This Book of Abstracts presents the scientific contributions of the 2nd International Conference on Trends and Challenges in Digital Education (DETC 2025), featuring 55 accepted papers, 112 authors, and participation from 21 countries across 3 continents, demonstrating a significant expansion from the previous edition. The conference brings together researchers, educators, policymakers, and innovators to explore how digital transformation is reshaping education systems worldwide. Key themes include: • artificial intelligence in education • digital ethics and responsible innovation • adaptive and hybrid assessment • data analytics and learning analytics • innovative pedagogies and learner-centered models • digital transformation of institutions. Aligned with the European Digital Education Action Plan (2021–2027) and DigiEduHack, DETC 2025 emphasizes collaboration, evidence-based practice, and inclusive innovation. This volume reflects the growing global relevance of digital education research and the commitment of the international academic community to co-create sustainable, accessible, and human-centric learning solutions.

IDENTIFIERS

ISBN: 978-86-6022-746-3

DOI: 10.5281/zenodo.17478796

The KOHTO25 project, funded by the Estonian Research Council, develops a Hybrid Intelligent Assessment System (HIAS) to support fair and transparent use of generative AI in higher education. The system combines AI-driven feedback with human teacher oversight, ensuring that assessments remain both innovative and trustworthy. Unlike traditional exams or essays, which AI tools can easily automate, hybrid assessment emphasizes formative learning: students actively plan, monitor, and reflect on their progress. Using the SOLO taxonomy and the DigComp 3.0 framework, HIAS aligns assessment with European digital education goals while promoting self-regulated learning (SRL). Students will benefit from adaptive quizzes, reflective journals, project work, and interactive orals, where AI suggests resources and highlights learning gaps, while teachers validate originality and critical thinking. This approach ensures academic integrity and supports learners from diverse backgrounds through multilingual and multimodal assessment pathways. KOHTO25’s vision is not to replace teachers or students with AI, but to create a balanced ecosystem where technology enhances inclusivity, fairness, and deeper learning. By embedding ethical safeguards and transparency in design, hybrid intelligent assessment offers a future-ready model for universities in Estonia and beyond.

Amid rising academic pressures and socio-political uncertainties, higher education institutions (HEIs) across Europe are witnessing an alarming increase in student anxiety, academic disengagement, and mental health challenges. This paper proposes the development of an inclusive digital support platform designed to serve as a scalable response to these issues. Anchored in the principles of EU’s *Digital Education Action Plan (2021–2027)* and the *European Mental Health Strategy*, the platform integrates a moderated question-and-answer system where students can seek guidance on stress, academic challenges, or personal concerns. Expert sociologists, psychologists, and educators will provide timely responses, while recurring themes will be synthesized into openly accessible knowledge resources. Monthly virtual forums with invited professionals will enable structured peer and expert dialogue, fostering resilience and shared learning. This initiative directly supports multiple UN Sustainable Development Goals—SDG 3 (Good Health and Well-Being), SDG 4 (Quality Education), and SDG 10 (Reduced Inequalities) by leveraging digital technologies to ensure that all students, particularly those in vulnerable situations, have access to timely, high-quality support. The proposed platform not only enhances student well-being but also contributes to a more inclusive, equitable, and digitally resilient higher education ecosystem across the European Higher Education Area.

Early childhood is a pivotal period for developing curiosity, creativity, and problem-solving: core skills that underpin success in science, technology, engineering, and mathematics (STEM). However, in many educational systems, structured STEM experiences begin too late and remain inaccessible to children from rural or underserved communities. The Institute for STEM Education and Afterschool Programs (Croatia) addresses this challenge through a comprehensive model that integrates digital tools, inclusive pedagogies, and community-based outreach starting from the preschool level. Our approach is implemented through three interrelated initiatives that together create a digitally enhanced ecosystem for early STEM learning. STEM in Kindergarten introduces playful, age-appropriate STEM workshops for children aged 4–7, using hands-on engineering design, tangible coding, and sensory exploration to foster curiosity and early computational thinking. Through storytelling, tinkering, and robotics kits, children bridge imagination and reasoning, laying the groundwork for scientific inquiry. STEM in Early and Preschool Education focuses on educator development, equipping preschool teachers with the knowledge, tools, and confidence to implement STEM pedagogy through inquiry-based and child-centered methods. The program emphasizes inclusivity - offering strategies for engaging both gifted and twice-exceptional learners, and redefines educators as facilitators of discovery. By integrating digital and assistive technologies, it ensures that STEM learning remains accessible to diverse groups of children. The third initiative, STEM FOR ALL 2.0, funded by the European Union through the ESF+, expands access to high-quality STEM learning across Croatia. It brings STEM directly to communities through mobile exhibitions, robotics demonstrations, and public science events in parks, libraries, and schools. These interactive experiences merge physical and digital learning environments, ensuring equal participation and engagement for all children regardless of geography or background. Collectively, these initiatives demonstrate how digital transformation can promote equity and inclusion from the earliest years of education. The model combines experiential learning, gamification, and human-centered design to create meaningful, collaborative STEM experiences involving children, educators, and families. Evaluation through educator feedback and field observations shows measurable improvements in children’s collaboration, confidence, and problem-solving. By positioning early childhood as the foundation of lifelong STEM learning, this framework offers a scalable model that bridges innovation, pedagogy, and inclusion ensuring that STEM truly starts early, belongs to everyone, and prepares young learners for a rapidly changing world.

The accelerating pace of digital transformation in higher education has underscored a critical need to rethink how universities prepare students for the complex, technology-driven workplaces of the future. The Didactic Technologies for IT Education (DITEC) project addresses this challenge by redesigning IT curricula and developing innovative, AI-supported teaching and learning practices that strengthen both technical and transversal competences. Anchored in a comprehensive needs analysis conducted across academia, industry, and students, the project identifies a significant gap between graduates’ digital capabilities and the soft skills demanded by employers, particularly in communication, collaboration, and creative problem-solving. To bridge this gap, DITEC introduces a new generation of university courses at Tallinn University of Technology most notably AI Research Fundamentals and Innovating Through Design Thinking and Challenge-Based Learning. These courses integrate AI-assisted learning with experiential pedagogies that place students at the center of knowledge creation. In AI Research Fundamentals, students use AI-driven tools to develop and refine their thesis proposals, gaining critical insights into data analysis, research design, and academic writing. Meanwhile, the Design Thinking and Challenge-Based Learning course fosters collaborative innovation by engaging students in real-world problem-solving activities, such as organizing hackathons that connect academia, students, and industry stakeholders. In these environments, students do not rely solely on traditional mentorship; instead, they design and train their own personal AI agents, which act as adaptive co-creators throughout the development process. This hybrid framework-combining AI-assisted personalization, design thinking, and project-based collaboration-enhances digital literacy while nurturing creativity, autonomy, and teamwork. The project adopts a mixed-method approach, including case studies, iterative course evaluations, and data-driven feedback loops to measure learning impact and scalability across disciplines. Ultimately, DITEC contributes to a transformative vision of digital education: one where human and artificial intelligence works together to cultivate not only employable IT professionals but also agile thinkers capable of driving innovation in dynamic socio-technical contexts. The findings offer a replicable model for integrating AI and design thinking into university curricula, paving the way for more inclusive, flexible, and future-ready learning ecosystems in Europe and beyond.

The rapid digital transformation is reshaping higher education, demanding innovative solutions to enhance accessibility, inclusion, and the overall quality of learning and research. This paper explores how digital platforms can address these challenges by fostering interactive, practice-oriented, and collaborative learning environments. Specifically, it presents a case study from Bosnia and Herzegovina that examines the integration of digital tools in teaching and research through the 1FUTURE platform, developed within the framework of the 1FUTURE project. The main aim of the research is to evaluate how such platforms can bridge existing educational gaps by promoting active learning, data-driven decision-making, and cross-sector collaboration. The study employs a case study approach, drawing on qualitative insights from educators, students, and institutional stakeholders who have implemented the 1FUTURE platform in various courses. Through this engagement, students gain hands-on experience with real-world datasets, scenario-based analyses, and interdisciplinary teamwork, while researchers benefit from tools for data collection, visualization, and simulation that strengthen applied research. This integration demonstrates how digital platforms can support more inclusive learning environments by accommodating diverse learner needs and enabling participation across geographical and disciplinary boundaries. The findings indicate that the 1FUTURE platform contributes to modernizing educational practices, aligning them with European digital education policies and sustainability goals. It enhances institutional capacity for blended and online learning, supports innovation in curriculum design, and promotes collaboration between academia, industry, and local communities. Moreover, the platform exemplifies how data-driven and participatory learning approaches can help students and researchers develop digital competencies essential for addressing contemporary societal and environmental challenges. Ultimately, this paper argues that leveraging digital platforms such as 1FUTURE can play a critical role in building more effective, inclusive, and equitable digital education systems. By linking pedagogy, technology, and practice, such initiatives not only respond to current educational gaps but also prepare higher education institutions to thrive in an increasingly digital and interconnected world.

The project STEM for All 2.0 represents an innovative and inclusive approach to bridging educational and digital divides in science, technology, engineering, and mathematics (STEM) education across Croatia. Funded by the European Union through the European Social Fund Plus (ESF+), the initiative responds to the urgent need for equitable access to high-quality STEM learning opportunities in the context of rapid digital transformation. Its primary aim is to enhance digital and scientific literacy among children, educators, and communities in rural and underserved regions, ensuring that every child, regardless of background or location, can engage with STEM in an inspiring and meaningful way. The project integrates two complementary strands of activity. The first, SpektaRural STEM Day, brings interactive mobile STEM exhibitions directly to kindergartens and schools in rural areas, offering playful, hands-on learning experiences that combine robotics, coding, engineering design, and digital problem-solving. These activities are grounded in experiential learning and encourage curiosity, collaboration, and creativity through the use of educational technologies adapted for early learners. The second component, STEM on Public Spaces, transforms community venues such as parks, libraries, and town squares into open STEM learning environments through exhibitions, competitions, and interactive stands. These public events merge formal and informal learning while fostering digital inclusion and civic engagement. Methodologically, STEM for All 2.0 combines design thinking, gamification, and inquiry-based pedagogy to co-create digital learning experiences with educators, children, and families. Data collected from field implementation, participant feedback, and observational analysis provide insights into how interactive technologies can be effectively used to enhance motivation, problem-solving, and persistence in learning. By positioning digital STEM education as both a pedagogical and social innovation, the project contributes to the development of a more inclusive educational ecosystem that addresses existing gaps in accessibility and engagement. STEM for All 2.0 demonstrates how community-based and technology-supported models can serve as scalable frameworks for educational systems seeking to adapt to the challenges of the digital age, ensuring that STEM truly becomes a pathway for all.

