2026光伏建筑一体化-太阳能建筑教育与培训活动研究报告（英文版）

Task15EnablingFrameworkfortheDevelopmentofBIPV

PVPS

BIPV:EducationandTrainingActivitiesforSolarArchitecture

2026

ReportIEA-PVPST15-25:2026

Task15EnablingFrameworkfortheDevelopmentofBIPV-BIPV:EducationandTrainingActivitiesforSolarArchitecture

WhatisIEAPVPSTCP?

TheInternationalEnergyAgency(IEA),foundedin1974,isanautonomousbodywithintheframeworkoftheOrganisationforEconomicCooperationandDevelopment(OECD).TheTechnologyCollaborationProgramme(TCP)wascreatedwiththebeliefthatthefutureofenergysecurityandsustainabilitystartswithglobalcollaboration.Theprogrammeismadeupof6.000expertsacrossgovernment,academia,andindustrydedicatedtoadvancingcommonresearchandtheapplicationofspecificenergytechnologies.

TheIEAPhotovoltaicPowerSystemsProgramme(IEAPVPS)isoneoftheTCPswithintheIEAandwasestablishedin1993.Themissionoftheprogrammeisto“enhancetheinternationalcollaborativeeffortswhichfacilitatetheroleofphotovoltaicsolarenergyasacornerstoneinthetransitiontosustainableenergysystems”.Inordertoachievethis,theprogramme’sparticipantshaveundertakenavarietyofjointresearchprojectsinPhotovoltaic(PV)powersystemsapplications.TheoverallprogrammeisheadedbyanExecutiveCommittee,comprisedofonedelegatefromeachcountryororganisationmember,whichdesignatesdistinct‘Tasks’thatmayberesearchprojectsoractivityareas.

TheIEAPVPSparticipatingcountriesareAustralia,Austria,Belgium,Canada,China,Denmark,Finland,France,Germany,India,Israel,Italy,Japan,Korea,Lithuania,Malaysia,Morocco,theNetherlands,Norway,Portugal,SouthAfrica,Spain,Sweden,Switzerland,Thailand,Türkiye,theUnitedKingdomandtheUnitedStatesofAmerica.TheEuropeanCommission,SolarPowerEuropeandtheSolarEnergyResearchInstituteofSingaporearealsomembers.

Visitusat:

WhatisIEAPVPSTask15?

TheobjectiveofTask15oftheIEAPhotovoltaicPowerSystemsProgrammeistocreateanenablingframeworktoacceleratethepenetrationofBuilding-IntegratedPhotovoltaics(BIPV)productsintheglobalmarketofrenewables,resultinginanequalplayingfieldforBIPVproducts,Building-AppliedPhotovoltaics(BAPV)productsandregularbuildingenvelopecomponents,respectingespeciallyeconomic,technological,legal,aesthetic,reliabilityandnormativeissues.

DISCLAIMER

TheIEAPVPSTCPisorganisedundertheauspicesoftheInternationalEnergyAgency(IEA)butisfunctionallyandlegallyautonomous.Views,findingsandpublicationsoftheIEAPVPSTCPdonotnecessarilyrepresenttheviewsorpoliciesoftheIEASecretariatoritsindividualmembercountries.

COPYRIGHTSTATEMENT

Thiscontentmaybefreelyused,copiedandredistributed,providedappropriatecreditisgiven(pleaserefertothe‘SuggestedCitation’).Theexceptionisthatsomelicensedimagesmaynotbecopied,asspecifiedintheindividualimagecaptions.

SUGGESTEDCITATION

BonomoP.,FrontiniF.(2026),BIPV:EducationandTrainingActivitiesforSolarArchitecture(ReportNo.T15-25:2026).IEAPVPSTask15.

/key-topics/t15-bipv-education-training-2026/

DOI:10.69766/QIFD7298

COVERPICTURE

Fieldvisittoasolarbuildingduringtheadvancedtraining“SolarchitectureEssentials”inTicino,Switzerland(photo:SUPSI).

