**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).

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

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

Linkoping University

Elements of AI, Part 2: Building AI

Learn about the practical methods that make artificial intelligence a reality

Entrepreneurship, technology and innovation

Media and information literacy

In an era where clean energy is more crucial than ever—amid the rise of cryptocurrency, artificial intelligence, and other energy-intensive technologies—the need for sustainable solutions has reached a critical point. Green hydrogen is at the forefront of this transition, offering a viable path to reducing carbon emissions and securing a cleaner future. Recognising its importance, the EU has introduced policies to support energy-focused start-ups (e.g. The SET Plan), fostering innovation and accelerating the shift to a low-carbon economy.

[Organic H2](https://organic-h2.com/) is one such start-up, emerging from years of cutting-edge research in organic electronics, electrochemistry, and conductive polymers. With a scientifically validated technology and patents in LOHC and LOPC, the company is now navigating the challenging path from research lab to market. Like many deep-tech start-ups, Organic H2 must bridge the gap between scientific breakthroughs and commercial viability while integrating into a rapidly evolving entrepreneurial ecosystem.

**Your Challenge**

In this challenge, you will take on the role of strategic advisors to help Organic H2 transition from a research-driven innovation to a successful market player. Learners will dive into a start-up journey, exploring how scientifically proven technologies transition from research to real-world applications. This process emphasises sustainability, localised economies, social justice, and well-being. This challenge will emphasize: Sustainability – ensuring the long-term environmental and economic viability of hydrogen solutions. Localised economies – exploring how Organic H2 can integrate into different  regional markets. Social justice & well-being – addressing how hydrogen solutions contribute to fairer, more sustainable societies.

Through hands-on problem-solving, market adaptation strategies, and entrepreneurial ecosystem integration, you will help Organic H2 define its path toward establishing itself in the energy industry. By the end of this challenge, you will gain a deep understanding of the hurdles and opportunities that deep-tech start-ups face, equipping you with the tools to turn research into real-world impact.

From lab to market

Overcoming early-stage challenges in green energy innovation

Critical and innovative thinking

There is a lack of representation of children in cultural heritage institutions, particularly museums. Children's own cultural production, experiences, and life stories are seldom collected, recorded, preserved, or displayed.

To address this, the theoretical and analytical concept of children’s cultural heritage takes centre stage in this micro-module. Our starting point is that all children have the right to participate in culture and cultural heritage. We will delve into issues regarding the representation of children and children’s culture at cultural heritage institutions, especially museums.

One cluster of issues discussed includes the politics and ethics of representing children in archival collections and museum exhibitions. Another cluster concerns the conditions for children’s engagement as museum visitors and suggestions for improving museum practices.

In addition to online lectures and seminars, the micro-module includes an individual visit to either a physical or online museum. This visit is required as preparation for the online examining seminar and the written report.

This micro-module will broaden the horizons of any student and we will be happy to welcome participants from a wide range of backgrounds, especially if you have an interest in children, culture, heritage, design, communication, and democratic and inclusive social institutions.

**Preliminary schedule**

Below you can find a preliminary schedule for the micro-module. Please keep in mind that changes may occur. The links for the online sessions will be send to the participants in due course.

- 19 May: 15:30 - 16:30 CEST Introduction
- 28 May: 13:00 - 17:00 CEST Drop-in, Interactive group meeting (Optional)
- 05 June: 13:00 - 15:00 CEST Seminar group 1 (TBA)
- 05 June: 15:00 - 17:00 CEST Seminar group 2 (TBA)
- 15 June: Hand in final assignment

Children´s cultural heritage at museums

Thinking critically about preservation and display of children's past and future

Resilient communities

Global citizenship

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)

Elements of AI

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

In this module, play is treated as a central part of childhood and it is described from different research-based perspectives. Play is also related to teachers’ mission to stimulate creativity, learning and development and promote social community between children. Furthermore, how teachers can create environments for play is discussed, as well as the pedagogical potential in play as a way to interact and communicate. The module develops upon a childhood sociological perspective, including concepts such as children's perspectives and children's agency.

The module will start with online activities that will provide the theoretical background in play as a pedagogical resource. During the face-to-face week at Linköping University, campus Norrköping (12-16 May 2025), you will have the opportunity to meet peers and par­ticipate in interactive activities. Vari­ous play situations, including both outdoor and indoor play, will be explored. Site visits to early-childhood and extended education centers are planned, along with excursions to both the forest and the city of Norrköping. Students will also employ their different backgrounds to inform discussions about play.

