EUNIS 2026: Papers with Abstracts

Abstract. This article analyses the development of FS, Norway's national student information system. The system is today used by the entire public higher education sector and most private higher education institutions. Through document analysis, the development of the system from its inception in 1993 to 2026 is examined. The analysis shows how sector-based collaboration has led to extensive standardisation of student administrative processes, significant cost savings, and a role in the European digitalisation of higher education. The study further points to how a long-term perspective, user participation, and data modelling have been decisive for the system's viability. At the same time, challenges related to management involvement and continuous technological renewal are highlighted. The analysis places particular emphasis on organisational and technological development trends, digitalisation gains, and international collaboration.

Abstract. Higher Education Institutions (HEIs) need to assess their digital readiness in order to embark on an informed digital transformation, following an evidence-based decision-making approach. This study investigates the feasibility of assessing digital readiness in Higher Education Institutions (HEIs) by analyzing whether institutional documents provide evidence aligned with the DigiReady (DR) framework. We examined 75 documents from four Greek and one Cypriot HEI, finding that evidence was concentrated in governance-related dimensions, Digital Leadership (48%), Strategy (46.7%), and Networks and Collaboration (38.7%), while operational and teaching-related areas (D3-D6) were less represented. Documents were classified into strategic/governance, implementation/operational, and evaluation/outcome-oriented types, informing systematic evidence collection and the creation of an intelligent knowledge base. To explore AI-assisted analysis, nine open-source Large Language Models (LLMs) were evaluated on paragraph-level classification. Mid-sized, instruction-tuned models (3B-7B parameters) achieved the best balance of accuracy and efficiency, outperforming larger models, highlighting the importance of model design and tuning. Despite limitations, including regional focus, a single benchmark document, overlapping dimensions, and dataset imbalance, AI-assisted methods show strong potential to convert fragmented institutional evidence into actionable insights for scalable, reproducible digital readiness assessment.

Abstract. European University Alliances (EUAs) are expected to deliver cross-border digital services through shared digital platforms; yet, evidence on governance, architecture, and interoperability remains fragmented. We report a cross-sectional survey (29 Aug 2025-8 Jan 2026) with 38 responses covering 30 alliances (approx. 46% of EUAs), complemented by a light document review.
Most alliances are still consolidating platform strategy, relying heavily on institutional tools and favouring incremental integration over platform replacement. Learning management systems are a common anchor service (Moodle is the most frequently reported), while architectures tend to be distributed or hybrid rather than fully centralised. Key constraints include limited dedicated capacity, heterogeneous local IT landscapes and uneven interoperability maturity, with legal and data protection considerations frequently shaping implementation paths.
We translate these findings into governance-ready recommendations on decision rights, operating models, and compliance-aware interoperability baselines to help EUAs move from pilots to sustainable cross-border service delivery.

Abstract. Digital transformation in higher education is a complex, multi-year journey that requires strategic vision, robust governance, and a culture of continuous adaptation. Hasselt University has embarked on a comprehensive digital transformation program, aiming to become a data-driven, future-proof institution. This paper presents the university’s approach, including its strategic roadmap, governance structures, organizational change management, and integration projects. Drawing on recent European best practices and EUNIS conference literature, we situate Hasselt University’s experience within the broader context of digital transformation in higher education, highlighting key challenges, lessons learned, and recommendations for other institutions.

Abstract. We present Ritchy, an AI-powered support chatbot that has been in productive use at the IT Center of RWTH Aachen University since spring 2025. Ritchy combines a large language model (LLM) with retrieval-augmented generation (RAG) grounded in curated documentation synchronized from the knowledge management system Sabio. Based on operational data and an ISO 9001-embedded PDCA process, we show that user feedback alone is too incomplete and sometimes biased to serve as a reliable quality indicator, making continuous human quality assurance essential. From these findings, we derive key requirements for federated deployment—multi-tenancy, local content ownership, and quality assurance as a core function—and propose a reference architecture separating a shared platform layer from the university-specific layer. We further outline three deployment scenarios (all-in-one, fully configurable, and open source) and corresponding cost models.

