Developed through the collaboration between Çağ University, Technological University Dublin and European University of Technology (EUT+), these Digital Badges support learners in developing future-oriented skills in digital literacy, sustainability, global citizenship, virtual collaboration, and emerging technologies. The badges are delivered through immersive, interdisciplinary, and international learning experiences designed to prepare students for the evolving digital and global society.
Three badges built around digital literacy, sustainability, and virtual identity within immersive learning environments.
METAVERSE
Global Citizenship through Virtual Worlds and Digital Literacy
This badge focuses on developing digital literacy, sustainability awareness, and global citizenship through immersive virtual learning environments. Learners engage in international collaboration, teamwork, and virtual communities while developing communication, critical thinking, and digital citizenship skills through metaverse-based learning experiences.
KEY AREAS
Global citizenship and cultural awareness
Sustainability and SDGs
Digital literacy and meta-literacy
Teamwork and international collaboration
3D presentations and virtual projects
20–25 Hours
DEVELOPMENT
Next-Gen Development
This badge explores how AI, digitalisation, sustainability, and global inequalities are reshaping development models and global systems. Learners critically analyse the relationship between technology, economic transformation, geopolitics, and sustainable futures through interdisciplinary and collaborative learning activities.
KEY AREAS
AI and Industry 5.0
Sustainable development and SDGs
Digital transformation and inequalities
Circular and regenerative development models
Ethical and inclusive policy solutions
20–25 Hours
DIGITAL IDENTITY
Virtual Identity and Digital Presence
This badge supports learners in developing a critical, ethical, and responsible virtual identity within digital and immersive environments. The course explores how online identities are shaped through digital behaviour, communication, AI systems, and platform interactions while promoting digital well-being, inclusion, and professional development.
KEY AREAS
Digital identity and online presence
Privacy, ethics, and online safety
Digital inclusion and accessibility
Professional and civic digital engagement
Sustainable digital futures and AI
20–25 Hours
Newly Added Badges
VR Lab, Second Life & Artificial Intelligence
Five new badges spanning a Meta Quest VR laboratory to sociology, AI, and entrepreneurship courses delivered in Second Life.
CAG–TU SOFIA JOINT BADGE
Immersive Technology Practitioner
VR Lab Experience — a joint badge between Çağ University and Technical University of Sofia
This badge provides learners with practical, hands-on competencies in immersive technologies through a VR laboratory experience using Meta Quest devices. As a joint initiative between Çağ University and Technical University of Sofia, it enhances learners' digital, collaborative, and experiential learning skills while promoting the ethical and safe integration of immersive technologies into education.
INTENDED LEARNERS
Undergraduate and postgraduate students, pre-service teachers, educational technology learners, academic and administrative staff, and individuals interested in immersive learning technologies from Çağ University, Technical University of Sofia, and other EUT+ partner universities.
LEARNING OUTCOMES
Explain the fundamentals of immersive technologies and their applications in teaching and education.
Operate Meta Quest VR hardware safely and effectively for teaching purposes.
Navigate and interact within virtual learning environments and immersive teaching materials.
Demonstrate awareness of ethical, responsible, and safe use of immersive technologies.
Critically reflect on immersive learning experiences and their pedagogical potential.
Design, develop, and present a basic VR-supported learning scenario as a team.
OUTLINE OF LEARNING ACTIVITIES
Introductory information pack (PDF guide, podcast, videos) → supervised hands-on VR lab sessions with Meta Quest devices → asynchronous materials on ethics and safety → structured immersive experience with guided reflection → a closing team activity in which learners design and showcase a VR learning scenario.
Sustainable Futures: Technology, Society & Responsibility
A sustainability badge based on Kolb's Experiential Learning Cycle
Designed around Kolb's Experiential Learning Cycle, this badge develops learners' interdisciplinary competencies in sustainability, digital transformation, ethical technology use, and responsible innovation. Grounded in the UN Sustainable Development Goals (SDGs), it engages learners in interactive virtual experiences, AI-supported discussions, and scenario-based simulations within a virtual world platform.
INTENDED LEARNERS
Undergraduate and postgraduate students from EUT+ and Çağ University; educators; professionals in sustainability, business, and digital fields; and learners interested in AI ethics and digital futures.
LEARNING OUTCOMES
Explain the relationship between sustainability and digital transformation.
Evaluate ethical issues in digital technologies and AI.
Analyse sustainability challenges in virtual environments.
Develop collaborative digital solutions to real-world problems.
Demonstrate understanding of the SDGs in applied contexts.
Reflect on digital citizenship and ethical behaviour.
OUTLINE OF LEARNING ACTIVITIES
Concrete Experience (VR simulations, virtual world exploration, SDG scenarios) → Reflective Observation (group discussions) → Abstract Conceptualisation (analysing sustainability problems and proposing solutions) → Active Experimentation (implementing solutions via notecards, presentations, and discussions). Activities include interactive workshops, virtual sustainability simulations, ecosystem scenarios, brainstorming sessions, mini quizzes, and digital solution design tasks.