This module is an excellent choice for students of teaching programmes and for students of other disciplines that are curious about how play can stimulate creativity and learning in their filed.

Play as a pedagogical resource to support children´s development, learning and creativity

Join us in exploring the great learning potential of play and make a difference in children´s education.

Intra-personal skills

The aim of the course is to give students a basic knowledge of Swedish with an emphasis on oral skills. The course includes pronunciation exercises, oral training, basic Swedish grammar and short, writing exercises. Learn to understand and use well-known, everyday expressions and very basic phrases, which all aim to meet concrete needs. Practice to present yourself, ask as well as answer and conduct simple conversation.

Swedish for Foreign Students - level A1

Beginner's module in Swedish

Language learning

Inter-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)

**The module is divided into two parts:**

The first module, Perspectives on International Communication (2.5 ECTS), focuses on intercultural communication in general, and takes as its point of departure some central theories, notions and practices from anthropology and sociology, in order to provide a framework for a critical analysis and understanding of obstacles and pitfalls in intercultural communication. The aim of the course module is to provide the students with tools to be able to identify and remedy communication breakdowns in favour of creating less friction in professional intercultural contexts.

The second part, Intercultural Communication with English as a Lingua Franca (5ECTS), builds on the theories and notions studied in the first part, but here, the focus is on communicative situations where English is the language of communication. Here, linguistic features will also be analysed and discussed as possible obstacles and/or resources to successful communication.

Intercultural Communication in an English-speaking World

Learn to successfully communicate in English in a professional and international environment

The micro-module deals with ethical questions that rise from the development of more and more sophisticated autonomous systems. Questions of what requirements and standards we should hold technology to, and why. What kind of agents are artificial systems, and can they be considered moral agents? Can they be ascribed any moral responsibility at all? And where should the main responsibility for artificial intelligence (AI) be placed and why?

The micro-module focuses on three main areas of moral relevance for autonomous systems and AI:

1. Responsibility for decisions made by artificial agents.
2. Bias/discrimination as a result of AI use.
3. The importance of participation in the development of AI systems.

During this micro-module, students are provided theoretical tools for reflection on the development of AI, requirements that ought to be made regarding this technology and how it ought to be managed in society.

Ethics of Artificial Intelligence

Ethical questions about technology and AI

**What is this module about?**

Business modelling in the circular economy is something quite different than in the linear economy. Partners, stakeholders, and suppliers all must be taken into consideration when forming an innovative company with a circular business idea. This module covers the foundations of business models and sustainability in the light of business development. Then we move into practical exercises where you get to work with circular business models.

**What will you learn?**  

You will explore the intersection between innovative business models and sustainability – two fields that, when combined, can lead to real change. The module focuses on business applications and provides practical skills for working with both physical and digital business ideas. Through case studies you will learn by practicing business modelling on real cases.  

**Who is this module for?**  

If you are interested in how the circular economy will shape both innovative solutions and business, it does not matter what background you have. This module is designed to be given for students coming from technical, sustainability, or business backgrounds.

**Preliminary schedule**

Below you see a preliminary schedule for the module. Note that the synchronous sessions (in bold) are obligatory . The asynchronous sessions and group work appear in the schedule in specific days every week to give you an idea of how much time you need to invest in the module and how you can structure your studying. You can of course plan your week and studying according to your own needs and schedule.

Week 1

**Monday: Welcome lecture and course overview - 2h - synchronous (time TBA)**

Tuesday: Innovation lecture - 1h - asynchronous - self-study

Wednesday: Innovation - lecture - 1h - asynchronous - self-study

Thursday: Innovation discussion - 2h - Online forum

Friday: Business Modelling lecture - 2h - Asynchronous - self-study

Week 2

Monday: Business Modelling lecture - 2h - asynchronous - self-study

Tuesday: Business Modelling discussion - 2h - Online forum

Wednesday: Sustainability lecture - 1h - asynchronous - self-study

Thursday: Sustainability lecture - 1h - asynchronous - self-study

Friday: Sustainability discussion - 2h - Online forum

Week 3

**Monday**: Circular business modelling - 1h - asynchronous - self-study

**Circular business modelling - 2h - Synchronous (time TBA)**

**Tuesday: Kickoff group assignment - 2h - Synchronous (time TBA)**

Wednesday: 1st group meeting - 1h - Synchronous (time based on group agreement)