The integration of digital technologies into disaster risk management and education represents a cornerstone of modern resilience-building. This paper explores the process of institutionalising the FAO Methodology for Damage and Loss Assessment (DLA) in Serbia’s agriculture sector, highlighting the crucial role of digital tools and capacity-building platforms in knowledge transfer and methodological standardisation. The initiative, led by the Ministry for Public Investments with technical support from the Food and Agriculture Organization of the United Nations (FAO), introduces a harmonised, data-driven framework for assessing disaster impacts across crops, livestock, forestry, fisheries, and aquaculture. Within this process, digital education and training platforms, such as the e-DLA application and accompanying knowledge portals, serve as enablers of methodological adoption and institutional learning. By providing real-time data collection, scenario-based learning, and interactive reporting modules, these tools transform the traditional, paper-based assessment process into a transparent, collaborative, and educationally rich environment. The methodological framework aligns with the Post-Disaster Needs Assessment (PDNA) approach and contributes to the Sustainable Development Goals (SDGs), particularly Goal 4 (Quality Education), Goal 13 (Climate Action), and Goal 17 (Partnerships for the Goals). The findings demonstrate that the digitalisation of DLA methodology strengthens institutional capacities, improves data accuracy, and enhances disaster education through experiential learning. Ultimately, the digital integration of FAO’s DLA framework represents not only a technical and methodological milestone but also an educational innovation that empowers local governments, universities, and communities to build a resilient society.

The integration of Artificial Intelligence (AI) and data-driven technologies into higher education is reshaping how students learn, collaborate, and prepare for future professional challenges. Within civil engineering and construction-related disciplines, these technologies provide powerful tools for adaptive, personalized, and practice-oriented learning. Through intelligent tutoring systems, predictive modeling, and virtual laboratories, students are able to simulate complex structural behaviors, test materials, and evaluate design performance under diverse conditions—all within safe, cost-effective, and highly interactive digital environments. Such approaches enable individualized feedback and adaptive learning pathways that strengthen engagement, conceptual understanding, and the acquisition of practical skills. AI-driven platforms also promote collaboration and teamwork, allowing students to analyze real-world construction data and solve case-based problems that enhance creativity, critical thinking, and decision-making. By integrating machine learning techniques and big data analytics into civil engineering curricula, universities can bridge the long-standing gap between theoretical instruction and practical application. Furthermore, the use of AI-based visualization tools and digital twins supports immersive learning experiences, helping students better understand the dynamic behavior of structures and the principles of sustainable design. Equally important is the ethical dimension of implementing AI in education. Issues such as data privacy, algorithmic transparency, and fairness in AI-assisted assessment require careful attention to ensure equitable access and unbiased outcomes for all learners. A responsible and thoughtful adoption of AI not only improves technical and analytical competencies but also nurtures students’ awareness of the broader social and ethical implications of emerging technologies. Overall, this research highlights the transformative potential of AI in civil engineering education, advocating for sustainable, innovative, and ethically grounded approaches to teaching and learning. By aligning pedagogy with technological innovation, higher education institutions can better prepare a new generation of engineers - professionals who are not only technically proficient but also adaptable, creative, and ready to contribute to the evolving landscape of construction and infrastructure development.

In contemporary digital education, particularly in the field of disaster risk management, reliable and accessible datasets represent a foundation for quality learning and research. However, in practice, there is often limited availability of relevant and detailed information, which hinders the implementation of analyses essential for understanding processes such as climate change monitoring, risk assessment, or damage analysis. This study highlights the importance of publicly available and open databases in the educational context, aiming to demonstrate how their application can enhance the teaching process, enable students to work directly with real data, and contribute to a deeper understanding of theoretical concepts through practical examples. The methodological framework is based on the analysis of existing publicly accessible databases, with a particular focus on ECA&D (European Climate Assessment & Dataset) and DesInventar, which represent relevant sources for studying climate change and disaster events. The ECA&D database contains daily observations from meteorological stations across Europe and serves as a valuable resource for analyzing trends and variability of climatic parameters. On the other hand, the DesInventar database provides data on disaster-related losses. The research includes an examination of the structure, scope, and accessibility of these databases to determine the extent to which they can be integrated into higher education programs. Special attention is given to their pedagogical application, particularly how students can use these resources within course exercises and project assignments. In this way, the study explores the potential of open databases to support the acquisition of practical knowledge in areas such as risk assessment, disaster damage analysis, and climate change monitoring, thereby fostering active and research-based learning. The findings indicate that open databases have significant potential to improve the educational process, as they enable students to develop practical skills and a deeper understanding of theoretical concepts through direct engagement with real data. Their use in teaching helps connect analytical and research skills with real-world problems, which is particularly valuable in disciplines that address risks, climate change, and the consequences of catastrophic events. The study emphasizes the need for stronger institutional support in developing and ensuring the accessibility of digital databases for educational purposes, as well as for creating national databases adapted to pedagogical and research needs. Such an approach confirms that open databases can become a key tool in the development of modern, accessible, and research-oriented education.

This paper presents a potential solution developed for improving the teaching of subjects in the field of high voltage technology and high power plants based on the concept of increasingly popular and applied digital twins, as the experiments in this field are often impossible to fully develop due to the safety issues and their complexity. The main item is a developed virtual simulator that integrates the EMTP or Matlab Simulink model of a typical plant (which by the standards include transformers, 110 kV fields, switches, disconnectros, grounders as well as relay protection) with emulation of SCADA/HMI interfaces and physical command and signal elements. It is envisioned that students, in a controlled scenario environment, perform key operations over an established virtual system – providing power-free status, checking for abscence of voltage, grounding, implementing lock and tag (LOTO), and re-energizing – with automated monitoring of sequence integrity, risk assessment, and consequences of deviations. The simulator displays transient phenomena (including steep currents, surges, energization processes and gaseous emissions) in real time and links them to the valid operating procedures, which allows the validation of acquired knowledge through objective items that play a role in the evaluation (procedural accuracy, situational decision-making or technical explanation). The proposed architecture includes a model layer, handling various possible scenarios, and integrating I/O cards/slots to connect to real displays and control panels, thereby achieving the reliability and capability of HIL (hardware – in – the - loop) work. Expected effects include a reduced incidences of typical procedural errors, a greater utilization of laboratory obtained knowledge in practice and a kind of portability of the same, and the safe practice of rare, but also critical conditions that in real conditions would be questionable in terms of safety and very difficult to realize due to same reasons. The solution is also acceptable in hackathon environments, where scenarios can rapidly evolve and expand in further applications and for even more realistic or more unexpected scenarios If needed.

The accelerating digital transformation and the imperatives of the green transition are redefining higher education systems and their role in shaping resilient and sustainable societies. Digital technologies, as powerful enablers of the green transition, are essential for achieving the objectives of the European Green Deal and climate neutrality by 2050. However, success depends not only on technological advancement but also on integrating innovation, research, and education into this process. In the Western Balkans, while climate action and sustainability are recognized as governance priorities, the region still faces major challenges – skills gaps, limited infrastructure, and uneven digitalisation of public services—calling for coordinated regional action. The Erasmus+ Capacity Building in Higher Education project Boosting Digital and Green Skills for a Resilient and Sustainable Western Balkan Society – SKILL2SUSTAIN (April 2025 – March 2028), coordinated by the University of Novi Sad, addresses these challenges by supporting higher education institutions in creating green and digital ecosystems across the region. The project aligns with the EU Green Deal and the Digital Education Action Plan 2021–2027, promoting a holistic educational response to sustainability and digitalization challenges. The SKILL2SUSTAIN consortium gathers 14 partners – universities, NGOs, and chambers of commerce – from seven European countries (Serbia, Montenegro, Albania, Bosnia and Herzegovina, Slovenia, Croatia and North Macedonia), ensuring a diverse range of expertise. Over its three-year implementation, the project will develop two new academic study programs, modernize three existing ones, and create five certified lifelong learning (LLL) programs focused on circular economy, energy efficiency, climate change adaptation, sustainability, and disaster resilience, supported by digital tools such as Building Information Modelling (BIM) and Geographic Information Systems (GIS). Additionally, five interoperable ICT-based Research and Education Centres (RECs) for green and digital transition will be established to enhance interdisciplinary collaboration and regional networking. A Digital and Green Initiative for Western Balkan Education in Academia will also be formulated and signed by all partners. By adopting learner-centered and problem-based pedagogical approaches, blended learning tools, and open-access digital resources (including a multilingual collaboration platform and e-library), SKILL2SUSTAIN fosters inclusiveness, innovation, and cross-border cooperation – empowering HEIs to drive the twin transition towards a sustainable and resilient Western Balkan region.

The digital transformation of education has brought increased emphasis on the use of learning analytics and digital tools to monitor student activity. This study explores how tracking student engagement in digital environments—such as attendance, interaction, task progress, and use of learning resources—affects both teaching quality and the student experience in higher education. It focuses on the dual impact: how faculty interpret and apply collected data to plan and adapt their teaching, and how students perceive the monitoring and use of this data for evaluation and support. The research is based on a mixed-methods approach, combining analysis of institutional digital records, student surveys, and semi-structured interviews with teaching staff. The findings show that digital tracking can enhance the quality of education by enabling more personalized student support, timely interventions, and a deeper understanding of learning needs. However, challenges emerge related to data interpretation, faculty digital competencies, and ethical concerns regarding privacy and transparency. Students report mixed experiences—while some appreciate the ability to track their own progress and receive timely feedback, others express concerns about being monitored and the potential negative effects on motivation. Faculty members use the data to make informed pedagogical decisions but often indicate the need for additional training and institutional support. In conclusion, the study emphasizes the importance of thoughtful integration of digital tracking into educational practice, ensuring transparency, ethical standards, and empowerment of all actors through the development of digital and pedagogical competencies. Digital platforms and tracking tools have strong potential to modernize higher education, but only when used in a supportive, not controlling, manner—with clearly defined goals and active student involvement in the data-informed learning process.

Digital transformation is reshaping education by introducing new methods for developing practical, collaborative, and data-driven competencies among students. In this context, supply chain management represents a crucial domain where modern pedagogical approaches can bridge the gap between theoretical knowledge and real-world decision-making. The aim of this research is to develop modern educational scenarios that enable students to acquire and enhance key collaborative skills in the context of supply chain management. The initiative emphasizes the practical application of knowledge in optimizing and modernizing production and logistics systems, focusing on the interdependencies and consequences of decision-making within supply chains. Through project-based learning, students develop competencies necessary for effective decision-making, data analysis, and teamwork in dynamic business environments. The research promotes interactive learning by encouraging students to work in teams, exchange ideas, and participate in designing strategies that lead to optimal supply chain solutions. Core research activities include developing communication and organizational skills that support decision-making under defined constraints. The educational process enhances teamwork, communication, and problem-solving through tasks requiring collective approaches. In addition, students engage with practical challenges and creative problem-solving by working on assignments simulating real-world issues in inventory, order, and cost management. They learn to identify problems, analyze material and information flows, and apply innovative approaches to address them. By participating in these activities, students gain hands-on experience in improving production and logistics systems and in developing strategies for process optimization applicable in contemporary industrial settings. The research also responds to the broader needs of modern education by fostering critical thinking, creativity, and autonomy, equipping students with the skills to work collaboratively and adaptively in uncertain conditions. At the institutional level, the research contributes to the modernization of teaching by integrating theoretical and practical learning, aligning higher education outcomes with industry demands and the global trend of digital transformation.

