Are you ready to learn by doing and tackle real-world challenges? This micro-module on Challenge-based Learning (CBL) is designed to help you actively engage with complex problems that matter — from sustainable development and digital wellbeing to circular economy solutions. You will be guided step by step through the CBL cycle: *Engage*, *Investigate*, and *Act* by developing and presenting your own solution.

The course is hosted on the **WIKAMP Port Virtual Learning Environment**, where you can access all materials, H5P interactive exercises, quizzes, and supportive resources at your own pace. You’ll begin with foundational insights into CBL and the ECIU learning environment, and quickly move into hands-on activities that build your skills in creative problem framing, question development, and prototyping. The structure ensures that every learner, regardless of background, can contribute meaningfully and grow through doing.

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.

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

Lodz University of Technology

Introduction to Challenge-based Learning.

Let's Start with CBL Essentials e-learning SS25_26

Core Principles and Foundations of CBL (Challenge-based Learning)

Entrepreneurship, technology and innovation

Critical and innovative thinking

*The challenge prepared by an interdisciplinary academic team experienced in design, engineering, and social innovation. The course is delivered Faculty of Electrical, Electronic, Computer and Control Engineering, Lodz University of Technology.*

*We created this ELO in response to the growing need for inclusive, responsible, and user-centered technological solutions addressing real social and environmental challenges. Rapid development in areas such as artificial intelligence, VR/AR, wearable technologies, and social robotics requires designers and engineers who not only master tools, but also understand users, accessibility, and sustainability. This program builds on earlier experiences and interdisciplinary initiatives, expanding them into a structured, international learning experience grounded in Challenge-Based Learning.*

*The course is delivered in a blended format, combining remote classes with an intensive face-to-face week in Łódź, Poland. Online sessions will focus on human-centered design methodologies, inclusive design principles, sustainability, and introduction to technologies used during the course, while the on-site week emphasizes teamwork, prototyping, testing, and presentation.*

*Students will participate in remote learning and an intensive on-site week in Łódź, Poland, working in teams with tools such as Miro and the Wikamp Port LMS to design, prototype, and test solutions. The course concludes with team presentations, and report. Participants receive a micro credential gaining valuable experience in collaboration, communication, and responsible innovation.*

Foundations of Inclusive Systems Design SS25_26

An interdisciplinary challenge-based program empowering students to design accessible, user-centered technologies for a more inclusive and sustainable future.

Inter-personal skills

*The challenge prepared by an interdisciplinary academic team experienced in design, engineering, and social innovation. The course is delivered Faculty of Electrical, Electronic, Computer and Control Engineering, Lodz University of Technology.*

*We created this ELO in response to the growing need for inclusive, responsible, and user-centered technological solutions addressing real social and environmental challenges. Rapid development in areas such as artificial intelligence, VR/AR, wearable technologies, and social robotics requires designers and engineers who not only master tools, but also understand users, accessibility, and sustainability. This program builds on earlier experiences and interdisciplinary initiatives, expanding them into a structured, international learning experience grounded in Challenge-Based Learning.*

*The course is delivered in a blended format, combining remote classes with an intensive face-to-face week in Łódź, Poland. Online sessions will focus on human-centered design methodologies, inclusive design principles, sustainability, and introduction to technologies used during the course, while the on-site week emphasizes teamwork, prototyping, testing, and presentation.*

*Doctoral Candidates will participate in remote learning and an intensive on-site week in Łódź, Poland, working in teams with tools such as Miro and the Wikamp Port LMS to design, prototype, and test solutions. The course concludes with team presentations, and report. Participants receive a micro credential gaining valuable experience in collaboration, communication, and responsible innovation.*

a room with a large screen and a person sitting on the floor

Advanced Research in Inclusive Systems Design SS25_26

An advanced, interdisciplinary challenge for Doctoral Candidates combining research and design practice to develop inclusive, user-centered, and sustainable technology-driven systems addressing real societal challenges.

This module offers a comprehensive introduction to the theory and frameworks of technology development, innovation, and commercialization. Designed for students interested in understanding how research-based ideas can evolve into market-ready innovations, this module provides a strong foundation in innovation theory, lean management in R&D, technology transfer models, and intellectual property management. Learners will be able to define and explain key concepts in technology commercialization, analyze different technology transfer models, and understand the role of intellectual property in innovation management. The course also addresses sustainability and ethical issues, encouraging students to reflect on responsible innovation practices.

