### **Develop Sustainable Nanotechnology Solutions with a Global Team**

This course challenges you to co-create innovative, eco-friendly products using nanotechnology tools. Working in international and multidisciplinary teams, you’ll tackle real-world challenges with guidance from expert teachers. Your mission: to design a green product that contributes to solving society’s most pressing issues.

**Why Nanotechnology?**  
Nanotechnology plays a pivotal role in sustainable development, offering solutions for **clean water, air, and energy**—key pillars of the United Nations’ Sustainable Development Goals. By integrating advanced technology with a multidisciplinary approach, this course equips you with the skills to address global challenges collaboratively.

**What You’ll Do:**

- **Focus on three key areas:** Develop sustainable products targeting **water** purification, remediation, and reuse; **air** purification; and **energy** solutions.
- **Apply what you learn:** Use life cycle analysis and recyclability principles to design impactful solutions.
- **Collaborate globally:** Work in an international team to solve problems and learn to navigate cultural and time-zone differences.

**Skills You’ll Gain:**

Through a challenge-based learning approach, you’ll master teamwork, time management, and product development. You’ll also learn to apply academic knowledge to real-world problems, ensuring your solutions are both innovative and actionable.

Join this Collaborative Online International Learning (COIL) course and be part of a global effort to create a sustainable future through nanotechnology! For more information, contact Arturo Susarrey Arce (a.susarreyarce@utwente.nl).

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

University of Twente

Image of leaves and hand with hexagon tech overlay

Sustainable Nanotechnology

Help co-create sustainable solutions using nanotechnology tools.

Energy and sustainability

Entrepreneurship, technology and innovation

Critical and innovative thinking

Inter-personal skills

Media and information literacy

Intra-personal skills

Global citizenship

**Develop Sustainable Nanotechnology Solutions with a Global Team**

This course challenges you to co-create innovative, eco-friendly products using nanotechnology tools. Working in international and multidisciplinary teams, you’ll tackle real-world challenges with guidance from expert teachers. Your mission: to design a green product that contributes to solving society’s most pressing issues.

**Why Nanotechnology?**

Nanotechnology plays a pivotal role in sustainable development, offering solutions for **clean water, air, soil, and energy**—key pillars of the United Nations’ Sustainable Development Goals. By integrating advanced technology with a multidisciplinary approach, this course equips you with the skills to address global challenges collaboratively.

**What You’ll Do:**

- **Focus on four key areas:** Develop sustainable products targeting **water** purification, remediation, and reuse; **air** purification; **soil**remediation; and **energy** solutions.
- **Apply what you learn:** Use life cycle analysis and recyclability principles to design impactful solutions.
- **Collaborate globally:** Work in an international team to solve problems and learn to navigate cultural and time-zone differences.

**Skills You’ll Gain:**

Through a challenge-based learning approach, you’ll master teamwork, time management, and product development. You’ll also learn to apply academic knowledge to real-world problems, ensuring your solutions are both innovative and actionable.

Join this Collaborative Online International Learning (COIL) course and be part of a global effort to create a sustainable future through nanotechnology! For more information, contact Arturo Susarrey Arce (a.susarreyarce@utwente.nl).

Circular economy

The whole world is confronted with the effects of a changing climate. The challenge is how we deal with this situation. So how big is the problem in the city under study? What is at risk, and why? What is being done? What will happen if nothing is done? What would be the effect of adaptation measures?

In this course we follow the conceptual framework on risk defined by IPCC (Intergovernmental Panel on Climate Change, www.ipcc.ch), where risk is at the centre. [Figure 1](https://www.ipcc.ch/report/managing-the-risks-of-extreme-events-and-disasters-to-advance-climate-change-adaptation/summary-for-policymakers/spm_fig1/) presents this framework, where three core concepts of weather and climate, exposure and vulnerability interact (IPCC, 2014). The risk of climate-related impacts results from the interaction of climate-related hazards (including weather and climatic events and their trends) with the vulnerability and exposure of human and natural systems. Changes in both the climate system (left) and socioeconomic processes including adaptation and mitigation (right) are drivers for changes in hazard, exposure, and vulnerability (IPCC, 2014).

There are options for risk reduction through adaptation, because adaptation measures can reduce risk by addressing one or more of the three risk factors: vulnerability, exposure, and/or hazard.This can be achieved through various policy and action choices. A visualisation of this process is in [Figure 2.](https://www.ipcc.ch/srocc/chapter/technical-summary/ts-0-introduction/ipcc-srocc-ts_4/) Risk reduction measures through adaptation (Source: IPCC 2019).

The three core concepts of hazard, exposure and vulnerability can be linked to the three core domains of Spatial Engineering: Hazard - Technical Engineering (TE), Vulnerability - Spatial Information Science (SIS), and Exposure - Spatial Planning and Governance (SPG).

Here’s what you can expect:

1. Challenge-Based Learning: Engage in a hands-on challenge that will enhance your ability to integrate knowledge across disciplines. This experience is an introduction into the learning environment of the master’s programme Spatial Engineering as well (https://www.utwente.nl/en/education/master/programmes/spatial-engineering/).
2. Core Knowledge Mastery: Choose one of the three essential pillars of Spatial Engineering (SIS, TE, or SPG) and build a strong foundation in that area, especially if it's new to you.

