University of Turin-Master’s in ICT for Development and Social Good

The Master porgamme “ICT for Development and Social Good” offers two learning models: Full Master Model, combining online (live) lectures, residential on-campus crash courses, and internship; and Online-only Master Model, that will be delivered fully online in virtual classes.

Only students who will attend the full Master model will receive the Master Diploma by University of Turin. Whereas, students participating only in online-only model will receive a Certificate of attendance and personalised Portfolio from the University of Turin.

The duration of  the Full Master Model programme (online lectures and residential crash courses) will be 9+3 months, a total of 127 hours of live lectures online, 81 hours of on-campus residential crash courses, 550 hours of individual studies, 450 hours of Internship.

The online lectures will be held two times a week, Monday and Thursday, between 17:30-19:30 CEST (read more about our methodology of online lectures here). The full Master model will include a week-long residential crash courses and internship.  After each Module, students may be required to work on a Module Assignment in order to engage in ‘experiential learning’ and put into practice some of the competencies developed during the Module. The Master online is based on online educational methodologies developed by ImpactSkills S.R.L., featuring live webinars (audio-video) and interactive web training (web lab). All the sessions will be recorded and made available for all students at any time. Further, an internal online space will be available for students and lecturers to share thoughts, materials and resources, experiences, as well as network and connect with each other.

NOTE: the curriculum of the first-level Master programme “ICT for Development and Social Good” (2025-2026) may be subject to ‘light’ updates in the upcoming months based on the final considerations of the Scientific Committee of the Master programme, feedback of students from previous years, and recent global developments in the field of ICT4D.

ONLINE STUDY

UNIT I: FOUNDATIONS OF INTERNATIONAL DEVELOPMENT AND ICT4D

This unit provides students with a comprehensive introduction to the field of international development and cooperation, and ICT4D. It aims to equip students with a solid understanding of the fundamental concepts, theories, and practices that underpin the global efforts towards sustainable development.  In Module 1, “Introduction to Development and International Cooperation:, students go through an exploration of the basic concepts and historical context of international development, laying the groundwork for understanding the complexities of global development challenges. Module 2, “Doing Research and Fieldwork in International Cooperation, focuses on the practical aspects of conducting research and fieldwork in the context of international cooperation, providing insights into the methodologies and tools necessary for effective research in this field. Module 3, “Introduction to ICT4D and Interdisciplinary Applications” explores the role of Information and Communication Technologies for Development (ICT4D) and how interdisciplinary approaches can be applied to address development challenges. As a supplement to the core modules, students have the opportunity to participate in a special track seminar, an one-hour session featuring guest speaker Dr. Marco Zennaro, who delves into the lessons learned from the field of Internet of Things and Development.
This unit includes: 3 modules, 22 hours of online lectures, and 70 hours of individual study.

MODULE 1: INTRODUCTION TO DEVELOPMENT AND INTERNATIONAL COOPERATION | (6 hours)
This module provides an introductory orientation to the critique of development and presents some of the tensions that shape international development practice. By looking at power relations among development stakeholders and at the knowledge construction embedded in development praxis, this unit equips participants with essential tools in order to critically analyse current challenges in international cooperation, development aid and development management.
Lecturer: Prof. Egidio Dansero, University of Turin

Module 2: DOING RESEARCH AND FIELDWORK IN INTERNATIONAL COOPERATION | (6 hours)
This module aims to prepare students for the successful design, management, and execution of qualitative research projects, particularly in the diverse and challenging contexts of the Majority World . It plays a pivotal role in equipping students with the necessary skills and research competencies essential for engaging in the realm of international development.
Lecturer: Prof.  Elisa Bignante, University of Turin

