Iceland

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National Agency
Rannis
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National Inclusion Monitor
Funding conditions
Under which conditions is international student mobility funded through scholarships, and how portable are general support mechanisms for students during mobility abroad.
Cost of living covered
% of the cost of living covered by the Erasmus+ grant
29
Source: ESNsurvey(2024)
Grant maximalisation
Ratio that compares the grant that is allocated, compared to the amount eligible according to the Erasmus+ programme guide.
100
Source: Erasmus+ Programme(2025)
Grant timing
% of the students receiving their scholarship within 30 days upon arrival
50
Source: ESNsurvey(2024)
Portability of grants
Portability of grants following the mobility scoreboard, each score quantified in quartiles
N/A
Source: Mobility Scoreboard(2025)
Satisfaction with funding Info
% of students indicating they were satisfied with the funding information provided
66
Source: ESNsurvey(2024)
Information Provision
What information is provided to students through which channels and how accessible do students evaluate this information.
Accessibility of information
% of students that felt satisfied with the information on mobility opportunities for university students that was available before the mobility application
N/A
Source: ESNsurvey(2024)
Credit and grade information
% of students who felt there was accurate information on credit recognition and grade conversion
N/A
Source: ESNsurvey(2024)
Effectiveness of info sessions
% of students that participated in Info Sessions that indicated they felt they were effective
N/A
Source: ESNsurvey(2024)
Effectiveness of study abroad fairs
% of students that participated in Study Abroad fairs, that indicated they felt they were effective.
N/A
Source: ESNsurvey(2024)
Erasmus Student Charter
% of students who reported to have been informed about the Erasmus+ Student Charter
N/A
Source: ESNsurvey(2024)
Participation of Alumni meetings
% of students that engaged with fellow students who participated before them
N/A
Source: ESNsurvey(2024)
Participation of individual coaching
% of Students that had an individual session to coach them through mobility programmes
N/A
Source: ESNsurvey(2024)
Support to Outgoing
What support measures are offered to outgoing students with regards to information related to mobility opportunities
Fair and transparent selection
% of students reporting the selection process to participate in mobility were fair and transparent
N/A
Source: ESNsurvey(2024)
Participation in reintegration
% of students that participated in reintegration activities
N/A
Source: ESNsurvey(2024)
Satisfaction with sending institution
% of students that reported they were overall satisfied with the support offered by their sending institution.
N/A
Source: ESNsurvey(2024)
Support for mobility application
% of students who reported they were satisfied with the support during the application procedure by their sending institution.
N/A
Source: ESNsurvey(2024)
Support to Incoming
What support measures are offered to incoming students with regards to inclusion measures (this data includes equal access to opportunities/services, integration support and results reported by students, and issues experienced by incoming students
Equal access to university academic facilities
% of students that indicate they felt they had equal access to academic facilities of the institution (such as the library and other research facilities).
N/A
Source: ESNsurvey(2024)
Equal treatment to report discrimination
% of students that equal treatment when it comes to insensitive, degrading or insulting remarks are addressed through the same university process
N/A
Source: ESNsurvey(2024)
Satisfaction with host institution
% of students that reported they were overall satisfied with the support offered by their sending institution.
N/A
Source: ESNsurvey(2024)
Equal access to social services
% of students that indicate they felt they had equal access to social services of the institution (psychological and health support)
N/A
Source: ESNsurvey(2024)
Policies & Strategies
How well is Inclusion & Diversity integrated in Internationalisation of (Higher Education) policies. How are students consulted in this process?
Cooperation with student representatives
Structural Collaboration between Universities and student representation: How does your university involve students in decisions related to internationalisation
N/A
Source: ESN Section Questionnaire(2024)
Perception on Inclusion
% that expresses to which extend students agree that the programme comes across as inclusive: people's perception of the policy.
N/A
Source: ESNsurvey(2024)
Underrepresented groups
Groups reported in the last reporting mechanism of the programme
N/A
Source: Salto Inclusion(2025)
Student engagement
Mapping the diversity on how students are engaged in the internationalisation strategy and implementation
N/A
Source: ESN Section Questionnaire(2024)
The national inclusion monitor was developed as part of the Diversity and Inclusion in Erasmus+ iMplementation (DIEM) project.

Outgoing students

Erasmus+ Inclusion Support

A person with fewer opportunities faces personal, physical, mental or health-related conditions that make participation in the project/mobility action not possible without extra financial or other support.

Group: Students that are immigrants, or a child of immigrant(s)
Conditions

To confirm the need for the top-up the student has to sign a student declaration. Please note that the higher education institution allocating the Erasmus+ grant may ask for relevant proof, in addition to the declaration.

Students who belong to more than one target group can only receive top-up due to one target group.

Group: Students with refugee status
Conditions

To confirm the need for the top-up the student has to sign a student declaration. Please note that the higher education institution allocating the Erasmus+ grant may ask for relevant proof, in addition to the declaration.