Abstract. Higher Education Reference Models (HERM) provide a structured, sector-specific framework for describing business capabilities, conceptual data domains, application components and technology services in higher education. This paper formalises the ‘Mother of All HERM Mappings’ (MoHM) approach, which enables institutions and national bodies to analyze how external drivers — legislation, shared services, and technology trends — affect Higher Education Institute operation, information and IT systems. In addition, the approach includes extensions of the HERM model by national reference architectures and vocabularies. We synthesise current HERM governance, outline a reproducible multi-level mapping method, and report findings from early pilots. The approach supports interoperability, transparency and evidence‑informed decision making across European, national and institutional contexts (CAUDIT, 2026; EDUCAUSE, 2025).

Abstract. This paper presents the results of an exploratory survey conducted within the EUNIS community to better understand the state of IT security in European higher education institutions. Building on previous comparative studies in Germany, Austria, and Switzerland, the aim was to gain initial insights into current practices, organizational structures, external support mechanisms, and emerging challenges. A total of 19 institutions from ten European countries participated in the survey, providing qualitative and structural information that – despite the modest response rate – offers valuable indications of sector-wide trends. The findings show that universities face a complex constellation of challenges, including increasing threat dynamics, decentralized IT landscapes, limited resources, and growing regulatory requirements such as NIS2. At the same time, institutions report a wide range of preventive and reactive measures, advancing ISMS implementation, and improving cooperation within national and sector‑specific security networks. The paper concludes with an assessment of limitations and outlines options for a more comprehensive European‑wide study.

Abstract. Enterprise Architecture (EA) in higher-education institutions increasingly adopts sector reference models such as Higher Education Reference Model (HERM) to align business capabilities with supporting data, application, and technology architectures, creating a layered view that connects institutional strategy with operational implementation. At the same time, HEI service catalogues remain technology-centric and insufficiently connected to architectural value streams.
To address this gap, this paper proposes a Service Reference Model (SRM) for higher education that guides institutions in developing EA-aligned, service-oriented catalogues grounded in sector practices and societal values creation.
Based on literature synthesis, sector artefacts, and established reference frameworks (HERM, TBM, ITIL v4, and TOGAF), guiding principles for a Service Reference Model have been derived.
The proposed SRM adopts a matrix structure that combines a knowledge lifecycle with mission-relevant value streams to define outcome-oriented service groups anchored in institutional value. The SRM is mapped to HERM capabilities and external taxonomies to ensure traceability and comparability across institutions. However, it could provide a clearer picture of how the model can be applied in practice in higher education institutions to have a greater impact. Ultimately, SRM supports the structured organisation of services, enhancing interoperability and fostering a shared understanding of service offerings across institutions.
Future work will involve implementing the SRM across EU higher-education institutions to validate its transferability and support the development of shared, sector-aligned service practices.

Abstract. In recent years, various initiatives for the digital transformation of education have been launched. Their analysis can provide valuable insights into different approaches and best practices. This study compares three national initiatives in the Netherlands, Finland and Germany in terms of their objectives, technical approaches and governance structures. The results show that the initiatives pursue different philosophies, but all share the goal of promoting lifelong learning. Technical solutions and governance structures relate to the contextual conditions of the respective education systems. The study provides recommendations for the future design of such initiatives.

Abstract. In 2024, we introduced uniGPT, an on-premises Kubernetes-based LLM platform at a major German university designed for GDPR compliance, digital sovereignty, and avoiding vendor lock-in. This paper evaluates nearly two years of operation (May 2024 - February 2026), tracing its evolution from a simple chatbot into a multi-modal, API-first AI infrastructure. Using the TOE framework, we analyze this progression as an iterative design cycle triggered by technological, organisational, or environmental factors. We detail 8 key iterations - including frontend and inference engine swaps, adding an OpenAI-compatible API layer, multi-modal services, and RAG pipelines. Notably, we find that >99% of usage now occurs via API rather than the chat frontend. Finally, we offer generalizable lessons for institutions building sustainable on-premises AI infrastructure in higher education.

