This course is provided through Coursera.

The course is intended for working professionals early in their career who look to improve interpersonal relationship skills among their colleagues, clients, and customers.

Through the course, you will explore the use of emotional and social intelligence, practice a formula for problem solving, cultivate a growth mindset, and build skills related to adaptability and resilience in an ever-changing environment. These skills show up in business relationships and communication and ultimately impact professional effectiveness. You will be able to demonstrate sound judgment by engaging in critical thinking to reach decisions and solve problems independently. You will be able to develop a competitive advantage by learning, adapting, and harnessing insights from past endeavors. You will assess your own expectations in your current or anticipated work roles and settings, and how those may align with or differ from what is required by employers and other stakeholders now and in the future.

The course starts on 16th February 2026.
The course must be completed by 15th of May 2026.

The final exam will take place on 20th of May 2026 on-site.

The link to the course will be shared shortly before it begins. All parts of this course are free of charge.

Online course

• Resiliency
• Problem Solving
• Growth Strategies
• Emotional Intelligence
• Adaptability

There will be a closed book exam on campus at the end of the course.

To have the completed courses count towards your degree programme, it is not enough to only pass the quizzes. You must also succeed in the final exam on campus. The final exam will take approximately one hour. If you intend to achieve excellent grades in the final exam, you should expect a study time equivalent to the ECTS of this course. You will receive further instructions regarding the exam at a later point in time, e.g. what to bring with you.

You qualify for exam participation by passing all online quizzes within the Coursera course. Those quizzes can be repeated a few times within coursera. Those quizzes also serve as proof for your active learning progress.

Grading

This course is provided through Coursera.

This Creative Thinking course is designed to enhance learners' creativity skills by employing diverse brainstorming techniques, systematic creativity tools, and advanced creative thinking strategies. Throughout the specialisation, participants will gain expertise in using approaches such as the creativity diamond framework, biomimicry, analogy, metaphor, and AI-enabled platforms in order to generate innovative ideas and effectively address challenges or opportunities in their projects or activities.


The course starts on 16th February 2026.
The course must be completed by 15th of May 2026.

The final exam will take place on 19th of May 2026 on-site.

The link to the course will be shared shortly before it begins.All parts of this course are free of charge.

Online course

• Problem Solving
• Creativity
• Brainstorming
• Innovation
• Creativity Diamond

There will be a closed book exam on campus at the end of the course.

To have the completed courses count towards your degree programme, it is not enough to only pass the quizzes. You must also succeed in the final exam on campus. The final exam will take approximately one hour. If you intend to achieve excellent grades in the final exam, you should expect a study time equivalent to the ECTS of this course. You will receive further instructions regarding the exam at a later point in time, e.g. what to bring with you.

You qualify for exam participation by passing all online quizzes within the Coursera course. Those quizzes can be repeated a few times within coursera. Those quizzes also serve as proof for your active learning progress.

Grading

The MILSA mentoring program provides students with the opportunity to develop their intercultural awareness and intercultural learning as students and future professionals. The program is offered twice yearly with a duration of approx. twelve months. It starts in April respectively in October.
The mentoring program provides an immersive intercultural learning experience in an international location. Students' learning is supported by pre-departure and post-sojourn workshops, and by Skype interviews and guided blog writing during the study abroad. The mentor is lecturer of the University of Liechtenstein.
The pre-departure workshop introduces students to explore aspects of intercultural learning and helps them prepare for their experience in a different society and culture.
During the stay abroad, students will talk to the mentor via Skype and write guided blog contributions about their intercultural learning. They stay in contact and complete group task together. Upon their return, students meet with the mentor in a post-sojourn workshop to discuss and reflect upon their experiences and the importance of their intercultural learning for their future professional lives.
The subject includes content on notions of culture, interculturality, intercultural learning,
stereotypes, identities, cultural practices, and reflection and reflective writing.
The First Steps in Intercultural Learning Workshop is held before students depart. This workshop provides essential content, discussion and activities to prepare students for their intercultural learning, international experience and to guide their completion of assessment tasks.
The Coming Home Workshop takes place after students return from their stay abroad and allows them to reflect on their experience, particularly their intercultural learning and its
application to their future professional lives. Students also present their group assignment.

