EUNIS 2025: Papers with Abstracts

Abstract. Digital culture change is not a one-size-fits-all approach but rather a dynamic way to engage people and technology within a transformative framework that enhances stakeholder learning within higher education (HE) and organisational effectiveness. The Covid-19 pandemic underscored the need for flexible digital strategies, highlighting challenges related to digital inequity and the limitations of uniform transformation models. To drive a meaningful approach to change, senior leadership at the University for the Creative Arts (UCA) created a Digital Enabling Strategy to support decision-making, efficiency and stronger connections for delivery and academic success. Creating the strategy included commissioning institutional research guided by Jisc, a digital technology agency, and a strategic leadership review to replace previous Information Technology (IT) planning. This staged approach involved engaging the broader community of academics, students, professional and technical staff as stakeholders in change. Key principles that surfaced from the research included creating a more collaborative digital culture, strengthening existing technology structures, fostering leadership for change, and resisting regression to outdated models. The leadership review supported implementing an enabling three-level framework (centralised, distributed, and distinctive) that could tap into the institution’s unique value propositions for both campus and online experiences. It is encouraging that the institution has, through this process, been able to reassess core creative and business aspirations through a digital lens, identifying opportunities for innovation and mixed modes of participation, planning and engagement. By embracing an enabling strategy that set out to appraise and reset digital readiness in a small specialist higher education institution, distributed leadership can now build a digital culture that is inclusive yet adaptive and robust enough for competitive change.

Abstract. Rīga Stradiņš University (RSU) is located in the capital of Latvia, Rīga. RSU is recognized for study programmes in medical, health, and social sciences. With over 11700 students of whom 26% are international students from 82 countries, RSU is continuously improving its administrative efficiency, business process management (BPM), and strategic governance. RSU consistently maintains its ISO 9001:2015 certification, demonstrating ongoing commitment to quality and continuous improvement. As part of a digital transformation roadmap, RSU has adopted ADONIS, a BPM tool, to document, analyse and improve business processes. This paper presents initial insights as a part of a broader initiative at RSU to implement BPM using ADONIS, specifically focusing on analysing how RSU process landscape aligns with the Higher Education Reference Model (HERM). HERM is a globally recognized framework that standardizes business capabilities, data models, and IT governance in higher education. The objective of this study is to identify gaps, assess coverage, and evaluate areas for improvement, ensuring alignment with this internationally recognized higher education framework. The analysis highlights RSU strengths in supporting HERM capabilities, uncovers areas requiring improvement, and provides recommendations for improving compliance with HERM. This research contributes to a broader understanding of how HERM, combined with a BPM tool, can support analysis of university business capabilities.

Abstract. The development of AI, at an above benchmark pace, has become a worldwide worrying issue and a central narrative in the tertiary level learning institutions. Digital transformation, on the other hand, is updating the educational systems, which necessitates effective governance to steer these improvements. This paper provides an integrated overview of these three pillars – AI, digital transformation, and governance – and explores their interplay in reshaping the landscape of higher education. Drawing on key insights from the EUNIS 2024 conference and recent global studies, the paper examines AI’s transformative potential in optimizing learning and administration, the role of digital transformation in enabling scalable and innovative educational services, and the urgent need for governance frameworks to ensure ethical, equitable, and sustainable practices. The analysis highlights current gaps such as the lagging development of regulatory frameworks amid rapid tech progress, and it sheds light on emerging needs, barriers, and innovations (including the use of AI and XR in teaching and learning, strategies for digital readiness, and models for ethical leadership). Of particular interest is the argument provided AI, digital transformation, and governance, which justifies the need for a Global Compact on AI in education that would foster international collaboration and standards. This all-encompassing tracking and mapping of trends, challenges, and opportunities provides higher education institutions a blueprint for strategic decision making concerning technological integration and serves as a guide for policy makers in the reformation of higher learning education.

Abstract. Since 2010, Münster University has elaborated a succession of IT strategies, each for a five-year period. In 2024, work on a new update commenced, this time with the focus on creating a Digital Strategy, emphasizing the wider scope of not just addressing IT issues, but on managing the impact of digitalization on all the processes in teaching and learning, research and the administrative support. Additionally, a basic element of each IT/digital strategy had also been changed – the IT governance of Münster University, that for very long rested on the 1996 framework, had been updated in 2023, establishing new platforms for exchange, especially three working groups dedicated to the aspects of IT in teaching and learning, research and administration. In this setting, the new digital strategy was developed, and we will present its key aspects here.