Thursday: Time for group assignment work - 4h - synchronous or asynchronous - based on group agreement

Friday: Time for group assignment work - 4h - synchronous or asynchronous - based on group agreement

Week 4:

Monday: Time for group assignment work - 4h - Synchronous or asynchronous - based on group agreement

**Tuesday: Presentation Group assignment - 2h - Synchronous (time TBA)**

Wednesday: Individual reflection - 1h - asynchronous - self-study

Time for group assignment work - 2h - synchronous or asynchronous - based on group agreement

Thursday: Individual reflection - 1h - asynchronous - self-study

Time for group assignment work - 2h - synchronous or asynchronous - based on group agreement

Friday: Hand in individual reflection

Hand in group assignment

Business modelling in the circular economy

How entrepreneurship and innovation can contribute to a more sustainable economy.

Circular economy

**The module is divided into two parts:**

The first module, Perspectives on International Communication (2.5 ECTS), focuses on intercultural communication in general, and takes as its point of departure some central theories, notions and practices from anthropology and sociology, in order to provide a framework for a critical analysis and understanding of obstacles and pitfalls in intercultural communication. The aim of the course module is to provide the students with tools to be able to identify and remedy communication breakdowns in favour of creating less friction in professional intercultural contexts.

The second part, Intercultural Communication with English as a Lingua Franca (5 ECTS), builds on the theories and notions studied in the first part, but here, the focus is on communicative situations where English is the language of communication. Here, linguistic features will also be analysed and discussed as possible obstacles and/or resources to successful communication.

Learn to successfully communicate in English in a professional and international environment.

**Course Content**

The micro-module is based on the United Nations' 17 sustainability goals within Agenda 2030. Participants will carry out in-depth work within one of the goals and broaden their knowledge in other sustainability goals by becoming familiar with the work of other groups. This micro-module involves working with a sustainability challenge of your choice.

During this micro-module you will be learn how to identify a challenge linked to one of the 17 goals in Agenda 2030 and analyze it from temporal, cultural, and geographical perspectives. You will also be able to obtain, interpret, and compile information from scientific literature and the surrounding society relevant to manage the identified challenge. You will propose a way to wisely handle the challenge based on information from relevant sources. Finally, you will communicate your result in English, both in writing and orally.

Sustainable development

UN Global Goals and sustainability challenges

Energy and sustainability

This challenge examines how Anaerobic Digestion (AD) of organic waste can be used to produce biogas and biofertilizer in order to deal with issues related to energy, climate, agriculture and health. Principles for and applications of anaerobic digestion of organic waste will be covered, as well as opportunities and obstacles for the implementation of biogas technology in various contexts. This iteration of the module focuses on research related challenges of biogas production. The learners will have the opportunity to choose and work on one of four challenges provided by Linköping University researchers working on different aspects of the AD process:

**Challenge 1: Antimicrobial Resistance and Anaerobic Digestion**

Antimicrobial resistance (AMR) is the ability of microorganisms to resist the effects of drugs that are meant to kill or inhibit them. It can lead to infections that are difficult or impossible to treat, and increase the risk of disease transmission and mortality. One of the main drivers of this is the overuse and misuse of antibiotics in animal farming, as antibiotics pass from animal waste to the environment and affect the microbial communities. Although AD can be an effective method to reduce the environmental impact of animal waste, its impact on AMR is not well understood. In this challenge, learners will have to develop solutions on how an AD system can effectively reduce AMR in animal waste while producing biogas as a renewable energy source. The solutions can combine technical, legislative and policy aspects. 

**Challenge 2: Carbon Capture Utilization and Storage (CCUS)**

During the production of high-quality biogas, CO2 molecules are released into the atmosphere. These emissions are biogenic and considered neutral. However, they can result in less atmospheric CO2 if they are captured at point-sources, and then are either permanently stored (Carbon Capture and Storage - CCS) or used in production (Carbon Captured Utilization). Currently there is a lack of policy and funding instruments globally to promote and facilitate CCS and CCU, that combined are referred to as CCUS. Learners working on this challenge will be tasked to come up with solutions that address the lack of policy and funding for CCUS.      

