Software Development with AI
Software Development with AI
Table of Contents
Study Facts
- Prog. CodeSDA-60
- NQF Level5.1
- Credits60
- Valid fromV27
- Versionv1.0 (2026-11)
- Study ModeFull-time, Part-time
- Program Manager
Software Development with AI is a one-year higher vocational education programme that prepares students for professional roles in software development. The programme focuses on programming fundamentals, frontend and backend development, data management, user needs and the responsible use of AI. Students learn to use AI both as a tool to support software development and as a capability integrated into the applications they build.
Students develop knowledge and practical skills in designing, building, testing and deploying web applications, from the frontend interface to backend services and databases. They learn problem-solving, programming, debugging, version control and command-line tools, alongside principles of accessibility and responsive design. AI is introduced progressively, from supporting learning and reviewing code to assisting with development tasks where students remain responsible for evaluating and understanding the results. Students also learn to integrate existing AI services into applications and evaluate their capabilities, limitations, reliability and costs.
The programme combines theoretical knowledge with practical development activities and projects. Students learn to identify user and stakeholder needs, translate them into requirements, evaluate where AI capabilities add value and consider how software solutions can be adopted in professional environments. They apply relevant principles and requirements relating to data protection, information security, accessibility and responsible AI use. The programme also develops students' competencies in collaboration, professional communication and accountability for technical decisions. Upon completion, graduates can plan, develop, test and deploy a basic full stack web application with an AI-powered feature, applying fundamental security, accessibility and quality practices. They can collaborate with others in product development activities, communicate technical decisions to technical and non-technical audiences, and continue developing their professional competencies as technologies and practices evolve.
Students at Noroff access their learning resources through Moodle, our learning management system (LMS). Each course follows a structured progression that guides students through the learning content, activities and assessments, supporting them in gradually developing the knowledge, skills and general competence described in the learning outcomes. Learning resources combine written content, video and practical activities, and learning activities, assignments, assessment criteria and deadlines are all available in the LMS. Throughout the programme, students work both individually and collaboratively.
Microsoft Teams is used for communication and interaction between students and teachers. Students are expected to contribute to an inclusive and supportive learning environment through active participation and collaboration.
Students take an active role in their own learning and are responsible for keeping up with the planned progression. This includes setting aside enough time for their studies, completing learning activities and assignments, and seeking support from teachers and fellow students when needed.
The programme is designed for asynchronous learning, giving students flexibility in how they organise their studies. Students can access learning resources and plan their own study time within the set progression and deadlines. Synchronous activities, such as live sessions, may be provided as additional resources.
English is the primary language for learning resources, communication, delivery and assessment.
Vocational education at Noroff can expand career opportunities and lay lifelong learning foundations. Throughout the programme, students will familiarise themselves with key competencies relevant to industry employment.
The programme also forms year one of the two-year programmes Full Stack Development with AI and AI Operations Specialist. Candidates who complete the programme can continue their studies in year two of either programme.
Career opportunities
After graduation, the candidate may qualify for work within these areas:
- Web Developer
- Frontend Developer
- Backend Developer
- Software Tester
- Software Developer (AI-Enabled Applications)
The Norwegian Qualifications Framework for lifelong learning (NQF) defines the levels of qualifications in the Norwegian educational system. These levels describe the knowledge, skills, and competence a learner is expected to achieve as a result of a learning process. Categories in NQF are defined as:
Knowledge: Understanding theories, facts, principles, procedures in the discipline, subject area and/or occupation.
Skills: Ability to utilise knowledge to solve problems or tasks (cognitive, practical, creative and communication skills).
General Competence: Ability to independently utilise knowledge and skills in different situations.
After graduation from this programme, students have acquired the following learning outcomes:
The candidate...
- has knowledge of concepts, processes and tools used to develop, test and deploy full stack web applications, including the capabilities, limitations and cost of AI services
- has insight into regulations, standards, agreements and quality requirements that apply to web applications, such as data protection, universal design, information security and terms of use for AI services
- has knowledge of the software industry and is familiar with the work of a developer, including how development teams use AI in their daily work
- can update their knowledge of programming languages, development tools and practices as technology changes
- understands the importance of software development in a societal and value-creation perspective, including the opportunities and risks AI brings to businesses and users, and what it takes for a solution to be adopted and deliver its intended value
The candidate...