Abstract. The fragmented IT landscape in education impedes transitions, both for individual users (learners/teachers) on their educational journey and for the administrative bodies involved. The German initiative to create a national digital education space aims to counteract this situation. The centerpiece of the solution is a distributed middleware that connects existing IT systems of educational institutions, while leaving their autonomy untouched. In addition, value-added functions and an access point for informal education scenarios are provided via a portal. The article presents the architecture of this solution, explains it using selected scenarios and introduces key components. It concludes with a look at the current status of the rollout and the upcoming steps.

Abstract. Modern higher education institutions are increasingly requiring advanced tools to understand and analyze their research output effectively. This paper explores the integration of Large Language Models (LLMs) and Natural Language Processing (NLP) to develop an advanced system for institutional publication analysis at the University of Münster. We demonstrate how Retrieval Augmented Generation (RAG) pipelines can enhance the discovery and analysis of research documents through semantic search and intelligent information processing. Our current approach integrates vector-based document representation with graph-based modeling to construct a RAG pipeline for publication retrieval and analysis. Although still in early development, the system is designed to support several use cases, including the identification of research trends and collaboration patterns, as well as the generation of summaries and reports for specific research topics. We share practical insights from the implementation of this system and discuss technical solutions to common challenges related to the processing and analysis of scientific publications.

Abstract. This communication “How are university CIOs trained in 2025? The French Touch” presents a detailed analysis of the training of university Chief Information Officers (CIOs) in France in 2025. This study, on the evolving role of CIOs in higher education within the French context, highlights the role of training in the transformation of university CIOs between September 2018 and May 2025 in the France, with an emphasis on the need to develop managerial skills, and present the integration of competencies in digital strategy, cloud, user-centric services, and operational efficiency has become critical. Several aspects are addressed, including the organization of training programs, key stakeholders involved, and the pedagogical methods used.

Abstract. Professional project management practices require a final report to be produced by the project staff and approved by the steering group upon the conclusion of the project. The value of the final report depends on how this information is used and refined. If there is no clear process to utilize the information in final reports to benefit the organization, valuable opportunities to improve organizational practices are being lost. The University of Helsinki conducted an analysis of projects’ final reports to improve project management practices. The analysis revealed development areas in the University’s project culture, service unit cooperation, and the determination of the size of projects.

Abstract. Università Cattolica del Sacro Cuore (UCSC), being a university and part of the Catholic ecosystem, experiments constantly a high level of cyber risk exposure in a complex, multi-cultural and heterogeneous environment. The challenge is to dramatically improve the performance of the “Human Firewall”, thus extending the reach of cybersecurity professionals and improving UCSC security posture. The journey started with a first group of “Security Ambassadors”, a sort of “volunteer firemen” able to support the professional IT security expert. Along the way, several initiatives to improve Awareness, Abilities, Knowledge and Emotional Engagement (AwAKE approach) were launched, with proved outcomes. Currently, we are working to expand the use of emotional engagement techniques to capture the attention of refractory users. Specifically, spatial computing technologies, AI and simulation/gamification approaches are used to capture the attention and emotions of unapproachable users.

Abstract. In the structure of European University Alliances (EU-As), more than 570 Higher Education institutions (HEIs) across Europe have embarked on a transformative journey to create a more interconnected European HE landscape and overcome current barriers that hinder seamless experiences in digital teaching and learning in HE. Building on the experiences of EU-As, HE experts have collaboratively developed a framework for HE interoperability. The initiative is set under the umbrella of the European Digital Education Hub (EDEH) and incentivised through the European Commission.
The paper start our by setting the scene for interconnected European campuses and describing the approach taken for the here portrayed endeavour. Next, based on insights generated during the engagement and data collection with alliances, the paper describes the current landscape of interoperability at EU-As, including patterns, trends and priorities observed and challenges encountered by alliances with regards to technological, semantical, organisational and legal challenges. The paper then continues with a forward-looking perspective, encouraging action and offering guidance and recommendations for alliances’ interoperability journeys, before closing with a short outlook.