Module 3: INTRODUCTION TO ICT4D AND INTERDISCIPLINARY APPLICATIONS | (10 hours) |
The broad field of ICT4D – Information and Communication Technologies for Development – addresses the so- called “Digital Divide”between the connected and the unconnected people in the world, and seeks solutions how digital technologies can be designed and deployed, such that they are useful and meaningful, for people and communities who live in poor, remote regions of the world, which are often located in developing low/middle-income countries of the world. Digital technologies have a claimed wide range of beneficial application opportunities, but there are also doubts and concerns. Heavy investments to boost the Digital Society are taking place in the Global North, particularly in the big power blocs of US, Europe and China. In this module, we undertakes to investigate these matters in and for the Global South, thereby giving due attention to the specific contexts of people’s needs as well as the different geographic, economic, cultural and socio-political contexts.
Lecturers: Prof. Anna Bon, Vrije Universiteit Amsterdam; Francis Saa-Dittoh, University for Development Studies (Ghana); Prof. Hans Akkermans, University for Development Studies (Ghana);
Note: this Module is delivered in the context of EURIDICE project. 

UNIT II: DESIGNING FOR THE SOCIAL GOOD

This unit consists of two modules that aim to educate learners on designing interventions for social impact. It offers an in-depth exploration of design-led approaches to digital development, focusing and equipping learners with a foundational understanding of design practice.
This unit includes: 2 modules, 17 hours of online lectures and 45 hours of individual study.

Module 1: FUNDAMENTALS OF SOCIAL DESIGN | (10 hours)
In this unit, learners are introduced to design as the means of conceptualizing, developing, and choreographing interventions – as the aggregate of products, services, business models, experiences, policies, infrastructures, etc. – that effect durable change in and through complex systems. Less emphasis is placed on the design of technologies per se; rather, this class will use theoretical frameworks drawn from systems thinking and complexity science, sociotechnical systems and actor-network theories, anthropology, and relational and ontological design to help learners locate their efforts within and relate their efforts to development and humanitarian practice and frameworks for (sociotechnical) systemic design. This unit further explores how and why design might offer a more appropriate (just, equitable, sustainable, pluriversal, effective) approach to social change than traditional development paradigms, due in part to the underlying worldviews reflected in each practice. At the same time, learners will evaluate and critique some prevailing design approaches employed in the digital development field – including Human Centered Design, service design, and, more broadly, design thinking – in the context of development and humanitarian ethos, objectives, and politics.
Lecturer: tbc

Module 2: DESIGN LAB | (7 hours)
The Lab serves as a dynamic space and a test bed in which to explore and cultivate competencies in design practice – doing design – and design facilitation – helping others to, and creating conditions for, doing design – as well as concrete skills in design research, sensemaking, framing problems and opportunities, creative ideation, prototyping, and testing.
Lecturer: tbc

UNIT III: DATA FOR SOCIAL GOOD

This unit encompasses a set of educational components designed to equip learners with the skills and ethical frameworks needed for leveraging data and Information and Communications Technologies (ICTs) in social and humanitarian contexts. The unit delves into effective methods for data collection using open technologies and crowd engagement, while also examining the ethical and practical challenges of employing digital tools in emergency and humanitarian settings. Case studies range from general open data ecosystems to the global response to recent crises. The unit is complemented by a special track workshop focusing on geospatial analysis in emergencies. Overall, the unit aims to provide a comprehensive understanding of how to responsibly and effectively use data and ICTs for social impact.
This unit includes: 2 modules, 20 hours of online lectures and 40 hours of individual study.