INTERNATIONALENERGYAGENCY

PHOTOVOLTAICPOWERSYSTEMSPROGRAMME

BIPV:

EducationandTrainingActivitiesfor

SolarArchitecture

IEAPVPSTask15

EnablingFrameworkfortheDevelopmentofBIPV

ReportIEA-PVPST15-25:2026

February-2026

ISBN:978-1-923734-00-5

DOI:10.69766/QIFD7298

Task15EnablingFrameworkfortheDevelopmentofBIPV-BIPV:EducationandTrainingActivitiesforSolarArchitecture

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TABLEOFCONTENTS

Acknowledgements 7

Listofabbreviations 8

Glossary 9

Executivesummary 10

1Introductionandreferenceframework 11

2EducationandtraininginBIPV:Databasedefinition 13

2.1Introduction 13

2.2Methodology 13

3BIPVcourses:Resultsandanalysis 17

3.1Overviewofcoursedistributionbycountry 18

3.2Coursedurationbycountry 19

3.3Coursedistributionbydurationandacademiclevel 21

3.4Targetaudiencebyqualificationlevel 23

3.5Learningformatbycountryandqualificationlevel 24

3.6Distributionoftargetaudiencesbyacademiclevel 27

3.7Distributionofcoursemodulesbylearningformat 28

3.8InsightintocurrentBIPVcourses 29

4Challengesandconclusions 45

5LiveSurvey 48

References 49

Task15EnablingFrameworkfortheDevelopmentofBIPV-BIPV:EducationandTrainingActivitiesforSolarArchitecture

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ACKNOWLEDGEMENTS

ThisreportreceivedvaluablecontributionsfromseveralIEA-PVPSTask15membersandotherinternationalexperts.SUPSI(UniversityofAppliedSciencesandArtsofSouthernSwitzerland)gratefullyacknowledgethesupportandcollaborationoftheSEAMLESS-PV(GrantAgreementNo.101096521),MASS-IPV(GrantAgreementNo.101120368),andINPERSO(GrantAgreementNo.101119871)projects.TheseinitiativeshavereceivedfundingfromtheEuropeanUnion’sHorizonEuroperesearchandinnovationprogramme.DTUgratefullyacknowledgethesupportfromtheDanishEnergyAgency(EUDPgrantno.134243-534202).Thecontributionsofprojectpartners,stakeholders,andprofessionalsinvolvedintheproject-relatedinitiativeshavebeeninstrumentalininformingtheanalysisandinsightspresentedinthisreport.Thecontentofthispublicationreflectsonlytheauthors’views.TheEuropeanCommissionisnotresponsibleforanyusethatmaybemadeoftheinformationitcontains.TheauthorswouldliketoexpresstheirsinceregratitudetoMatteoCadei(SUPSI)forhissupportindataanalysisandGionaCattaneo(SUPSI)forthefinalrevisionandproofreading.

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LISTOFABBREVIATIONS

ACE

BAPV

BEM

BIM

BIPV

CAS

CEC

CPD

DAS

ECTS

EAAE

IEA

IEAPVPS

MAS

OECD

PG

PPD

PV

TCP

Architects'CouncilofEuropeBuilding-AppliedPhotovoltaicsBuildingEnergyModelling

BuildingInformationModelling

Building-IntegratedPhotovoltaics

CertificateofAdvancedStudies

ContinuingEducationCredits

ContinuousProfessionalDevelopmentDiplomaofAdvancedStudies

EuropeanCreditTransferandAccumulationSystemEuropeanAssociationforArchitecturalEducation

InternationalEnergyAgency

IEAPhotovoltaicPowerSystemsProgrammeMasterofAdvancedStudies

OrganisationforEconomicCooperationandDevelopmentPostgraduate

PostgraduateProfessionalDevelopmentPhotovoltaics

TechnologyCollaborationProgramme

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GLOSSARY

Bachelor’sdegree

Undergraduateacademicqualification.