Dozentin: Mirjana Schädler

Workshops, discussions, writing blog contributions, Skype interview, online survey

• To acquire and improve intercultural learning skills
• To reflect on expectations for study abroad
• To reflect on and discuss experiences while studying abroad; to reflect on the
• behaviours and values in the host and home cultures
• To practice observation and reflection in writing and in conversation
• To reflect on one's use of the language of the host country and other languages used during study abroad
• To encourage students to think about the study abroad experience in terms of their professional life

• Filling in Intercultural Development inventory
• Attending Individual IDI Evaluation Coaching Session before and after the Semester Abroad
• Attending the First Steps in Intercultural Learning and Coming Home workshops
• Writing three blog contributions

o- Completing one peer group task

• Filling in online survey

Compulsory attendance 100%

Grading

cross-faculty course:
Rules for registration: www.uni.li/cross-faculty

The MILSA mentoring program provides guest students with the opportunity to develop their intercultural awareness and intercultural learning as students and future professionals. The program is offered twice yearly with a duration of one semester. It starts during the Introduction Week.
The mentoring program provides an immersive intercultural learning experience in an international location. Students' learning is supported by arrival and departure workshops, and by interviews and guided blog writing during their stay at the University of Liechtenstein. The mentor is a lecturer of the University of Liechtenstein.
The pre-departure workshop introduces students to explore aspects of intercultural learning and helps them prepare for their experience in a different society and culture.
During the semester, students will talk to the mentor during a personal interview and write guided blog contributions about their intercultural learning. They stay in contact and complete group task together. Shortly before their return home, students meet with the mentor in a departure workshop to discuss and reflect upon their experiences and the importance of their intercultural learning for their future professional lives.
The subject includes content on notions of culture, interculturality, intercultural learning,
stereotypes, identities, cultural practices, and reflection and reflective writing.
The First Steps in Intercultural Learning Workshop is held during the Introduction Week. This workshop provides essential content, discussion and activities to prepare students for their intercultural learning, international experience and to guide their completion of assessment tasks.
The Departure Workshop takes place at the end of the semester and allows the students to reflect on their experience, particularly their intercultural learning and its
application to their future professional lives. Students also present their group assignment.

Dozentin: Mirjana Schädler

Workshops, discussions, writing blog contributions, Skype interview, online survey

• To acquire and improve intercultural learning skills
• To reflect on expectations for study abroad
• To reflect on and discuss experiences while studying abroad; to reflect on the
• behaviours and values in the host and home cultures
• To practice observation and reflection in writing and in conversation
• To reflect on one's use of the language of the host country and other languages used during study abroad
• To encourage students to think about the study abroad experience in terms of their professional life

Assessment tasks:

• Attending the First Steps in Intercultural Learning and Coming Home workshops
• Writing three blog contributions
• Completing one peer group task
• Filling in online survey

Compulsory attendance 100%

Grading

cross-faculty course:
Rules for registration: www.uni.li/cross-faculty

Practise communicative and cultural skills and competences in German on level A2 (cf. CEFR descriptors).

This is a suggested schedule but, if practicable, changes can be made in accordance with the wishes of the participants.

Information about the placement test is provided on the website of the cross-faculty elective subjects > language courses and by the International Office

Interactive teaching

Develop German language competence on level A2 (cf. CEFR descriptors), develop cultural competence

• listen to, understand, and react to simple texts and dialogues
• read and understand simple texts and dialogues
• know and use basic grammar and vocabulary
• write simple texts
• use learning strategies successfully
• develop cultural competence

Develop German language competence on level A2 (cf. CEFR descriptors), develop cultural competence

• listen to, understand, and react to simple texts and dialogues
• read and understand simple texts and dialogues
• know and use basic grammar and vocabulary
• write simple texts
• use learning strategies successfully
• develop cultural competence

Available on Moodle

Parts of assessment
A: written/oral assessment during the semester
B: oral test

Attendance: minimum 80% required

Grading

After successful completion of the seminar, a language certificate (University of Liechtenstein) may be offered. It is based on the performance record of the standardized language placement test onSET.

cross-faculty course:
Rules for registration: www.uni.li/cross-faculty

Practise listening, reading, speaking, and writing skills and competences to reach an advanced B2 level (cf. CEFR descriptors).

Information about the placement test is provided on the website of the cross-faculty elective subjects > language courses and by the study programmes.

The schedule is preliminary and can later be adapted upon participants' request.

Dozent: Paul Gahan

Interaction, coaching

Develop skills and competences to reach an advanced B2 level (cf. CEFR descriptors)

• listening:

o understand extended speech and lectures and follow even complex lines of argument provided the topic is reasonably familiar

• reading:

o understand articles and reports concerned with contemporary problems in which the writers adopt particular attitudes or viewpoints

• speaking:

o interact with a degree of fluency and spontaneity that makes regular interaction with native speakers quite possible
o take an active part in discussion in familiar contexts, accounting for and sustaining own views
o present clear, detailed descriptions on a wide range of subjects related to own field of interest
o explain a viewpoint on a topical issue giving the advantages and disadvantages of various options

• writing:

o write clear, detailed texts on a wide range of subjects related to own interests
o write an essay or report, passing on information or giving reasons in support of or against a particular point of view