Abstract. Generative Artificial Intelligence (AI) models, like systems such as ChatGPT, have catalyzed a transformative shift in higher education, prompting universities to explore innovative applications across research, teaching, and administration. This paper discusses the KI:connect.nrw project, which aims to provide universities in North Rhine-Westphalia (NRW), Germany, with equitable access to commercial and open-source AI services while addressing the challenges associated with cost management. The project introduces a centralized web interface that facilitates user-friendly access to multiple AI systems through API integration. Key objectives include transparent cost allocation tailored to specific user groups or projects and flexible budget control mechanisms that accommodate diverse funding sources within participating HEI. The paper further examines the complexities of billing methods, ranging from account-based to token-based models, and their implications for the central provider and using universities. Initial experiences at RWTH Aachen University highlight the project's operational framework and its potential impact on managing AI-related costs effectively as usage among employees and students increases.

Abstract. The Higher Education Information System (ISVU) in Croatia is a complex national information system supporting higher education operation on multiple levels. It has been in operation for over 24 years, continuously evolving to meet the needs of its users. Currently developed and maintained by SRCE, the system initially started as only a fraction of the features it holds today. Over time, it expanded from basic student management system to support a wide range of administrative processes, including student enrolment, curriculum management, exam tracking, and financial operations.
ISVU's modular architecture, which includes over 15 end-user applications, allows institutions to access and manage data securely based on user permissions. The system is highly interoperable with other national systems and integrates with various external applications. Furthermore, over the years ISVU has supported the digital transformation of Croatian higher education by enabling various automated processes.
The system is constantly evolving, following new technologies and adapting to functional and legal requirements. Significant upgrades have included the introduction of the ISVU REST API, support for lifelong learning programs and micro credentials, and the integration of digital diplomas. The system's data warehouse, which facilitates decision-making through reporting and analytics, has been refactored to handle large volumes of data, supporting decision-making at institutional and national levels.
Thanks to continuous innovation, dedicated support from SRCE, and funding from the Government, ISVU has become one of the most modern and comprehensive business information systems in higher education, ensuring sustainability and success in the future.

Abstract. As befits an initiative supported by the European Union DG for Education, Youth, Sport and Culture, European University Alliances are expected to deliver a leap forward in the way transnational education is implemented at a European level. The opportunities these cross-institutional collaboration networks offer in the domain of research are however as relevant as those available in the area of teaching and learning. Aware that little has been presented in this domain at previous EUNIS annual congresses, the coauthors set out to explore what European university alliances might achieve (and are already achieving) in the realm of research through an effective collaboration across its member institutions. This exploration aims to identify some best practices against the framework provided by euroCRIS's regular community management work in the area of research information.

Abstract. This paper presents experiences from the work undertaken by the Swedish Enterprise Architecture Group in introducing the Higher Education Reference Model into the Swedish context. The paper highlights practical challenges and discusses possible ways forward. The overarching conclusion is that currently adaptation will continue on the institutional, rather than national level.

Abstract. This paper discusses the application of artificial intelligence (AI) in two distinct projects in Norway’s higher education sector. Team SAIL aimed to develop an AI-driven solution for document classification, addressing the time-consuming challenges faced by admission officers. The team created two solutions: one using ResNet, a pre-trained image classification model with transfer learning, and another client-side solution that classifies documents based on relevant text. The client-side solution was developed as a direct response to GDPR restrictions encountered during the development of the first model. Both solutions showed promising results, however implementation issues are present due to strict regulations such as GDPR.

Team Loggerne aimed to apply machine learning to the problem of analyzing and connecting logs from multiple different sources. They explored different ML techniques, ultimately deciding that the data was not fit for ML, and that the best option was to move away from ML and attempt other approaches.

This paper discusses both teams’ experiences, illustrating that while AI can be effectively used to improve efficiency, it might not always be suitable.