Master’sdegree

Graduateacademicqualification.

Executivemaster’sdegree

Specialisedpostgraduateacademicqualification.

Continuing

educationcredits

Aunitofmeasurementawardedforcompletingaccreditedcontinuing

educationprograms,oftenusedtofulfilprofessionalcertificationorlicensurerequirements.

Short-termspecifictraining

Focused,time-limitedtrainingprogramsdesignedtoteachspecificskillsorknowledgeinaparticulararea.

Extendedspecifictraining

Specialisedtrainingprogramlastingmorethanoneweek.

Hybridlearning

Educationalformat/modelwherelecturescanbetakenin-personoronline

Seminar

Educationaleventwhereexpertsshareknowledgeorinsightsonaspecifictopic,typicallywithlimitedaudienceinteractionthroughQ&Asessions.

Workshop

Aninteractive,hands-oneventfocusedonskillbuildingorproblem-solving,whereparticipantsactivelyengageinactivitiesanddiscussions.

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EXECUTIVESUMMARY

TheintegrationofBIPVintotheconstructionsectorrepresentsasignificantyetunderutilisedopportunityforadvancingsustainableenergyinthebuiltenvironment.Despiteabroadrangeofover80BIPVproductsavailableintheEuropeanmarket[1,2],currentlyBIPVaccountsforonly1%-3%ofthePVmarketbothintheEuropeanUnion(EU)andglobally.Thissuboptimalperformanceislargelyduetopersistentstructuralbarriers—suchasfragmentationbetweenthesolarandconstructionindustries,regulatoryuncertainty,andalackofintegratedskillsandtrainedworkforce—whichhavehinderedinvestorconfidenceandslowedmarketuptake.Asidefromafewcountrieswhichstandoutwithpilotprojectsandagrowingmarket,thistrendremainsanexception;similarchallengesareobservedacrosstheEU,USA,India,andothercountries,whereBIPVremainsaverynichemarket.

Inresponse,Sub-TaskEofPhase3ofIEAPVPSTask15focusesonovercomingthesebarriersbyfosteringaperspectiveontheinterdisciplinarycollaboration,integratedvaluechains,anddevelopmentofaqualifiedworkforce.Thesub-taskbuildsoninsightsfromPhase2,whichidentifiedinsufficientknowledgeexchangeandweaknetworksbetweenthesolarandbuildingsectors,alongwithacriticalshortageoftrainedprofessionals[3].

Sub-TaskEinvestigateskeychallengesintheBIPVsector,includingknowledgegapsandworkforceshortagesacrossmarketsegments.Itexploresstrategiesforintegratedknowledge,upskilling,retraining,andattractingprofessionals,promotescross-sectoralsynergieswithconstructionandelectricalsectors,andsupportsthedevelopmentoftargetedtrainingandeducationalmaterialsforsolararchitecture.

InitialoutputsinthisreportincludeacomprehensivefirstreviewofexistingBIPVeducationandtrainingoffersworldwide,highlightingmajortopicsandapproachescurrentlyadoptedinknowledgetransferandthemappingofavailableprofessionaltrainingactivitiesacrossdifferentcountriesasabasistoreflectontheneedforbetter-alignedandstructurededucationandtraining.Theseeffortslaythefoundationforactionablestrategiestoaddresseventualskillgapsandespeciallytopromoteamoreintegrated,diffusedanddynamicBIPVecosystemtosupportthebroaderstrategyofworkforcedevelopmentandmarkettransformation.

Task15EnablingFrameworkfortheDevelopmentofBIPV-BIPV:EducationandTrainingActivitiesforSolarArchitecture

1INTRODUCTIONANDREFERENCEFRAMEWORK

Intheglobaltransitiontowardrenewableenergyandsustainabledevelopment,thebuiltenvironmentplaysacentralrole.Amongtheemergingsolutions,Building-IntegratedPhotovoltaics(BIPV)standsoutnotonlyasacleanenergytechnologybutalsoasanarchitecturalopportunitymergingfunctionalitywithaesthetics,energygenerationwithdesign.TorealisethefullpotentialofBIPV,awell-prepared,interdisciplinaryworkforceisessential.Thisreportaimstoinvestigatethecurrentstateofeducationandtrainingactivitiesinthefieldsofsolarenergyandarchitecture,withafocusondevelopingtheskillsnecessarytointegrateBIPVintomainstreamarchitecturalpracticeforthedesignandengineeringofBIPVsolutions.