**Challenge 3: Medium Chain Carboxylic Acids (MCCAs)**

Medium Chain Carboxylic Acids (MCCAs) are valuable chemicals that can be used in various industrial applications, including biofuels, lubricants, and pharmaceuticals. Producing MCCAs from organic waste through AD systems presents a promising opportunity to create value-added products while addressing waste management issues. This challenge encourages learners to develop innovative methods for optimizing MCCA production from AD systems, contributing to the development of a circular bioeconomy and reducing environmental impact. 

**Challenge 4: Nanotechnology and Anaerobic Digestion**

One of the strategies for improving the biogas production process is the use of nanotechnology, though which anaerobic digestion can be stimulated and harmful substances mitigated. However, the presence of nanoparticles, depending on their chemical composition and concentration, can inhibit the AD process. In some cases can even represent a potential environmental threat if the product of AD is used as a biofertilizer. For what is more, the production and addition of nanoparticles can increase the cost of biogas production. In this challenge, learners will have to propose strategy solutions to make the addition of nanoparticles in the AD process cost effective, environmental friendly and safe for the soil. 

Each learner will work on **only one** challenge. Challenges will be allocated based on the learners preferences and the needs of the module.

**Schedule**

The module will be given in blended mode, with most of the activities online and a mandatory face-to-face (F2F) week from 30 September to 4 October. Below you can see a preliminary programme. The exact dates for the online activities will be confirmed in August. The programme for the F2F week may be subject to changes: 

**Week 37 (9-13 Sep.): Introduction**

Session 1 (4h) (date and time TBA): 

- Lecture: Introduction, explain module handbook, syllabus, structure & expectations (1hr)
- Lecture: What is CBL, What is the aim of the module? (1hr)
- Break-out Rooms by Challenge/Teams: Introductions, icebreakers (45 min)
- Re-group, introduce teams to the whole module

**Week 38 (16-20 Sep.):**

- Group work & self-studying: Becoming familiar with the challenge subject matter. Read, watch and listen to as much as you can, get readings from challenge provider if possible
- Mandatory: 1 hour meeting per group with challenge provider
- 1 hour pre-recorded lectures on the subject matter from challenge provider will be made available

**Week 39 (23-27 Sep.)**

- Group work: Problem identification and defining possible solutions.
- 1 hr pre-recorded lecture: Problem Delineation. How to go from a big challenge to a defined problem.

**Week 40 (30 Sep-4 Oct): Face-to-face week**

**29 September**

Arrive to Linköping, check into hotel. 

**30 September**

08.30-09.00: Check-in 

09.00-10.00: Welcome, intro to week, schedule & logistics 

10.00-11.00: Meet & Mingle & Fika 

11.00-12.00: Lecture/Seminar 

12.00-13.00: Lunch (on own) 

13.00-17.00: Group Session 1/Idea Jam & 1 min “take pitches” 

**01 October**

09.00-09.30: Review Lab procedures, protocols & best practices 

09.30-10.00: Fika 

10.00-12.00: Lab tour – how we study biogas in our lab 

12.00-13.00: Lunch (on own) 

13.00-14.00: Lecture/Seminar: How to Pitch 

14.00-17.00: Group Session 2 

18.00: BBQ and Mingle with ECIU Student Ambassadors 

**02 October**

09.00-12.00: Site visit to Tekniska Verken (transportation is not provided by LiU) 

12.00-13.00: Lunch (on own) 

13.00-17.00: Group Session - supervised lab time for groups - meet teamchers/challenge providers  

**03 October**

10.00-12.00: Seminar/lecture from industry actor 

12.00-13.00: Lunch (on own) 

13.00-17.00: Group work 

13.00-17.00: Pitch training and feedback

**04 October**

09.00-09.30: Final remarks, reminders and logistics 

09.30-12.00: First Pitch Presentations  

**Week 41 (7-11 Oct)**

- Peer feedback on pitches

**Week 42 (14-18 Oct)**

- Group work – peer feedback, refining the problem and solution, contact with and feedback from the Challenge Provider!

