Tracks 2026
The University:Future Festival programme is divided into seven tracks. These tracks reflect the issues that matter most to our communities. They are based on the results of a community survey, experience from previous events, and strategic priorities.
The Bigger Picture
Under Pressure aptly describes the situation in higher education and reflects how many people experience the state of society today. Universities shape democratic culture, contribute to societal transformation processes, and at the same time must respond to geopolitical, social and ecological challenges. The Bigger Picture asks: which strategies help universities navigate the polycrisis successfully? And how can they make a positive contribution to societal development?
Sustainability is also part of the bigger picture. It goes beyond ecology and includes fundamental social and global dimensions. How can universities take responsibility at a global level? How can university operations be made climate-neutral and resource-efficient? How can sustainability be firmly embedded across disciplines and within curricula, rather than being confined to optional modules?
This track also addresses the future as a method: how can scenarios and developments be explored in a meaningful way? Where are futuring methods genuinely helpful, and where are they merely an add-on?
The track The Bigger Picture particularly seeks contributions that open up spaces for reflection and action.
Topics include the polycrisis, politics, dealing with uncertainty, long-term change, megatrends, demographic change, sustainability management, education for sustainable development, core values of universities, futuring
AI, Technology & Infrastructures
Artificial intelligence and other emerging technologies are fundamentally transforming teaching, learning and assessment cultures. AI, Technology & Infrastructures addresses the core questions arising from these developments.
Established didactic practices are under scrutiny: which teaching concepts are fit for the future? How do universities deal with assessment formats such as term papers, online exams or learning portfolios in the age of AI? How can AI tools make teaching more engaging, personalise learning processes, or reduce barriers?
AI and other technologies such as robotics, quantum computing and brain–computer interfaces are also shaping universities as organisations in lasting ways. How can universities build secure, future-ready structures? What opportunities arise from process optimisation and automation? How can emerging technologies reshape the future of teaching and learning? Particular interest lies in contributions that outline strategic courses of action for universities.
At the same time, questions of digital sovereignty are becoming increasingly pressing. What does it mean when key services such as cloud, collaboration and learning platforms are controlled by a small number of large providers? How can universities use modern technologies while maintaining independence? And are open-source models the solution?
The track AI, Technology & Infrastructures welcomes a wide range of perspectives: computer scientists presenting technical solutions; educational developers showcasing new concepts; organisational developers demonstrating what becomes possible through new technologies; and voices that consciously challenge established narratives.
Topics include AI infrastructures, teaching with AI, prompting, tools, AI competencies, didactic practice examples, disciplinary impact, virtual reality, extended reality, cybersecurity, learning analytics, open source, data governance, digital sovereignty, and technological developments in education and beyond
Connected University
The new track Connected University addresses openness in all its dimensions: openness as transfer and collaboration; openness in the sense of open education; and openness as an attitude towards change and uncertainty.
Transfer and cooperation have never been more important. The major challenges of our time cannot be addressed by universities acting alone. Which models for shared services, platforms and resources have proven successful? How can the balance be achieved between necessary networking and preserving institutional autonomy? And how can transfer be organised so that knowledge has real impact within society and practice?
How open and accessible can – and should – education be? Open Educational Practices are changing pedagogical roles and require new forms of professional openness. What incentives are needed for teaching staff to see openness as a natural part of their work? How can educators be supported didactically in designing “open” teaching formats? The track seeks models for a connected, collaborative open education landscape.
When this track speaks of openness, it also refers to ideas that do not fit into established thematic categories. Some ideas connect multiple areas at once; others open up entirely new perspectives. Connected University therefore makes space for contributions that push boundaries, surprise, challenge and inspire.
The track looks for good-practice models that demonstrate connectivity and openness in all their forms.