Atpresent,educationandtrainingsystemsarestrugglingtokeeppacewiththegrowingdemandforexpertiseinsustainablearchitecture,particularlyinintegratingsolarsolutionssuchasBIPV.Boththesolarandconstructionsectorsareexpandingrapidly,yetworkforcedevelopmentandskillreadinessremainkeybottlenecks.Addressingtheseissuesrequiresacoordinatedandforward-thinkingapproachthatencompassesacademicinstitutions,industry,publicauthorities,andprofessionalorganisations.

Understandingthecurrentdynamicsofeducationandtraininginsolarandarchitectureisvitaltoidentifyingexistinggapsandpotentialpathwaysforimprovement.Educationinarchitectureandinthebuilding,domainisnotonlyatechnicalnecessity;itisadriverofculturalandsystemictransformation.Theintegrationofsolartechnologiesintothebuiltenvironmentdemandsanevolutioninbotharchitecturalcurriculaandvocationaltrainingmodels.Skillsdevelopmentbecomesthefoundationforinnovation,professionalmobility,andlong-termimpactinsustainableconstruction.Thesolarsectorispoisedtobecomeacornerstoneofglobalpowergeneration,withthebuiltenvironmentofferingimmensepotentialforPVdeployment.However,thisopportunityisaccompaniedbysignificantworkforcechallenges.Forinstance,recentEUSolarJobsReports[4]underlinehowthelackofqualifiedprofessionalsacrossmultipledisciplines—includingengineering,design,installation,andplanning—isslowingprogresstowardrenewableenergytargets.ThesechallengesarenotexclusivetoEurope:countriessuchastheUS,India,andothersfacesimilarhurdlesinaligninglabourforcecapabilitieswithnationalsolarambitions.

Bridgingthesegapsrequiresnotjusttechnicaltraining,butashiftineducationalphilosophy,embeddingsolarbuildingsliteracyandenvironmentaldesignintoalllevelsoflearningandprofessionaldevelopment.Whilethedemandforgreen-collarjobscontinuestorise,theprecisenatureofworkforceshortagesremainsdifficulttoassess.Reportshighlighttheimportanceofnationalskillsassessmentsandstrongerdatacollection,aswellascollaborationbetweengovernmentsandtheprivatesector.Theseinsightscallfortargetedactions,includingcurriculumupdates,qualificationrecognitionframeworks,andincentivesforlifelonglearningtoensurethattherenewableenergytransitionisnotstalledbyhumancapitalconstraints.Architectsandurbanplannersplayapivotalroleinshapingenergy-positiveenvironments.InstitutionssuchastheArchitects'CouncilofEurope(ACE)[5]andtheEuropeanAssociationforArchitecturalEducation(EAAE)[6]haveemphasisedtheneedtoelevatearchitecturaleducation,ensuringitisalignedwithsustainabilitygoals.Theirinitiativesadvocateforcomprehensiveacademicprograms,practicalexperience,cross-borderrecognitionofqualifications,andthesystematicpromotionofContinuousProfessionalDevelopment(CPD).CPDisnotonlyvitalforadaptingtonewconstructionmethodsandmaterialsbutisalsocrucialinenablingarchitectstoremainagileinanincreasinglycomplexregulatory,environmental,andtechnologicallandscape.Thisimperativeforupskillingappliesequallyacrosscontinents,

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Task15EnablingFrameworkfortheDevelopmentofBIPV-BIPV:EducationandTrainingActivitiesforSolarArchitecture

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wheresimilarframeworksareemergingtoaddresstheevolvingroleofarchitectsinthegreentransition.