Abstract. The European University of Technology Plus (EUT+) is a pioneering alliance of nine technological universities working to enhance research collaboration, transparency, and openness across European higher education. Faced with the challenge of building a collaborative platform for the alliance’s repositories with limited resources, EUT+ leveraged a strategic partnership with OpenAIRE to develop the EUT+, CONNECT Gateway—a customized, interoperable platform designed to unify research outputs and promote cross-institutional collaboration, and a Monitor Dashboard to track open science practices.
This session will explore how pooling resources and expertise across institutions enabled the rapid deployment of an open research infrastructure, overcoming financial and technical barriers. We will highlight how OpenAIRE services support University Alliances in fostering Open Science practices, by making interoperable repositories and enabling the tracking of research practices by providing indicators on collaboration, open access, FAIR principles, and impact.
The discussion will also address the interoperability challenges encountered while integrating various institutional repositories into a unified platform. By examining EUT+’s experience, attendees will gain insights into best practices for building sustainable, secure, and standards-compliant digital research infrastructures that support Open Science and European Higher Education Alliances.
This session is relevant for academic leaders, research managers, librarians, and IT professionals involved in developing open research policies, managing digital repositories, and ensuring data security in collaborative environments.

Abstract. Within this paper we present our approach towards using public cloud services within for speeding up development and deployment times for university-wide software services. Within three use cases we discuss challenges faced by development teams in adapting workflows. By employing Infrastructure as Code principles, teams can standardize environment setups and automate provisioning processes, significantly reduce setup times, and allow migration to on-premises infrastructures for sustainable operation. This demonstrates the value of being able to strategically choose between public cloud and on-premises services to accelerate software development cycles.

Abstract. Universities offer a variety of services to students, staff, and affiliates, traditionally managed through physical campus cards. However, increasing mobility requirements and the need for secure, interoperable digital identity solutions call for a modernized approach to service access.
This paper introduces eduTAP, an open-source concept and software framework that builds on top of digital wallets and provides service access in Higher Education Institutions (HEIs) based on wallet passes. eduTAP leverages existing mobile wallet standards (Apple Wallet, Google Wallet, and the European Digital Identity Wallet) to enable secure authentication, service access, and identity verification.
By replacing traditional campus cards with dedicated digital service passes for local services and a harmonized digital identity document, eduTAP enhances scalability, privacy, and interoperability. The proposed harmonized identity document aligns with eduGAIN schemas and attribute definitions, ensuring global usability while enabling easy service access for students, staff, researchers, and affiliates at home and host universities while on mobility.

Abstract. Artificial intelligence (AI) is driving a transformative shift in universities and universities of applied sciences, affecting research, education, and societal engagement. As AI rapidly evolves, HEIs must navigate its impact on all their core missions, research, education, industry collaboration, societal interaction, and administrative tasks. While previous studies have explored AI’s role in specific areas, a comprehensive framework for managing AI transformation across all HEIs’ tasks has been lacking.

To address this, we introduce the AITO Framework (AI in Innovation, Research, and Education), designed to help HEIs conceptualize and analyze AI's effects on their core activities. The framework, developed through collaborative training sessions and workshops with Finnish universities and universities of applied sciences, consists of four layers—technical base, application, change, and impact—and organizes AI-related changes within HEIs’ four activities: research, education, collaboration and partnerships, and support functions. The framework draws significant inspiration from discussions held during the 2024 training series for rectors of universities of applied sciences and from the ongoing AI workshop series for university rectors in 2025. As a use case of the implementation of the AITO framework, a training concept is implemented to support HEIs in structuring AI-driven changes.

By integrating the AITO Framework into AI management, HEIs can enhance decision-making, support strategic development, and strengthen their role in shaping AI-driven innovations. The framework can also be applied in other research and education institutions, public administration, and even other industries, with minor modifications. Future assessments will evaluate the long-term impact of AITO framework on AI transformation and innovation creation within HEIs.

Abstract. This paper introduces UDReady (University Digitally Ready), an innovative tool designed to help universities assess their Digital Readiness, a critical step for identifying challenges and devising effective digital transformation strategies. Developed under the DigiReady+ project, UDReady applies a data-driven framework to support higher education institutions in evaluating their readiness levels. The paper also outlines the various approaches used to define the DigiReady+ indicators to measure digital readiness and details the mixed-methods evaluation of the UDReady tool. This evaluation involved three focus groups with key stakeholders from universities in Germany, Spain, and Greece, a heuristic review, and usability testing via the standard System Usability Scale questionnaire.

