Schlagwort: open access

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[publication] Implementing a Technical Commission in a European University Alliance: Role and Processes in Unite! #zfhe

Our article about „Implementing a Technical Commission in a European University Alliance: Role and Processes in Unite!“ has been published within the issue „European University Alliances in Action“ of the Journal of Higher Education Development (ZFHE)

Abstract:
European University Alliances seek to integrate teaching, research, and administration across borders by aligning digital and internationalisation strategies. This paper first outlines the alliances’ common objectives and governance models. It then highlights the pivotal role of a federated IT infrastructure—providing identity management or interoperable learning systems—and explains why ongoing technical decisions are necessary to meet evolving regulations and the need for scaling and interoperability, as described, for example, in the Higher Education Interoperability Framework (HEIF). Using the Technical Commission (TC) of Unite! as a case study, the article maps its mandate, composition, and end‑to‑end workflow. The final sections reflect on lessons learned, noting success factors and future directions (e.g. the implementation of the TC within the core organisation of the alliance) to sustain transnational collaboration.

[full article @ publisher’s homepage]
[full article @ ResearchGate]

Cite as: Ebner, M., Gasplmayr, K., Koschutnig-Ebner, M., Schön, S., Alcober, J., Bertonasco, R., Diar, J., Francisco, A., Hoppe, C., Martikainen, J., Krysiak, J., Petersson, J. & Szymanka-Kwiencien, A. (2026). Implementing a Technical Commission in a European University Alliance: Role and Processes in Unite!. Zeitschrift für Hochschulentwicklung (Journal for Higher Education Development), 21(2), 111–130. [https://doi.org/10.21240/zfhe/21-2/06]

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[editorial] European University Alliances in Action #zfhe

I am very happy to announce that the newest issue of the „Journal for Higher Education Development (ZFHE)“ has been published. Together with my colleagues Channa and Elena, we did an issue about „European University Alliances in Action„

Through the European Universities Initiative (EUI), the European Commission has, since 2019, been pursuing the goal of establishing transnational higher education alliances as the universities of the future. These alliances are intended to structurally deepen cooperation between European higher education institutions in education, research and innovation, facilitate the mobility of students and staff, and develop joint, student-centred curricula and research strategies. At the same time, the initiative aims to strengthen European values and enhance the continent’s competitiveness – thereby making a key contribution to the integration of the European Higher Education Area.

Table of contents:

The full issue you can find here: [Link to Issue 21/2]

Finally, our editorial is online as well:
[editorial @ ZFHE homepage]
[editorial @ ResearchGate]

Cite as: Ebner, M., Van der Brug, C., & Wilhelm, E. (2026). European University Alliances in Action. Zeitschrift für Hochschulentwicklung (Journal for Higher Education Development), 21(2), 9–17. https://doi.org/10.21240/zfhe/21-2/00

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[publication] Sieben Mythen der KI-Nutzung #tugraz

Unser Beitrag zu „Sieben Mythen der KI-Nutzung“ hat viele Reaktionen hervorgerufen und nun wurde er auch in die Zeitschrift „Die Österreichische Volkshochschule“ aufgenommen.

Abstract:
Wer das Internet nutzt, kommt im Frühjahr 2026 nicht um Anwendungen generativer Künstlicher Intelligenz (kurz KI) herum. Suchmaschinen bieten neben Links standardmäßig KI-generierte Antworten an, Chatbots unterstützen bei der Buchung von Websites, Schüler:innen lassen sich Tests passend zu den Arbeitsblättern der Lehrer:innen generieren usw. – Doch nicht alles, was uns die KI-Anwendungen liefern, wie wir sie nutzen und ihre Ergebnisse verstehen, ist zutreffend und unproblematisch. Das liegt auch an Missverständnissen darüber, wie KI-Anwendungen funktionieren. Aus unserer Sicht – es gibt dazu noch keine empirische Evidenz – verdienen folgende sieben Aussagen besondere Aufmerksamkeit, insbesondere auch im Kontext von Bildung, Schule und Hochschule:

  1.  KI-Anwendungen sind neutral, objektiv und vorurteilsfrei
  2.  KI-Anwendungen arbeiten logisch
  3. KI-Anwendungen denken und lernen wie Menschen
  4. KI-Anwendungen sind empathisch
  5. KI-Anwendungen sind ökologisch und sozial problemlos
  6. KI-Nutzung ist rechtlich einwandfrei
  7. KI-Anwendungen machen Wissen und Kompetenzentwicklung überflüssig

In diesem Beitrag möchten wir diese als „Mythen“ bezeichneten Aussagen beschreiben und aufzeigen, dass und warum sie nicht zutreffend sind. Damit möchten wir einen zukünftig fundierten Umgang und durch die Beschreibung von KI-Mythen Forschung dazu initiieren und unterstützen. 

Referenz: Schön, S., Brünner, B., Ebner, M., Diesenreither, S., Hanfstingl, B., Krammer, G (2026) Sieben Mythen der KI-Nutzung. Die Österreichische Volkshochschule. Jg. 2026 / 286. [Link]

This is an impactful contributions, methodological rigor, and exceptional novelty in the research field of AI in education.

