Education built around practice, not the lecture hall.
The Consortium implements and scales practice‑oriented models of education (Statutes, Art. 7.3): the University 5.0 model, dual education with project‑based assessment, stackable micro‑credentials and an EdTech platform that personalises learning. Achievements move between member institutions through the ISTC credit system.
Five generations of the university
From teaching to societal value.
Each generation kept what came before and added a function. Select a generation to read how its purpose and its measure of success changed.
5.0University 5.0
An open, hyper‑connected innovation ecosystem embedded in society. Physical and digital environments merge; advanced digital technologies personalise education; success is measured by tangible societal value. The model the Consortium implements.
Statutes · Articles 15.1–15.2
Dual education, assessed by projects.
Two places of learning. Dual education combines theoretical instruction delivered by an educational institution with practical training conducted in the workplace of a partner organization. Students alternate between the two, so theory is tested against practice within weeks, not years.
One form of assessment. Student assessment is conducted primarily through the evaluation of projects or practical assignments, reflecting applied skills and learning outcomes (Project‑Based Learning). The portfolio of completed projects becomes the transcript.
Recognised across the network. Members agree procedures for mutual recognition of study periods, learning achievements and internal qualifications, supplementing national accreditation systems rather than replacing them (Art. 15.3).
Micro‑credentials
Small attestations that add up.
A micro‑credential is a digitally documented attestation confirming the acquisition of defined learning outcomes, skills or competencies. Individually it certifies one narrow capability; accumulated and combined, micro‑credentials form a comprehensive record of professional development within the Consortium's network.
In the ISTC system they belong to Block A. Once a programme or certificate is accredited in the Global Equivalence Matrix, its credits are allocated automatically, so a learner's stack of micro‑credentials counts toward a qualification level without a separate review. Credits are stackable over a lifetime (Principle 2.7) and may carry a lifecycle in fast‑moving fields (Principle 2.3).
EdTech · Statutes Art. 18
The digital platform.
EdTech, as the Statutes define it, is the set of digital tools, platforms and methodologies used to support and improve educational processes and the personalisation of learning. Five components carry the Consortium's programmes.
LMS
Learning management systems
The backbone for programmes, enrolment and records across member institutions.
VR / AR
Virtual and augmented reality
Immersive laboratories and simulations where physical access is costly or impossible.
Gamification
Motivation and engagement models
Game mechanics in courses and assessment; a dedicated Game Studies track in the ISTC system.
AI tutoring
Personalised instruction
AI‑based tutoring adapts pace and content to each learner and supports administration.
Ledger
Distributed records
Learning achievements and recognitions kept on digital or distributed ledgers for security, traceability and archival (Art. 18.3).
Statutes · Articles 19 & 27.4
Students who leave with a company.
Students may present practical projects, prototypes or startup initiatives as part of their learning outcomes, and the Consortium may provide infrastructure, mentorship and advisory support to members undertaking innovation or entrepreneurial activity within its network.
For student startups, projects or developments the Consortium follows a “Founder Friendly” approach: it supports educational and collaborative use while participating students or members retain primary rights to their initiatives. Any involvement of the Consortium is voluntary and governed by internal arrangements.