Students who belong to more than one target group can only receive top-up due to one target group.

Group: Students with physical or mental health-related issues (such as a chronic disease or a severe illness)
Conditions

To confirm the need for the top-up the student has to sign a student declaration. Please note that the higher education institution allocating the Erasmus+ grant may ask for relevant proof, in addition to the declaration.

Students who belong to more than one target group can only receive top-up due to one target group.

Group: Students with a physical disability, developmental disability, visual impairment, hearing impairment or a learning disability
Conditions

To confirm the need for the top-up the student has to sign a student declaration. Please note that the higher education institution allocating the Erasmus+ grant may ask for relevant proof, in addition to the declaration.

Students who belong to more than one target group can only receive top-up due to one target group.

Group: Students with a child/children under the age of 18
Conditions

To confirm the need for the top-up the student has to sign a student declaration. Please note that the higher education institution allocating the Erasmus+ grant may ask for relevant proof, in addition to the declaration.

Students who belong to more than one target group can only receive top-up due to one target group.

Group: Students with economic barriers (eligible for a top-up from Autumn semester 2025)
Conditions

To confirm the need for the top-up the student has to sign a student declaration. Please note that the higher education institution allocating the Erasmus+ grant may ask for relevant proof, in addition to the declaration.

Students who belong to more than one target group can only receive top-up due to one target group.

Group: Students living in rural areas (eligible for a top-up from Autumn semester 2025)
Conditions

To confirm the need for the top-up the student has to sign a student declaration. Please note that the higher education institution allocating the Erasmus+ grant may ask for relevant proof, in addition to the declaration.

Students who belong to more than one target group can only receive top-up due to one target group.

Grants

Group: Students facing personal, physical, mental or health-related conditions
Conditions

Students facing personal, physical, mental or health-related conditions that make participation in the project/mobility action impossible without extra financial or other support might benefit from inclusion support.

Higher education institutions that have selected students (and/or staff) needing inclusion support can apply for additional grant support to the National Agency to cover the supplementary costs which cannot be covered through the top-up amount for individual support.

In particular, these costs aim at covering the extra financial support required for participants with physical, mental or health-related conditions to allow their participation in the mobility as well as in preparatory visits and for accompanying persons (including costs related to travel and subsistence, if justified and as long as it is not covered through budget categories "travel support" and "individual support" for these participants).

To apply for inclusion support please contact the international office at your home university, after you have sent in your student mobility application.

Other Inclusion support provided

National Inclusion Support

This Country has not provided information about National Inclusion Support for outgoing students.

Incoming students

National Inclusion Support

This Country has not provided information about about National Inclusion Support for incoming students.

National Policies

Erasmus+ National Inclusion Strategy

In creating the inclusion and diversity strategy, the NA has mapped out specific focus groups for the 2021-2027 period. According to areas mapped out in 2021, the following list was compiled of specific focus areas for inclusion. The compilation of focus areas included a statistical review of participants as well as the experiences of NA staff in conversations with beneficiaries and knowledge of institutions, organisations and individuals that are less inclined to participate in the programmes.

  • Students with Children
  • Individuals of Foreign Origin
  • NEET Group
  • Disabilities, Physical and Mental Health
  • Geographical Location

Not available.

There is no official comprehensive strategy or policy of inclusion and diversity in Iceland, however, the Act on Equal Treatment in the Labour Market which concerns equal treatment irrespective of race, ethnic origin, religion, beliefs, disability, reduced ability to work, age, sexual orientation, gender identity, sexual characteristics or gender expression came into force on 1 September 2018. 

The Icelandic government has not developed a specific strategy for internationalisation in higher education, but it has quantitative indicators in the national Fiscal Plan. 

Universities in Iceland are taking steps to enhance inclusivity in higher education, for example through two projects, funded by the Ministry of Higher Education, Science, and Innovation:

  1. Inclusion in the Icelandic Higher Education Community (48.25 million ISK)
    This initiative addresses the underrepresentation of immigrants in Icelandic universities, who face unique challenges compared to other young people. The project focuses on increasing the number of immigrant students in higher education and reducing dropout rates. Key measures include developing inclusive policies, comprehensive support services, tailored guidance, and training for university staff. The collaboration, led by the University of Iceland (HÍ), involves all public universities and aims to foster a more inclusive academic environment.
  2. Inclusive Higher Education for Individuals with Intellectual Disabilities (15 million ISK)
    In line with the UN Convention on the Rights of Persons with Disabilities, this project facilitates access to higher education for individuals with intellectual disabilities. A partnership between the University of Iceland, the University of Akureyri, and the Iceland University of the Arts, it seeks to create diverse educational pathways, including distance learning options. By enhancing accessibility, the project aims to improve opportunities for employment and societal participation for disabled individuals while enriching universities with more inclusive teaching practices.
     

These initiatives reflect the commitment of Icelandic higher education institutions to fostering diversity and equity in higher education, ensuring broader participation and societal impact.
 

Institutions

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Organisations

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