Develop skills and competences to reach an advanced B2 level (cf. CEFR descriptors)

• listening:

o understand extended speech and lectures and follow even complex lines of argument provided the topic is reasonably familiar

• reading:

o understand articles and reports concerned with contemporary problems in which the writers adopt particular attitudes or viewpoints

• speaking:

o interact with a degree of fluency and spontaneity that makes regular interaction with native speakers quite possible
o take an active part in discussion in familiar contexts, accounting for and sustaining own views
o present clear, detailed descriptions on a wide range of subjects related to own field of interest
o explain a viewpoint on a topical issue giving the advantages and disadvantages of various options

• writing:

o write clear, detailed texts on a wide range of subjects related to own interests
o write an essay or report, passing on information or giving reasons in support of or against a particular point of view

Available on Moodle

Grading

Parts of assessment
A: written assignments
B: presentations
C: report
D: participation

Attendance: minimum 80% required

Grading

Parts of assessment
A: written assignments
B: presentations
C: report
D: participation

Attendance: minimum 80% required

cross-faculty course:
Rules for registration: www.uni.li/cross-faculty

This module supports the development of communicative competence in Spanish on level A1/A2 (cf. CEFR descriptors).

Interaction, study skills

>numbers from 0 to 1 000 000 000
>describing cities and roads
>expressing like, dislike and preferences
>reading the time
>go shopping at the supermarket
>the imperative form (tú y usted)
>talk about the past
>distinguish between "ser y estar”
>discover the culture of Spain and Latin America

>understanding and passing on simple information
>taking part in simple everyday conversation
>reporting past events
>creating simple texts

Available on Moodle

Parts of assessment

A: written and oral assessments during the semester (30% of the final grade)
B: written and oral exam (70% of the final grade)

80% mandatory presence

Grading

80 % compulsory attendance

Dieses interdisziplinäre Seminar vermittelt Studierenden aller Studienrichtungen grundlegende und praktische Kompetenzen im Umgang mit künstlicher Intelligenz im universitären Kontext in Deutsch und Englisch.
Im Mittelpunkt stehen:

• KI-Literacy (Funktionsweise, Anwendung, Bewertung von KI)
• kritisches Denken und Reflexion über KI
• wissenschaftliches Schreiben und Recherchieren mit KI
• ethischer und verantwortungsvoller Einsatz
• Entwicklung eigener KI-Tools (No-Code/Low-Code)

Das Seminar umfasst vier Blöcke (30 LE):
Block 1 - Grundlagen (8 LE)
Einführung in KI, LLMs, SLMs; Chancen, Risiken und Ethik; Richtlinien der Universität; Personalisieren von ChatGPT; Free-Writing; KI-Tools.
Block 2 - KI-Workshop mit Entwicklerteam (8 LE)
Test einer Beta-Version eines KI-Tools zur Förderung kritischen Denkens; zwei Testdurchläufe; World-Café; Auswertung; Meta-Reflexion.
Block 3 - Asynchrones KI-Projekt (8 LE)
Entwicklung eines eigenen KI-Prototyps für Studium oder Beruf; Dokumentation; Reflexion.
Block 4 - Präsentationen (6 LE)
25-minütige Präsentationen der Projekte nach ABC-Kriterien (Qualität, Kreativität, Lernen & Innovation).

Lectures, Workshops, Group Work, KI-gestützte Übungen, Asynchrones Arbeiten, Präsentationen, Diskussion, Reflexion.

Wissen & Verstehen

• Funktionsweise von Large und Specialized Language Models erklären
• Chancen, Risiken und Grenzen bewerten
• Hochschulrichtlinien zur KI verantwortungsvoll anwenden

Anwenden

• KI-Tools für Recherche, Analyse, Schreiben und Kreativarbeit nutzen
• effektive Prompting-Techniken einsetzen
• wissenschaftliche KI-Tools (Consensus, Elicit, Semantic Scholar, NotebookLM) anwenden

Gestalten

• eigene KI-Prototypen oder Workflows entwickeln (No-Code/Low-Code)
• Konfigurationen transparent dokumentieren

Reflektieren

• Bias, Datenschutz, Ethik, Halluzinationen analysieren
• KI-Ausgaben kritisch prüfen
• eigenes KI-bezogenes Lernen reflektieren

Key Competences

• Critical Thinking
• AI Literacy
• Digital Literacy
• Ethical Reasoning
• Creativity & Problem Solving
• Research Skills
• Academic Writing
• Interdisciplinary Collaboration

wird über Moodle bereitgestellt

Projekt & Präsentation (70 %)
Bewertung nach ABC-Kriterien:
A - Qualität der Lösung:

