Course Description

The course is part of the EUGLOH Living Lab, a framework of immersive and experimental activities designed to develop transversal and multidisciplinary competencies among students and employees.

These “living laboratories” are led by multidisciplinary “knowledge-creating teams” that drive pedagogical co-creation within the four pillars of the knowledge square: education, research, innovation, and service to society.

The Living Labs promote the expansion, internationalisation, and modernisation of education, integrating innovative entrepreneurial learning, transversal and digital skills, and sustainability into curricula.

The activity “Putting Students First — Designing the Classroom of the Future” is an innovative international training programme in which university students and staff collaboratively explore how to place students at the centre of educational transformation.

The programme consists of:

• A digital preparatory phase, consisting of three elements,
• An on-site phase at UiT – The Arctic University of Norway in Tromsø, and
• A digital follow-up phase.

All these phases are closely aligned in terms of format and content.

Digital Preparatory Phase: Three Elements

In the digital preparatory phase, participants first meet online and receive a thorough introduction to the course design. After that, they have one week to work on at least one of three self-selected modules:

1. Playful Learning
2. Bodily Learning
3. Transferable Learning

Playful Learning

Academia is often associated with long hours of reading, memorising facts, and traditional lecture-based teaching. This module explores how academic teaching can be conceptualised differently by meaningfully integrating elements of play. The module includes, among other components, a video introduction to the topic, selected readings, discussions, and practical exercises.

The Playful Learning module is designed for anyone interested in exploring how academic learning can be enriched and complemented through playful approaches.

Bodily Learning

Modern learning is frequently disconnected from the body: students spend long hours sitting and looking at screens. This module addresses the question of how learning can be designed as a holistic activity that engages the whole body. It draws on practices such as breathing techniques from yoga, meditation, learning in nature, and other embodied approaches.

The Bodily Learning module includes, among other things, a video introduction, readings, online discussions, and practical exercises. It is intended for anyone who is tired of sitting all day and seeks to reconnect mind and body in the learning process.

Transferable Learning

All too often, students experience a disconnect between what they learn at university and the skills they need in their professional lives. In this module, participants explore ways to better align academic learning with workplace relevance, with a particular focus on transversal skills such as critical thinking, collaboration, communication, and leadership, and how these can be more effectively integrated into university education.

The Transferable Learning module includes, among other things, a video introduction, readings, online discussions, and practical exercises. It is intended for anyone looking for ways to make higher education ready for the 21st century.

Based on one or more of these three modules, students develop ideas for a course concept that “puts the students first.” During the final preparatory online meeting, they present their concepts in a “marketplace of ideas” format and form the groups that will later collaborate on-site in Tromsø.

On-Site Phase at UiT – The Arctic University of Norway in Tromsø

On-site, participants will work in groups to develop a project based on one of the three modules. The process is organised as a “hackathon”: an intensive, one-week event in which teams collaborate to create innovative solutions to a specific challenge. Throughout the week, participants generate ideas, design and test prototypes, and present their results at the end of the programme.

The emphasis is on creativity, rapid problem-solving, and teamwork rather than on delivering a fully polished product.

Although the hackathon concept originates from software development, it will be adapted to an educational context—no programming skills are required.

Digital Follow-Up Phase

Participants will share their concepts on a common platform to ensure sustainability, enhance visibility, and foster exchange across the different “EUGLOH Living Labs.” In addition, they will meet online to discuss how they plan to implement the knowledge and insights gained during the Living Lab.

Initiative and Collaboration

This initiative is co-developed by three partner universities — U.Porto, Université Paris-Saclay, and UiT — and proposes a hybrid, interactive approach rooted in real-world challenges and multidisciplinary collaboration.

Admission Requirements

Open to students, academic staff, and non-academic staff from all fields and levels of study, this activity is certified with 3 ECTS and fosters a transformative, student-centred learning experience grounded in innovation, well-being, and social responsibility.

Objectives of the Course

By the end of the Living Lab, students will achieve the following learning outcomes:

Knowledge

The student will gain knowledge of:

• The theoretical concepts and practical implementation of a hackathon in the educational field.


• Theories and practices related to playful learning, bodily learning, and transferable learning.

Skills

The student will be able to:

• Apply theoretical knowledge to develop an advanced educational concept linked to one of the three modules.


• Collaborate effectively in interdisciplinary, cross-university groups to achieve a shared goal.


• Provide constructive feedback on other project concepts and adapt their own ideas spontaneously under time constraints.


• Design a visual “prototype” and present it clearly to the group.

Competence

The student will be able to:

• Apply their knowledge and skills to their own educational contexts.


• Manage a complex project efficiently under time pressure.


• Make informed and timely decisions in high-pressure situations.


• Function effectively as part of an interdisciplinary, international team.


• Lead or contribute to a team project that produces a feasible and innovative solution to a real-world challenge.

Language

The course will be conducted in English.

Teaching Methods

The pedagogical approach will follow challenge-based learning, in a hackathon-style format. Based on one of the three modules – playful learning, bodily learning, and transferable learning – students will develop a specific real-world case for which they create an educational concept. This will be carried out in interdisciplinary teams, including members from different universities and at different stages of education (students, teachers, and educational staff).

Assessment

Assessment is continuous, formative, and based on practical evidence, including:

• Active participation in online and in-person activities (20%):
  Attendance, collaboration, and engagement in debates and interactive sessions.


• Teamwork: development of an educational innovation project (50%):
  Technical, creative, and communicative quality of the final proposal (prototype or implementation plan).


• Final project presentation and pitch to a jury (20%):
  Clarity of communication, audience relevance, and potential impact.


• Contribution to the after-course component (10%):
  Critical self-assessment on the learning experience, sharing of course material, and exchange about applications in respective settings.

Note: Travel and accommodation expenses for participants will be reimbursed in accordance with EUGLOH standards.

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