Module 1: ICT FOR CIVIC DATA | (10 hours)
A defining aspect of data is that its value grows through accessibility and connections—to stakeholders, team members, other datasets, or project work. However, data in the civic space is too often stuck in a spreadsheet-to-PDF pipeline, which undermines its potential. This module aims to provide the confidence and resources necessary to move beyond this narrow path, using a mix of interactive presentations, guided tutorials, and case studies.  We explore strategies to make civic work more sustainable and impactful using data, software and AI. The focus is on practical knowledge, and equipping participants to continue their learning journey. The module is designed for participants with little to no programming experience, with the goal of understanding and practicing a modern data workflow. You will identify and structure information from your work, store it on a platform like GitHub, use AI tools to build a visual interface, and make the data accessible and useful to yourself and your colleagues through data visualisations and documentation.
Lecturer: Cédric Lombion, Civic Literacy Initiative

Module 2: ICT FOR MAPPING AND EMERGENCIES | (10 hours)
The rapid emergence and adoption of digital tools, combined with the ever-increasing dependence of all sectors of society on data, has redefined and reimagined the role humanitarian actors play before, during, and after a crisis occurs. While providing new opportunities for decision-making and delivery support related to aid, the growing reliance on data and digital tools by responders both magnifies existing challenges and creates new tensions for humanitarians around the world. Foundational humanitarian ethical, moral, legal, and policy frameworks have not yet sufficiently evolved to address these critical tensions. Perhaps more problematic, the “humanitarian innovation” narrative has fostered a move by many humanitarian actors away from the Principles of Geneva and toward the Values of Silicon Valley. This move has undermined efforts to professionalise the use of ICTs and data and, as recent cases demonstrate, created space for risk and potential harm to affected populations and crisis responders alike. In embracing digital technologies, humanitarians must grapple with a number of tough questions to ensure that they assess risks and benefits in a meaningful way and uphold safe, ethical, and effective practice. What does it mean to responsibly and ethically introduce experimental technologies in the midst of a humanitarian crisis? How might humanitarian organisations ensure that the plethora of private sector “partners” eager to lend their tools and expertise will operate in accordance with the humanitarian principles of humanity, neutrality, impartiality, and independence? Perhaps most important, contexts characterised by a multitude of actors with different principles, motivations, situational awareness, and capacity to respond, whose ethics should apply? This module will examine these critical questions against the backdrop of the recent global response to COVID-19, while also pulling from a range of other case studies in the humanitarian sector.
Lecturer: Stuart Campo, UNOCHA Centre for Humanitarian Data

Special track (workshop): Geospatial Analysis in Emergencies (2 hours)
    Guest speaker: Saira Khan, Harvard Humanitarian Initiative

UNIT IV: ICT IN DEVELOPMENT SECTORS

This transdisciplinary unit provides a multifaceted exploration of the role of ICT in societal impact across various development sectors. The curriculum delves into the utilisation of digital tools in healthcare, focusing on innovative solutions from preventive measures to drug distribution, particularly in Majority World. It also examines the transformative potential of ICT in agriculture, discussing how technology can enhance efficiency and sustainability. Additionally, the unit scrutinises the intricate relationship between human rights, democracy, and digital technology, providing insights into both the supportive and inhibitive roles of ICT. The course concludes with a look at humanitarian crisis, and the role that ICTs can have about the current challenges and opportunities during humanitarian crisis. In addition to the core modules, a special seminar focuses on the “Learning Passport” to showcase its role as a prime example of ICT in education.
This unit includes: 4 modules, 38 hours of online lectures, and 90 hours of individual study.

Module 1: ICT FOR HEALTH | (10 hours)
This module will describe key concepts, applications and examples about the use of ICT and mobile phones to support and reinforce health information systems around the world and in Majority World, in particular. Best practices, procedures and suggestions will be presented in order to design/adopt the proper tool/application in the specific context. The module will explore, present and examine many innovative solutions and applications that, using the power of web and mobile technology, have been implemented and tested within healthcare systems in Majority World for the last decade. Some have been limited to pilot projects while others have been able to reach higher levels of scalability and be deployed at country or regional level. We will highlight strengths and weaknesses and best scenarios for each application. The module explores case studies and examples of ICT for health projects aiming at sensitising communities on preventive healthcare measurements, helping health staff to diagnose pathologies and identifying appropriate treatments, training health staff and community health workers, conducting healthcare campaigns or monitoring drug distributions, just to mention a few. The module will be concluded with a guest lecturer, Dr. Tosan Mogbeyiteren, who will help us to explore the use of Artificial Intelligence and Internet of Things with some practical examples and projects from the field.
Lecturer: Paola Fava, JengaLab
     Guest-lecturer: Dr. Tosan Mogbeyiteren, Black Swan Tech