From Research to Market SS25_26

Turn innovative ideas into real‑world impact.

Intra-personal skills

*The challenge is prepared by an interdisciplinary academic team experienced in design, engineering, and social innovation. The course is delivered by Faculty of Electrical, Electronic, Computer and Control Engineering, Lodz University of Technology.*

*We created this ELO in response to the growing need in the ICT sector for inclusive, responsible, and user‑centered technological solutions addressing real social and environmental challenges, particularly those faced by professionals working with neurodiversity. Rapid development in areas such as artificial intelligence, VR/AR, wearable technologies, and social robotics requires designers and engineers who not only master tools, but also understand users, accessibility, and sustainability. This program builds on earlier experiences and interdisciplinary initiatives, expanding them into a structured, international learning experience grounded in Challenge-Based Learning.*

*The course is delivered in a blended format, combining remote classes with an intensive face-to-face week in Łódź, Poland. Online sessions will focus on human-centered design methodologies, inclusive design principles, sustainability, and introduction to technologies used during the course, while the on-site week emphasizes teamwork, prototyping, testing, and presentation.*

*Students will be working in teams with tools such as Miro and the Wikamp Port LMS to design, prototype, and test solutions. The course concludes with team presentations, and report. Participants receive a micro credential gaining valuable experience in collaboration, communication, and responsible innovation.*

*The challenge is part of the Let’s CHAOS project  implemented by Lodz University of Technology under the NAWA SPINAKER programme – Intensive International Education Programmes (call 2024) and is financed from the European Fund for Social Development 2021–2027 (FERS) as part of the NAWA project entitled "Support for the creation and implementation of international education programs", project number FERS.01.05-IP.08-0436/23.*

Foundations of Inclusive Systems Design SSII25_26

Hands-on program for creating accessible, user‑centered tech for a more inclusive and sustainable future.

Industries today face rapid digital transformation, requiring organizations to make informed decisions supported by data, technology, and global collaboration. Revas, a leader in business simulation tools, together with Ceramika Paradyż, a major Polish industrial brand, invites learners to explore this reality through a simulation‑based challenge. The experience reflects the complexity of modern business environments, where strategic thinking, innovation, and cultural awareness shape successful outcomes.

In this challenge, you enter a realistic virtual business ecosystem where your decisions influence performance and long‑term competitiveness. Working in international teams, you will use digital tools to analyze data, test ideas, and design solutions aligned with real industry needs.

The story unfolds across two learning spaces: online sessions using Revas Business Simulation Games, and a face‑to‑face week in Łódź, where virtual insights meet real industrial practice. Through teamwork and hands‑on engagement, you will experience how digital innovation drives business transformation.

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

a group of people sitting at a table looking at a map

Real-World Industry. Digital Tools - Virtual Decisions. A Simulation-based Challenge SS25_26

Industry Meets Digital Innovation.

Global citizenship

This micromodule presents theoretical knowledge and supports the development of practical skills in the field of alcohol production, with particular emphasis on alcoholic beverages and their global socio-economical relevance, influence of the raw materials and production technology on beer flavour, sensory evaluation techniques in beer flavour assessment, the influence of grape varieties, yeast type, and maturation techniques on wine diversity, exploring wine regions, finding wine flaws.

It contains sections specifically devoted to the topic of: beer production and styles; white wine, red wine, and orange wine production technology, as well as vodka, tequila, and whisky technologies.

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

How not to get lost in the infinite diversity of alcoholic beverages in the world.

Exploring the diversity of alcoholic beverages in the world SS25_26

Energy and sustainability

*The challenge is prepared by an interdisciplinary academic team experienced in design, engineering, and social innovation. The course is delivered by the Faculty of Electrical, Electronic, Computer and Control Engineering, Lodz University of Technology.*

We created this ELO in response to the growing need for inclusive, responsible, and user‑centered technological solutions that address real societal challenges, including the barriers faced by neurodivergent professionals in the workplace. As digital technologies evolve rapidly, the ICT sector requires researchers who understand not only AI, XR, wearable systems, and robotics, but also accessibility, user experience, and the social impact of innovation.

This program expands earlier educational initiatives into a structured international learning experience that connects research with design practice. Doctoral Candidates explore how emerging technologies can support more inclusive professional environments and learn to evaluate their impact using research‑driven methods.