With expert guidance you’ll choose one of the 3 core knowledge areas, and it will be one you’re not yet familiar with. Join us and start shaping a sustainable future today!

Adapting to Climate Change with Spatial Engineering

Help the challenge provider to adjust sustainably to climate change with Spatial Engineering

The Blended Intensive Programme engages students in designing technology-supported solutions to enhance community well-being, with a specific focus on supporting marginalized community members in the society through social innovation. The course centers on developing socio-technological responses to real-world sustainability challenges, such as those related to vocational education and local entrepreneurship. Students explore how technology can be used not only to meet basic needs (e.g., in shelter, WASH, healthcare, or energy), but also to strengthen social inclusion and economic empowerment within marginalized communities. [Click here to watch a short video about this course](https://eciuonline-my.sharepoint.com/:v:/g/personal/pam_huisintveld_eciu_eu/EQiKq9Nr4qFPnulqRQzxy7cBGkti4mE24Qr8uzidtlkZtA?nav=eyJyZWZlcnJhbEluZm8iOnsicmVmZXJyYWxBcHAiOiJPbmVEcml2ZUZvckJ1c2luZXNzIiwicmVmZXJyYWxBcHBQbGF0Zm9ybSI6IldlYiIsInJlZmVycmFsTW9kZSI6InZpZXciLCJyZWZlcnJhbFZpZXciOiJNeUZpbGVzTGlua0NvcHkifX0&amp;e=VEhycq).

Using a human-centered design approach, students work directly with community representatives to understand the social, cultural, and economic context—as well as the power dynamics—before proposing interventions. Emphasis is placed on aligning solutions with the community’s values and aspirations, and on empowering individuals by enhancing their capabilities. Moreover, the sustainability of the developed solution will be explored from an economic, social, and environmental perspective, i.e. by creating a sustainable business model canvas.

The programme is built around challenge-based learning, centered on a real-world case in collaboration with Tumaini Innovation Centre in Kenya. Tumaini supports at-risk youth through vocational education and social reintegration. While their students design and sell products and services to the local community, the organization faces challenges in achieving sustained impact and economic viability. Student teams are tasked with addressing this community-based challenge by designing socio-technological solutions that help increase the reach, relevance, and impact of Tumaini’s work with at-risk youth and make their effort more meaningful.

a group of people standing next to a trailer with a sign on it

Humanitarian Engineering for Inclusive and Resilient Communities

Designing sustainable, technology-driven solutions for marginalized communities through human-centered innovation and social inclusion

Resilient communities

## Leading Systematic Change

In this course we will holistically assess complex system behaviors by examining their various complexities, including technical, human, political, resource, and environmental processes. Thereby, we aim to understand how changes and various design solution alternatives impact the extended life of systems and organizations.  

Exploring how to manage changes in the design, development, and deployment of systems requires individuals to conceptualize and understand the inherent complexities. It also requires ongoing planning and implementing organizational, team, or individual change within the working environment.  

In this course you will increase your knowledge of and skills in the change making process which has many different layers: cognitive, behavioral, and affective. You will also learn to assess system behaviors by examining the various complexities of engineering systems, including technical, human, political, resource, and environmental processes.

The world is filled with messy, complex, ‘wicked’ problems. These issues are multi-layered, circular, and systemic in nature. Yet, many engineers, managers, and analysts attempt to simplify these systems into linear models with simple relationships. The consequence of this approach is that adopted interventions tend to only work for the short term, if they work at all, or have significant unintended consequences.

Leading Systemic Change

Learn how to manage the change-making process by designing, developing, and deploying holistic systems thinking

Many of the grand challenges of this world are not only complex, they are also “wicked”. Wicked problems do not have single causes, and thus cannot be solved by a single intervention, they require multidisciplinary solutions and systems thinking. Designing interventions without a thorough and deep understanding of the full complexity of the situation has often led to the opposite of what was wished for. What is needed is a well cooperating and well communicating collective of mono and multi-disciplinary experts that work together in analysing a specific wicked challenge including its social context and design solutions for (parts of) that wicked challenge.

In this project, we focus on socio-technical challenges that have a spatio-temporal nature. This time the challenge provider is the Dutch provincial government of Overijssel. The provincial government sits between the national government and municipalities. Provinces are responsible for spatial planning, regional economic policy, and acting as a link between municipalities and the national government. They also play a role in environmental regulations, public transport, and nature conservation.

After having completed the challenge successfully, we aim for learners to be ready to be a valued member of the before mentioned collective of experts. They will be skilled in working with other disciplines in addressing wicked problems. Supporting this, they have become more skilled and confident in the knowledge and skills of their own discipline. They have become more understanding and appreciative of the knowledge and skills of other disciplines. They can, in a collaborative effort, integrate knowledge and skills from different disciplines to analyse the nature of a complex spatio-temporal challenge and propose mitigation strategies.

