By: Viktoria Mazur

Researcher: TalTech University

The digital gender gap remains a significant challenge in higher education across the European Union (EU), affecting access to digital resources, participation in STEM fields, and career opportunities in the digital economy. This paper explores the persistent gender disparities in digital education within European universities, focusing on structural barriers, socio-cultural factors, and policy responses aimed at fostering inclusivity.

Through an analysis of EU frameworks such as the Digital Education Action Plan, Gender Equality Strategy 2020–2025, and Horizon Europe, this study evaluates how EU institutions address gender inequalities in digital learning environments. It highlights key challenges, including gender biases in digital curricula, unequal access to technological tools, and the underrepresentation of women in ICT-related higher education programs. Furthermore, the paper examines best practices from EU member states in promoting gender-sensitive digital education policies, mentoring programs, and initiatives aimed at closing the gender gap in digital skills and employment.

Ultimately, the research argues that while the EU has made significant progress in tackling gender inequalities in digital education, a more coordinated and intersectional approach is required to ensure that all students, regardless of gender, can fully benefit from digital transformation in higher education.

By: Celso Cancela Outeda

Digital transformation in higher education institutions (HEIs) is a critical process for improving teaching, research, and institutional management. However, its implementation faces significant barriers that slow down or hinder progress.

This article explores the key obstacles to digital transformation in HEIs, categorized into technological, organizational, financial, cultural, and regulatory challenges. Legacy IT systems, cybersecurity concerns, and interoperability issues pose technological limitations, while institutional resistance to change and fragmented digital strategies create organizational hurdles. Financial constraints, including high implementation costs and reliance on external EdTech providers, further complicate adoption.

Additionally, faculty digital literacy gaps, student inequalities in access to technology, and concerns over academic freedom highlight cultural challenges. Regulatory frameworks, such as data protection laws and accreditation issues for digital credentials, add another layer of complexity.

The article examines strategies for overcoming these barriers, emphasizing the need for comprehensive digital policies, scalable IT investments, faculty training, and inclusive digital infrastructures. By addressing these challenges proactively, HEIs can fully leverage digital transformation to enhance accessibility, efficiency, and innovation in higher education.

By: Mateja Rek

Professor of sociology, specializing in communication studies, at both the Faculty of Advanced Social Studies in Nova Gorica and the Faculty of Information Studies in Novo Mesto, Slovenia.

Higher education is becoming increasingly digitalized with the expansion of online, hybrid and technology-enhanced learning. Many universities integrate AI-powered tools, virtual reality and interactive digital platforms to enhance student engagement and personalized learning. Cloud-based collaboration, video conferencing and learning analytics are reshaping how students and educators interact. This article explores how media literacy enhances students’ ability to navigate this digitalized higher education environment. We argue that media literacy enables students to critically analyse and evaluate online information, distinguishing credible sources from misinformation and disinformation, which is vital for academic success in a digital context. Additionally, we examine how media literacy promotes responsible digital content creation, ethical online practices and engagement with digital resources, preventing plagiarism and fostering responsible participation in online communities.

Students develop their media literacy skills through a combination of formal education, family influences, peer networks and online experiences. However, the level of media literacy may vary based on geographic location, socioeconomic status, gender and access to resources. While some students enter higher education with strong media literacy skills, others lack the critical thinking tools necessary to navigate the increasing complex digital landscape. This disparity is reflected across different scientific fields, where the integration of media literacy in curricula varies. To address these disparities, this article examines the challenges and future possibilities of integrating media literacy into higher education, focusing on curriculum design, faculty development, and student support systems.

By: Anastasija Kaplane, Dr. Inga Jēkabsone

Riga University of Law

The COVID-19 pandemic accelerated the adoption of blended learning models in higher education (HE). Technology is often viewed as an instrument for ensuring universal access to the right to education, thus bridging the digital divide. Yet the barriers to digital education – such as insufficient Internet access and low digital literacy among vulnerable groups – impede equitable access to education.

The article aims to analyse how blended learning models align with the right to education and contribute to bridging the digital divide. To achieve this aim, we will examine the recommendations issued within the United Nations human rights protection mechanisms since 2019 and conduct a systematic review of the literature on the consequences of the digital transformation of HE.

The first part of this article discusses blended learning in the context of the right to education. We examine how digitalisation in HE both facilitates and restricts the enjoyment of this right. The second part of the article evaluates the benefits, challenges and global trends in the digitalisation in HE. We conclude by discussing the role of universities in ensuring digital inclusivity. 

By: Lucia Mokrá, Hana Kováčiková

The COVID-19 pandemic accelerated the adoption of blended learning models in higher education (HE). Technology is often viewed as an instrument for ensuring universal access to the right to education, thus bridging the digital divide. Yet the barriers to digital education – such as insufficient Internet access and low digital literacy among vulnerable groups – impede equitable access to education.

The article aims to analyse how blended learning models align with the right to education and contribute to bridging the digital divide. To achieve this aim, we will examine the recommendations issued within the United Nations human rights protection mechanisms since 2019 and conduct a systematic review of the literature on the consequences of the digital transformation of HE.

The first part of this article discusses blended learning in the context of the right to education. We examine how digitalisation in HE both facilitates and restricts the enjoyment of this right. The second part of the article evaluates the benefits, challenges and global trends in the digitalisation in HE. We conclude by discussing the role of universities in ensuring digital inclusivity.

By: Sanja Ivic

Principal Research Fellow: Institute for European Studies, Serbia

This paper explores the ways in which digital transformation in higher education can help to better develop the idea of world citizenship and global ethics (promoting ethical reflection in different learning environments, encouraging cross-cultural dialogue and expanding access to knowledge). Digital transformation in higher education and digital tools can help to foster civic responsibility and global ethical consciousness. Based on a hermeneutic approach, this paper explores how cross-cultural dialogue and hermeneutic understanding shape students’ conceptions of cultural diversity, the interconnectedness of the world, and global ethics. In order for technological advances to be a stimulus for deeper ethical reflection and intercultural understanding, as opposed to a mere means of information exchange, a hermeneutic approach emphasizes the necessity of reflective interaction with digital content. In order to promote meaningful engagement with global challenges, higher education should incorporate interpretive pedagogies into digital learning environments. This study highlights how critical thinking,  dialogue and hermeneutical understanding are essential for using digital transformation to foster world citizenship and ethical consciousness.

By: Elżbieta Kużelewska, Karolina Ferreira Fernandes & Radosław Puchta

University of Bialystok, Poland

In the digital age, online education is becoming increasingly accessible, and collaborative online learning initiatives are gaining popularity. Especially new technologies and innovations often necessitate consultations that extend beyond the traditional framework of universities. This phenomenon reflects a societal need, as even the most prestigious universities struggle to keep their curricula up to date with the fast pace of technological advancements. Moreover, artificial intelligence cannot replace the sense of community and the collaborative brainstorming that such co-educational platforms offer.

 This article explores various international platforms where users learn from each other for free, highlighting their role in the democratization of knowledge. Examples discussed include communities such as Stack Exchange, GitHub  and r/AskHistorians, which facilitate knowledge exchange and skill development in an informal setting. Special attention is given to mechanisms that enhance the effectiveness of such initiatives, including moderation systems, content verification methods, and participant motivation. The analysis demonstrates that these initiatives contribute to the expansion of education and the formation of global collaboration networks. The article also addresses challenges such as misinformation and unequal access to technology, which may affect the effectiveness of this type of education.