The accelerated digitalization of higher education has produced extensive datasets reflecting every aspect of learner interaction, yet the systematic analysis of these data for pedagogical enhancement remains limited. Traditional learning analytics have tended to emphasise descriptive or correlational analyses of student performance, often neglecting the underlying learning processes. The integration of process mining within learning analytics provides a complementary, process-oriented perspective capable of revealing how learning actually unfolds across digital environments. Through Educational Process Mining (EPM), event logs extracted from learning management systems, such as navigation paths, quiz attempts, or forum participation, are transformed into visual process models that represent typical learner trajectories. Algorithms for process discovery, conformance checking, and process enhancement are applied to identify behavioural patterns, deviations, and bottlenecks that influence engagement and outcomes. Extending this approach, predictive process mining employs historical event logs to anticipate student behaviours in real time, such as early signals of disengagement, dropout risk, or inefficient learning paths. These predictions enable timely pedagogical interventions and adaptive feedback mechanisms within the learning environment. A growing body of empirical studies has demonstrated that EPM can be effectively used to detect dropout tendencies, monitor self-regulated learning strategies, and assess alignment between instructional design and actual learner behaviour. When embedded systematically within institutional decision-making, these insights have tangible implications for curriculum redesign and study-programme optimisation. Identified process inefficiencies can inform the sequencing of course modules, the pacing of assessments, and the integration of support activities. At the same time, predictive indicators can guide academic advisors in offering personalised learning support and early warnings to students. The expected contribution of this research lies in demonstrating that process-aware and predictive analytics provide an evidence-based framework for improving both micro-level learning experiences and macro-level programme design. By shifting the analytical focus from outcomes to the underlying learning processes, this approach fosters transparency, inclusion, and adaptability in digital education systems, ultimately supporting more equitable and practical study programmes that respond dynamically to the evolving needs of learners and institutions.

In response to the ongoing digital transformation and the growing importance of artificial intelligence in creative industries, a structured educational program titled ASKING has been developed to enhance the competencies of both future and current professionals in the field of Desktop Publishing (DTP). The program aims to improve participants’ familiarity with AI-driven DTP functions, enabling them to integrate these tools into everyday workflows more effectively. By doing so, ASKING seeks to increase productivity, creativity, and competitiveness in the labor market, highlighting its strong social relevance. An essential component of the project is the integration of Studio D-ID (Creative Reality Studio) as a supporting software platform for lesson creation. Studio D-ID is a web-based AI system developed by the company D-ID, capable of generating realistic, talking-avatar videos from still images. It allows users to upload photos or select from pre-made avatars, add text or audio input, and automatically produce lifelike video narrations. The platform’s AI synchronizes facial expressions and lip movements with speech in over one hundred languages, using advanced voice synthesis technologies such as those provided by ElevenLabs. Within its built-in editor, users can personalize avatars, modify backgrounds, and adjust camera perspectives, making it suitable for producing educational and promotional materials. Studio D-ID also integrates with tools such as PowerPoint and Canva, extending its usability for academic and corporate purposes. In addition to its online interface, the system offers an API that allows developers to embed its capabilities into external applications, making it valuable for e-learning, media production, and digital marketing sectors. All lessons created through the ASKING platform—using Studio D-ID as well as traditional DTP software such as Adobe Photoshop, Illustrator, InDesign, and Affinity Suite—will be tested by students and professionals. Their effectiveness will be compared to that of traditional written and video tutorials, ensuring that the integration of AI enhances both teaching quality and learning outcomes.

Unibotics is an online web platform designed to facilitate hands-on learning in robotics through interactive exercises and realistic simulations. It provides higher education students with access to a wide set (26) of robotics challenges, enabling them to develop practical skills in robot programming, sensor processing, robot control and autonomous behavior. The platform is widely adopted in academic settings to support courses in mobile robotics, service robotics, industrial robotics, computer vision and AI driven robotics, offering a scalable and accessible environment for experimentation and skill acquisition. It is based on ROS 2 middleware, the de facto standard in robotics, and two open source simulators: Gazebo and O3DE. Each exercise is solved on a single webpage that shows the robot in the simulated world for the corresponding robotics challenge. The students also edit and run the source code of their solution (in Python or C++) inside that webpage. To enhance the learning experience, Unibotics is currently integrating an intelligent tutoring system powered by a Retrieval-Augmented Generation (RAG) architecture. This AI-based tutor leverages the complete user documentation of the Unibotics exercises, which includes theory explanations and hints, to provide students with accurate, context-aware guidance.  When students pose questions in an online chatbot in each exercise webpage, the system retrieves relevant information from curated sources and generates responses grounded in the specific content of the exercise they are working on. This ensures that the assistance provided is not only technically correct but also pedagogically aligned with the intended learning outcomes. This approach offers several advantages over general-purpose AI tools. External AI systems may produce hallucinated, overly complex, or contextually irrelevant answers that can mislead students or hinder their understanding. In contrast, the Unibotics tutor ensures that responses are precise, relevant, and tailored to the educational context. It supports students in navigating challenges, clarifying instructions, and deepening their conceptual understanding without deviating from the structured learning path defined by the course. This contributes to a more inclusive and effective educational experience, particularly in large or remote learning settings where direct instructor support may be limited. In summary, Unibotics represents a significant advancement in robotics education by combining state of the art robot simulation technologies with intelligent, context-aware tutoring. Its innovative use of AI not only enhances student engagement and autonomy but also reinforces the pedagogical integrity of the learning process.

Mobile phones already play a significant role in earthquake early warning systems, thanks to built-in sensors such as accelerometers, GPS location, and the ability to transmit data across networks. In this study, primary and secondary school students were surveyed using questionnaires to assess their knowledge of mobile phone functions that go beyond basic use—such as detecting ground movement, transmitting motion-related data, forecasting earthquakes, and enabling early warning capabilities. The aim of the study is to examine students' attitudes toward these topics and, through the application of statistical methods (Pearson correlation, T-test, and ANOVA), analyse the relationship between students’ personal characteristics—such as age, gender, and academic performance in technical subjects—and their understanding of mobile device functions like accelerometers, GPS, and network connectivity. Research findings indicate that most respondents are unfamiliar with the accelerometer function in their mobile phones, as well as the potential of GPS location for mapping affected areas. Furthermore, students do not clearly distinguish between the concept of early warning and earthquake prediction. These results highlight the need for systematic education of young people on the technical aspects of mobile early warning systems, with the goal of enhancing their preparedness and response effectiveness in the event of natural disasters.

As digital transformation accelerates across industries, education must evolve toward preparing learners for meaningful collaboration with intelligent technologies. Industry 5.0, as the next phase of industrial evolution, highlights a human-centered approach where humans and robots cooperate symbiotically to create sustainable, adaptive, and resilient systems. In this context, Education 5.0 emerges as a pedagogical response aimed at equipping learners with both technical and socio-cognitive competencies necessary for successful interaction with collaborative robots and other AI-driven systems. This paper explores the intersection between Education 5.0 and Industry 5.0 through the lens of human-robot collaboration, emphasizing the skills and knowledge required for the development of human-robot symbiosis. While previous industrial paradigms prioritized automation and efficiency, the focus of Industry 5.0 is on human empowerment, personalization, and ethical coexistence with machines. Therefore, educational systems must move beyond digital literacy toward cultivating adaptability, critical thinking, creativity, empathy, and ethical reasoning. Simultaneously, technical proficiency in artificial intelligence, machine learning, data analytics, and cybersecurity form the foundation for understanding and co-designing intelligent systems. The paper identifies two interdependent skill domains: (1) human-centered skills that foster trust, communication, and decision-making in human-robot teams, and (2) technological skills that enable the programming, training, and ethical oversight of intelligent agents. By integrating immersive technologies such as virtual and augmented reality into learning environments, Education 5.0 provides safe and adaptive platforms for simulating human-robot collaboration and developing resilience in digital workspaces. The findings of this research suggest that the future of digital education should be guided by human-centric design, experiential learning, and interdisciplinary collaboration between engineering, social sciences, and ethics. As universities transition toward Education 5.0, the challenge lies in designing curricula that not only teach students how to use technology but also how to coexist, communicate, and co-create with it. This research contributes to ongoing discussions on reimagining learning in the age of intelligent machines, bridging the gap between digital education trends and the human-robot collaboration paradigm of Industry 5.0.

The rapid advancement of technology in education has opened new possibilities for personalized and inclusive learning environments. However, the digital divide continues to be a significant barrier, particularly for students in underserved communities who lack access to the necessary tools and resources. This divide often exacerbates existing educational inequities, leaving many students unable to benefit from digital learning opportunities fully. Adaptive learning technologies (ALTs) offer a promising solution to this issue, providing a tailored educational experience that can address the unique needs and learning styles of each student. Adaptive learning technologies utilize data-driven algorithms to adjust the content, pace, and complexity of lessons based on real-time assessments of student progress. By offering personalized learning experiences, ALTs can support diverse learners, including those with varying levels of digital literacy, cognitive abilities, and language proficiency. This adaptability not only helps students stay engaged but also improves retention rates, understanding, and overall academic performance. ALTs can play a crucial role in bridging the digital divide by making education more accessible and inclusive. For instance, learners in rural or economically disadvantaged areas, who lack access to traditional educational resources, can benefit from digital platforms that offer flexible, self-paced learning. Moreover, these technologies can support students with disabilities by offering customized resources and tools that cater to their specific needs, thereby ensuring equal educational opportunities for all. However, the integration of ALTs into educational systems faces several challenges, including the need for adequate infrastructure, teacher training, and the creation of inclusive digital content. To effectively bridge the digital divide, policymakers and educational institutions must collaborate to develop strategies that ensure equitable access to ALTs. This includes addressing issues such as internet connectivity, providing affordable devices, and ensuring that both teachers and students have the skills necessary to navigate digital learning platforms. In conclusion, adaptive learning technologies have the potential to significantly reduce the digital divide in education by offering personalized, flexible, and inclusive learning experiences. By embracing these technologies, educational systems can create more equitable opportunities for all students, ensuring that no learner is left behind in the digital age. Further research and policy development are needed to maximize the effectiveness of ALTs and ensure that they are accessible to all students, regardless of their socio-economic background.

The growing prevalence of hybrid and online learning environments has redefined the way students interact with academic content, but it has also introduced new ergonomic challenges that directly affect their physical and mental health, concentration, and overall learning performance. Prolonged sitting, inadequate workstation settings, and excessive screen exposure have become a daily reality for students, both in university facilities and at home. These habits often lead to musculoskeletal discomfort, visual strain, and mental fatigue, which in turn reduce productivity and academic satisfaction. Musculoskeletal disorders (MSDs) have emerged as a significant health concern among university students, with reported prevalence rates of up to 89.3% across various countries. Moreover, musculoskeletal discomfort during adolescence has been linked to an increased risk of chronic pain in adulthood. Several studies report that more than 60% of university students experience digital eye strain (DES) and pain or discomfort in their eyes, which adversely affects their academic performance and daily life. Despite growing awareness of these issues, ergonomics education remains marginal in higher education curricula, leaving students without any theoretical or practical guidance on how to safely and effectively organize their learning environments. Our research seeks to address this shortcoming by proposing a digital ergonomics learning framework that integrates awareness, assessment, and intervention tools tailored to university students. The proposed system combines online microlearning modules, interactive posture analysis, and gamified challenges that encourage students to apply ergonomic principles in their daily learning routines. In addition, a mobile app and desktop plugin are planned that will provide personalized reminders, ergonomic tips, and feedback based on posture and activity time data. Methodologically, the framework relies on user-centered design and behavior change theories to ensure engagement and long-term adoption. Pilot testing will include both on-campus and distance learning students to assess usability, learning impact, and adaptability across disciplines. In addition to individual benefits, the project aims to foster a culture of prevention and health literacy within academic institutions by integrating ergonomics into digital education strategies and student support services. In this way, it promotes not only a healthier learning environment but also sustainable digital practices aligned with the well-being goals of modern education. Ultimately, this initiative contributes to the creation of inclusive, health-conscious, and future-ready learning ecosystems that empower students to take an active role in protecting their well-being, both within university environments and remote learning contexts.