Module 2: ICT FOR AGRICULTURE | (10 hours)
Agriculture is a cornerstone of global sustainability, and digital innovation is reshaping how the sector addresses food security, climate resilience, and inclusive rural development. Digital technologies have become indispensable across agricultural value chains, supporting precision farming, climate-smart practices, market access, traceability, and stakeholder empowerment. Beyond traditional tools such as mobile phones, radios, and GIS, new frontiers are being explored with cloud platforms, AI and machine learning, Internet of Things (IoT) sensors, drones, and satellite imagery. Increasingly, digital agriculture is also intertwined with policies on data governance, digital inclusion, gender equity, and sustainability standards. This module will present key methodologies and technologies currently applied by governments, NGOs, multilateral organizations, research institutions, and the private sector in Middle and Low-Income countries. Attention will be given to both opportunities—such as improved yields, financial inclusion, and risk management—and challenges, including digital divides, data privacy concerns, environmental trade-offs, and unintended socioeconomic impacts. By the end of the module, participants will be equipped to contribute ideas and strategies for shaping effective and responsible digital agriculture interventions as part of their work.
Lecturer: Dr. Simone Sala, JengaLab

Module 3: ICT, AI AND EDUCATION – A CRITICAL STUDIES PERSPECTIVE | (10 hours)
ICT and Artificial Intelligence (AI) have been used in educational settings for decades, mostly with the aim of enhancing student learning and/or reducing teacher workload. However, little has changed since the OECD reported in 2015 that “where computers are used in the classroom, their impact on student performance is mixed at best”. Apparently, EdTech isn’t all it might appear to be. The public launching of GenAI in November 2022 has only complicated the picture. Yet, it remains true that there is little independent evidence at scale for the effectiveness or safety of ICT, EdTech or AI systems used in education. This module aims to encourage students to look beyond the hype and misinformation to explore exactly what is going on. Why are enthusiasts continuing to promote these technologies for use in education, and what needs to happen to protect education for international development, child rights, and the environment.
Lecturer: Prof. Wayne Holmes, UCL Institute of Education

Module 4: ICT POLICY AND SOCIAL GOOD | (8 hours)
This module delves into the foundations, processes, and nuances of Information and Communication Technology (ICT) policy, with a focus on its role in advancing social good. Participants will explore how ICT policy is shaped at national, regional, and international levels, and examine key domains including internet governance, digital inclusion, data governance, cybersecurity, and emerging technologies such as artificial intelligence. The module also foregrounds the impact of geopolitical shifts—from the rise of private global technology companies and digital sovereignty claims, to the export of regulatory models, and the impact of these shifts on how policies are framed and contested across contexts. Through case studies and comparative analysis, participants will critically assess how policies are designed, implemented, and monitored, as well as their implications for equity, governance, and human rights. Overall, students will be equipped with analytical tools to evaluate existing ICT policies and practical skills to formulate policy recommendations that balance local needs, innovation, regulation, and social justice.
Lecturer: Grace Mutung’u, International Consultant

UNIT V: FUTURE TRENDS IN ICT FOR DEVELOPMENT

This unit aims to map out the existing and future trends in the ICT and development sector. It will examine the strategies and principles of new financial models in Majority World and the use of ICTs in financial inclusion. The until will also look at the risks and opportunities of AI in the development and humanitarian sector. Ultimately, the until will conclude with an introduction to Blockchain technology and its social application in the development sector.
This unit includes: 3 modules, 30 hours of online sessions, and 30 hours of individual study.

