The call is closed. Thank you for your submissions!

The call for participation for the University:Future Festival 2026 – Under Pressure runs from 1 December to 16 February 2026. We are looking for talks, workshops, discussions, micro-training sessions, labs and other formats. The focus is always on (digital) innovations in academic education and beyond. We invite all interested parties to participate..

The University:Future Festival programme thrives on your submissions. Help shape the festival with your ideas! What we are looking for: Everything from visionary and surprising insights to concrete, instructive problem descriptions to exciting solutions and approaches.

Please note: The Call for Participation is intended for all contributions that fit into a specific programme schedule. Please also take a look at our other calls.

The motto: Under Pressure

Under Pressure describes the reality facing universities today: financial pressure, technological transformation, social division and demographic change are just some of the challenges they face. We do not ignore these problems, but place them at the centre of the discussion in order to seek solutions together.

Because pressure can also be fuel: it shapes, accelerates and brings about new things. Pressure tests which ideas and structures are sustainable and which need to be rethought. Pressure situations reveal what makes universities resilient – and we want to make that visible at U:FF.

Tracks

The University:Future Festival programme is divided into seven tracks. The tracks reflect the topics that are important to our communities. They are based on the results of a community survey, experiences from past events and strategic decisions.

The bigger picture

Under pressure: this is how we describe the situation in the world of higher education, and how many people experience the state of society. Universities shape democratic culture, influence social transformation processes and, at the same time, must respond to geopolitical, social and ecological challenges. The bigger picture asks: What strategies can help universities successfully navigate the polycrisis? And how can they make a positive contribution to social development?

The bigger picture also includes the topic of sustainability. It encompasses more than ecology; it has a fundamental, social and global dimension. How can universities fulfil their global responsibility? How can university operations be made climate-neutral and resource-efficient? How can sustainability be firmly anchored across disciplines and curricula, rather than just being an elective subject?

This track also deals with the future as a method: How can we think appropriately about scenarios and developments? Where are futuring methods helpful and where are they just an add-on?

In the track The bigger picture, we are particularly looking for contributions that open up spaces for thought and action.

Topics covered in this track include: polycrisis, politics, dealing with uncertainty, long-term change, megatrends, demographic change, sustainability management, education for sustainable development, fundamental values of universities, futuring.

AI, Technology & Infrastructures

Artificial intelligence and other emerging technologies are fundamentally changing teaching, learning and examination culture. AI, Technology & Infrastructures addresses the fundamental questions that arise from this.

Established teaching practices are being put to the test: Which teaching concepts are sustainable for the future? How are universities dealing with examination formats such as term papers, online examinations or learning portfolios in the age of AI? How can AI tools make teaching more exciting, personalise learning processes or break down barriers?

AI and other technologies such as robotics, quantum computing and brain-computer interfaces are also having a lasting impact on universities as organisations: How can universities build secure, sustainable structures? What opportunities arise from process optimisation and automation? How can emerging technologies change the future of teaching and learning? We are particularly looking for contributions that highlight strategic options for action for universities.

Especially in these times, the question of digital sovereignty also arises: What does it mean when central services such as cloud, collaboration and learning platforms are controlled by a few large providers? How can universities use modern technologies and still remain independent? And are open source models the solution?

In the AI & Technology track, we are interested in all perspectives: we are looking for computer scientists to present their solutions. We are looking for educators to showcase new concepts. We are looking for organisational developers to demonstrate what is possible with new technologies. And we are looking for people who consciously challenge established narratives.

Topics covered in this track include: AI infrastructures, teaching with AI, prompting, tools, AI skills, practical examples of teaching, influence on subjects, virtual reality, extended reality, cybersecurity, learning analytics, open source, data governance, digital sovereignty and, more generally, technical developments in education and beyond.

Connected University

The new Connected University track addresses openness in all its aspects: openness in the sense of transfer and cooperation; openness in the sense of open education; and thematic openness.