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[publication] Generative AI literacy across education and business: competencies, obstacles, and benefits—a systematic literature review #research

Our article, which we really worked on for a long time, is published right now with the title „Generative AI literacy across education and business: competencies, obstacles, and benefits—a systematic literature review„.

Abstract:
This systematic literature review analyses AI literacy, focusing on the required competencies for, the obstacles arising from, and the benefits of, Generative AI (GenAI) in the fields of education and business. The analysis uses the PRISMA 2020 methodology with data from the SCOPUS and ERIC databases. A total of 538 articles were identified; of these, 206 were included after the full-text screening phase. Of those 206, only 33% (education) and 29% (business) were based on empirical research, highlighting the predominantly conceptual state of research. Using a combination of inductive coding and GenAI (ChatGPT-4o) validation, we identified AI literacy as a multidimensional concept comprising technical competencies (e.g. algorithmic literacy and prompt engineering), personal and interpersonal competencies (e.g. adaptability and collaboration), and ethical and critical thinking competencies (e.g. awareness of bias and ethical reflection). While educational literature emphasised pedagogical applications such as adaptive feedback and inclusive curriculum design, business research focused on process automation and data-driven decision-making. Top three identified obstacles included hallucinations, ethics and plagiarism, which manifested differently in contexts such as student assessment and personnel selection. Addressing these challenges will require targeted training modules, ethical governance structures, and institutional support in the form of faculty development programmes or workplace reskilling initiatives. Top three identified benefits of GenAI literacy training are described as critical thinking, personalized teaching and learning and personalized feedback across sectors.

[full article @ publisher’s homepage (open access)]
[full article @ resarchgate]

Reference: Reicho, M., Otrel-Cass, K., Ebner, M. et al. “Generative AI literacy across education and business: competencies, obstacles, and benefits—a systematic literature review”. Int J Educ Technol High Educ 23, 23 (2026). https://doi.org/10.1186/s41239-026-00596-8

This is an impactful contributions, methodological rigor, and exceptional novelty in the research field of AI in education. This is a comprehensive literature review on the topic of AI in education

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[ijet, journal] Journal of Emerging Technologies in Learning Vol. 21 / No.01 #ijet #research

Issue 21/01 of our journal on emerging technologies for learning got published. Enjoy the readings as usual for free :-).

Table of Contents:

  • Enhancing Power Electronics Labs through Error-Based and Self-Regulated Learning
  • Developing a Gamified Cybersecurity Training Program for Remote Work
  • Enhancing Educational Outcomes through the Integration of Virtual Learning Environment
  • College Students’ Intention to Use AI Tools in Academia
  • From Metaverse Myth to Augmentiverse Reality
  • Assessing the Adoption of Artificial Intelligence in Higher Education

[Link to Issue 21/01]

Nevertheless, if you are interested to become a reviewer for the journal, please just contact me 🙂 .

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[guidlines] A digital textbook for everyone: Accessible and interactive, from concept to use #accessibility #tugraz #research

Our final guidlines „A digital textbook for everyone: Accessible and interactive, from concept to use“ are now online available:

The Guidelines offer practical orientation on how to design digital schoolbooks that are didactically sound, inclusive, and accessible. They address everyone involved in creating or using learning materials — from publishers, authors, and teachers to designers, developers, parents, and educational stakeholders.
A key feature of the project is its transdisciplinary approach: experts from subject didactics, inclusive education, UX design, computer science, and accessibility worked together to develop methods, processes, and examples. While the work is based on content from mathematics and geography, the principles are transferable to other subjects.
Digital schoolbooks provide new opportunities for individualized, collaborative, and competence-oriented learning. The Guidelines show how digital materials can follow a “Born Accessible” strategy from the very beginning, aligned with the principles of Universal Design for Learning. They provide concrete recommendations, best practices, and examples that can be directly applied to development projects.
The content covers the entire development process — from defining inclusive learning goals to decisions about design and representation, technical implementation, feedback structures, and ongoing quality assurance.
These guidelines were developed as one of three key outcomes of the Erasmus+ project Digital Education Material (DEM).

[English version @ Zenodo]
[German version @ Zenodo]

Reference:
English version: Brnic, M., Degenhardt, S., Edelsbrunner, S., Erdel, T., Greefrath, G., Kargl, B., Lathan, H., Macchia, V., Mönter, L., Schön, S., Schütt, M.-L., Torri, S., Wetzel, M., & Ebner, M. (2025). A digital textbook for everyone: Accessible and interactive, from concept to use. CDV. https://doi.org/10.5281/zenodo.18313228
German version: Brnic, M., Degenhardt, S., Edelsbrunner, S., Erdel, T., Greefrath, G., Kargl, B., Lathan, H., Macchia, V., Mönter, L., Schön, S., Schütt, M.-L., Torri, S., Wetzel, M., & Ebner, M. (2025). Ein digitales Schulbuch für alle: Barrierefrei und interaktiv von der Idee bis zur Nutzung. CDV. https://doi.org/10.5281/zenodo.18301620

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[publication] Open Educational Resources for Legal Clarity, Sustainability, and Digital Sovereignty in European University Alliances #tugraz

We summarized the importance of Open Education Resources, especially for Digital Sovereignty. Our paper titled „Open Educational Resources for Legal Clarity, Sustainability, and Digital Sovereignty in European University Alliances“ is now available online.