Digital transformation in education increasingly demands open, personalized, and data-driven learning environments. The Gate2Math project addresses this need by developing an AI-enhanced Open Educational Resource (OER) Smart Library for mathematics education, designed to support both teachers and learners across European higher education institutions. Building on the principles of inclusivity, accessibility, and adaptive learning, the project integrates intelligent recommendation mechanisms and gamified feedback loops to promote engagement and conceptual understanding. The pedagogical framework of Gate2Math is built on three key pillars: (1) open access to high-quality, multilingual learning materials; (2) personalization through data-driven insights; and (3) sustainability through teacher co-creation and continuous feedback loops. Pilot studies conducted with partner institutions in Austria, Portugal, Estonia, and Romania demonstrated notable improvements in learner engagement and comprehension, particularly in foundational mathematics courses. Educators reported increased efficiency in lesson planning and assessment due to the availability of structured, reusable digital content. Beyond its technological contributions, Gate2Math promotes a cultural shift toward collaborative digital pedagogy and evidence-based learning design. The project’s outcomes highlight how OERs can enhance inclusivity, transparency, and quality in higher education. Future research will focus on refining the recommendation algorithms with explainable AI models and extending the framework to other STEM domains.

The rapid digital transformation of higher education has altered the way students acquire knowledge and prepare for their future careers. However, a gap persists between academic learning and the practical demands of modern workplaces. This gap is particularly evident in the field of occupational safety and health (OHS), where young graduates often enter employment without sufficient awareness of workplace risks, ergonomic practices, or mental well-being strategies. Additionally, findings suggest that different types of traditional compliance-focused training inadequately equip new entrants for workplace demands. Our research addresses these challenges by proposing an innovative digital framework designed to support students in their transition from university to the professional environment through a holistic and preventive approach to OHS education. The proposed model integrates an interactive online platform that combines microlearning modules, simulation-based exercises, and mentoring forums, connecting students, educators, and industry experts. The platform enables personalized learning paths that adapt to students’ fields of study and career aspirations while embedding OHS principles in both theoretical and practical contexts. Methodologically, the framework is based on a blended approach that includes needs assessment, pilot implementation, and feedback-driven development to ensure relevance and scalability. The digital platform is also aligned with the European Vision Zero strategy by fostering a culture of prevention, collaboration, and lifelong learning. By introducing a hybrid system that combines e-learning with real-world practical experiences, our framework aims to reduce the mismatch between education and employment, improve students’ employability, and promote a culture of safety at work from the earliest stages of career development. This project contributes to the broader discourse on digital education by highlighting how technology can bridge institutional and generational divides, making safety education more inclusive, accessible, and engaging. Ultimately, it envisions a sustainable digital learning model that not only supports the safe integration of young professionals into the workforce but also promotes a proactive, health-oriented mindset in the next generation of employees.

The rapid digital transformation of education requires a systematic and research-based approach to developing students’ digital competencies. This paper presents a methodological framework for integrating data analytics and the Power BI tool into higher education curricula, with the aim of fostering digital literacy, analytical thinking, and problem-solving skills. The research is based on the contemporary DigComp 3.0 framework, which emphasizes not only technical proficiency but also the critical and ethical dimensions of digital competence. The proposed methodology adopts a blended learning model that connects theoretical lectures, practical case studies, and interactive digital tools, thus creating a comprehensive and engaging educational process. The methodological design of the research is structured through three key phases: (1) innovation of the curriculum and integration of digital tools; (2) development of learning modules and assessment instruments aligned with the dimensions of the DigComp framework; and (3) evaluation of learning outcomes through quantitative and qualitative analysis of student performance. Data are collected from students, providing empirical insights into how digital tools enhance engagement, understanding, and reflective learning. Preliminary results indicate that integrating Power BI as a core analytical platform improves students’ ability to interpret complex data structures, promotes independent learning, and supports the development of higher-order cognitive skills. This framework also benefits teaching staff by strengthening their digital pedagogical competencies and fostering an innovative academic culture. The research contributes to the broader discussion on how higher education institutions can align their pedagogical practices with European and national digital transformation strategies. The paper concludes by proposing guidelines for implementing the developed framework across different disciplines and institutions, emphasizing its potential to enhance inclusiveness, adaptability, and sustainability in digital education.

Over the centuries, the development of education has reflected broader social, economic and technological transformations. From the exclusivity of medieval monastic and guild schools to the compulsory primary education introduced in eighteenth-century Prussia, accessibility to learning has progressively expanded in response to societal and industrial demands. The Industrial Revolution necessitated a literate and skilled workforce, fostering vocational and engineering schools that shifted learning from apprenticeship-based to institution-based models. In the twentieth century, the global reform of education after World War II sought to democratise access, including higher education, thereby aligning learning systems with national economic development. The nineteenth century marked the advent of distance education through correspondence courses, exemplified by Pennsylvania State University’s outreach to rural learners via postal instruction. This unidirectional form evolved through broadcast media, particularly educational television, and later through computer-assisted instruction (CAI), which dominated the 1960s to 1980s. The invention of the World Wide Web in the 1990s revolutionised access to study materials and created the foundation for online learning. Subsequently, the Open Educational Resources (OER) movement further advanced educational equity by making academic materials freely available, addressing financial barriers for learners from disadvantaged backgrounds. By the early twenty-first century, the proliferation of e-learning and asynchronous modalities enhanced flexibility but often deepened social isolation and reduced interaction. The concept of blended or hybrid learning arose to combine digital convenience with the social immediacy of classroom teaching, a transformation dramatically accelerated by the COVID-19 pandemic. Yet even in hybrid settings, remote students frequently reported disconnection and limited engagement. This thesis builds upon these historical and technological developments by proposing an advanced form of hybrid education supported by telepresence robots (TPRs), which enable embodied, real-time participation for remote learners. Through empirical research and iterative design, the study develops and validates the PEPCII pedagogical model, which integrates environmental, ethical, cognitive, pedagogical and inclusive dimensions to support effective TPR use. The findings demonstrate that TPRs enhance social presence, promote inclusion, and provide scalable solutions aligned with multiple Sustainable Development Goals: SDG 4 (Quality Education), SDG 10 (Reduced Inequalities), SDG 3 (Good Health and Well-being), SDG 9 (Industry, Innovation and Infrastructure), and SDG 13 (Climate Action). By embedding responsible innovation within teaching practice, this research contributes a sustainable and transferable framework for future generations, advancing education that is inclusive, resilient and environmentally conscious.

The DITEC (Didactic Technologies for IT Education) project aims to modernize IT education across Europe. It seeks to address possible discrepancies between academic instruction and industry demands as well as the evolving expectations of digital end-users. As one of the project’s central objectives, it introduces a stakeholder-driven approach to course development that integrates industrial real-world challenges directly into university curricula. This initiative responds to persistent educational gaps—particularly the lack of practical training, industry-required content, and inclusive teaching practices—in a time when digital transformation is reshaping not only workplaces but also learning environments. To achieve this, the project employs a co-creation methodology, bringing together educators and industry partners in a structured, iterative process. Building on a comprehensive needs analysis—conducted through surveys, interviews, and prior collaborations—the project identifies key gaps in current IT curricula and stakeholder expectations. To address these, participatory workshops, collaborative design sessions, and stakeholder interviews are used to co-develop comprehensive case studies grounded in real business and user scenarios. These cases are then translated and integrated into dedicated teaching resources (e.g. micro-courses) that reflect current industrial and technological challenges. The methodological framework is rooted in Universal Design for Learning and Web Content Accessibility Guidelines, ensuring the materials are both inclusive and adaptable to diverse educational contexts. In parallel, the co-creation process fosters inter-institutional collaboration and critical thinking, encouraging students to engage with complex, open-ended authentic problems in technologically emerging real-world environments. This results in a modular micro-course framework that is scalable across institutions and sustainable beyond the project’s duration. The anticipated impact is twofold: on one hand, it significantly enhances the practical and motivational aspects of IT education, and on the other, it strengthens cooperation between academia, industry, and civil society. Moreover, by aligning with EU-level digital education priorities, this work sets the stage for policy recommendations and broader systemic adoption. The project’s findings advocate for a shift from top-down curriculum design to agile, stakeholder-informed educational innovation. Ultimately, this work contributes to building a more effective, equitable, and future-proof digital education ecosystem—one that equips students not just with technical knowledge, but with the adaptability, collaboration skills, and contextual awareness essential for success in the digital age.

In times of accelerated digital transformation and global uncertainty, education systems are called to foster not only technological competence but also civic responsibility, empathy, and resilience of their students and institutions. In this challenging socio-educational landscape, DigiEduHack, led by the European Commission, offers a unique framework to empower students as innovators and changemakers in this transition. Within this context, our contribution presents two interrelated actions from Erasmus+ projects, UAnited and BOLD, that leverage DigiEduHack Challenges as student-driven laboratories of social innovation, addressing both conflict-related and cultural injustices in education. The UAnited project (“Fostering Youth Empowerment for Ukraine through Open Innovation, https://uanited.org/) mobilises Ukrainian youth and European peers in co-creating digital solutions to sustain education during and after conflict. Hence, three physical DigiEduHack events in Luxembourg, Italy, and Ukraine were designed to engage students, educators, and civil society actors in tackling pressing educational challenges, such as: (a) ensuring continuity of learning in times of war, (b) detecting risks and vulnerabilities in learning processes, and (c) supporting refugees and displaced persons through cross-border educational solidarity. By combining collaborative problem-solving with digital creativity, the UAnited hackathon Challenges nurture student agency, innovation capacity, and intercultural dialogue; key dimensions of the EU’s vision for digital education for social good. Complementing these efforts, the BOLD project (“Building Open Linguistically Diverse Education”, https://boldproject.eu/) addresses linguistic and cultural injustices in higher education. Through its dedicated DigiEduHack Challenge, students are encouraged to design digital and pedagogical tools to promote linguistic equity, inclusion, and diversity in learning environments. The initiative demonstrates how hackathon-based learning can serve as a pedagogical bridge between technological innovation, social awareness, and educational justice. Together, UAnited and BOLD illustrate how DigiEduHack’s student-centered approach advances the European agenda for digital inclusion, resilience, and collaboration. By turning students into active co-creators rather than passive learners -particularly in times of war and social disruption- both initiatives reaffirm the transformative role of digital education in shaping an equitable and sustainable European learning space.

The accelerating digital transformation is redefining education, urging the development of frameworks that are not only technologically advanced but also ethical, inclusive and human-centered. This paper explores the integration of artificial intelligence (AI) into education through the lens of graphic design as a discipline that bridges technology, creativity and communication. Drawing upon insights from AI applications in visual communication, design ethics and creative industry practices, the study examines how design thinking can inform the responsible implementation of AI in digital learning environments. The research discusses the dual role of AI as both a transformative tool and a subject of critical reflection—capable of enhancing personalization, accessibility and creative engagement, while also posing challenges related to authorship, bias, transparency and sustainability. Methodologically, the paper is based on a systematic literature review and analysis of case studies from design education and professional practice, focusing on AI-supported tools such as generative design systems, adaptive learning platforms and intelligent tutoring interfaces. These tools illustrate how visual and interactive design principles can make AI-driven education more engaging and learner-centered. However, the findings emphasize that technological advancement alone cannot ensure progress without embedding human values, ethical awareness and inclusive practices. The graphic design perspective highlights the importance of visual literacy, ethical representation and creative problem-solving as essential competencies in AI-augmented education. Moreover, it underscores the need for educators to develop new pedagogical approaches and digital literacy programs that empower students to critically engage with AI outputs and maintain creative authorship. Ultimately, this paper argues that integrating AI into education should not merely automate learning but should reimagine it transforming classrooms into collaborative, interdisciplinary and ethically aware environments. By adopting design-driven thinking and emphasizing human agency, educational institutions can create adaptive ecosystems that foster innovation, inclusivity and critical reflection. The study contributes to the ongoing discourse on digital transformation in education by offering a design-oriented framework for building equitable and creative learning systems in the age of artificial intelligence.

