document issued by your home university. It specifies the name of the institution, the academic programme you are enrolled in, the list of courses taken up until the current period, the exams or tests you passed, the grades and the credits you earned. 

Transcript of Records

Motivation letter is a personal statement and it might include a brief introduction of yourself, explanation why are you interested in the learning opportunity you are applying to, any relevant experience or skills that you have, your goals and how this opportunity will help you achieve them, This document should not be more than 400 words.

Motivation Letter

University of Aveiro

Python Programming for Data Analysis

THIS ELO COMES FROM A CONTINUOUS EDUCATION INITIATIVE

Entrepreneurship, technology and innovation

Inter-personal skills

Media and information literacy

With the growing need for the industrial sector to adapt quickly to new trends and the dynamic behaviour of consumers in the digital environment, it is becoming essential to optimize project management processes,teams and indicators using agile methodologies. The micro-module in Social Media Project Management Methodologies contributes to project management practice in volatile and competitive markets, with a strong online presence and influence.

Social Media Project Management Methodologies

This ELO comes from a continuous education initiative

Critical and innovative thinking

Intra-personal skills

Elements of AI is an online module that you can do at any time and in any pace at [https://www.elementsofai.com/](https://www.elementsofai.com/). The module is a self study module of the online material and is examined through self correcting and peer reviewed exercises. When you have completed Elements of AI you can register to this module to get your results validated. To verify that you have really taken the online course, you have to upload your certificate from Elements of AI and do a validation test with questions similar to the ones in the online module. For more information see the following website: [ETE318 Elements of AI - Course Information.](https://www.ida.liu.se/~ETE318/info/courseinfo.en.shtml)

Linkoping University

Elements of AI

What is AI? Learn more about the basics and core concepts of artificial intelligence.

**Module content**

This micro-module aims to introduce practical AI, focusing on basic machine learning. The goal is to understand how to build AI systems using machine learning, gain insight into the possibilities and limitations of the technology, and to get an overview of common methods for machine learning.

**Module outline**

Elements of AI, Part 2: Building AI is an online module that you can take at your own pace. Simply go to the following website and start the course after you've been admitted: [https://buildingai.elementsofai.com/](https://buildingai.elementsofai.com/).

The micro-module is based on self-study and is examined with self-correcting tests and submissions. If you have completed the online module Elements of AI, Part 2: Building AI with advanced honors, you can have your results validated. This includes a validation test with questions similar to those found in Elements of AI, Part 2: Building AI. For more information see the module's info page: [Elements of AI, Part 2: Building AI](https://www.ida.liu.se/~ETE337/info/courseinfo.en.shtml).

a robot standing in front of a large blackboard

Elements of AI, Part 2: Building AI

Learn about the practical methods that make artificial intelligence a reality

**Module content**

Dive into the world of AI with this micro-module that explores its implications for business and society. You will master the art of crafting precise questions to delve into various challenges posed by AI's increasing presence. You will get some hands-on experience with AI tools and broaden your horizons by exploring fresh perspectives on specific AI-related issues in business and society. By the end, you will immerse yourself into a specific challenge, which not only you will formulate, but you will also outline creative solutions for it. 

**Module outline**

AI in Business and Society is a flexible online module that you can take at your own pace, based on guided self-study. The module takes you on a learning safari where you navigate through AI’s multifaceted implications by taking you through a background of AI, experiential exercises, and a knowledge excursion. The module involves iterative outlining and detailing a challenge related to AI in business and society of your choice. Ultimately, you will develop a design for a potential solution to the identified challenge. The micro-module is examined based on your ‘safari chronicles’; a reflective portfolio that you create during your learning safari in this micro-module.

Earth surrounded by symbols fro AI, society and business 

AI in business and society

Embark on a Learning Safari – Exploring and Harnessing the Potential and Risks of Artificial Intelligence in Business and Society

How can communication in educational settings give all children opportunities to participate creatively? This micro-module explores how educators in settings characterized by diversity can facilitate inclusive communication guided by democratic values.  In this course we will focus on possibilities and dilemmas in professional development in educational settings – primarily early childhood education.