The course is delivered in a blended format, combining online sessions with an intensive on‑site week in Łódź, Poland. Participants will be working in international teams using tools such as Miro and the Wikamp Port LMS to design, prototype, and assess solutions. The program concludes with team presentations and a final report, and participants receive a micro‑credential recognizing their competencies in responsible innovation and research communication.

*The Let’s CHAOS project is implemented by Lodz University of Technology under the NAWA SPINAKER programme – Intensive International Education Programmes (call 2024) and is financed from the European Fund for Social Development 2021–2027 (FERS) as part of the NAWA project entitled "Support for the creation and implementation of international education programs", project number FERS.01.05-IP.08-0436/23.*

Advanced Research in Inclusive Systems Design SSII25_26

Advanced program for Doctoral Candidates designing inclusive, user‑centered and sustainable tech solutions.

Are you curious about how cutting-edge factories keep running 24/7 without breaking up? Want to learn how smart technologies like AI, sensors, and data analytics are transforming the way we maintain machines? In “Towards Smart Maintenance in Robotized Industrial Lines”, you’ll step into the world of Industry 4.0 and explore how modern production systems stay efficient, reliable, and sustainable. Through interactive online sessions, virtual labs, and real-world case studies, you’ll discover how smart maintenance prevents costly failures, reduces waste, and supports greener manufacturing. Whether you’re into robotics, engineering, data science, or sustainability, this project offers hands-on experience and future-ready skills. No prior knowledge of robotics is required—just curiosity and the motivation to learn how tomorrow’s factories are built and maintained.

Towards Smart Maintenance in Robotized Industrial Lines WS25_26

Leveraging Sensors, AI, and Digital Twins to Prevent Downtime.

This course provides students with a comprehensive introduction to the fundamental principles of business modelling and start-up development. The course is designed for students interested in entrepreneurship, innovation, and the process of transforming ideas into viable business ventures. Through this module, learners will explore how successful startups design their business models, create value for customers, identify key partners, and secure appropriate sources of financing during different stages of company growth.

Essential Principles of Business Modelling and Start‑ups WS25_26

From idea to your own business.

How to sell yourself and pitch your project (idea) is a unique micromodule where learners do all the talking while the teamcher’s role is to facilitate the process. Learners are empowered to master their oral skills by using the language (English, minimum B2) in meaningful contexts. Learners develop essential competences to become more confident, convincing, and empathetic communicators able to ask follow-up and probing questions. The micromodule provides them with space to simulate various academic and professional situations, such as: interviews, surveys, presentations, pitches.

On successful completion of the micromodule, learners will become confident speakers and team members who can express themselves very well with good understanding of their interlocutors’ needs. Being a good communicator will help them succeed both in their professional and personal life.

Learning Environment – MS Teams and/or Moodle

Ditch it or pitch it - Selling yourself & your project WS25_26

How to become a confident, persuasive, and empathetic communicator.

This challenge is part of a learning pathway co-offered by Lodz University of Technology and INSA Toulouse.

This challenge invites students to explore how innovation, entrepreneurship, and sustainability intersect in the modern automotive industry. Working with real insights from Krotoski, a leading mobility company, participants will investigate how start‑up solutions can better support businesses facing growing ESG expectations. Students will examine the pressures shaping today’s automotive sector, analyse sustainability‑related needs, and explore opportunities where new technologies, digital tools, and business models can create meaningful impact.

Throughout the challenge, international teams will research ESG requirements, study market gaps, and evaluate how early‑stage venture ideas address environmental and regulatory demands. By combining business modelling, value creation frameworks, customer analysis, and sustainable innovation approaches, participants will gain a deep understanding of what makes a start‑up concept both feasible and valuable.

Based on their findings, students will design or refine a start‑up idea that responds directly to a real challenge identified in the company context. They will prototype their solution, test key assumptions, and adjust their concept using evidence gathered from stakeholders and industry perspectives.

The challenge concludes with a final venture pitch delivered to company representatives, showcasing each team’s solution and its potential contribution to ESG performance in the automotive sector.

Students completing this challenge gain practical skills in innovation design, teamwork, critical thinking, and entrepreneurship while addressing a real sustainability problem with real industry partners.

Pitch it or Fix It: The Start-up Innovation Challenge SS25_26

From Concept to Venture - Be or not to Be in ESG Reports.

This interdisciplinary, project-based course invites students to design a sustainable chemical process using carbon dioxide (CO₂) as the main feedstock. In response to the global need for climate-neutral technologies, the course challenges participants to reimagine CO₂ not as a waste product, but as a valuable raw material for future chemical production.