Equallyimportantistheroleofresearchandinnovationinadvancingarchitecturalpractice.Collaborationbetweenacademia,practitioners,andpublicauthoritiesenablestheexchangeofknowledgeandsupportsthecreationofsustainable,high-performancebuildings.Researchpartnershipsgeneratenewmethodologies,supportdesignexperimentation,andfacilitatetheadoptionofemergingtechnologiessuchasBIPV.Governmentsandinstitutionscanfurthersupporttheseprocessesbypromotingeducation,research,andpublicawareness,fosteringecosystemswherearchitecturalinnovationcanthrive.

Lookingahead,itiscriticalthatnationalandinternationalactorsaligntheireffortstoprepareprofessionalsforthechallengesofsolararchitecture.Publiccampaignsandeducationalreformsarenecessarytopromotethevalueofgreen-collarjobsandattractnewtalenttothefield.PlatformslikeIEAfacilitatecross-bordercollaborationandknowledgeexchange,butlocalandnationalinstitutionsmustplayadecisiveroleinimplementingchangeontheground.AttheheartofthisshiftisagrowingrecognitionofPVnotjustasanenergysource,butalsoasanintegratedcomponentofarchitecture.ThewidespreadadoptionofBIPVwillrequirenotonlytechnologyandinvestment,butalsoagenerationofskilledprofessionalstoleadtheway.

ThisreportbeginsbymappingthecurrenteducationalandtraininglandscapeforBIPVacrosscountries,identifyingexistinginitiatives,revealingcriticalgaps,andproposingpathwaysforstrategicimprovement.Theanalysisstartswithacountry-by-countryoverviewofavailablecourses,thankstotheexperts’networkandfirstresearch,highlightingtheirgeographicdistributionandidentifyingregionswithmoredevelopedoremergingBIPVeducationalofferings.Itthenexploresthecharacteristicsofthesecoursesinmoredetail,includingtheirtargetaudiencesandthelearningformatsadopted.Atthisstage,noreferenceshavebeenincludedtoparallelinitiativespromotedbyindustriesorspecificforinstallers,whichoftenplayasignificantroleinknowledgetransfertoprofessionals.Themethodologicalapproach,therefore,focusesonrecognisedadvancedstudiesortrainingprograms,sincethisrepresentsafirstmappingofthecurrentcontext.

Subsequentsectionsexaminehowthesetrainingprogramsarestructuredintermsofdurationandacademiclevel,andhowwelltheyalignwiththequalificationrequirementsandrolesoftheirintendedparticipants.Thisincludesananalysisoftheprofessionalrolesacrossdifferentacademiclevels,therelationbetweenlearningformatsandcoursecontent,andassessinghowvariousmodulesaredeliveredinpractice.

Finally,adedicatedsectionpresentsselectedbest-caseexamplesoftrainingprograms,offeringadeeperlookintocoursecontent,structure,anddeliverymethods.Altogether,thereportservesasafoundationalresourcetounderstandwherethesectorstandsintermsofeducationandtraining,andwhereitneedstogotosupportthegrowingroleofBIPVinsustainablearchitecture.

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2EDUCATIONANDTRAININGINBIPV:DATABASEDEFINITION

2.1Introduction

TheobjectiveofthisreportistoprovideafirststructuredandcomparativeoverviewofacademicandprofessionalcoursesrelatedtoBIPVtechnologyonaglobalscale.Ithasbeendevelopedtocollect,organise,andcomparekeyinformationontrainingprograms,supportingtheidentificationofemergingeducationaltrendsandofferingastructuredresourceinthefieldoftrainingandtechnologicaldevelopment.Thecategoriesincludedinthedatabasehavebeenselectedtoenableaconsistentevaluationofcourses,takingintoaccountvariablessuchasacademiclevel(undergraduate,graduate,professional),learningformat(in-person,online,hybrid),duration,coursecontent,andaccreditations.Whereavailable,detailsonexpectedlearningoutcomes,teachinggoals,andprerequisitesarealsoincluded,providingastandardisedframeworkforcomparison.

