The Erasmus Mundus Joint Doctorate in Interactive and Cognitive Environments offers a complete panorama of the aspects that characterize the target professional figure:

• Assistive Technologies for Health and Autonomous Living. This curriculum covers research and development of technologies for improving autonomy and independence of individuals, taking into account the needs of end users and their guardians. The professionals trained by this specialization will be prepared to introduce technologies that can assist people with disability or illness in their daily activities, developing a high capacity for analysis in order to understand not only technical-scientific but also socio-psychological aspects of their business;
• Network Embedded System. This specialization deals with various technological issues concerning embedded systems and networks of the future, which represent a very important basis for the development of many intelligent and pervasive applications. From a scientific-technical point of view, the course provides insights on topics such as simulations of networks, design of processors and embedded systems, communication networks and smart sensors;
• People Inspired Technologies. This specialization offers research and study applications in advanced methodologies and tools related to artificial intelligence, machine learning, simulation environments, HCI, psychology and safety. The program takes its inspiration from the need to integrate areas such as social sciences and humanities with information and communication technologies through a cross-disciplinary approach that is able to provide the students with a broad vision in the ICT domain;
• Designed Intelligence. The goal of a competency-centred curriculum such as Designed Intelligence is to facilitate and promote student learning. This is accomplished by creating an environment in which students are engaged in authentic learning activities and roles. Authentic in this context means derived from or similar to tasks and roles in the professional practice of designing. Performing these tasks and roles is not an end in itself. It is intended to generate a meaningful learning experience: learning to determine what to perform, how to achieve this performance and why to achieve this. The ‘how’ refers to competencies to be developed and the ‘why’ to the ultimate goals of all the generated learning experiences: integration into the overall competency of designing, growth as a designer, identity building and life-long learning;
• Multi-sensor Surveillance. Main activities related to this track will be related to the development of specific techniques for detecting, localizing and tracking multiple objects in cluttered scenes as well as study of novel algorithms for robust scene understanding using mobile and ptz cameras. Moreover, concerning the context of Data-Fusion, study and development of techniques and architectures will be part of students' research activities, for instance, focusing on Graphical Models (Bayesian Networks, Multilevel Markov Random Fields, DEKFs). In particular, during their experience students will be able to acquire skills and knowledge which will reinforce their professional capabilities in a range of heterogeneous fields as sensor calibration techniques, scene modeling, process synchronization techniques, application dependent databases, system integration, remote information communication and methods for performance evaluation of surveillance systems.