Tracks

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 — that is how we describe the situation in the higher education sector, and it captures how many people experience the state of society more broadly. Universities shape democratic culture, contribute to societal transformation processes and must simultaneously respond to geopolitical, social and ecological challenges. The bigger picture asks: Which strategies can help universities navigate the polycrisis successfully? And how can they contribute positively to societal development?

Sustainability is also part of the bigger picture. It goes far beyond ecology; it has fundamental social and global dimensions. How can universities live up to their global responsibility? How can university operations be designed to be climate-neutral and resource-efficient? How can sustainability be firmly embedded across disciplines and curricula, rather than treated as an optional extra?

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

In The bigger picture, we are particularly looking for contributions that open up new spaces for reflection and action.

Topics include, among others: polycrisis, politics, dealing with uncertainty, long-term developments, 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 transforming teaching, learning and assessment cultures. AI, Technology & Infrastructures addresses the key questions arising from this transformation.

Established didactic practices are being put to the test: Which pedagogical concepts are fit for the future? How should universities handle assessment formats such as essays, 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 reshaping universities as organisations: How can universities build secure and future-proof structures? What opportunities arise from process optimisation and automation? How might emerging technologies change the future of teaching and learning? We are particularly looking for contributions that outline strategic options for higher education institutions.

These times also raise the question of digital sovereignty: What does it mean when central services such as cloud, collaboration or learning platforms are controlled by a handful of large providers? How can universities use modern technologies while remaining independent? And are open-source models the answer?

In the AI & Technology track, we welcome all perspectives: we are looking for computer scientists presenting their solutions; didactics experts introducing new concepts; organisational developers showcasing what becomes possible through new technologies; and contributors who deliberately challenge dominant narratives.

Topics include, among others: AI infrastructures, teaching with AI, prompting, tools, AI competences, didactic case studies, disciplinary impact, virtual reality, extended reality, cybersecurity, learning analytics, open source, data governance, digital sovereignty and more broadly the technological developments in education and beyond.

Connected University

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

Transfer and cooperation have never been more important: no university can tackle society’s major challenges alone. Which models for shared services, platforms and resources are successful? How can universities balance the need to build networks with maintaining their institutional autonomy? And how can transfer succeed in a way that makes knowledge effective in society and practice?

How open and accessible can – and must – education be? Open Educational Practices are redefining pedagogical roles. What incentives are needed for educators to see openness as a natural part of their work? And how can educators be empowered to design their teaching in an “open” way? We are seeking models for a connected and collaborative open landscape.

This track’s notion of openness also includes ideas that do not fit neatly into established categories. Some ideas link multiple areas at once; others open entirely new perspectives. “Open Universities” therefore provides space for all contributions that shift boundaries and spark surprise, irritation or inspiration.

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

Topics include, among others: transfer, networks, international collaboration, cross-institutional initiatives, Open Educational Practices, Open Educational Resources, openness.

Future Skills

Future skills are considered essential for remaining capable of action in a dynamic and uncertain world. But which competences are these exactly, and how can they be identified and developed? How can their acquisition be embedded in study programmes and teaching? And how can educators be prepared for teaching them?

All questions related to future skills belong at the festival: the concrete competences, how students acquire them, and the underlying concept itself. Critical contributions are equally welcome.

In times of skills shortages, the topic of upskilling is particularly relevant. What do successful examples of cooperation between universities and companies look like?

Topics include, among others: future skills, data literacy, digital literacy, soft skills, media literacy, personal development, upskilling, continuing education.

Innovative Learning

Societal and technological change demand the further development of learning culture – on all levels. At the same time, financial constraints and a high workload pose additional challenges for teaching. These are the concerns of the Innovative Learning track.

The first focus is teaching itself: How do we design teaching that is motivating and participatory? What role do agile and transformative didactics, coaching approaches or playful elements play? How can high-quality teaching be achieved on a limited budget? What is the role of higher education didactic training in supporting educators? Where can we embed support and advisory services within curricula? And how does the design of physical and virtual learning spaces contribute?

The second focus is curriculum design as a key lever for change in higher education. How can programmes be reformed without running into rigid structures? How do we balance specialisation and consolidation, disciplinary and interdisciplinary approaches? What role do micro-degrees and micro-credentials play?

In 2026 we will also place special emphasis on teacher education: How must higher education didactics in teaching degrees evolve to prepare prospective teachers as learning facilitators? And how can we equip educators to guide learners in critically and reflectively engaging with AI?

We are looking for ideas with broad impact: How can excellent examples of teaching be made accessible to all and embedded in curricula? We therefore especially invite projects working on scaling good teaching and developing transfer models.

Topics include, among others: innovative teaching concepts, learning design, student-centred learning, learning outcomes research, teacher education, curriculum development, participatory learning formats, gamification in teaching, hybrid teaching and learning architectures.

People

Under Pressure also describes the situation of many individuals within the higher education system. The People track therefore places people at the centre. We are looking for scalable strategies and concepts that make universities welcoming and inclusive environments.

One key focus is mental health: we are witnessing an increase in psychological strain among students and staff. How can universities foster a culture of appreciation and constructive approaches to mistakes? How can psychological support services be expanded in an accessible and needs-based way?

Another focus is diversity and inclusion: What roles do technologies and digital tools play in accessibility and inclusion? And how can universities become fairer places for all – irrespective of social background, gender or ethnic origin?

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

Topics include, among others: participation, inclusion, students as partners, diversity, accessibility, widening participation, student-centredness, digital culture, mental health and wellbeing.

Structures & Strategies

In the context of digital transformation and an international environment, universities must adapt their processes and structures. The Structures & Strategies track focuses on organisational development in higher education.

Universities are often characterised by historically grown structures and silos. At the same time, there is an expectation of agile action. How can the necessary organisational development be strategically steered? How can administrative processes be modernised? How can digitalisation succeed at scale, even when public funding runs out?

A particular focus of this track is staff development: demographic and technological change require a reassessment of structures, roles and processes. How can universities safeguard knowledge transfer when experienced teaching and administrative staff leave? How can they address the acute shortage of skilled workers, particularly IT and data specialists? What is the role of attractive career pathways, retention strategies and employer branding?

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

Topics include, among others: administration, change management, organisational development, process management, democratic university structures, university strategy, new work, universities as employers, internationalisation, quality management, alumni relations.