Università telematica internazionale UNINETTUNO


The internationalisation is one of the most important strategies of the UNINETTUNO University. In a few years, the International Telematic University UNINETTUNO succeeded in having among enrolled students people from 140 different countries of the world, giving to own identity really global character.

Countries of origin of students UNINETTUNO

There are large number of international agreements with universities and ministries of different countries of the world: Europe, the United States, Latin America, China, Russia, Georgia, Iraq. Agreements to create, harmonise and share curriculum, enabled students to acquire a degree, which is valid in their country of origin, in Italy, and in Europe, were created with many countries of the Arab world.

In the process of a study curriculum defining UNINETTUNO bases on the guidelines arising from the Bologna and Sorbonne process for the organisation of the study levels, and on the ECTS (European Credit Transfer System) for the curriculum structuring.

In particular, all Degree Courses follow the European Qualification Standard. For instance, the standard EuroPsy (the European Qualification Standard for Psychologists) was complied for the construction of the Psychology curriculum, in relation to the scientific-disciplinary sectors and credits to be attributed to the single disciplines. This process of the curriculum adaptation to the international standards ensures the fact that the issued degrees will be recognised at the European level.

For partner universities, which have offices in countries that did not accede to the Bologna and Sorbonne processes, UNINETTUNO developed a model for the shared curriculum construction that is already applied with success. A specific example that allows concluding the agreement for the double degree delivery is the agreement with the Helwan University in Cairo. After a first phase of analysis and comparison of the curriculum content for the degree course in Computer Engineering, both at the level of general structure and at the level of the content covered in the single modules, it emerged that, despite the different temporal structuring, the content covered by the UNINETTUNO’s Degree Course during three years corresponds to the content of the four-year period of study in the Egyptian University.  The shared curriculum is structured in such a manner that the Egyptian students after three years of study achieve the Italian Degree (and, thus, European one). To achieve the five-year Egyptian Degree the students have to integrate into the curriculum some modules provided by the fifth year of the course. These students have the opportunity to study interacting critically both with their teachers and tutors and with other students from different countries of the world through constant meetings in chat, virtual classrooms on the Internet or on Second Life, where they carry out exercises, write their memoirs, being active builders of new knowledge. They created together a real network of shared knowledge and shown in practice that young people from different cultures can coexist with success and dignity. This process of analysis, comparison and integration of the curriculum can be extended to any Degree Course in any country. 

Furthermore, before achieving the title of study the Egyptian students carried out the internships in some Italian companies performed in the field of technological innovations. The practical activity within companies allowed these students to acquire skills related to the global labour market needs in order to promote qualified and aware emigration. Moreover, it allowed students to build a concrete dialogue among different cultures.

Delivery of degrees to students of Helwan University - Cairo - Egypt

Another important agreement relates to the activities of UNINETTUNO in Iraq in collaboration with UNIDO, Vienna. The UNINETTUNO succeeded in installing four Technological Poles: in Basra, Baghdad, Erbil and Thi-Qar. In all 4 poles all new technologies – including satellite transmitting and receiving antennas – that interactively link the four Iraqi poles with the UNINETTUNO’s headquarter in Rome were installed. In these technological poles young Iraqi entrepreneurs are formed at a distance, according to the pedagogical model of UNINETTUNO.

Map of UNINETTUNO Technological Poles in Iraq Video Presentation of the inauguration of the e-Learning Centre in Erbil


There are many projects of cooperation with the countries of the Arabian language and culture. The main goal of these projects is to support the development through actions aimed at the human resources professionalisation and the democratization of access to knowledge, with the active involvement of traditional universities of the Arab world. 

Certainly, a learning platform in five languages (Italian, English, French, Arabic, Greek), that is unique at the global level and already designed for the delivery of educational content in more languages, greatly facilitated the international relations. Furthermore, UNINETTUNO decided not to use the simple “translation” of content created by teachers of traditional Italian universities, but to involve the best teachers from different universities of the world – giving each of them the opportunity to develop the contents of the different teachings in their own language. This fact fostered still more the internalisation development.

Students and teachers come from different countries of the world, not only from universities of Europe and the United States, but also from universities of the Arab world countries, such as Algeria, Egypt, Jordan, Morocco, Syria, Tunisia, and Turkey. Many professors from universitites of these countries, selected by the appropriate scientific committees on the basis of the international quality of their publications, taught and teach on the UNINETTUNO’s platform. The courses of some faculties (e.g. faculty of engineering) are provided in Arabic, English, French and Italian languages; other faculty are developing their contents also in English; and the Master courses are already all in English, some of them even in Greek.

This choice was implemented in order to ensure that the linguistic diversity becomes an element of the cultural force and to respect the different cultures from which students come. In addition, this linguistic richness allows accessing and sharing information, building knowledge in a dimension that is no longer local but global, discovering that some problems can be solved better by working with people of different cultures.



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