University of Stavanger

Cultural sensitivity, creativity and communication in Early Childhood Education and Care

How to facilitate inclusive communcation guided by democratic values

Global citizenship

Territories face growing pressure to provide safe, affordable water while reducing energy use and pollution. This micromodule offers a practical, systems view of the water scarcity (causes, impact and solutions) and water cycle (from drinking-water production and wastewater treatment to resource and energy recovery)—Join us and   propose solutions to face water challenges for Society.   
Across online foundation courses, you will build a shared vocabulary: quality targets, treatment trains, circularity principles, risk and regulation, and stakeholder mapping. You will then travel to Toulouse (France) for a focused mobility week (23–27 February 2026) to visit operational sites, meet practitioners, and analyse local constraints and opportunities.   
The experience concludes with your team’s participation in the Water4Future Student Hackathon (26–27 February 2026), a 48-hour international challenge hosted by the UNESCO ICIREWARD Water Centre. In cross-disciplinary teams and with coaches, you will frame a challenge, scan evidence, and co-design a concise, context-aware concept that balances treatment performance, energy use, recovery potential, and social acceptance. You will pitch your concept to a jury at the end of the event.   
What will you gain? A clear understanding of how circular approaches can strengthen water security; hands-on practice in problem framing, systems mapping, and rapid concept prototyping; and communication skills for non-specialist audiences. You will leave with an evidence-based concept, expert feedback, and teamwork experience valued by utilities, engineering firms, and public agencies.   

**Intended audience:** late-Bachelor and Master students from any discipline; prior water coursework is not required (recommended English level: B2).

INSA Group

a hand holding a blue and white vase with a flower design

Innovation for sustainable water engineering and management

Energy and sustainability

Sustainable mobility is an important part of the shift we must make if we want to achieve only 2 tonnes of CO2eq. emissions per person and year in 2050. But are we able to change our habits? Are we dependent on the path we took when we started using cars? In this challenge you will try to answer these questions together with other international students with the foresight method. You will be able to exchange with the French students working on other subjects and gain insights in the ideas other students have concerning our future.

During this challenge, you will:

- Deconstruct existing narratives about the future
- Shift your cultural perspective and draw inspiration from other ways of thinking and acting
- Construct your own images of the future
- Discuss your proposals and defend your arguments
- Analyse the ethical issues involved in foresight methods

We will of course also include social activities and small trips to do some sightseeing in the beautiful area around Toulouse.

A person driving a three-wheeled Maillon Mobility cargo vehicle across a city bridge.

Shape the future of mobility with foresight

Transport and Mobility

What do our ideas about the future say about us today? This micro-module introduces you to the emerging research field of Critical Future Studies, which deals with the interdisciplinary analyses of how different possible futures are established in public discussions about what tomorrow might look like, what we call the futural public sphere. 

We will focus on the scope and limitations that exist within public culture for imagining and debating different potential futures.  
We will do this by studying documents that attempt to shape the future, such as political programmes, documentaries and pop culture. We will also employ methodological approaches to explore what kind of people are expected to live in the different possible futures, the worldviews lying behind each potential version of tomorrow, and how knowledge about them is established.  
This matters because images of the future have the power to affect the public sphere by influencing decisions, policies and attitudes. Learning how to challenge these narratives through alternative ways of thinking makes a better future easier to achieve.  
We will engage with all these issues through a combination of lectures, seminars and a written assignment.

a person wearing a yellow shirt and goggles sitting at a desk

Critical Future Studies: Imagining and Challenging Tomorrow

Rethinking What Comes Next: Culture, Power, and Possibility

Resilient communities

We live in a complex world where many different overlapping perspectives of what it means to live a sustainable life.  Addressing sustainability issues means in brief, questioning the complex interconnections of environmental, social, and economic aspects and envisioning future solutions. Depending on where we are on the planet, sustainability issues can take very different shapes, which is why it is interesting to explore various places in relation to sustainability. How are global preoccupations reflected in local realities? How can connections with places empower individuals to address sustainability issues?   

Education plays a crucial role in discussing how we all can contribute to a sustainable future. In this micro-module, you will learn more about what sustainability education entails, and how to connect it with local landscapes and places. What are the competences that pupils need to develop for dealing with the complexity of sustainability issues  in our society of today? How can outdoor education contribute to fostering such competences?    

During the seminars, we will discuss pedagogical approaches that focus on how learning can depart from/be integrated with places in our surroundings, examine theories that delve into our relation to places, urban as well as natural, and connect these approaches to sustainability education. The students of the micro-module are invited to explore their own surroundings  and discuss their potential for contributing to education for sustainability. 

The micro-module addresses environmental and sustainability education generally, with a special focus on literature that highlights human relationships to their surroundings. Theories about human-place relationships and place-based education will be covered, as well as how these can be applied in one's own teaching practice or other relevant contexts.