Abstract:
Open educational resources (OER) are widely recognized for improving access to education and enabling the sharing of knowledge. However, in the context of European university alliances such as Unite!, OER offer additional, often underappreciated benefits that are crucial for cross-border collaboration and sustainable development in higher education. This paper explores three key aspects of OER that are particularly relevant to European alliances. First, OER enable the legally secure use of educational resources across national borders, addressing uncertainties about copyright laws, particularly for translations and adaptations. This ensures compliance with different legal frameworks while fostering collaboration. Second, OER support sustainability by ensuring that investments in educational materials are not limited by restrictive usage rights. This is especially critical in alliances where shared resources are central to fostering long-term cooperation and aligning with sustainability goals, a priority for Unite!. Finally, OER contribute to digital sovereignty by empowering institutions and educators to create, adapt, and share resources without relying on proprietary platforms or licenses. This coincides with European alliances’ broader strategic objective of promoting autonomy and resilience in their digital ecosystems. By highlighting these often-overlooked benefits of OER, the present research aims to broaden the perspective on their strategic importance in fostering collaboration, sustainability, and sovereignty within European university alliances.

[full paper @ publisher’s homepage]
[full paper @ ResearchGate]

Reference: Schön, S., & Ebner, M. (2025). Beyond Open Access: Open Educational Resources for Legal Clarity, Sustainability, and Digital Sovereignty in European University Alliances. Weizenbaum Journal of the Digital Society, 5(4). https://doi.org/10.34669/wi.wjds/5.4.2

This is an impactful contributions, methodological rigor, and exceptional novelty in the research field of Open Educational Resources (OER) and Digital Sovereignty.

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[ijet, journal] Journal of Emerging Technologies in Learning Vol. 20 / No.04 #ijet #research

Issue 20/04 of our journal on emerging technologies for learning got published. Enjoy the readings as usual for free :-).

Table of Contents:

  • Designing Effective Online Learning Paths in Cloud Computing Education: Bridging Pedagogical Theory and Practice in Higher Education
  • Aligning Educational Stakeholder Perceptions of Learner Profiling with Explainable AI
  • Empowering Digital Teaching Skills: Teachers‘ Perceptions of Web Tools Use in Online Education
  • Empowering Rural Education: Teachers’ Adoption of Emerging Technologies Amidst Digital Challenges
  • Explainable Artificial Intelligence with MicroPython
  • Evaluating an AI-Powered Moodle Plugin for Enhancing Conceptual Understanding in Secondary Physics

[Link to Issue 20/04]

Nevertheless, if you are interested to become a reviewer for the journal, please just contact me 🙂 .

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[ijet, journal] Journal of Emerging Technologies in Learning Vol. 20 / No.03 #ijet #research

Issue 20(03) of our journal on emerging technologies for learning got published. Enjoy the readings as usual for free :-).

Table of Contents:

  • Measuring Inclusive Teaching Strategies in Physical Education: A Comparative Analysis of the Student Teams Achievement Divisions Student Combine Social Software Interaction and Direct Teaching Methods on Students’ Learning Performance
  • Systematic Insights and Trends in AI-Based Student Engagement Detection
  • A Quasi-Experimental Study on Hybrid Teaching for College English Reading Using the ISmart Platform
  • Impact and Opportunities of Generative Artificial Intelligence in Education: A Study of Academic Perceptions
  • Immersive Learning through Virtual Reality Documentaries: Enhancing Engagement with Historical Narratives
  • Integrating EEG Analysis into Game-Based Learning

[Link to Issue 20/03]

Nevertheless, if you are interested to become a reviewer for the journal, please just contact me 🙂 .

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[ijet, journal] Journal of Emerging Technologies in Learning Vol. 20 / No.02 #ijet #research

Issue 20(02) of our journal on emerging technologies for learning got published. Enjoy the readings as usual for free :-).

Table of Contents:

  • Evaluating User Experience in Learning Applications among University Students in Nigeria Using UEQ
  • Enhancing Language Learning Experience with Augmented Reality Games: A Systematic Review of Empirical Studies from 2019–2023
  • Clustering Students Based on Online Learning Interactions Using Social Network Analysis
  • Strengths and Challenges in Teaching and Learning in Education with the Use of Information and Communication Technologies/li>
  • Navigating a 360-Degree Cued Virtual Classroom
  • Art Education in the Era of Artificial Intelligence: Advancing the Elimination of Technological Anxiety

[Link to Issue 20/02]

Nevertheless, if you are interested to become a reviewer for the journal, please just contact me 🙂 .