25 Hours
SOCIOLOGY
Immersive Sociology
Applying sociological perspectives within Second Life
This badge introduces learners to key sociological perspectives and enables them to apply these perspectives to immersive virtual environments such as Second Life. It develops students' critical understanding of social interaction, identity construction, participation, and hidden social norms in digital environments.
INTENDED LEARNERS
Undergraduate and postgraduate students interested in immersive learning, virtual interaction, digital culture, and social analysis — particularly those in social sciences, education, communication, media studies, and interdisciplinary programmes.
LEARNING OUTCOMES
Explain the main principles of structural functionalism, conflict theory, and symbolic interactionism.
Apply sociological perspectives to analyse social systems in immersive virtual environments.
Examine interaction patterns, participation, and communication within digital settings.
Identify hidden social norms and inequalities in immersive environments.
Analyse identity construction and avatar-based interaction.
Critically evaluate media, healthcare, educational, or communication systems within virtual spaces.
OUTLINE OF LEARNING ACTIVITIES
Stage 1 – Theoretical introduction to structural functionalism, conflict theory, and symbolic interactionism → Stage 2 – In small groups within Second Life, students analyse a chosen social system (media, healthcare, education, marketplace, or community spaces) through the three perspectives → Stage 3 – Observation and ethically-controlled breaching activities to identify hidden social norms → Stage 4 – Presentation of findings through group presentations, short analytical reports, and reflective discussions.
25 Hours
ARTIFICIAL INTELLIGENCE
AI Tips, Tricks and Track
The history, philosophy, ethics, and applications of AI — delivered in Second Life
This badge helps students understand the historical and philosophical foundations of artificial intelligence, apply current AI tools in a practical, hands-on context, and think critically about AI's future impacts. Students trace AI's development from early myths through the Turing Test, examine ethical issues such as data, surveillance, and privacy, and experiment directly with tools such as ChatGPT and DALL·E — all delivered collaboratively through the virtual world platform Second Life.
INTENDED LEARNERS
Çağ University students enrolled in the Faculty of Economics and Administrative Sciences (elective, spring semester) interested in artificial intelligence, philosophy of mind, technology ethics, and emerging digital tools — particularly from business, economics, international relations, and other social science disciplines.
LEARNING OUTCOMES
Explain the historical and philosophical foundations of artificial intelligence.
Analyse the ethical and societal implications of AI systems.
Apply current AI tools in a practical, hands-on context.
Develop creative and critical perspectives on the future of AI.
Collaborate effectively in an international virtual environment.
OUTLINE OF LEARNING ACTIVITIES
Module 1 (Weeks 1–4): introduction to AI and Second Life orientation, history of AI, philosophy of mind/Turing Test, AI ethics → Module 2 (Weeks 5–9): overview of AI tools, NLP/ChatGPT, AI in art and creativity, followed by the midterm exam → Module 3 (Weeks 10–14): AI in decision-making, data/surveillance/privacy, futurism and technological singularity, AI and identity/posthumanism, AI in science fiction, delivered through case studies and critical viewing assignments. The course concludes with student project presentations (Week 15), a final reflection/celebration event (Week 16), and the final exam — all within the Second Life environment.
30 Hours
ENTREPRENEURSHIP
Meta-Entrepreneurship
Entrepreneurship and digital marketing in a virtual world — delivered in Second Life
This badge helps students understand how entrepreneurship works in virtual environments, focusing on practical skills in creating and managing a business in a virtual world. Students learn to design 3D products, build virtual spaces, and develop their own business ideas, going through the full process of starting a business — identifying a target audience, conducting market research, setting prices, and promoting products through digital marketing. A key component is a role-play activity in which instructors act as customers who visit students' virtual spaces, allowing students to present their products, negotiate, and practise sales and entrepreneurial thinking.
INTENDED LEARNERS
Çağ University and EUT+ Alliance bachelor's, master's, and PhD students interested in entrepreneurship, digital marketing, virtual worlds, metaverse applications, and 3D content creation — particularly from business administration, marketing, international relations, digital media, and design disciplines.
LEARNING OUTCOMES
Understand the basic concepts of virtual economies and how value is created in digital environments.
Design and develop basic 3D products and virtual business spaces.
Start and manage a business in a virtual environment.
Develop pricing strategies and basic business models.
Apply digital marketing and social media promotion strategies.
Create and present a portfolio bringing together all learning outputs.
OUTLINE OF LEARNING ACTIVITIES
Meta-entrepreneurship, virtual currency, market analysis, and strategy sessions → hands-on 3D design workshops in which students create their own virtual companies and products → independent learning via AI-supported pre-recorded videos → guided entrepreneurial training on market research, pricing, digital marketing, and branding → development and presentation of virtual products and business projects → role-play simulations in which instructors act as customers → final project presentations and interactive demonstrations within the virtual world.