At the start of the course, each team selects a target product that can be synthesized from CO₂—examples include methanol, formic acid, dimethyl ether (DME), methane, or other platform chemicals. Based on this choice, the teams develop a custom-tailored process route, addressing both technical and sustainability aspects.

Over the course of several weeks, students explore topics such as green chemistry, carbon capture and utilization (CCU), process simulation, energy integration, and sustainability assessment. They engage in activities like site analysis, component data research, process modeling using digital tools, and calculation of key performance indicators to assess environmental and economic viability.

A distinctive feature of the course is its strong focus on applied knowledge and industrial relevance. An industry-focused session highlights how process simulation is used in real-world design and operation, helping students bridge the gap between academic models and industrial practice. Throughout the course, teams receive structured feedback from peers and instructors, and benefit from consultation sessions that support their technical and conceptual development.

To deepen reflection and collaboration, students are encouraged to critically evaluate their team dynamics, decision-making processes, and project planning. A dedicated unit addresses the challenges and strategies of effective collaboration in international, multidisciplinary settings.

The course concludes with a written report and a final presentation to a jury, where teams pitch their process concept and defend its feasibility, innovation, and sustainability. This simulated professional setting fosters confidence in presenting complex ideas to diverse audiences.

In addition to the academic experience, the course offers an optional opportunity to participate in the international student competition organized by the European Federation of Chemical Engineering (EFCE): the EURECHA Student Competition. This allows students to present their projects to a broader audience, gain international recognition, and engage with peers across Europe.

Hamburg University of Technology

students sitting around a table and working with their mobile devices or pen and paper to do a prorject together

Sustainable Process Design Project

Chemical plants can have every shade of green  - in theory. Let`s try and find out how far we can push it.

In a world shaped by rapid innovation, global markets, and cross-cultural collaboration, having a brilliant  idea is only the beginning. Entrepreneurs must communicate clearly, network and negotiate effectively, and inspire others to believe in their vision. Startup! is designed to help you develop those skills.

In this ECIU micromodule, you will work with
experts from INSA Toulouse, Lodz University, and Linköping University, and
external experts who understand the realities of launching a venture. Together,
you will explore the fundamentals of the startup ecosystem through personal and
group work and develop a concept with real product–market fit.

But this module goes beyond business theory. You
will strengthen essential professional skills: pitching your ideas
convincingly, negotiating with stakeholders, networking strategically, and
collaborating in intercultural teams.

During the mobility week, you will face real
communication challenges, iterate your concept, and pitch your startup to a
panel of judges. You will learn by doing — testing, adapting, and refining your
ideas in a supportive but demanding environment.

By the end of Startup!, you will not only
understand how startups are born and work — you will have experienced the
process yourself.

If you are ready to challenge yourself, think
entrepreneurially, and turn ideas into impact, Startup! is for you.

INSA Group

Startup!

Communication ⚡ Innovation in fast-paced business.

Language learning

### **Our challenge**

Learners will work together to acquire skills and competencies related to the physiopathological basis of the reproductive system, infertility, and influence of lifestyle on reproductive health. The ultimate goal is to integrate and apply this knowledge in identifying and solving real problems in the area through the implementation of multicultural working groups. During this challenge, priority will be given to innovative and experimental teaching models, such as challenge-based in a blended learning approach that combines virtual and face-to-face mobility.

### Expected Impact

The participants will develop cross-cutting and transdisciplinary knowledge in reproductive health lifestyle. Regarding the skills developed by the students, it can be listed:  
-Cross-cutting skills, such as communication abilities, language competencies, critical thinking, problem-solving, intercultural competencies, and research capabilities;  
-Future-oriented competencies that will enable participants to face the challenges they will encounter in their professional lives;  
-Personal development, such as the ability to adapt to new situations and self-confidence.  
  
This challenge will also promote new forms of international mobility that allow an increase in the number of individuals with an international mobility experience in higher education, while also promoting collaborative and cooperative work skills through the experience of active teaching and learning methodologies. This intensive blended program is aligned with the strategic development plan of the Department of Medical Sciences, within the scope of its internationalization policy, as well as with the Sustainable Development Goals of the United Nations, namely for Good Health and Well-being (Goal 3), Quality Education (Goal 4), Gender Equality (Goal 5), and Reduced Inequalities (Goal 10).

Member university

Lodz University of Technology

Member university

Lodz University of Technology

Learning opportunities of Lodz University of Technology