Topics include transfer, networks, international collaboration, cross-cutting initiatives, Open Educational Practices, Open Educational Resources, openness
Future Skills
Future skills are seen as key to remaining capable of action in a dynamic world shaped by uncertainty. Which competencies are involved, and how can they be identified and developed? How can the acquisition of such competencies be embedded in study programmes and teaching? How can teaching staff themselves be prepared to facilitate this development?
All questions relating to future skills belong at the festival: specific competencies, their implementation in teaching and learning, as well as critical perspectives on the future skills concept itself.
In times of skilled labour shortages, upskilling is of particular relevance. What do successful examples of cooperation between universities and industry look like?
Topics include future skills, data literacy, digital literacy, soft skills, media literacy and personal development, upskilling, continuing education
Innovative Learning
Societal and technological change require the further development of learning culture at all levels. At the same time, financial constraints and increasing workloads pose additional challenges for teaching. These tensions are at the heart of Innovative Learning.
The first focus is, naturally, teaching itself: how can teaching be designed to be motivating and participatory? What role do agile and transformative didactics, coaching approaches or game-based elements play? How can high-quality teaching be realised with limited resources? What role does academic development play in supporting teaching staff? Where should support and advisory services be anchored within curricula? And what role does the design of physical and virtual learning spaces play?
The second focus is on curricula as a central lever for change in teaching and learning. How can degree programmes be reformed without being constrained by rigid structures? How can a balance be achieved between specialisation and consolidation, and between disciplinarity and interdisciplinarity? What role do micro-degrees and micro-credentials play?
Special attention is also given to teacher education as a key interface between universities, schools and society. How must university-level teacher education change in order to prepare future teachers as learning facilitators? How can teaching staff be equipped to guide learners towards a critically reflective use of AI? And how can future teachers develop the professional openness required to engage with uncertainty and actively shape educational processes in a changing world?
The track seeks ideas with broader impact. How can the many excellent examples of good teaching be made accessible to all and embedded in curricula? Projects that address the scaling of good teaching practice and explore transfer options are particularly welcome.
Topics include innovative teaching concepts, learning design, student-centred learning, empirical research on learning outcomes, teacher education, curriculum development, participatory teaching formats, gamification in teaching, hybrid teaching and learning architectures
People
Under Pressure accurately captures the situation of many individuals within the higher education system. The track People therefore places people at the centre and seeks scalable strategies and concepts that help make universities welcoming and inclusive places.
One focus of this track is mental health. There is a noticeable increase in psychological strain among students and staff. How can universities foster a culture of appreciation and constructive approaches to error? How can psychological support services be expanded in an accessible and needs-oriented way?
The track also addresses diversity and inclusion. What role do technologies and digital tools play in accessibility and inclusion? How can universities become fair and equitable spaces for all, regardless of social background, gender or ethnic origin?
Participation is another key theme. Student engagement is essential for a vibrant campus culture. How can student participation be institutionally strengthened beyond formal governance structures? What types of support are needed to reduce dropout rates and enable all students to participate fully?
Topics include participation, inclusion, students as partners, diversity, accessibility, openness of universities, student-centred approaches, digital culture, as well as mental health, wellbeing and psychological resilience
Structures & Strategies
In the context of digital transformation and an international environment, universities must adapt their processes and structures. The track Structures & Strategies focuses on the development of the university as an organisation.
Universities are often shaped by historically grown structures and silos, which stand in contrast to the demand for agile action. How can the necessary organisational development be strategically managed? How can administrative processes be modernised? How can digital transformation be implemented at scale, particularly once public funding expires?
A particular focus of this track is staff development. Demographic and technological change require a reassessment of structures, roles and processes. How can knowledge transfer be ensured when experienced academics and administrative staff retire or leave? How can universities respond to acute skills shortages, especially in IT and data-related roles? What role do attractive career pathways, retention strategies and employer branding play?
The track seeks successful strategies for change management, staff development and organisational development.
Topics include administration, change management, organisational development, process management, democratic university structures, institutional strategy, new work, universities as employers, internationalisation, quality management, alumni relations