Transfer and cooperation have never been as important as they are today: no university can tackle the major challenges of our time alone. Which models for shared services, platforms and resources are successful? How can the balancing act between necessary networking and preserving institutional autonomy be achieved? And how can transfer be achieved so that knowledge becomes effective in society and practice?

How open and accessible can and must education be? Open educational practices are changing pedagogical roles. What incentives are needed to ensure that teachers see openness as a natural part of their work? And how can teachers be empowered didactically to make their teaching ‘open’? We are looking for models for a networked and collaborative ‘open’ landscape.

When this track talks about openness, it also refers to all those ideas that do not fit into established topic categories. Some ideas connect many areas at the same time, while others open up completely new perspectives. In ‘Open Universities’, there is therefore room for all contributions that push boundaries, surprise, irritate and inspire.

We are looking for models of good practice that demonstrate networking and openness in all their aspects.

Topics covered in this track include: transfer, networks, international cooperation, cross-cutting initiatives, open educational practices, open educational resources, openness.

Future Skills

Future skills are considered key to remaining capable of acting in a dynamic world characterised by uncertainty. What exactly are these skills, and how can they be identified and acquired? How can the acquisition of such skills be anchored in study and teaching? How can teachers themselves be prepared to teach them?

All questions relating to future skills are part of the festival: the specific skills, how they can be acquired in studies and teaching, but also the concept of future skills itself. Critical contributions are also welcome.

In times of skills shortages, the topic of upskilling (higher qualification) is also particularly relevant. What are some examples of successful cooperation between universities and companies?

The topics covered in this track include: future skills, data literacy, digital literacy, soft skills, media literacy, personal development, upskilling, and continuing education.

Innovative Learning

Social and technological change require the further development of learning culture – at all levels. At the same time, financial constraints and high workloads pose additional challenges for teaching. That is what Innovative Learning is all about.

The first focus of Innovative Learning is, of course, teaching: How can we make teaching motivating and participatory? What role do agile and transformative didactics, coaching approaches or the use of playful elements play? How can good teaching be implemented even with a limited budget? What role does university teaching qualification play in supporting teachers? Where do we anchor support and counselling services in the curriculum? And what role does the design of physical and virtual spaces play?

The second focus is on curricula as a central lever for change in studying and teaching. How can degree programmes be reformed without encountering rigid structures? How can a balance be struck between specialisation and consolidation, between disciplinary and interdisciplinary approaches? What role do micro-degrees and micro-credentials play?

In 2026, we will also be paying special attention to teacher training: How must university teaching methods change in order to train prospective teachers to become learning facilitators? And how can teachers be equipped with the skills to guide learners in a critical and reflective approach to AI?

We are looking for ideas with a broad impact: How can the many excellent examples of good teaching be made accessible to all and anchored in curricula? We therefore particularly invite projects that work on scaling good teaching and transfer options to submit sessions.

Topics covered by this track include: innovative teaching concepts, learning design, student-centred learning, empirical learning success, teacher training, curriculum development, participatory event formats, gamification in teaching, hybrid teaching and learning architectures.

People

Under Pressure aptly describes the situation of many people in the higher education system. That is why Track People focuses on people. We are looking for scalable strategies and concepts that make universities welcoming and inclusive places.

One focus of this track is mental health: we are seeing an increase in psychological stress among students and staff. How can we promote a culture of appreciation and a constructive culture of error at universities? How can psychological support services be expanded in a low-threshold and needs-based manner?

Furthermore, it addresses issues of diversity and inclusion: what role do technologies and digital tools play in accessibility and inclusion? And how can universities be made into equitable places for everyone – regardless of social origin, gender or ethnic background?

We also talk about participation: student engagement is crucial for a vibrant campus culture. How can student participation be strengthened institutionally beyond committee work? What measures are needed to reduce dropout rates and enable all students to participate?

The topics covered in this track include: participation, inclusion, students as partners, diversity, accessibility, opening up higher education, student-centred approaches, digital culture, mental health and wellbeing.

Structures & Strategies

In the face of digital transformation and an international environment, universities must adapt their processes and structures. The Structures & Strategies track focuses on the development of the university as an organisation.