Module 1: FORESIGHT AND FUTURE-ORIENTED INNOVATION | (10 hours)
This module introduces students to the principles and practices of foresight as a critical competency for navigating the fast-changing landscape of ICT for Development. Rather than predicting the future, foresight equips practitioners with tools to anticipate change, explore multiple possible futures, and design resilient strategies in contexts of uncertainty and complexity. Students will learn how foresight methods, such as horizon scanning, trend analysis and scenario building, can be applied to international development challenges, from digital inclusion to climate resilience. Special attention will be given to how foresight enables more participatory, inclusive, and ethically grounded approaches to innovation, ensuring that emerging technologies like AI, blockchain, or IoT are critically assessed and aligned with long-term social good. Through interactive exercises and case studies, learners will develop futures literacy and the capacity to engage with policymakers, communities, and organizations in shaping just and sustainable digital futures.
Lecturer: Lourdes Rodriguez, Senior Foresight Consultant

Module 2: BLOCKCHAIN AND ITS SOCIAL APPLICATION | (10 hours)
Blockchain promises the decentralisation and disintermediation of many sectors and industries. This technology was introduced by Bitcoin, the first decentralised digital currency. However, its potential is not only applicable to the financial sector, but also to decision making, value distribution and transparency among many other social applications. This module will introduce blockchain technology and its potential as a source of innovation in the development and social innovation sector, as well as its problems and limitations. It will provide inspiring examples to understand its applicability to a diversity of problems, and methods to design blockchain-supported tools for social good.
Lecturer: Dr. Ámbar Tenorio Fornés, Universidad Complutense de Madrid

Module 3: ARTIFICIAL INTELLIGENCE AND DEVELOPMENT: A CRITICAL PERSPECTIVE| (10 hours)
This module critically examines the role of Artificial Intelligence (AI) in international development. It asks whether AI should be understood as yet another technological innovation that can be re-engineered for social good, or as a form of technopolitics fundamentally at odds with human rights and sustainable development. Students will first explore what AI actually is, moving beyond hype and myth to unpack its underlying technologies. The module then addresses the ethical dilemmas and harms associated with AI, showing how issues extend far beyond algorithmic bias to touch upon democracy, labour, and human dignity. Case studies of AI applications in health, education, and welfare will provide a lens for analysing both the opportunities and risks, alongside an overview of emerging global regulatory frameworks. Attention will also be given to AI’s environmental footprint, including the minerals, energy, and water demands of data centres, and the contested claims that AI can help solve climate change. The module concludes by bringing these perspectives together to critically assess the possibility of “AI for social good.” Students will be encouraged to consider not only pathways for reorienting AI towards development goals, but also alternative imaginaries—such as decomputing—that question whether AI is always the answer.
Lecturer: Prof. Dan McQuillan, Goldsmiths University

 

RESIDENTIAL STUDY

CRASH COURSE I

DATA IN-PRACTICE

The crash course on “Data in-practice” will take place in Campus Luigi Einaudi, University of Turin (with the possibility of a hybrid connection).
This crash course includes:
27 hours of practical, 60 hours of individual study, and a field-visit.

DESCRIPTION:
This crash course is designed to equip students with hands-on experience in the technical knitty-gritty of collecting, processing, and disseminating data. The workshops introduce basic programming skills on the basis that students have little to no programming experience. The crash course does not aim to teach programming per se but to give students an overview of the technicalities involved in different steps of the data life cycle. The technologies used will be Google Forms for data collection, R for data processing, and R Shiny for dissemination. Programming in R will be done in RStudio. Ultimately, a special seminar will take place during this crash course with Digital Public Goods Alliance on “Digital Public Infrastructure’.

Lecturer: tbc

NOTE: Over the Crash Course—meetings and field-visits with other partners, organisations, institutions and social enterprises will be programmed in Turin. The Crash Course description presented here, including its modality of delivery, may be subject of change.