Abstract. Due to the “accelerating technological change and hyperconnectivity” we are living through and the increasingly VUCA context for all organisations, universities need to integrate and manage not only a technology strategy embedded throughout their strategic plan, but also a digital innovation or digital transformation function to manage the risks and grasp the opportunities of the constant flow of new technologies (such as Generative AI and Extended Reality) and new ways of working.
Universities need to understand the new technologies, develop policies for their safe use, manage the related risks, and where appropriate, seize the opportunities. This calls for a function that combines research, development, innovation and business knowledge, dovetailed with service delivery. The challenge is how to create and enable such a function at relatively low cost and with the necessary agility, speed and effectiveness to deliver value and complement/enhance existing services. The Digital Innovation Virtual Organisation (DIVO) at Università Cattolica del Sacro Cuore is one such function; it manages a programme of digital innovation pilot projects and work hypotheses. This paper explores how DIVO is constituted and its purpose and objectives, focussing on the innovation methodology deployed and the activities supported. The DIVO model is proposed as a good practice for digital transformation and innovation in university information services.

Abstract. Enterprise Architecture Management (EAM) provides structured methodologies for planning and analyzing complex organizational ecosystems. One such ecosystem is the German educational system, which spans lifelong learning from kindergarten and school to vocational training, higher education, and professional development. Building integrated digital platforms within this system requires a multi-dimensional perspective on organizational capabilities, data, applications, and technologies. In higher education, the Higher Education Reference Models (HERM) serve as a structured repository of a suitable and domain-specific terminology. However, manually aligning real-world educational scenarios with HERM’s about 600 terms is both labor-intensive and potentially inconsistent. This paper presents an automated mapping approach based on a Hybrid Artificial Intelligence (HAI) method, combining Semantic Web technologies, symbolic AI, and NLP-driven extraction. We applied this approach to 50 user scenarios from the prototype project (BIldungsRaum Digital, BIRD) of the German National Education Platform, generating structured mappings between user interactions and HERM’s core frameworks. The results demonstrate a scalable, transparent method for automated ontology-based scenario analysis, offering a foundation for deep-dive analytics in EAM.

Abstract. This paper presents the experience of SIGMA AIE in integrating micro-credential management into SIS SIGMA, a Student Information System (SIS) for Spanish higher education institutions. It explores the challenges, decisions, and roadmap established in the absence of a predefined model. Micro-credentials, promoted by the European Commission as part of the European Skills Agenda (2020), aim to enhance employability and lifelong learning through flexible and modular training.
They certify short and specific training activities, enabling professionals and students to acquire targeted skills for an evolving labor market. SIGMA AIE's project to integrate micro-credentials into SIS SIGMA was structured into three phases. The first phase enabled the export of micro-credential data for manual upload to EUROPASS. The second phase, currently in development, will integrate SIS SIGMA with CERTIDIGITAL, ensuring end-to-end traceability and improved credential management. The third phase will expand micro-credential eligibility to include coursework within long-term academic programs. Key challenges include the lack of a unified definition for micro-credentials across Europe, evolving regulations, and funding uncertainties for digital certification platforms. The study concludes that while the tools for micro-credential management exist, clearer guidelines and pragmatic implementation strategies are essential for their successful adoption in the European education and employment landscape.

Abstract. This article describes the development and evaluation of an AI powered chatbot that was developed specifically to improve IT support at the IT-ServiceDesk (IT-SD) within the IT Center of RWTH Aachen University. The implementation is carried out using Microsoft Azure OpenAI and a Retrieval-Augmented Generation (RAG) approach. Given the varying complexity of support requests among different customer groups—namely, students, employees, and IT administrators—the AI chatbot will be a valuable supplement to established support channels such as email, telephone, chat, ticket portals, and personal interaction.
The article describes the key requirements for the chatbot and explains how the quality of the response is ensured by a structured feedback system. It further addresses the challenges that arise from the fact that there are two different scenarios with different requirements. On one hand, standardized and publicly available RWTH support content is provided for RWTH members as well as interested parties of the IT services and, on the other, specific internal support content for the supporters at the IT-SD. This necessitates that specific measurable quality requirements and criteria must be identified implemented and adapted.