• Genauigkeit & Zuverlässigkeit der KI-Ausgaben
• Konsistenz
• Relevanz für den Use Case
• technische Nachvollziehbarkeit
• Zielgruppe & Problemdefinition

B - Kreativität:

• Originalität
• Mensch-KI-Kollaboration
• neue Perspektiven
• praktischer Wert
• Vergleich zu traditionellen Methoden

C - Lernen & Innovation:

• Erkenntnisse über KI-Potenziale
• neue Arbeitsweisen
• Ethik, Datenschutz, Bias
• Praxisrelevanz

Mitarbeit (30 %)

• Pre-Tasks
• Workshop-Reflexion
• Projektdokumentation
• Abschlussreflexion

Anwesenheit mindestens 80%

Considered by many people as the best and most successful political system, democracy, particularly in the last decade, has been the object of fierce criticisms. The question whether democracy is in crisis is in fact constantly being raised by philosophers, political scientists and normal citizens alike.
Thus, this seminar aims at raising fundamental questions about democracy and its claimed crisis:

- Foundation and justification of democracy: On which principles, values and assumptions does democracy rest?
- Demands of democracy: What does democracy require as a political system? Which formal rules and framework? Which skills and behaviour from citizens? What does democratic citizenship mean? How should an education to democracy look like and what would it require?
- Limits and criticisms of democracy: How to understand the contextual and principled criticisms against democracy? How does democracy respond to those criticisms? Is populism a symptom or a cause of a crisis of democracy?
- Alternatives to democracy: Is there a way beyond democracy? Or does democracy need to be reformed? How does democracy cope with phenomena such as fake news and populism?

Dozent: Dr. Cheikh Gueye

Reading assignments, discussions, written individual assignments and group presentations.

Participants will be able to:

• Familiarize with the philosophical theories on democracy.
• Relate the theoretical standpoints to practical issues.
• Understand the questions raised by these issues of concrete life-situations.
• Develop critical thinking and sense of good argumentation.
• Formulate personal positions and arguments supporting it.

Parts of assessment:
A: (25%) - attendance and active participation (working groups during class)
B: (35%) - individual assignment: submission of a written commentary on one of the texts chosen by the lecturer
C: (40%) - Group presentations

Attendance of minimum 80% is mandatory.

Grading

This interdisciplinary seminar teaches students from all disciplines fundamental and practical skills in dealing with artificial intelligence in a university context in German and English.
The focus is on:
o AI literacy (how AI works, its application, evaluation)
o Critical Thinking and reflection on AI
o Academic Writing and research with AI
o ethical and responsible use
o Development of own AI tools (no-code/low-code)
The seminar comprises four blocks (30 teaching units):
Block 1 - Basics
Introduction to AI, LLMs, SLMs; opportunities, risks, and ethics; university guidelines; personalizing ChatGPT; free writing; AI tools.
Block 2 - AI workshop with development team
Testing a beta version of an AI tool for promoting critical thinking; two test runs; World Café; evaluation; meta-reflection.
Block 3 - Asynchronous AI project
Developing your own AI prototype for study or work; documentation; reflection.
Block 4 - Presentations
25-minute presentations of the projects according to ABC criteria (quality, creativity, learning & innovation).

Lectures, workshops, group work, AI-supported exercises, asynchronous work, presentations, discussion, reflection.

Knowledge & Understanding
o Explain how large and specialized, small language models work
o Assess opportunities, risks, and limitations
o Apply university guidelines on AI responsibly
Application
o Use AI tools for research, analysis, writing, and creative work
o Employ effective prompting techniques
o Apply scientific AI tools (Consensus, Elicit, Semantic Scholar, NotebookLM)
Design
o Develop your own AI prototypes or workflows (no-code/low-code)
o Document configurations transparently
Reflect
o Analyze bias, data protection, ethics, hallucinations
o Critically examine AI outputs
o Reflect on your own AI-related learning

Key Competences
o Critical Thinking
o AI Literacy
o Digital Literacy
o Ethical Reasoning
o Creativity & Problem Solving
o Research Skills
o Academic Writing
o Interdisciplinary Collaboration

Provided through Moodle

Project & Presentation (70%)
Grading according to ABC criteria:
A - Quality of the solution:
o Accuracy & reliability of AI outputs
o Consistency
o Relevance to the use case
o Technical comprehensibility
o Target group & problem definition
B - Creativity:
o Originality
o Human-AI collaboration
o New perspectives
o Practical value
o Comparison to traditional methods
C - Learning & innovation:
o Insights into AI potential
o New ways of working
o Ethics, data protection, bias
o Practical relevance
Collaboration (30%)
o Pre-tasks
o Workshop reflection
o Project documentation
o Final reflection

Attendance min. 80%

Grading