Business process management (BPM) represents a proven methodology approach focused on process improvement. Structured into several phases, the methodology enables process visualisation, analysis, and redesign, followed by the implementation of digital solutions supporting business process automation, control, and performance monitoring. Its evolution originated from earlier methods, such as business process reengineering.  Its incremental nature enables a company-wide usage. Moreover, BPM methodology is successfully taught in university-level management courses through a combination of theory, case studies, and accompanying software tools.  The teaching methodology often incorporates a business process management system (BPMS) as a preferred software tool, but recent advancement in artificial intelligence (AI) tools should not be neglected. Artificial intelligence capabilities are part of today's process management and automation digital solutions, with an emerging trend of deeper integration and rapid development. Additionally, while AI tools are used daily for various tasks, the increasing use of these tools in business creates a need to better prepare students for AI applications in business processes. Therefore, the aim is to explore how AI usage and application should be properly presented and explained to students. This represents a structured challenge, tackling both practical and methodological aspects. To address it, we identify several key areas of focus. Firstly, students should be educated on how AI tools can improve everyday business processes and their activities. This explains the purpose of introducing AI tools in the business environment. Secondly, as the theoretical part of the BPM methodology introduces students to each phase, it is useful to explore how phases could be supplemented with the implementation of AI tools. This primarily includes the method's implementation and monitoring phases, focused on software configuration and use. It also encompasses the prior phases oriented on process identification, AS-IS process modeling, analysis, and TO-BE process modeling.  Since each phase involves different techniques, AI tools can give new insights into existing ones and also introduce some new ones. Thirdly, students should be educated in the ethical aspects of technology implementation. Finally, the case studies should be scenario-based, enabling the active students' involvement and critical thinking about possible solutions to the presented problems. This approach would systematically enable better preparation of students for today's business challenges. It would bridge the gap between the academic and the business environment regarding AI as an innovative technology.

In the context of a knowledge-driven global economy, entrepreneurship is widely recognized as a key factor fostering innovation, enhancing employability, and strengthening competitiveness. To thrive in global markets, higher education institutions must cultivate entrepreneurial mindsets and equip students with the competencies required for the modern labor market. The Erasmus+ project “GAMEUP: Promoting Entrepreneurial Mindsets in European Universities Through Gamification” (2022-1-FR01-KA220-HED-000085573) addresses this need by leveraging gamification as an innovative pedagogical approach. Aligned with the European Entrepreneurship Competence Framework (EntreComp, 2016), the project provides university students with tools and resources that foster six core entrepreneurial competencies—Spotting Opportunities, Mobilising Others, Mobilising Resources, Vision, Taking the Initiative, and Motivation & Perseverance—identified through our research as the areas students find most challenging. GAMEUP has produced two main integrated outputs. The first output, the Gamified Self-Assessment and Recommendation Tool, enables students to evaluate their entrepreneurial competencies within cases in a gamelike environment. For example, when assessing the “Spotting Opportunities” competence, the tool immerses learners in a scenario where they act as angel investors interviewing three young entrepreneurs. Learners select the most relevant questions from multiple-choice options, each reflecting a different strategic approach. The most insightful question earns the highest score, encouraging critical thinking and realistic decision-making. The second output, an Open Online Course, is designed to develop entrepreneurial knowledge and skills primarily through case-based learning. The course aligns with the EntreComp and incorporates lecture videos, quizzes, assignments, mini-games, and numerous case studies in its own gamified LMS. By engaging with these interactive materials, learners explore real-world entrepreneurial scenarios, apply decision-making strategies, and reflect on their learning processes. It is structured across three levels to provide a progressive learning experience that accommodates varying levels of prior entrepreneurial knowledge and skill development. Its modular and self-paced design ensures that entrepreneurship education is more accessible and inclusive across diverse higher education contexts. 

The integration of artificial intelligence (AI) into the field of graphic technology is profoundly reshaping both industrial production and academic education, particularly within the prepress stage of the printing process. As a critical and highly technical phase in print production, prepress has traditionally relied on human expertise in color management, image correction and workflow optimization. However, the rapid adoption of AI-based solutions ranging from automated proofreading and trapping to predictive color calibration and intelligent workflow systems has introduced new paradigms of efficiency, precision and creative potential. This paper explores how these technological advancements are transforming the skill requirements, educational models and industry standards within the domains of printing and graphic engineering. It emphasizes the necessity of redefining curricula in higher education institutions to align with the evolving competencies demanded by the AI driven print industry. Drawing on case studies from industrial practice and academic research, the study identifies how AI can enhance both productivity and pedagogical quality. In educational settings, AI assisted design tools and simulation-based learning environments allow students to engage with complex prepress processes interactively, fostering problem solving, creativity and critical understanding of automated systems. In industry, AI facilitates real time quality control, predictive maintenance and data driven decision making, leading to sustainable and cost-efficient production. However, the convergence of academia and industry also raises ethical and organizational challenges related to data transparency, authorship, intellectual property and workforce adaptation. The paper argues that a synergistic approach linking academic training, industrial innovation and ethical governance is essential for the sustainable development of the graphic communication sector. By integrating AI literacy, practical competencies and critical reflection into educational frameworks, universities can prepare future professionals capable of guiding the responsible evolution of the printing industry. This research contributes to understanding how AI can serve as a bridge between educational innovation and industrial transformation, ensuring that prepress remains a creative, ethical and technologically advanced field within the digital age.

In the context of rapid digital transformation, education faces an urgent need to evolve toward more engaging, inclusive, and future-oriented learning practices. This study presents the EduGame-AI Framework, an innovative pedagogical model that integrates AI-supported storytelling, gamification, and blended learning to enhance students’ engagement, critical thinking, and real-world problem-solving skills. Developed within SHIELD project (Simulation Game-based Hands-on Instruction for Enhancing Cybersecurity Learning and Development), the framework delivers AI-enhanced, story-centered gamified experiences that merge interactive classroom engagement with optional self-directed online activities. These experiences foster deep learning through adaptive storytelling, interactive challenges, and reflective dialogue, creating inclusive environments where students actively engage with realistic problems related to cybersecurity and digital citizenship. The framework was implemented through a multi-phase instructional cycle involving teacher training, classroom-based narrative gamified experiences and self-paced learning games. The effectiveness of the implemented framework was evaluated by the multi-stage assessments deployed as pre-, post-, and delayed post-tests measuring cognitive gains, while Likert-scale surveys and open-ended responses captured student perceptions. A total of 224 students participated in teacher-facilitated, narrative-driven escape room challenge centered on Sara, a high school student experiencing online harassment. Initial results showed moderate understanding, with a pre-test average of 51.76%. The post-test increased to 71.99%, demonstrating immediate gains, and the delayed post-test reached 80.96%, indicating long-term retention. Standard deviations decreased across the three assessments (21.55%, 20.41%, and 18.28%, respectively), indicating more consistent comprehension among students. Paired-samples t-tests confirmed the intervention’s impact, revealing highly significant effects and continued knowledge gains in the delayed assessment. Qualitative feedback further highlighted that students found the experience enjoyable, constructively challenging, and motivating. The results underscore the effectiveness of the EduGame-AI Framework in enhancing knowledge acquisition, engagement, and long-term retention. This research contributes to the field of AI-supported pedagogy by demonstrating how narrative gamification can transform traditional instruction into a dynamic, collaborative ecosystem. The findings highlight the potential of human–AI collaboration to foster engagement, ethical awareness, and digital literacy, offering practical guidance for integrating game-based, AI-enhanced strategies in education.

Telepresence robots are emerging as a transformative technology in digital education, enabling instructors and students to be virtually present in classrooms through mobile, video-conferencing robots. These systems expand access for homebound learners and hybrid teaching environments, enhancing social presence and engagement compared to standard video calls. Telepresence robots enable authentic interactions, from group discussions to virtual labs, effectively overcoming the spatial barriers of remote learning. However, this rapid integration of embodied communication technologies introduces complex safety, privacy, and ethical challenges. The rich sensor arrays of telepresence systems continuously capture video, audio, and environmental data in sensitive educational settings, heightening risks of data misuse, surveillance, and loss of psychological privacy. This study aims to advance a conceptual model towards a privacy-aware telepresence framework, exploring how Privacy-Enhancing Technologies (PETs) and dynamic consent can inform safer robotic learning environments. On-device PETs such as real-time facial blurring, differential privacy, and federated learning ensure that raw data remain locally processed, while dynamic consent models empower users to actively control what information is shared, when, and with whom. Dynamic consent enables students and educators to opt in or withdraw participation in data collection fluidly, supporting transparency, trust, and autonomy within robot-mediated classrooms. This approach is aligned with ethical and global data protection principles, including the GDPR, emphasizing user agency as a fundamental principle for safer digital transformation in education. The proposed framework contributes to a safer and more accountable integration of robotic technologies in EdTech, balancing innovation with the protection of learners’ rights. By embedding privacy, security, and consent into the core of telepresence design, this research aims to support a future of digital education that is both intelligent and privacy protecting in student-centered learning environments for the digital era. 

The accelerating digital transformation of education has fundamentally reshaped the development of entrepreneurial competencies, opening new opportunities while simultaneously exposing structural gaps in accessibility, quality, and inclusiveness within learning environments. These challenges are particularly pronounced in the field of entrepreneurial education in green technology, where young innovators, students, and future startup founders must acquire not only technical expertise but also entrepreneurial skills adapted to the dynamics of green markets. Digital entrepreneurial education has emerged as a key tool for enhancing these capacities, enabling the implementation of innovative pedagogical models, including blended learning, experiential online modules, and data-driven personalized programs that bridge critical skills gaps. The use of specific digital platforms, such as EU virtual incubators and platforms developed through Horizon Europe projects, provides learners with access to essential resources, expert mentorship, simulation exercises, and interactive digital tools, thereby facilitating the development of market-viable green startups. These tools not only improve knowledge transfer but also promote inclusive participation of diverse learners, integrating ESG principles and strategies with a focus on social and environmental impact. The particular strength of this approach lies in the combination of digital entrepreneurial education and an ESG focus, making the model unique compared to standard educational programs. This approach empowers young innovators to develop resilient, scalable, and competitive business models, supporting the broader transition toward a sustainable, low-carbon economy. Findings indicate that digital entrepreneurial education can serve as a strategic driver for green startup development, enabling the scaling of sustainable technologies, creation of new green jobs, and contribution to achieving sustainable development goals. At the same time, it fosters more flexible, accessible, and equitable learning environments that encourage innovation and entrepreneurial creativity. This abstract independently demonstrates how digital transformation in entrepreneurial education can modernize learning and strengthen its role in addressing global environmental and economic challenges through the development of inclusive, resilient, and scalable green startups.