Abstract. This article discusses the implementation and challenges of the Ludzie Nauki system, which promotes Polish science and manages research data. It highlights the legal and technical complexities faced during the system’s development, particularly in compliance with Poland’s Higher Education and Science Act and the GDPR. The system's integration with various data sources and its role in ensuring the accuracy and accessibility of scientific data are emphasized. Key issues, such as user dissatisfaction with the inability to edit published information, are also addressed alongside planned improvements to enhance usability, including AI-driven semantic search and personalized researcher profiles. Moreover, this article explores the significance of data governance in research information systems, discussing its role in improving data quality, integration, and the system's overall effectiveness. The experience we have gained from implementing the system provides insights into project management methodologies, including the use of the SCRUM, KANBAN, and waterfall approaches. This article concludes by emphasizing the need for continuous development and the provision of services based on the data collected in Ludzie Nauki, to maximize the potential of the platform and to foster innovation in the scientific community.

Abstract. For some years, universities in Germany and worldwide have increasingly become the target of cyber-attacks, and they are trying to prepare for them through projects and initiatives. The German federal states ("Länder"), which are responsible for the universities, are reacting to this in very different ways. The strategies and approaches of the state governments to support the universities range from “extensive autonomy and self-responsibility for IT and cybersecurity” (autonomy strategy) to a “state-wide strategy and joint financial and organizational support” (network strategy). Most federal states pursue a network strategy, with large states such as Bavaria, North Rhine-Westphalia and Baden-Württemberg having already adopted this approach some time ago and established corresponding programs. Other federal states such as Lower Saxony, Hesse and Rhineland-Palatinate have now also set up state-wide programs to support universities in a network. However, there are some federal states that rely on the independence and self-responsibility of the universities.
The HIS-Institute for Higher Education Development (HIS-HE) has examined the various strategies and approaches in the German ministries of science and higher education. The results of this study supplement the recommendations for dealing with cyber-attacks at universities, which HIS-HE presented at the EUNIS 2024 conference in Athens.

Abstract. Integrating ontologies, which structure knowledge for the Semantic Web, Enterprise Architecture Management (EAM) standards such as TOGAF® provide a robust foundation for guiding digital transformation in complex ecosystems. The Higher Education Reference Models (HERM), a widely adopted Enterprise Reference Architecture in higher education institutions, serve as a structured framework worldwide. This paper presents the development of a comprehensive RDF-based ontology for HERM, firmly aligned with TOGAF's Metamodel. It details the ontology's class hierarchies, the challenges of semantic mapping to TOGAF, and the automated transformation process from HERM spreadsheets into RDF representations. The ontology captures English and German terminology, with built-in support for additional languages. All results, including tools and ontology files, are made available via Zenodo, ensuring accessibility and further development within the HERM community.

Abstract. The preservation of research grants’ data is essential for long-term accessibility, auditing, and informed decision-making. This paper presents the implementation of the Open Archival Information System (OAIS) model for archiving research grants’ data. The proposed system ensures structured storage, retrieval, and management of critical research outputs, including reports, publications, and financial records. While the implementation has addressed key challenges such as data ingestion, metadata management, and security, certain aspects require further refinement to optimize scalability and accessibility. Despite these challenges, the OAIS-based approach provides a robust foundation for future-proofing research data, ensuring its availability for strategic planning, performance evaluation, and institutional decision-making. The study highlights lessons learned from the initial deployment and outlines enhancements needed to improve system efficiency. Ultimately, this model serves as a sustainable framework for research data archiving, contributing to a more data-driven research ecosystem.

Abstract. Universities increasingly seek to transition from physical campus cards to digital solutions. However, in-app implementations often lack interoperability and security. For this reason, this paper proposes the eduTAP Common ID, a standardized digital identity document for Higher Education Institutions (HEIs), aligning with ISO 18013-5 (mDoc) and eduGAIN schemas (eduPerson and SCHAC). By leveraging mobile wallets, we enable HEIs to move toward a harmonized and secure digital identity that is interoperable not only across universities but also with external providers. Building on ISO 18013-5, the proposed HEI Common ID implicitly incorporates privacy-preserving mechanisms such as selective disclosure and informed consent. As a result, the proposed HEI Common ID provides an ideal basis for standardizing a GDPR-compliant, trusted, and globally scalable digital student and staff credential.