Itisimportanttounderlinethatthecoursemappingpresentedinthisstudyshouldbeconsideredapreliminaryobservation.ItdrawsprimarilyonTask15expertcollaboration,professionalnetworks,andsharedknowledge,ratherthanonanin-depthfullmarketinvestigation.Furthermore,noqualityassuranceoftheindividualeducationaloffersisprovidedbyTask15.ThedatabaseshouldthereforebeseenasastartingpointtobetterunderstandingandexpandingeducationalopportunitiesintheBIPVsector—particularlywithinarchitectureandbuilding—whilealsosupportingthedevelopmentandrefinementoftrainingprogramsthatcanaddresstheevolvingneedsofthispedagogical,educationalandtechnologicalfield.

2.2Methodology

Thedataforthisdatabasewerecollected,thankstoexperts’collaborationandanalysis,fromawiderangeofinstitutions,includingacademicorganisations,professionalbodies,andindustryexperts,ensuringacomprehensiverepresentationofBIPV-relatedtrainingprogramsworldwide.Thedatawereinitiallygatheredthroughvariouschannels,suchaspubliclyavailablecoursecatalogues,institutionalwebsites,anddirectcollaborationswiththeinstitutionsofferingthecourses.Thedatacollectionreferstocoursesthatwereactiveandrunningatthetimeofthereportpreparation.Althoughnofixedtemporalwindowwasdefined,onlytrainingprogramsconfirmedascurrentlydeliveredatthedateofthereportwereincludedinthedatabase.Oncecollected,thedatawereuploadedintothedatabase,wheretheyunderwentathoroughanalysisandvalidationprocessconductedbytheuniversity.

Thankstoacomprehensivedatacollectioneffort,thisreportisgroundedinacurateddatabaseof32trainingcoursesspanning14countries.ThedatasetreflectsawideinternationalspectrumofinitiativesdedicatedtoeducationandupskillinginthefieldofBIPVandsolararchitecture.Thedatabasecapturesabroadrangeofcoursetypes,rangingfromundergraduateandgraduateacademicprogramstoprofessionalshort-termandextendedtrainingofferings.Itencompassesessentialattributessuchasacademiclevel,targetaudience,learningformat,courseduration,credit/certificationstructure,costs,keytopics,teachinggoals,expectedlearningoutcomes,andaccreditation.Thismultidimensionaldatasetoffersauniquelensthroughwhichtounderstandthegloballandscapeofsolararchitectureeducationandprovidesafoundationforcross-countrycomparisonandidentificationofbestpractices.

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Thediversityoflearningformats—spanningin-person,online,andhybridmodalities—highlightsthevarietyofpedagogicalapproachesinuse.Moreover,thedatarevealeffortstotargetdifferentstakeholdergroups,includingstudents,architects,engineers,planners,developers,andconsultants,reflectingtheinterdisciplinarynatureofBIPVasafieldattheintersectionofenergyanddesign.Thisinternationalscopeandstructuredrichnessmakethedatabaseavaluableresourceformappingeducationaltrends,identifyinggaps,andsupportingthestrategicdevelopmentoffutureBIPVtrainingpathways.

Thestructureofthedatabaseisorganisedintofivemacro-categories,whichencompassthekeyvariablesrelevanttotheBIPVcourses(Figure1).Thesecategorieswereselectedtoallowforanin-depthevaluationofthecoursesandtheircharacteristics.Thefollowingsectionsprovideadetailedbreakdownofeachcategory,highlightingthecriteriausedfordataclassificationandtherationalebehindtheirinclusion.

Figure1:Structureandhierarchyofthedatabase.

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2.2.1Institutioninfo

Inthiscategory,thefollowingdetailsabouttheinstitutionteachingthecoursearecollected:

•Institution:Thenameoftheinstitutionofferingthecourse.