In the era of rapid digital transformation, ensuring transparency, reliability, and integrity of academic data has become a major challenge in higher education. Traditional university information systems often operate independently, with limited interoperability and no unified mechanism to verify the authenticity of academic records. As a result, cases of data manipulation, unauthorized record alteration, and even diploma forgery can occur, undermining trust in educational institutions and their graduates. Addressing these challenges requires innovative and verifiable solutions that enhance both transparency and accountability in academic administration. This paper proposes a blockchain-based system designed to securely track and validate students’ academic progress from enrollment to graduation. The system records each academic milestone—including enrollment year, approved courses, and passed exams—on a decentralized and immutable blockchain ledger. Such an approach guarantees that stored information cannot be altered or deleted, ensuring complete traceability of each student’s academic journey. Furthermore, the proposed model introduces academic integrity rules, such as preventing premature graduation before a defined minimum study period has elapsed, thereby eliminating the risk of “accelerated” or invalid degrees. Methodologically, the research applies a design-based approach that integrates blockchain smart contracts into existing university information systems. These smart contracts automate validation processes, facilitate issuance of verifiable digital diplomas, and reduce administrative workload. The system architecture promotes interoperability with current academic databases while maintaining security and data privacy. The findings demonstrate how blockchain technology can strengthen institutional trust, streamline academic management, and support a transparent and equitable digital education ecosystem. By combining technological innovation with educational accountability, the proposed solution contributes to the modernization of academic record-keeping and sets the foundation for a globally recognized standard in digital education governance.

The ongoing digital transformation of higher education has accelerated the emergence of higher education 5.0, emphasizing the integration of artificial intelligence (AI), advanced digital technologies and human-centered ethical learning. While universities in developed economies rapidly embrace AI driven teaching, research and administration, institutions in developing countries such as Serbia face significant obstacles like underinvestment in education, outdated infrastructure, low levels of faculty digital competence, and weak institutional support for innovation. This disparity risks widening the educational and technological gap, undermining the competitiveness and societal relevance of universities in the developing countries. This paper explores how faculties and universities in Serbia can bridge the AI capacity gap and transition toward education 5.0 through low cost, scalable, and context-sensitive interventions. It examines global trends in AI adoption, reviews international policy frameworks (UNESCO, OECD, EU Digital Education Action Plan), and proposes a set of actionable strategies at institutional and national levels. At the institutional level, the paper recommends strengthening faculty AI literacy and digital competence through micro-credential programs or peer-learning circles as AI training is a key resource affecting lecturers’ acceptance of AI. Universities should establish AI and digital learning innovation hubs to foster experimentation, interdisciplinary collaboration and cooperation within and with industry partners. Additionally, developing ethical AI governance frameworks within each institution can promote trust, transparency, and accountability in AI assisted teaching and assessment. At the policy level, the paper calls for a coordinated national strategy for AI in higher education that aligns Serbia’s efforts with EU standards and international best practices. Policy measures can include: launching national training and certification programs for educators, providing competitive grants for AI innovation labs, promoting regional and international collaboration through Erasmus+ and Horizon projects, investing in open-source and cloud-based infrastructure and establishing a national board for digital and AI transformation in higher education to ensure evidence based policy monitoring. Furthermore, policies must emphasize ethical and sustainable AI adoption, ensuring equitable access and protecting academic integrity. We believe that universities in developing countries can bridge the above-mentioned gap by focusing on human capital, institutional innovation and collaborative partnerships rather than high-cost technological replication. 

The rapid transformation in higher education through digital technologies has created new expectations and dimensions for teaching, learning, and professional development. Different Digital learning platforms such as the Modular Object-Oriented Dynamic Learning Environment (Moodle) have become a major determinant to 21st century instructional methods, offering spaces for dynamic course delivery, collaborative participation, and ongoing assessment. However, in spite of the widespread adoption of digital platforms, significant gaps remain in lecturers’ readiness, skills, and ability to use online tools effectively. This study investigates the digital competence of university lecturers in Moodle-based instruction, which focus on their readiness, proficiency, and the contextualized challenges that influence their experiences in higher education contexts. The research views Moodle not just as an ordinary open-source platform but as a lively ecosystem that redefines the teaching and learning process through interactivity, learner centered, and data-driven pedagogical choices. By exploring the human and institutional aspects of adopting technology, the study provides insights into how professional development, infrastructure support, and motivation impact the successful implementation of online teaching. It emphasizes that beyond just awareness, the ability to incorporate digital tools into meaningful teaching practices requires confidence, creativity, and continuous institutional support. Furthermore, the study highlights the challenges that restrict the full potential of Moodle integration, such as lack of internet access, limited technical infrastructure, and uneven levels of digital literacy. Overcoming these challenges requires comprehensive strategies that include lecturer training, mentorship, and policy frameworks to improve digital teaching practices. This study contributes to the discourse on digital education by emphasizing that bridging readiness and proficiency is essential for fostering innovation and resilience in higher education. It advocates for a renewed institutional commitment to digital pedagogy, where lecturers are empowered not only as users of technology but as designers of transformative learning experiences that align with global trends in education.

Geojournalism - the intersection of geospatial data and data journalism - is not a new concept, yet it remains relatively unfamiliar across Europe. In an era where digital competencies are increasingly essential, the ability to interpret and visualize data has become a critical skill for journalists. Data enables investigative journalists to uncover facts, reveal hidden patterns, and strengthen the credibility of their work. Since every story is tied to a place, the ability to work with geospatial data enhances both accuracy and storytelling. The GEOJO project (https://geojo.eu/) addresses this gap by introducing geospatial data into journalism education. Its goal is to equip higher education students and professionals with foundational skills in GIS, data management, analysis, visualisation, and climate change communication. The project’s core output is an open introductory course in geojournalism, designed for participants from diverse disciplines. GEOJO fosters a multidisciplinary learning environment through a dedicated community forum, where journalism students and professionals will collaborate with peers from fields such as data science and environmental studies. Research conducted by the project consortium - including desk research, focus groups, interviews, and surveys - confirms that geojournalism thrives on cross-sector collaboration rather than individual effort. Through a blended learning approach that combines online modules with in-person sessions, GEOJO encourages communication, teamwork, and critical thinking. The project brings together participants from four consortium partners, Albania, Greece, Kosovo, and Portugal, bridging the European Union and Western Balkans. By fostering shared learning and exchange, GEOJO contributes to the harmonization of digital and geospatial skills across Europe, helping prepare the next generation of journalists to engage with data-driven storytelling and environmental awareness in a more informed and responsible way.

The rapid digital transformation of education has catalysed a fundamental rethinking of assessment practices, particularly within EU-funded projects that serve as living laboratories for innovation and inclusion in higher education. Emerging digital assessment methods—ranging from adaptive and game-based testing to learning analytics, e-portfolios, and collaborative learning platforms—are supporting student-centred approaches and enhancing pedagogical effectiveness. Through the analysis of project archetypes such as Duolingo, Go-Lab, and OpenVM, three general approaches were identified that contribute to more human-centred, adaptive, and holistic education models aligned with Industry 5.0 principles: (i) data-driven personalisation, (ii) gamified engagement, and (iii) micro-credentialing. These innovations shift the assessment paradigm from summative grading toward continuous feedback, reflection, and learner autonomy. However, the extent to which universities are ready to fully adopt these models presents a mixed picture. While the technological infrastructure and methodological frameworks exist—largely fostered by EU-funded experimentation—cultural resistance, limited institutional strategy, and uneven faculty readiness continue to constrain systemic transformation. To examine this question in depth, a qualitative, case-based framework is recommended. Preliminary studies highlight that readiness is not only a matter of technology but of mindset and institutional culture. Technical issues such as interoperability, data privacy, and scalability can be addressed through investment and policy alignment, yet sustainable change requires a holistic institutional approach that integrates strategic leadership, professional development, and trust-building. Universities must also acknowledge the pedagogical value of non-formal and alternative assessment practices that, even without formal accreditation, foster creativity, reflection, and soft skill development for both students and educators. Ultimately, although universities are partially ready to innovate assessment in digital education, true readiness depends on their capacity to align cultural, organisational, and technological dimensions. EU-funded initiatives provide essential momentum, yet long-term institutional commitment and openness to change remain critical for achieving equitable, inclusive, and future-oriented education systems.

The use of artificial intelligence (AI) is increasingly becoming a necessity in today’s dynamic business environment. AI has emerged as a transformative force with the potential to revolutionize industries and reshape entire sectors. Numerous studies have demonstrated the diverse benefits of AI applications across various business functions, including project management. Previous researches have indicated strong correlation between the implementation of specific AI technologies and improved project management performance across different industries, particularly within large enterprises. In contrast, small and medium-sized enterprises (SMEs) exhibit distinct characteristics in project management due to their smaller workforce, limited resources, and constrained budgets. This raises an important question: Is AI adoption feasible, suitable, and cost-effective for SMEs? Recent empirical findings reveal statistically significant differences between SMEs and large enterprises regarding AI adoption and utilization in project management. Large enterprises consistently report higher levels of adoption across strategic, technological, and operational dimensions, including project task management, team formation, leadership support, and project success, compared to SMEs. Given these disparities, it is crucial to promote digital education and capacity building among SMEs to help them overcome barriers such as resource constraints, limited AI expertise and organizational inertia. Strengthening digital competencies and fostering an innovation-oriented mindset can enable SMEs to leverage AI for process optimization, efficiency improvement, and data-driven decision-making in project management. Digital education for SMEs should focus on developing practical competencies in data literacy, AI integration, and digital project management tools, enabling employees to effectively adapt to technological change and drive innovation within their organizations. Ultimately, AI is reshaping the project management landscape, offering opportunities for enhanced accuracy, efficiency, and strategic insight. Recognizing and addressing the differences in AI adoption and utilization between SMEs and large enterprises is essential for designing effective digital education strategies that empower SMEs to integrate AI tools, improve project outcomes, and strengthen their competitiveness in an increasingly technology-driven market. 

The rapid digital transformation in education has exacerbated persistent gaps in accessibility, inclusion, and engagement, particularly within STEM (Science, Technology, Engineering, and Mathematics) disciplines. A critical disconnect exists between the ubiquitous use of digital tools and the comprehension of their underlying principles. This research addresses this gap by developing and studying innovative, hands-on pedagogical strategies designed to democratize technological knowledge. Our project is centered on the design, implementation, and analysis of "The Island of Automatic Sounds" (LISA.26), an artistic sound installation conceived as an interactive "musical island." This environment enables children and families to explore and co-create music through bodily interaction, play, and collaboration. The installation features a multisensory architecture comprising pressure sensors, accelerometers, telemeters, and microphones. The electronic devices are embedded in commercial materials and customised textiles, which are specifically designed for the installation and driven by low-cost microcontrollers. A central computer streams sensor data to a multichannel audio system. The sound engine, operating in Ableton Live via MIDI control, is distributed across distinct zones of the island (e.g., a melodic bridge, a volcano, musical diamond, and others). This design allows actions in one module to affect others in real-time, fostering a collective and spatially situated musical performance. Functioning as an ACTS (Art, Science, Technology, and Society) space, LISA.26 transforms abstract electronic concepts into tangible, ludic experiences. Participants engage directly by building, programming, and integrating sensors into a modular system that triggers sound and light, thereby bridging artistic expression with technical learning. This model aligns with embodied, constructivist approaches, where interactive systems integrate movement, perception, and audiovisual feedback to promote flow states and meaningful learning. The project contributes a novel educational paradigm for public and school spaces, supporting project-based learning, open exploration of sonic materials, and the co-assessment of creative practices. It incorporates a participatory and intercultural perspective, integrating learner-relevant repertoires and positioning students as active co-creators. Here, digital technology serves not as an end in itself, but as a mediator for critical thinking, creativity, and cultural agency. Initial results from a Do-It-With-Others workshop revealed a three-stage engagement process: an initial phase of chaotic exploration and ice-breaking, a subsequent stage of controlled, tutorial-guided interaction, and a final stage focused on the conscious co-creation of emergent musical compositions.