Abstract. Artificial Intelligence holds significant potential to transform education. Various studies reflect how specific solutions are implemented to cover specific needs, yet these solutions often remain disconnected. Additionally, the novelty of AI technology brings challenges in its adoption due to the lack of experience. In this context, a practical approach to adapting and adopting AI in educational institutions is essential.
This paper outlines the collaborative efforts of nine European institutions to develop adoption guidelines that facilitate the effective integration of AI in education. The project aims to foster a critical and reflective approach to AI implementation, enable meaningful adoption, generate new knowledge, and support educational leaders with a comprehensive toolkit for AI integration. The methodology involves creating practical guides, an online course, and disseminating information through various channels. The expected outcomes encompass the dissemination of shareable knowledge on AI utilization, the enhancement of teaching practices, and the establishment of a systematic approach to AI adoption. This project has been funded through the Erasmus KA-220 call.

Abstract. With the advancement of machine learning (ML) and artificial intelligence (AI) products, such technologies are increasingly being explored for novel applications in various contexts. The Norwegian Ministry of Digitalization is leading an initiative to promote the safe and legal use of AI in the public sector. As part of a broader initiative to modernize and enhance Norwegian university admissions services, an AI/ML team of five part-time student employees was established to explore AI possibilities within this context. The team operates under the Norwegian Agency for Shared Services in Education and Research (Sikt), which oversees the technical renewal of student administrative and admission services in the Norwegian education sector. This paper draws on the experiences and findings of the team since they began their exploration in Summer 2023, highlighting the challenges and opportunities associated with AI in the Norwegian education context. The multidisciplinary team, comprising both designers and developers, provided diverse perspectives on AI integration.
The main findings indicate that the lack of organizational structures and implementation plans for AI integration is primarily due to prioritization challenges. Effective cross-disciplinary collaboration proved essential—both between developers and designers to ensure that user needs are met, and between project teams and managers to ensure alignment with organizational strategies. The study recommends teams to utilize proof-of-concept methods as a strategy to establish structures facilitating documentation of learnings and recognize AI development as an emergent process. By addressing these challenges, the Norwegian public sector can better leverage AI to enhance educational services, ensuring both innovation and compliance with legal and regulatory frameworks.

Abstract. The revised eIDAS 2.0 Regulation of 2024 creates the framework for the future European Union Digitial Identity Wallet. This is intended to create a uniform digital identity for EU citizens from 2026. The paper analyzes the key components of this new technical architecture and presents a feasibility study to issue electronic learning certificates for the European Union Digital Identity Wallet.

Abstract. This paper examines the transferability of the "Seven Levers of Digital Transformation" by the Open Group to the higher education sector. The analysis reveals that a context-specific adaptation is necessary to address digital challenges. Anti-patterns such as lack of direction, long decision-making processes, and system failures are particularly relevant in smaller universities. The findings underline the usage of the Seven Levers of Digital Transformation and highlight importance of adapted industrial standards for digital transformation. Future research should focus on developing strategies to activate the levers and assess the suitability of other industrial models.

Abstract. Prihlaska VS is a central electronic application system (CEA) designed to simplify the submission of applications to universities and higher education institutions in Slovakia. The platform facilitates the submission of applications, enables applicants to monitor their status, and fosters efficient communication with universities.
As a crucial tool for individuals seeking admission to Slovak universities, CEA caters to many applicants, including high school graduates, international applicants, and those pursuing further educational opportunities in Slovakia. The system features an intuitive, user-friendly interface, ensuring accessibility and ease of use for applicants with varying levels of technical expertise.
Prihlaska VS (CEA) has already helped 64.785 applicants choose a university.

Abstract. Research, development, and innovative activities (RDI) and education are the core businesses of the Finnish Universities of Applied Sciences (UAS). The Finnish HEIs’ Digivision ecosystem project has well-channelled the digital transformation of higher education. However, Finnish UAS does not have the same kind of digital transformation project for RDI activities. The IT barometer of Finnish HEIs CIOs 2024 shows that only 2 % of UAS CIOs' near-term development courses of action support RDI activities, compared to 23 % of measures to support education, teaching, and learning. We set up an RDI data management working group and conducted a qualitative survey to determine where this bias comes from and whether it needs to be corrected. Digital and data ecosystems studies reveal that organisations' digital transformation guides them to share data resources, thereby building service and data ecosystems, e.g. (Altendeitering et al., 2024; Oberländer et al., 2025). Thus, we must improve our communication and collaboration capabilities and IT capabilities to support and create national and international RDI data ecosystems. Consequently, I have listed three courses of action and three means of improving UAS RDI data ecosystems.

