This report summarises the main results, insights and open questions of the DIGI-HE project and sets them in the wider context of Europe’s institutions and systems. As such, this final report publication reflects on digitally enhanced learning and teaching (DELT) that took place in very unusual times, i.e. the Covid-19 pandemic. It may also help some institutions to reflect on their own journey through this period and consider their next steps.

2022 was a year of concerted action to achieve EUA’s objectives on behalf of its membership, following the publication of “Universities without walls – a vision for 2030” during the preceding year. After a year defined by shared values, this Annual Report outlines EUA’s principal efforts and achievements in 2022, including notable new work in areas such as research assessment reform, digital transformation and sustainability.

To properly measure the progress of the European Universities Initiative, a holistic approach that focuses on real added value for universities and their communities is essential.

This report summarises the findings of the EUA Learning & Teaching Thematic Peer Group "Needs and wellbeing of students and staff", which was active throughout 2022.

This report summarises the findings of the EUA Learning & Teaching Thematic Peer Group “Digitally competent teachers in designing quality learning environments”, which was active throughout 2022.

This report summarises the findings of the 2022 EUA Thematic Peer Group  which explored collaborative teaching practice (CTP) in higher education in detail.

Following the widespread concern and debate provoked by the arrival of ChatGPT and similar artificial intelligence (AI) tools, the European University Association’s Learning and Teaching Steering Committee shares key considerations for European universities.

Developing a comprehensive approach to innovation for the benefit of universities is at the core of the European University Association’s vision for the future of European higher education and research.

The purpose of the Graduate Attributes Programme is to deliver a suite of Transition modules to enable a successful student journey and to prepare students for their future. Transition Through initiatives provide targeted supports, deliver skills training and develop graduate attributes and values that go beyond disciplinary content knowledge and can be applied in life-wide contexts.

The Covid-19 pandemic has had a major impact on the field of education, with the forced move of many activities to online environments. This has led to the adoption of a series of changes that focus on students' intelligence, resilience, and emotional intelligence.