•Country:Thecountrywherethecourseisdelivered.

•Coursetitle:Thetitleofthecoursebeingoffered.

2.2.2Coursetypology

Thiscategorypertainstothegeneralclassificationofcoursesbasedontheirnatureandeducationalobjectives.Itprovidesinsightintothetypeofeducationalpathwayoffered,whetheracademicorprofessional,andhowitalignswiththelearningneedsofparticipants.

•Academiclevel:Definesthedepthandspecialisationofthecourse,dividedintothreemaincategories:undergraduate,graduate,andprofessional.Undergraduateprogramscorrespondtothebachelor'slevelandprovidefoundationalacademicknowledge;graduateprogramsrefertopost-bachelor'seducation,typicallyatthemaster'slevelorimmediatelybeyond,offeringadvancedspecialisationandresearch-orientedskills;andprofessionalcoursesaredesignedforindividualsalreadyactiveinthesectorwhowishtoupdateorexpandtheirpracticalcompetenciesinresponsetoevolvingindustryneeds.

•Qualificationcategory:Describesthetypeofqualificationawardeduponcompletionofthecourse,rangingfrombachelor’sormaster’sdegreestopost-graduatecertificationsorprofessionalqualifications.Theycanbeacademicorprofessional,suchasCEC,whicharecommonlyofferedinshort-termspecifictrainingandextendedspecifictrainingprograms.

•Targetaudience:Specifiesthegroupsforwhomthecourseisdesigned.Itincludesstudentsseekingtoacquirenewskillsorprofessionalsaimingtoenhancetheirabilitiesandexpertise.

•Learningformat:Describesthedeliverymodeofthecourse.Coursesmaybedeliveredin-person,wherestudentsparticipateinphysicallectures,online,offeringremotelearningopportunities,orinhybridformats,combiningin-personandonlinecomponents,providingflexibilitytoaccommodatediverselearningneeds.

•Coursemodules:Eachcourseisstructuredintomodulesthatfocusonspecifictopics.Thesemayincludelectures,workshops,sitevisits,onlinelectures,orinteractivemodules,offeringadiverserangeoflearningexperiencestailoredtothecourse'sobjectives.

2.2.3Durationandcost

Durationandcostincludedetailsaboutthecoursefrequencyandfinancialaspects:

•Duration(hours):Specifiesthetotalhoursrequiredtocompletethecourse,indicatingitsintensity.Toensureconsistency,alldurationsweretakenfromavailabledataor

estimatedusing25hoursperECTS,followingtheEuropeanstandardforworkloadcalculation.

•Frequency:Describeshowoftenthecourseisoffered,suchasweekly,monthly,orannually.

•Credits/Certification:describesthetypesofrecognitionawardeduponcourse

completion.CreditsmaybeissuedasECTSorCEC.Certificationsaretypically

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completioncertificates,whichmaybeaccreditedbyvariousorganisations,dependingonthecourseanditsprovider.

•Cost:Providesinformationoncoursefeesandanyadditionalcostsinvolved(asof2025).

2.2.4Coursecontent

Thecoursecontentcategoryoutlinesthecoreelementsofthecourse,providingacomprehensiveoverviewofwhatparticipantswilllearn,achieve,andearnuponsuccessfulcompletion.Itincludes:

•Coursehighlight:Keyaspectsoruniquefeaturesofthecourse,suchashands-onexperiencesorguestspeakers.

•Keytopics:Themainsubjectareascovered,suchasphotovoltaictechnologies,energyefficiency,andintegrationinbuildingsystems.

•Teachinggoals:Theobjectivesthecourseaimstoachieve,suchasskilldevelopmentorcriticalthinking.

•Expectedoutcome:Thecompetenciesorskillsstudentsshouldgainbytheend,suchasproficiencyinBIPVdesignorenergyanalysis.

•Accreditation:Officialrecognitionofthecoursebyrelevantbodies,likeacademicdegreesorprofessionalcertifications.

2.2.5Contactinformation

Thiscatego