Abstract. The paper presents a pilot implementation of hybrid production environments at the Aristotle University of Thessaloniki (AUTh) studio, using Unreal Engine (UE) 5 and Vizrt NDI technology. The project focuses mainly on synchronizing physical and virtual environments to improve educational content creation. The main areas of development of the entire research and implementation include camera synchronization, depth composition and virtual reality integration, aiming to improve interactive learning experiences. Furthermore, taking into account ensuring compliance with GDPR and the protection of personal data, the project presents ideas and implementations for anonymous depth-based visualizations for interviews and voice recordings, using silhouette representations instead of real face or body images. This approach offers privacy-focused solutions for disciplines dealing with sensitive data, such as psychology and social research. Finally, the project highlights interdisciplinary applications in healthcare, engineering, and media studies, demonstrating the potential for simulations and hands-on training. The findings contribute to advancing educational studio technologies, driving innovation in audiovisual content production, and providing a model for integrating emerging technologies into academic environments. This beta application lays the groundwork for future development, emphasizing scalability, privacy, and interdisciplinary collaboration.

Abstract. As science deals with the ever-growing complexity of research fields, research software provides the tools to observe, assist and manage their processes and results. However, the majority of research software tends to prioritize the validation of theories and the creation of prototypes over the delivery of products, often overlooking the crucial aspect of quality assurance. This can result in products that are susceptible to flaws and errors. The risk of failing to deliver correct results not only undermines the trust of its users but also damages the reputation of researchers and developers in a team, risking losses in funding and public trust in research. The implementation and emphasis on software engineering practices, particularly software testing, shall mitigate these risks by prioritizing the identification and elimination of errors and faults in software development while also enhancing observability and transparency throughout the coding cycle. In parts, the project “CAVAS+” is used as an example for these practices. A thorough examination of the current state of research software development and its challenges highlights the importance of software quality and reliability in research software, ultimately contributing to a more robust research software ecosystem.

Abstract. This paper explores the design and implementation of a real-time surgery broadcasting initiative at AHEPA University General Hospital, affiliated with Aristotle University of Thessaloniki (AUTh). Two surgical clinics, the General Surgery Clinic and the Cardiothoracic Surgery Clinic, were transformed into advanced hybrid educational spaces equipped with state-of-the-art audiovisual systems. These enhancements allow students, educators, and medical professionals to remotely observe and interact during live surgical procedures through seamless videoconferencing and secure live streaming. This capability significantly enriches the medical curriculum, benefiting Greek and international students and enabling broader community engagement. By detailing technological improvements, addressing ethical concerns around patient privacy, and evaluating initial educational outcomes, the paper positions this initiative within AUTh's broader digital transformation strategy. The findings underline the transformative potential of real-time surgical education to bridge traditional hands-on experience with modern digital accessibility, ultimately strengthening AUTh's role as a leader in medical training and innovation.

Abstract. For three decades, the National Conservatory of Arts and Crafts has been incorporating digital technology into its pedagogical practices. Building on this experience, the CAP’VR (Chemistry Agri-food Pharma Virtual Reality) immersive Digital Twin has been developed to enhance Teaching through Virtual Reality (VR). This innovative device offers a digital laboratory twin that enables learners to acquaint themselves with professional gestures, technical processes, and safety practices, while optimizing training time. The CAP’VR system has been meticulously designed to cater to a diverse audience, particularly those engaged in retraining or work-study programs, by offering progressive, interactive modules in domains such as food processing, chemistry, and process engineering. The system integrates safe learning and skills assessment, ensuring a comprehensive and secure educational experience. The content is meticulously developed based on interactive scenarios adapted from real lab-life situations, ranging from laboratory safety to everyday experiments. The learning process is structured into three levels, providing a structured and progressive learning path. The development of the system was based on a multidisciplinary collaboration between teachers, instructional engineers, and VR developers, ensuring coherence between pedagogical and technical objectives. The impact on learners is significant, boosting their confidence, commitment, and memorization. Concurrently, CAP’VR is effecting a transformation in the practices of teachers, who assume the role of Experience Facilitators. Notwithstanding the deployment of this immersive technology posing technical, financial, and organizational challenges, CAP’VR paves the way for innovative, personalized teaching approaches.