**Week 43-47 (21 Oct - 22 Nov)**

- Lecture – Business and Marketing/Feasibility (date and time TBA)
- Lecture – Government/Policy and how they work (date and time TBA)
- Group Work: Determining feasibility of solution. Review the economic and political feasibility of your proposed solution.
- “Shitty pitch” (date and time TBA)
- Peer and Challenge Provider feedback on feasibility and shitty pitch

**Week 48-49 (25 Nov - 6 Dec)**

- Group work: revision based on feedback

**Week 50 (9-13 Dec)**

- Final pitches (date and time TBA)

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

Advancing Sustainable Futures: Integrating Biogas Production into Society for a Greener Transition

Turn organic waste from a problem to a solution

Climate change is the biggest challenge of our time. To solve the climate challenges we face, we must first understand something about the complex relationship between the natural, social and political systems that drive climate change. This micro-module introduces concepts such as sustainable development, environmental issues and planetary boundaries to open the door for students to examine those systems and understand how they affect each other. The micro-module thus, deals with the causes and effects of global environmental problems, and discusses the social, political and economic conditions at play within the planetary boundaries.    

During the micro-module, students will develop their understanding of these phenomena through lectures, online laboratory activities, workshops, seminars and group work.

Global Sustainability Challenges

Using planetary boundaries to understand climate change

This project explores the feasibility of using autonomous robots for the delivery of goods and services in urban environments. It encompasses the technical, legal, and ethical aspects of implementing self-driving delivery systems in cities. Additionally, it addresses the question of how to encourage businesses, companies, and private individuals to adopt and utilize this service.

The challenge involves developing a robust framework that ensures the safe and efficient operation of these robots while gaining public trust and acceptance. This includes overcoming hurdles related to navigation, obstacle avoidance, and real-time decision-making in dynamic city settings, as well as addressing regulatory compliance and ethical considerations.

**About the challenge provider:**

Dyno Robotics strives to create robots and AI solutions that make people's lives better. We are based in Linköping, Sweden, and we have our roots at Linköping University. Having spent many years at the robotics labs inventing things, we saw that there were many great technologies that were slow to reach the market. Therefore, we founded Dyno Robotics in 2018. The core of Dyno Robotics consists of people who love turning complex technology into valuable solutions and engaging experiences.

Autonomous Delivery Robots: the future of delivery services in urban environments

How can robotic delivery systems overcome technical, ethical and legal challenges and contribute to sustainable cities?

The module addresses the concept of responsible innovation—innovations that strive to ethically and sustainably align technological progress with societal needs within planetary boundaries. It covers the potential impacts of innovation, taking into account various ethical and sustainability perspectives. Additionally, the organisation of the innovation process for implementing responsible innovations will be discussed. The module will also examine sustainability from a policy perspective.

Responsible Innovation for a Sustainable World

How we can innovate for the better

The module introduces the concept of the metacrisis as a denominator for the Anthropocene, the climate crisis, the mass extinction of life and loss of trust and social cohesion in society. It introduces how value systems and identities relate to our responses to these crises around us, and explores how the understanding of values, and thinking in terms of interconnected complex systems can help us chart relevant paths ahead as professionals, members of communities and collaborators in ecosystems.

Responding to the metacrisis

Untangling myths and values to help us navigate our future

New sustainability programs at the EU level, such as the Nature Restoration Law, One Health Program, and the EU Biodiversity Strategy, raise questions for natural resource-based companies on how to integrate restorative and regenerative practices while ensuring long-term viability. For Södra, a leading Swedish forestry cooperative, the forest is more than just a source of renewable raw material for the Södra industries—it provides climate benefits, ecosystem services, long-term economic potential, and represents a core of Swedish innovation. Moreover, forests are a shared spaces for both people and wildlife, offering both livelihood and recreation.  

Södra is Sweden’s largest forest-owner association, founded in 1938 and today a strong cooperation of 52,000 individual forest owners. Members are diverse, ranging from farmers who actively manage their forests to city-dwellers who have outsourced the work. With local roots in southern Sweden and a presence in the global market through its industrial activities, Södra’s primary mission is to ensure the profitability of its members’ forest estates and to secure markets for their raw materials. This is achieved through a focus on high-value industrial segments and a balance between productive forestry and nature conservation, while always respecting members’ property rights. Innovation, sustainability, and the interests of the forest owners guide the cooperative’s work, with the ambition to create sustainable value from every tree.  

As the importance of sustainability has grown, Södra has integrated this focus across almost all levels of the organization. At the same time, public opinion on how forests should be managed is shifting, and Södra must continuously adapt and develop its practices to remain competitive—both in the market and among its members.  