The rapid development of generative artificial intelligence is redefining how innovation, creativity, and product development are taught in business schools. While engineering and design education have already adopted AI-supported prototyping to improve creativity and experimentation, its pedagogical potential in business and entrepreneurship programs remains largely unexplored. Traditionally, research and development courses in business education relied on students’ individual technical or artistic abilities to conceptualize new products. This limited their capacity to visualize, test, and communicate innovative ideas. Generative AI tools, like ChatGPT, DALL·E, and other text-to-image or low-code applications, now allow all students, regardless of design background, to create product prototypes, simulate market reactions, and develop integrated business strategies. This paper proposes an AI-Enhanced Experiential Innovation (AEEI) Framework, which is meant as a pedagogical model to integrate generative AI into R&D and marketing education. The framework connects the innovation process with experiential and integrative learning principles. It also emphasizes AI’s role as a creativity catalyst, visualization partner, and strategic assistant. It consists of five iterative stages: (1) Ideation, where AI supports creative thinking and concept generation; (2) Prototyping, where product ideas are visualized through generative AI tools; (3) Market Research, where AI-assisted tools help simulate consumer feedback and analyze sentiment; (4) Strategy Development, where students integrate findings into the marketing mix and positioning; and (5) Reflection and Ethics, which promote awareness of responsible AI use in innovation and marketing practices. The combination of principles of design thinking, experiential learning, and ethical digital literacy, helps bridge technological innovation with business education. Students will be able to engage more deeply in the full innovation cycle, from creative ideation to market validation, through accessible, AI-driven experiences. This way, the AEEI framework addresses current educational gaps emerging from the rapid digital transformation of learning environments. It aims to broaden innovation learning and prepare future professionals to navigate an AI-augmented business environment with creativity, critical thinking, and ethical responsibility.

The growing integration of digital technologies into everyday life has transformed how adolescents learn, communicate, and construct their social identities. However, excessive and unreflective social media use poses significant risks to students’ mental health, attention, and academic engagement. This paper presents an innovative, workshop-based educational approach aimed at promoting digital well-being and media literacy among high school students. The workshop, conducted with a group of secondary school students (N = 280), lasted 90 minutes and included four interactive segments: introduction and motivation, group work, group presentations, and final discussion. Its core objective was to encourage critical reflection on the psychological effects of social media and to empower participants to develop self-regulatory and mindful digital habits. Through guided discussion, a brief survey, and collaborative creative tasks, students analyzed the dual role of social media: as both a valuable learning resource and a potential source of distraction and emotional fatigue. The group activities covered four key topics: (1) smart use of social media for learning, (2) mental health risks associated with overuse, (3) offline strategies for nurturing psychological well-being, and (4) online spaces as sources of peer and community support. The results of qualitative feedback and group outputs revealed a high level of engagement, creativity, and insight, highlighting students’ awareness of both benefits and challenges of digital life. The findings suggest that experiential, discussion-based learning formats can effectively foster media literacy, digital balance, and mental health awareness in adolescent populations. This approach contributes to innovative educational practices by providing a replicable framework for integrating psychological well-being and digital literacy into school curricula—thereby addressing emerging challenges in digital education and supporting the development of healthier, more resilient digital citizens.

The digital transformation moves engineering industries to change, one of the biggest challenges is ensuring that valuable expertise and knowledge is not lost, making it part of a shared, evolving learning process. Naval.IA is a proof-of-concept system created to meet this challenge in the field of naval engineering. It combines Large Language Models (LLMs), Retrieval-Augmented Generation (RAG), and Robotic Process Automation (RPA) to help engineers access, understand, and reuse the collective experience of their organization. When a ship arrives at the shipyard, an engineer can describe its condition to Naval.IA through a conversational interface. The system then searches through the company’s internal documentation—past maintenance records, technical manuals, and repair notes—to gather relevant insights. Based on this information, Naval.IA creates a “workload notebook”: a practical, evidence-based guide outlining the steps, resources, and suppliers needed for the maintenance task. Beyond improving efficiency, Naval.IA is designed as a learning companion. It helps new engineers and technicians learn from past work, shared experiences, and see how decisions were made, building their confidence in complex procedures. The RPA layer automates the collection and organization of data across company systems like ERP or CRM, while the RAG framework ensures that the language model’s responses are accurate, transparent, and grounded in verified sources using internal documentation that could be mostly private. To measure its effectiveness, the system is evaluated using metrics such as retrieval accuracy and expert feedback on clarity, usefulness, and educational value. By transforming scattered technical knowledge into a conversational and interactive experience, Naval.IA bridges the gap between operational expertise and digital education. It promotes inclusion by giving all engineers—regardless of experience level—access to the same depth of institutional knowledge. Ultimately, Naval.IA illustrates how AI-powered tools can help organizations preserve their know-how, support continuous learning, and prepare the next generation of engineers for a more connected, data-driven future using on-premise installations and architectures.

The rapid digital transformation of education, accelerated by the COVID-19 pandemic, has fundamentally reshaped learning environments worldwide. Online and hybrid classrooms, once a novelty, are now commonplace, and AI-driven tools are increasingly embedded in teaching and learning, presenting both unprecedented opportunities and complex challenges. Emerging technologies such as artificial intelligence, data analytics, and virtual reality offer the potential to enhance student engagement, personalize learning, and expand access. However, realizing these benefits requires addressing critical gaps: educators and students face technical and pedagogical barriers, and the global digital divide persists as a major obstacle to equitable learning. In higher education, for example, recent surveys reveal that despite widespread AI use, over half of students do not feel adequately prepared with the AI-related skills needed for today’s workforce. This underscores the urgent need for innovative strategies to build digital literacy and 21st-century competencies in tandem with technological adoption. The present research overview addresses these gaps by examining emerging trends and approaches at the intersection of technology and pedagogy. Using mixed methods, such as data-driven analyses and global case studies across diverse higher education contexts, it investigates how new digital tools (e.g., adaptive learning platforms and AI-assisted tutoring) can be optimally integrated, and how pedagogical models (such as blended and experiential learning) must evolve to support inclusive, effective education. The findings highlight multi-faceted solutions: from leveraging AI-driven personalized learning and robust teacher training initiatives to implementing policy measures that expand infrastructure and strengthen digital inclusion. Such measures not only harness innovation to improve educational outcomes but also ensure that digital education reforms promote accessibility and equity on a global scale. This work makes a compelling case for actionable steps toward more effective and equitable digital education systems by outlining strategies, along with the remaining research gaps, that meet the evolving needs of students, educators, and institutions worldwide.

Europe’s educational systems face a growing challenge: the accelerating shift to digital and AI-driven information environments has widened a persistent divide between scientific-technical education and humanistic disciplines. While fields such as data analytics, machine learning, and algorithmic systems advance rapidly, many curricula in the humanities and social sciences remain disconnected from these developments. As a consequence, learners and professionals alike are increasingly ill-equipped to interpret complex data, verify algorithmic content, and counter AI-generated misinformation—key risks in digital education and society. This gap is not simply disciplinary—it is fundamentally civic. Data literacy and AI awareness must be integral to education, not peripheral specialties. They empower individuals to interrogate digital tools, contextualize information, and engage in informed decision-making. At the same time, humanistic education offers critical reflection, ethical frameworks and narrative understanding—capabilities essential for meaningful adoption of technology in educational settings. A transversal approach, combining technical fluency with critical reasoning and inclusive pedagogy, therefore becomes essential for preparing learners to function in a digitally-mediated world. In the context of digital education trends and challenges, this integrated model supports inclusive, lifelong learning. It aligns with goals of accessibility (ensuring all learners can engage with digital/AI literacies), personalization (adapting to varied learner profiles), and innovation (harnessing data-driven tools in service of learning). By uniting humanities and technical literacies, education can move beyond silos: learners not only use data and AI tools, but also understand, evaluate, and reflect on their implications within social, cultural and ethical frameworks. Ultimately, bridging the humanities-sciences divide in education is not a luxury but a necessity. For the future of digital education in Europe to be democratic, resilient and adaptive, educators must design curricula that transcend disciplinary boundaries—equipping learners with the competencies to navigate digital complexity, resist misinformation, and contribute to a knowledge society grounded in both humanistic values and scientific method.

The COVID-19 pandemic reshaped healthcare delivery worldwide, introducing digital communication technologies as essential tools for maintaining therapeutic continuity. Telerehabilitation, the remote provision of physiotherapy services, is well-established in developed countries but remains underdeveloped in Albania, where awareness and professional experience are still limited. A cross-sectional descriptive study was conducted involving 57 physiotherapists and 173 citizens from Tirana. Two online questionnaires, adapted from validated international instruments, were used to assess perceptions, preferences, and barriers regarding telerehabilitation. Descriptive statistical analysis summarized attitudes and trends within both professional and public groups. Most physiotherapists reported no prior experience with telerehabilitation; however, 42% expressed positive attitudes and an equal percentage remained neutral. Over half of the respondents acknowledged technology as beneficial in therapy, particularly for video consultations and personalized exercise programs. Furthermore, 86% of physiotherapists and 77% of the general population supported the use of platforms for health education and self-management. Among citizens, two-thirds had never used physiotherapy services, while 44% showed a neutral stance toward telehealth-based rehabilitation. The findings highlight telerehabilitation’s potential to enhance accessibility and continuity of physiotherapy care in Albania while revealing notable gaps in infrastructure, digital literacy, and professional readiness. Increasing awareness, strengthening digital training, and implementing pilot programs are crucial for a sustainable transition toward integrated digital physiotherapy services.

INTRABUILD is a Strand 1 Erasmus+ Capacity Building in Higher Education initiative that aims to seed a transformative, inclusive culture of academic intrapreneurship across Western Balkan HEIs, strengthening the link between universities, innovation ecosystems, and society. The project develops intrapreneurial skills and capabilities among staff and students through a structured training program and the creation of IntraSphere—a dedicated collaboration space and task force within participating institutions. Alongside capacity building, INTRABUILD undertakes a region-wide assessment of intrapreneurship mechanisms and policies to produce two public outputs: (1) a policy paper offering actionable recommendations for HEIs and policymakers, and (2) a comparative research paper on intrapreneurial cultures across institutions. Implementation blends classroom and experiential learning via two flagship initiatives—Academic Intrapreneurship Empowerment (faculty-focused peer mentoring) and Intrapreneurship Ignite (a student bootcamp)—supported by EU partners’ mentorship. The work plan spans management and quality assurance; baseline mapping of institutional frameworks; skills development; piloting and scaling intrapreneurial initiatives in Albania; and sustained dissemination, including a final conference and long-term sustainability strategy. Expected outcomes include strengthened institutional mechanisms (innovation task forces), improved graduate and staff readiness for collaboration with labor markets and communities, and repeatable, low-cost models for cross-mission innovation within HEIs. 