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

Globe surrounded by wheels, buildings, clouds etc.

Tackling Real-World Challenges: Wicked Problems in Time and Space

The grand challenges of this world are complex and wicked. In this challenge, you will develop the skills needed for addressing such wicked problems.

This micro-module is a collaboration between 6 ECIU universities: UAB (Spain), KTU (Lithuania), UiS (Norway), UniTn (Italy), INSA (France), and UT (the Netherlands). This means you get to gain knowledge from experts of all these different universities! This is therefore a unique opportunity that offers multiple perspectives and an intercultural experience.

### **Why learning about interculturality matters**

Interculturality is a crucial skill in today’s globalized world, enabling effective communication and collaboration across cultural boundaries. It fosters empathy, helps navigate differences with respect, and is essential for addressing global challenges like climate change and migration. In academic and professional settings, intercultural competence is highly valued, supporting teamwork in diverse and international contexts. Personally, it enriches your worldview, enhances self-awareness, and opens you to new perspectives. By embracing interculturality, you contribute to a more inclusive and collaborative global society.

### **What you'll learn**

This online micro-module is designed to give you a comprehensive understanding of interculturality through a structured blend of expert-led lectures and interactive discussions. The course is divided into three thematic blocks, each building on the previous one to create a cohesive learning experience:

**Block 1: Understanding cultural differences**  

You’ll start by exploring foundational theories of culture, learning what defines and distinguishes cultures around the world. This block highlights the importance of cultural diversity in today’s globalized world, helping you develop an awareness of how cultural differences shape interactions and perceptions.

**Block 2: Global perspectives**  

In this section, you’ll examine the effects of migration, media representation, and the concept of global Englishes. These topics will give you a broader perspective on how cultural narratives evolve and influence societies across the globe. You’ll gain insights into how these factors contribute to both challenges and opportunities in intercultural communication.

**Block 3: Practical intercultural skills**  

The final block focuses on practical workshops to equip you with effective communication techniques for interacting across cultures. You’ll learn how to navigate cultural nuances in professional and personal settings, ensuring your interactions are respectful, clear, and impactful.

By the end of the course, you’ll have a deeper understanding of cultural theories, a global perspective on societal changes, and the practical tools to engage effectively in intercultural settings. This combination of theoretical and hands-on learning prepares you to adapt in diverse environments and address the complexities of global communication

Introduction to Interculturality

Explore interculturality in an international context

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.

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

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 this micro-module, you are challenged to design an educational escape room that teaches the core principles of Challenge-Based Learning (CBL): Engage, Investigate, and Act. The escape room will serve as a hands-on tool for educators seeking to implement CBL effectively in their own classrooms.

University of Stavanger

Design an Educational Escape Room

An educational escape room designed to teach the core principles of Challenge-Based Learning (CBL)

European universities are currently facing major challenges within the rapidly evolving landscape of higher education and research. Effective leadership, both at present and in the future, is indispensable at all levels within universities. In this context, ECIU seeks to engage its students as the next generation of leaders and managers. This challenge is unique in the world and is distinguished by its diversity in several respects, bringing together participants from different academic disciplines and from across ECIU member universities.

This student-focused challenge builds upon the longstanding Leadership Development Programme for ECIU staff, which has been successfully delivered for over twenty years. This challenge is specifically designed for students who may not yet possess formal leadership experience but who demonstrate a strong interest in acquiring and developing such skills. The insights and competencies acquired through this challenge are intended to be transferable to participants’ ongoing and future involvement in ECIU activities.

The challenge has different focuses:

- The exploration and further development of personal leadership styles,
- Examination and discussions of the latest developments in (European) higher education policy,
- Understanding and exploration of vision and strategy development, organizational cultures and leadership styles within universities,
- Experimental learning through an institutional immersion at the University of Trento, including site visits to innovative projects
- Engagement in challenge-based learning by carrying out a real-life project independently in teams.

This challenge is closely aligned with the ECIU University Vision 2030, which articulates a holistic view on the interconnection of higher education, research, and innovation, emphasising the integration of these domains with both regional and the European ecosystems, with the aim of generating sustainable, societal impact through in innovative approaches. During the challenge, students will work collaboratively on real-life problems confronting universities, particularly those associated with new, flexible and personalized educational pathways, as well as broader issues concerning the establishment of a truly European university and ecosystem that serves society.

The challenge is targeted at ambitious students with a strong interest in leadership and organizational development in the public sector, especially in higher education. Affiliation with ECIU or experience in university policy work is considered advantageous.

We expect the participating students to engage fully (being full-time present) at both the online sessions and the in-presence week in Trento. Physical presence during the Trento week is compulsory, as the sessions will not be streamed. Furthermore, students must commit sufficient time to collaborative work on the challenge - during the Trento week as well as in the subsequent period.

The seminars are taught in English. The sessions are highly interactive in nature, incorporating (small-group) discussions and exercises. Accordingly, proficiency in both written and spoken English are a prerequisite for participation.

Member university

University of Twente

Member university

University of Twente

Learning opportunities of University of Twente