In light of this educational challenge and aligned with recent developments in EU legislation, Södra needs to consider whether it is time to proactively redefine its strategies. Aligning with forthcoming and expected regulations and programs is not only a matter of compliance but a strategic opportunity. By acting early, Södra can strengthen its position as a leader in sustainable forestry and turn these challenges into new market opportunities. Innovation in products and services that support biodiversity and ecosystem health will allow Södra to meet the growing demand for sustainability. Moreover, by focusing on regenerative practices, Södra can further establish itself as a pioneer in combining ecological restoration with long-term economic resilience and Swedish innovation.  

Your challenge is to investigate how Södra can increase their positive ecological and societal impacts based on their position and take lead in the transition to a sustainable society. What assets and values can be utilized and what new innovative grips need to be taken?

The sustainable forest challenge

How to make the forest viable through restorative and regenerative practices

A number of the UN’s Sustainable Development Goals (SDGs) concern environmental and climate aspects. The micro-module provides students with background knowledge about the SDGs. The micro-module deals with strategies for dealing with complex global environmental and sustainability problems. Particular focus is placed on technical solutions that are explored in laboratory experiments. In the laboratory exercises, we study how anaerobic digestion can be used to purify organic waste from environmental toxins and produce useful resources such as biogas and fertilizers. Analysing solutions to complex sustainability challenges often requires interdisciplinary expertise. The chemical, biological and physical perspectives applied in the lab environment are therefore integrated with technical and social science knowledge of environmental issues. In this way, the micro-module integrates perspectives from different scientific disciplines in the analysis of complex relationships between the SDGs to identify synergies and avoid goal conflicts.

Solutions to global sustainability challenges

understand solutions to complex sustainability challenges through an interdisciplinary perspective

By taking part in this challenge with the international company ACTIA, you participate in an ambitious project driven by the need to imagine new way of moving in metropolises for a more sustainable society. By engaging with international experts, you will explore solutions based on new technology with the possibility to make a real demonstration on an innovative electrically assisted tricycle. 

Are you a student in computer science, telecommunications, or electronics? If you are, then this challenge is for you with rich seminars on the topic of smart mobility, advanced technologies for localization, communication and service with the opportunity to work with an international team not only with teachers and researchers but also with concerned industrial and startup.

So become an actor of the new usage of shared vehicles for a sustainable society.

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.

INSA Group

Shared Access for Family Electrically-Assisted Tricycle

Using Ultra Wide Band Technology - A new way for smart mobility

Which benefits spill on society and local communities when we are able to explore multiple  implications of socio-economic factors and prospective geopolitical events? How is dealing professionally with the future as a study object? What type of mindset and study career is needed for developing a rigorous methodological framework in future studies?

These questions are among the ones that the participants to ECIU Challenge 2025 ‘Engaging with the Future’ will address and research: they will be involved in an innovative learning environment, dealing with in-presence participatory workshops and lectures and online meetings and seminars with experts and academics. Collaborating in groups and supported by tutors, students are also called to challenge the world with a visionary attitude in formulating ideas about new educational paths and multidisciplinary competencies for ‘Engaging with the futures’.

Within the ECIU educational framework, participants  (BA and MA students), researchers and professionals dealing with future studies and related issues will imagine how anticipatory perspectives can be stimulated at the individual and social level and discuss the possible interconnections between disciplines (anthropology of the future, foresight and scenario planning, risks and disasters anticipatory plans) and across relevant global issues (demographic crisis, ecological transformations, social and political hysteresis, cultural changes).

The 2025 edition of the Challenge will offer in-presence lectures by researchers of both Trento and Linkoping University (Poli, Odella, Foradori, Fredrickson, Dahlin), participatory workshops and online seminars with international experts and professionals of Social Foresight.  Innovative learning models will be implemented in classes and assessments evaluation, encouraging students' creativity and critical thought; each group of participants will be supervised by Teamchers that will assist them in dealing with their projects and progressing in their learning paths. Finally, issues related to European innovation and cultural diversity could also be explored during the two weeks of international mobility (Soi, Trento and Norrkoping Campus, Sweden) during meetings with community and institutional representatives that may contribute to enrich the participants’ educational experience.

Member university

Linkoping University

Member university

Linkoping University

Learning opportunities of Linkoping University