The accelerating pace of digital transformation continues to reshape educational practices, demanding new strategies to align IT education with the evolving needs of society and the labor market. Within the DITEC project framework, Work Package 3 (WP3) addresses this challenge by developing a user-centered model of IT education that integrates feedback from diverse end-users of technology-driven services—including health and social care, education, culture, and public administration. The primary aim is to identify gaps between existing IT curricula and real-world user requirements, ensuring that future IT professionals are equipped with the interdisciplinary skills and competencies necessary to design inclusive, practical, and impactful digital solutions. Using a mixed-method approach that combines surveys, focus groups, workshops, and pilot classroom testing, WP3 gathers actionable insights from end-users and transforms them into pedagogical frameworks and micro-courses based on real-life case studies. The resulting toolkit and methodological guide enable continuous feedback loops between educators, students, and community partners, fostering co-creation and iterative curriculum improvement. Key outcomes include a repository of authentic case studies, a set of five pilot micro-courses, and an evaluation model for measuring the effectiveness of user-integrated learning. By embedding real-world challenges into IT education, this work promotes active learning, enhances student employability, and ensures that teaching remains relevant to contemporary digital contexts. Ultimately, WP3 contributes to building more adaptive, equitable, and collaborative educational ecosystems where innovation is guided by societal needs. This approach demonstrates how digital education can evolve beyond technical proficiency toward inclusive design and sustainable impact, addressing both current and future challenges in digital learning.

This research explores the potential of digital education platforms in promoting social harmony and addressing developmental challenges in contemporary societies. The primary aim of the study is to investigate how digital learning tools and virtual communities can foster social inclusion, bridge educational gaps, and enhance social cohesion, particularly in marginalized or conflict-prone areas. By analyzing the usage of various digital platforms in educational contexts, the study identifies key strategies that support dialogue, understanding, and collective problem-solving among diverse social groups. The research employs a systematic review method, focusing on peer-reviewed articles published in the past decade. The articles were selected based on their relevance to the intersection of digital education, social harmony, and development. A qualitative synthesis of these studies was conducted to examine the outcomes of digital education interventions in fostering inclusive learning environments and promoting social cohesion. Findings from the research indicate that digital education platforms can effectively promote cross-cultural understanding, facilitate collaborative learning, and provide marginalized communities with equal access to knowledge and resources. Moreover, the study highlights the role of digital tools in facilitating engagement in civic activities and supporting the development of critical thinking skills, which are vital for social cohesion. The implications of this study suggest that policymakers and educators should prioritize the implementation and scaling of digital education solutions to maximize their impact on social integration and peacebuilding efforts. Furthermore, the findings encourage future research into the role of technology in advancing development goals and mitigating socio-political conflicts. The conclusion of this research underscores the importance of integrating digital education platforms into national development strategies, emphasizing their role in fostering social harmony through inclusive and accessible education. By offering diverse learning opportunities, digital platforms play a crucial role in breaking down barriers of inequality and division within societies.

The rapid digital transformation of education has redefined how knowledge is produced, shared, and experienced, but it has also revealed persistent gaps in accessibility and personalization. Many existing digital learning platforms remain content-centered rather than learner-centered, offering limited adaptability to individual cognitive differences or diverse learning needs. This concept proposes an innovative, AI-driven web platform for adaptive note-taking and conceptual mapping, designed to support inclusivity and personalization in digital education. The idea aims to enhance accessibility and comprehension through a system that employs artificial intelligence, natural language processing, and knowledge graph technologies to analyze written notes and automatically generate interactive concept maps in real time. The envisioned platform would link user-generated content to open knowledge bases such as Wikipedia and Wikidata, providing contextual expansion and semantic understanding. A data-informed framework is proposed, combining behavioral analytics and linguistic modeling to explore how cognitive and interactional patterns might inform adaptive learning support. By analyzing writing rhythm, lexical variety, and error frequency, the system could identify potential indicators of specific learning disorders (SLD) such as dyslexia or dyscalculia and adapt visual layouts, map complexity, and language presentation accordingly. In parallel, the platform would integrate Open Educational Resources (OER) to recommend supplementary materials aligned with the learner’s abilities and interests, while AI-based paraphrasing tools would simplify complex ideas into accessible language without compromising conceptual richness. This proposal proposes a new model for inclusive and adaptive digital learning environments, where artificial intelligence functions as a cognitive partner rather than a passive content provider. The concept is expected to enhance comprehension and knowledge retention through personalized visualizations; promote inclusion by responding to cognitive diversity; and create semantically enriched, interconnected learning experiences that bridge individual and global knowledge. Ultimately, this idea aims to explore how AI-enhanced adaptive systems could reshape digital education by uniting personalization, accessibility, and open knowledge integration contributing to the development of more equitable and human-centered learning ecosystems.

The accelerated diffusion of generative AI tools, ranging from general purpose systems such as ChatGPT to emerging domain- or discipline-specific applications, is transforming higher education worldwide. Students have mostly shown rapid acceptance of these technologies, often perceiving them as intuitive aids for learning and productivity. In contrast, educators continue to express ambivalence, raising concerns about trust, pedagogical integrity, and institutional readiness - patterns observed across universities globally. Adoption trajectories are highly diverse, ranging from early restrictions, as exemplified by Italy’s temporary ban on ChatGPT, to ambitious national initiatives such as Estonia’s AI Leap. Introduced in response to the widespread informal use of AI tools among pupils, AI Leap seeks to mainstream AI in schools, illustrating both the promise of Estonia’s digital leadership and the risks of rapid digital transformation, particularly gaps in educator preparedness and the lack of (transparent) guardrails for responsible use. This divergence highlights a critical governance challenge of how to move from enthusiastic experimentation -or outright avoidance- to responsible-by-design adoption that safeguards academic integrity while supporting innovation and inclusion. This conceptual study aims to explore frameworks and principles for integrating generative AI responsibly into higher education, focusing on ethical, behavioural and institutional dimensions. Building on existing research on educator resistance, AI ethics (using FATE), and technology adoption (using TAM, TPB, IRT, and TOE), this study seeks to examine how factors such as perceived usefulness, social influence, and trust interact with accountability, transparency, and fairness in shaping sustainable adoption, conceptualizing a governance-oriented framework that embeds ethical reflection and institutional accountability into AI integration in teaching and curriculum design. The proposed framework emphasizes human-centred AI literacy, participatory policy mechanisms, and the development of LLM-augmented curriculum frameworks aligned with national digital society goals. Therefore, the study advances the notion of moving beyond technocratic adoption to reflective governance - a shift from tool implementation toward ethically informed, context-sensitive decision-making.  Ultimately, this contribution seeks to stimulate dialogue on how higher education systems can evolve from reactive to reflective AI adoption. By positioning responsibility, transparency, and inclusion as design principles rather than afterthoughts, it aims to inform both academic and policy communities striving to balance innovation with ethical stewardship in digital education.   

The increasing complexity of digital hardware design presents significant challenges in educational and professional contexts, where traditional VHDL coding remains time-consuming and requires extensive expertise. This research addresses the critical need for accessible and efficient hardware design tools by proposing a comprehensive framework that leverages Large Language Models (LLMs) for automated VHDL code generation with explicit focus on FPGA resource utilization analysis. The aim of this work is to enhance hardware design education and accelerate prototyping workflows by enabling natural language-to-hardware translation while maintaining synthesis quality and resource efficiency. Our methodology employs state-of-the-art language models to generate functional VHDL components from natural language descriptions, followed by automated simulation using GHDL and synthesis validation using Yosys synthesis tool with GHDL plugin. The evaluation encompasses 100 digital components ranging from basic combinatorial circuits to complex sequential systems, establishing a complete end-to-end pipeline from description to synthesized hardware. Key findings demonstrate a 64.7% compilation success rate and a remarkable 35% improvement in logic utilization efficiency (measured in Adaptive Logic Modules) compared to manually written implementations, while achieving 5-10x reduction in development time. The framework includes detailed resource consumption analysis across ALMs, registers, memory blocks, and DSP units, accompanied by a practical web-based interface suitable for educational deployment. These results indicate that LLM-generated VHDL can achieve comparable functionality while optimizing hardware resources, offering significant potential for enhancing digital design education, enabling rapid prototyping, and facilitating design space exploration. This work contributes to the broader digital education transformation by providing students and educators with an accessible tool that bridges the gap between algorithmic thinking and hardware implementation, ultimately supporting more inclusive and efficient learning pathways in digital system design.

Education digitalization is reshaping the way knowledge is accessed, shared, and evaluated. Many technologies, learning management systems, artificial intelligence, interactive tools, and communication platforms provide more customized, adaptive, and collaborative teaching methods. Future advancements appear promising with the emergence of these technologies; however, such developments also present several challenges. These include a lack of digital competence among mentors and educators, unequal access to the latest technologies and proactive tools, concerns about data privacy, and the need for sustainable digital infrastructures.  The Sustainable Development Goal (SDG 4) for Quality Education aligns closely with these advancements, aiming to provide equitable and inclusive opportunities. Achieving this goal requires not only adopting new technologies but also balancing digitalization with meaningful pedagogy. This enhances human interaction and critical thinking, rather than replacing them. This paper aims to demonstrate how collaboration among policymakers, researchers, and academic institutions would ensure this balance, thus advancing the vision of SDG 4.

Education is facing a critical moment in the whole history of humanity. Social media addiction, communication trends, societal challenges, school dynamics, and digital transformations are shaping a new era for the education sector. Teachers and professors have now new challenges to face in order to keep up with the new trends. New methods of teaching such a problem based learning, students centered methodologies, and digital teaching are requesting extra efforts and new tools tobe used in the process. This paper describes the use of the online forum for the puroposes of teaching and learning, which serves as a case study repository for student projects based on real business experiences. The paper will show how the forum is used, and what statistics it has provided in terms of interation and new knowledge application.

Digital transformation is reshaping the foundations of business operations, demanding that organizations continuously learn, innovate, and adapt. The insurance sector, long characterized by stability and regulatory conservatism, is increasingly engaging with digital technologies in marketing, service delivery, and workplace organization. Our research examines how digital education contributes to organizational adaptability in the insurance industry, emphasizing current trends and the emerging challenges of sustaining digital competence. The study draws on survey data collected from employees across all 16 insurance companies operating in Serbia, focusing on their perceptions of company adaptability to digital trends and openness to new work models. Results indicate that 74% of respondents rated their company’s adaptability to digital marketing, social media, and remote work as high (8–10), reflecting strong confidence in organizational readiness for digital change. In addition, 82% of respondents stated that their companies are open to creating new insurance products during crisis situations, indicating a growing connection between adaptability, innovation, and crisis management capacity. While these findings demonstrate progress in digital integration, they also raise questions about the depth and sustainability of digital competencies among employees. Our analysis suggests that true adaptability extends beyond adopting digital tools, it requires a strategic approach to digital learning and continuous professional development. As the industry moves toward hybrid work models, new challenges emerge in knowledge management, employee engagement, and aligning digital skills with evolving business objectives. From an engineering management perspective, digital education represents both a trend and a challenge, acting as a key enabler of innovation, resilience, and competitiveness. To remain adaptive, insurance organizations must embed targeted, data-driven learning systems that link technology adoption with human capital development. Our research findings highlight that digital transformation depends not only on technology but also on an organization’s ability to learn. Digital education therefore emerges as a strategic enabler of adaptability and future readiness in the insurance sector.