CRASH COURSE II

DESIGNING FOR GOOD IN-PRACTICE

The crash course on “Designing for Good in-practice” will take place in Campus Luigi Einaudi, University of Turin (with the possibility of a hybrid connection)..
This crash course includes:
31 hours of practical, 60 hours of individual study, and a field-visit.

DESCRIPTION:
The “Designing for Good in-practice” crash course provides students with the opportunity to engage in human-centred, systems-informed design using various approaches, mindsets, and methods. Students can work either collaboratively or independently on issues of their choosing. They will research, analyse, and frame challenges based on their internship experiences, which will be directly related to their Final Capstone Projects. The course will guide students in building and utilising tools for sensemaking and synthesis and in designing interventions to address components of their selected challenges. Furthermore, this crash course will serve as a practical platform to help students research, analyse, and ideate for their Final Capstone Projects. Students will also have the opportunity to reflect on the implications of their methodological choices and their relationship to theory. The course will conclude with a grading process conducted by the lecturer, based on the outcomes achieved during the crash course.
Lecturer: tbc

NOTE: Over the Crash Course—meetings and field-visits with other partners, organisations, institutions and social enterprises will be programmed in Turin. The Crash Course description presented here, including its modality of delivery, may be subject of change.

CRASH COURSE III

DIGITAL INNOVATION FOR DEVELOPMENT IN-PRACTICE

The crash course on “Digital Innovation for Development in-practice” will take place in Campus Luigi Einaudi, University of Turin (with the possibility of a hybrid connection)..
This crash course includes:
23 hours of Practical work and 70 hours of individual study.

DESCRIPTION:
“Social & Digital Innovation for Development in-practice” is a dynamic one-week residential crash course designed to elevate students’ Final Capstone Projects to the next level, equipping them with methodological and practical skills that are essential to run such projects successfully. This intensive course empowers students to think critically about integrating diverse and novel Information and Communication Technologies (ICTs) into their Capstone Projects, as well as creative methodological approaches (‘Research Creation’ and ‘Action Research’) in order to ensure that they are both impactful and ethically grounded, while being sustainable and innovative. Throughout the course, students learn how to structure a comprehensive project to tackle development challenges, mobilising social and digital innovation, how to plan and deploy it for sustainability and scale, harnessing the potential of cutting-edge data and technologies. In addition, the students will be uniquely invited to reflect on the legal and (social/digital/environmental/climate/epistemic) justice dimensions of their challenges and of their related projects, building on the expertise of the lecturer on these dimensions accrued through the deployment of the “Sensing for Justice” project. The curriculum encompasses frontal teaching, hands-on exercises, workshops, and guided exploration of design strategies and emerging methodological approaches such as ‘sensorial walks’. The course culminates in a vibrant Demo Day, where students showcase their Minimum Viable Products (MVPs), providing a tangible demonstration of how they are harnessing social and digital innovation to drive real-world development. “Digital for Development in Practice” equips students with the knowledge, skills, methods, and confidence to create meaningful and transformative solutions for the challenges they had identified in their Final Capstone Projects.  The course will stimulate functional expertise of the students in operating in different sociocultural contexts and to apply this expertise in the field of innovation, development, social business and cooperation.
Lecturer: tbc

NOTE: Over the Crash Course—meetings and field-visits with other partners, organisations, institutions and social enterprises will be programmed in Turin. The Crash Course description presented here, including its modality of delivery, may be subject of change.

INTERNSHIP

Students must complete 450 hours of internship in order to get the Diploma.
The Master programme has developed a partnership with a large number of organizations, social start-ups, institutions, and other entities that are available to receive our students. Some of the partners include: UNICEF Innovations Lab in Kosovo, Digital Citizens (Romania), Ideas Change (Spain), Waag Society (Amsterdam), The Centre for Journalism Innovation and Development (Nigeria), Nesta Italia, Gnucoop (Italy), etc..
Students who already have a job, and that is relevant to the Master’s aim and themes can complete the Internship in its working place.

ENROL
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