Teaching stays at a partner university provide an excellent opportunity to showcase and further develop your academic and pedagogical work beyond your home institution, or to familiarise Göttingen students with the expertise, perspectives, knowledge cultures, and teaching approaches of international colleagues.

This can be realised entirely virtually. Through Erasmus+, you may also apply for funding for an in-person teaching stay at a university within the ENLIGHT network (further information can be found here), or invite colleagues from partner institutions here).

Academic staff mobility is a particularly accessible and enriching way for students to experience the global academic context. It also enables less mobile students to participate in international activities through “internationalisation at home”. Formats range from guest lectures and intensive seminars to jointly designed courses.

Virtual Exchange refers to digitally supported collaboration between students and academic staff from two universities. As teaching staff, you jointly design project phases or task formats that require collaborative work and perspective-taking. A four- to six-week virtual exchange phase embedded within an existing course is often practical and generally aligns well with differing academic calendars.

Typically, the format follows a structured sequence: an introductory phase, subject-specific preparation, collaborative project work, and reflection. Further information on Virtual Exchange within ENLIGHT can be found [ here.

Virtual Mobility enables students to participate in digital courses offered by partner universities without the need for physical mobility. You may open an (online) course to a limited number of ENLIGHT students. Participants from partner universities gain access to local learning management systems (e.g. Stud.IP), course materials, and assessments.

You can find an overview of the current ENLIGHT course offer here. This format complements—but does not replace—traditional exchange programmes. It is particularly suitable for elective modules and profile development. Students gain insights into different teaching and learning cultures and access to subject perspectives not offered within their home curriculum. At the same time, your teaching benefits from international perspectives and may serve as a starting point for deeper institutional collaboration.

Further information on Virtual Mobility within ENLIGHT can be found here

Blended Mobility combines virtual exchange with a short period of physical mobility. The key is the didactic integration of both elements into a coherent learning structure, ensuring that online and in-person phases build upon one another.

A well-established funding scheme is the Erasmus+ Blended Intensive Programme (E+ BIP). At least three universities jointly develop a programme (minimum 3 ECTS), consisting of a virtual component and a physical mobility phase of at least five days. Further information on application and implementation at the University of Göttingen can be found here

In addition to intensive intercultural and academic exchange, the in-person phase typically includes a social programme, such as regional excursions and networking activities. Participation in an E+ BIP thus promotes active collaboration with students from various European ENLIGHT universities.

Further guidance on the design and organisation of Blended Mobility formats in ENLIGHT is available here.

Mobility windows are curriculum-embedded periods specifically designated for international study achievements. They enable credit-bearing study abroad phases without prolonging the overall duration of study and provide planning security for students.

Their design and level of obligation may vary depending on the degree programme. Typically, the second or third year of a Bachelor’s programme, or the second or third semester of a Master’s programme, is most suitable in order to ensure completion within the standard period of study.

Micro-credentials are short, targeted learning opportunities (typically 1–30 ECTS) designed to certify flexible skills acquisition, support continuing professional development, and promote lifelong learning (upskilling/reskilling).

They may be offered within existing degree programmes or as standalone continuing education formats. Curricular integration is possible from 3 ECTS credits onwards.

Micro-credentials are designed to impart specific, in-demand knowledge and skills relevant to the labour market, society, or personal development. They are modular in structure and can either be taken independently or combined into larger qualifications (“stacking”). Teaching formats may be delivered digitally, in person, or in hybrid form.

Within ENLIGHT, micro-credentials provide an effective format for developing attractive, targeted learning opportunities in collaboration with colleagues from partner universities. These can be accessed by students across the network for both academic and personal development. The alliance fosters access to shared expertise, innovative pedagogical approaches, and established formats in continuing education, while also expanding the pool of academic peers, practice partners, and external experts, facilitating interdisciplinary and practice-oriented learning

A Double Degree is based on a cooperation agreement between two universities with coordinated exchange structures; students obtain two national degrees

A Joint Degree, by contrast, is a jointly developed and coordinated degree programme with aligned learning outcomes and – where possible – a single joint qualification. Both models require a strategically aligned partnership at both institutional and curricular level.