- can apply knowledge of programming, web development, data and AI to practical and theoretical problems, and explain how their own solutions work
- can apply relevant development tools and techniques to build, test and deploy a full stack web application with an AI-powered feature
- can find information and material that is relevant to a development problem, such as technical documentation, standards and code examples
- can assess a situation in new or existing software, identify technical, security and user-related issues, including in code and output from AI, through review and testing of how the solution behaves, and determine what measures need to be implemented
The candidate...
- understands the ethical principles that apply in software development, including privacy, accessibility and the responsible use of AI
- has developed an ethical attitude in relation to the practising of software development, and takes responsibility for the code they deliver and the data it handles, including code produced with AI
- can carry out development work based on the needs of selected users and stakeholders, from requirements to a working solution, and judge when AI adds value to a solution and when it does not
- can build relations with fellow developers, also across discipline boundaries, and with users and other external stakeholders, and explain technical choices to technical and non-technical audiences
- can develop working software solutions, and improve the way they plan and deliver their work
|
Course name |
Semester |
Weeks |
Hours |
Credits |
|---|---|---|---|---|
|
Programming and Frontend Development |
1 |
13 |
546 |
20 |
|
Product Engineering & Professional Practice |
1 |
6 |
252 |
10 |
|
Total semester 1 |
|
19 |
798 |
30 |
|
Back-end, APIs & Data |
2 |
7 |
294 |
10 |
|
Applied AI Integration |
2 |
6 |
252 |
10 |
|
Full Stack Application Project |
2 |
6 |
252 |
10 |
|
Total semester 2 |
|
19 |
798 |
30 |
|
|
|
38 |
1,596 |
60 |
Learning activities at Noroff are based on Noroff's Pedagogical framework.pdf and four core principles: industry relevance, practical work, collaboration and guidance. Together, these principles support a student-active learning experience that prepares students for professional working life.
Learning activities are aligned with the learning outcomes and provide students with opportunities to understand, explore, practise and apply what they are learning. Activities may include practical tasks, reflection, problem-solving, discussions, collaborative work, cases and projects. The specific activities vary according to the learning outcomes.
Industry relevance connects learning to professional practice. Students work with methods, tools, cases and problems that reflect current working life.
Practical work gives students opportunities to apply knowledge and develop skills through active engagement.
Collaboration is an important part of the learning process. Collaborative work may be included as part of coursework requirements or assessment, as specified in the course description. Students work with others to exchange ideas, explore different perspectives, solve problems and develop their ability to contribute in a team. Explaining ideas to others, giving and receiving feedback, and taking different roles in collaborative work can support reflection and deeper understanding.
Guidance supports students' learning and progression. Students receive guidance and feedback from teachers and fellow students. Students are expected to actively use feedback to reflect on their work, make improvements and further develop their knowledge and skills.
More detailed information about learning activities is provided in the course descriptions.
Assessment consists of coursework requirements and exams, designed to support student learning and to evaluate whether students have achieved the learning outcomes.
Coursework requirements may be used to assess specific learning outcomes or to ensure participation in essential learning activities. Exams assess whether students have achieved the learning outcomes of the course. Throughout each course, students receive feedback and guidance to support their learning and development.
The assessment methods and coursework requirements for each course are described in the course descriptions.
Information about equipment requirements is available on our website under Programme information.
[The link will be updated when the programme starts.]
There are three ways to meet the admission requirements and be enrolled as a student:
1. Upper secondary education (videregående skole)
- Higher education entrance qualification from Norway or abroad
2. Norwegian vocational upper secondary education
- Documented craft or journeyman’s certificate (fag- og svennebrev) or vocational qualification (yrkeskompetanse) in a relevant programme area (utdanningsprogram), for example:
- Electrical Engineering and Computer Technology (Elektro og datateknologi)
- Technology and Industrial Production (Teknologi- og industrifag)
- Information Technology and Media Production (Informasjonsteknologi og medieproduksjon)
3. Prior learning and work experience (realkompetanse)
- More information about admission requirements is available on our webpage under Admission Requirements.