Universities are often characterised by historically grown structures and silos. This contrasts with the demand for agile action. How can the necessary organisational development be strategically managed? How can we modernise administrative processes? How can digitalisation succeed on a broad scale, even when public funding comes to an end?

A particular focus of this track is human resources development: demographic and technological change requires us to question structures, roles and processes. How can universities ensure the transfer of knowledge when experienced teachers and administrative staff leave? How can universities deal with the acute shortage of skilled workers, especially IT and data specialists? What role do attractive career paths, retention strategies and employer branding play?

We are looking for successful strategies for change management, personnel and organisational development.

Topics covered in this track include: administration, change management, organisational development, process management, democratic university structures, university strategy, new work, the university as an employer, internationalisation, quality management and alumni relations.

Who we are looking for – target groups of the call

Anyone can participate in the Call for Participation for the University:Future Festival 2025 – because higher education concerns us all. We are very interested in incorporating innovative ideas and examples of good practice from around the world into the festival programme. In particular, we are addressing:

University staff: The main target group of the festival are people who work at universities – as teachers, educators, managers or administrative staff. This naturally also includes employees of support services such as IT, data protection or legal departments. Representatives of private educational institutions are just as welcome to participate as people from public universities.

Students: Amplifying the voice of students is a particular concern of U:FF. We invite student organisations and individuals to present their ideas, perspectives, opinions and demands at the festival.

Civil society: Perspectives on academic education are relevant from many sectors of society. We are looking for people from all areas who have something to say about the future of (digital) higher education.

Companies: EdTechs and other companies offer innovative solutions, have educational needs for their employees, and are important cooperation partners for universities in higher education and continuing education. They offer innovative solutions to many challenges. Please note that pure product pitches cannot be part of the programme.

Formats: What we are looking for

You can submit a range of formats as part of the Call for Participation for the University:Future Festival 2026. Please note that only digital formats will be offered on the last day of the event.

Format	Description	Duration	Location
Inputs	Input on a topic by one or more people. The focus should be on applicable knowledge. The form can vary, but the most common form is a presentation (approx. 20 minutes) followed by a discussion. A maximum of two people should provide input; a larger number should be justified in terms of content.	30 minutes	Digital, individual submissions are invited to presence stages
Lightning Talks	Short inputs by a maximum of two people.	5 minutes	Digital
Discussions	A dynamic and diverse discussion by several people. The planned co-discussants must be named in the submission. Each panellist should be scheduled to speak for at least 10 minutes on average, i.e. for a 30-minute discussion: max. three panellists, for 60 minutes four to five.	30 or 60 minutes	Digital, individual submissions are invited to presence stages
Workshops	Interactive formats with a limited number of participants (maximum of 50 people as standard). Active work with the participants is a prerequisite.	60 ore 120 minutes	Digital, individual workshops are invited to take place in presence
Trainings	Short learning units. There is no limit to the number of participants. Active work with participants is optional and depends on the learning objective.	60 or 120 minutes	Digital, individual training courses purely in presence
Labs	The ‘Lab’ is a participatory format: session leaders bring an idea, a problem or a prototype and develop it further together with the audience. A Lab is always interactive and ends with a concrete result (e.g. an artefact or a short paper). When submitting a proposal, therefore, the aim, the mode of participant involvement and the desired output should be specified.	90 or 120 minutes	On site or digitally

Places: Where you can present

The University:Future Festival is a hybrid digital-first event with five stages planned in Germany and Austria. In other words, our format is unusual.

We therefore ask you to let us know where you can and want to present from:

• The standard format is a presentation from a digital space.
• It is possible that we may invite you to present on one of our physical stages. In this case, you will present on site and be streamed to the digital platform. We therefore ask you to indicate your willingness to travel.

Please note: If we invite you to present on one of our stages, we usually limit the number of people to two for cost reasons.

Sebastian Horndasch
festival_programm@hochschulforum.org
+49 (0) 174 9080747