Abstract. The IT Department of the University of Münster (CIT) manages a diverse portfolio of infrastructure services. Its users include other IT departments, university management, researchers, and projects extending beyond the boundaries of the university. In response to the increasing adoption of containerized software, a Kubernetes cluster was established to provide a reliable and secure platform for software deployment. Our objective was to deliver a platform that meets or exceeds the reliability, security, and performance of legacy services. Accordingly, we implemented a setup combining multiple clusters distributed across several locations. By employing a single multi-tenant Kubernetes cluster rather than creating separate vanilla clusters for each tenant, we were able to maintain easy access, even for small projects. This approach allows tenants to focus on developing their applications using the provided tools and integrations, rather than managing the cluster itself.

Abstract. Using the example of the Leibniz Supercomputing Centre (LRZ), this article presents an approach for the design, implementation and practical use of a highly available, web-based emergency and service status communication solution that can continue to operate in an emergency regardless of the availability of central IT systems. The technical architecture, which has also proven itself in our own practice, relies entirely on open-source tools and has enhanced LRZ’s (cloud) service status reporting.
The value contribution lies in the technical and organizational integration of daily IT service management workflows for incident and maintenance notifications with external communication during emergencies and crises from the perspectives of business continuity and information security management. Target-group–specific messaging capabilities are realized within this framework. Reusable integration variants for processes in the higher education environment, which often comprises heterogeneous and distributed IT operating groups, are presented and practical experiences are discussed.

Abstract. Establishing open science practices faces the challenge of integrating new workflows and tools with scientific infrastructure grown for decades. Thus, initiatives providing new services for research data and software management have a strong need to establish a flexible and sustainable system architecture, covering both existing and emerging parts, and at the same time being open for further refinement. Based on established principles and solutions as well as a requirements analysis with the community, this article provides a distributed architecture to cope with these challenges. Added value is demonstrated based on facilitated use cases, and further directions of work are lined out.

Abstract. European educational mobility increasingly relies on interoperable digital infrastructures capable of handling heterogeneous educational data across institutional and national boundaries. While systems such as EMREX have successfully supported standardized data exchange in Higher Education, comparable solutions for Secondary and Vocational Education remain limited due to fragmented standards, resource constraints, and strict data protection requirements.
This paper investigates how artificial intelligence (AI) can effectively support educational mobility infrastructures by augmenting, rather than replacing existing processes. Using EMREX as a reference architecture, the paper analyzes AI-supported use cases including data transformation between educational standards, interpretation of semi-structured and scanned documents, data quality assessment, and explainability of transformation processes. Particular attention is given to the feasibility of these approaches under the General Data Protection Regulation (GDPR) and digital sovereignty constraints.
The paper reports on experimental work based on three proof-of-concept experiments. Results from exploratory work indicate that AI shows promise in enhancing productivity and supporting interoperability-related tasks, while challenges remain in robustness, scalability, and document interpretation, especially for handwritten records. The paper concludes by discussing architectural, legal, and organizational implications and outlines directions for future research toward trustworthy, AI-supported European mobility ecosystems.

Abstract. The revision of the eIDAS Regulation and the introduction of the European Digital Identity Wallet (EUDI Wallet) create new opportunities for issuing and verifying digital educational credentials across Europe. The European Large-Scale Pilot Digital Credentials for Europe (DC4EU) has produced a comprehensive set of artefacts, including reference user journeys, data models based on the European Learning Model (ELM), and technical and governance frameworks for EUDI Wallet–based credentials across education sectors. However, the adoption of these artefacts within national education systems and institutional IT environments remains an open challenge. This paper presents DC4EU-DE, a newly launched national initiative that aims to explore the adoption of EUDI Wallet–based educational credentials in Germany. Rather than reporting empirical results, the paper focuses on the conceptual foundations, objectives, and planned methodological approach of the initiative. Higher education serves as the initial entry point due to institutional readiness, while secondary and vocational education are explicitly considered as applicable contexts. The paper analyses the relevance of DC4EU artefacts for national adoption, proposes a structured approach for embedding these artefacts into a national education initiative, and motivates the selection of initial education-related use cases and user journeys. In addition, it outlines a conceptual technical architecture that preserves institutional autonomy and interoperability while aligning with the European EUDI Wallet ecosystem. By documenting the design and scope of an early-stage national initiative, this paper contributes a structured perspective for bridging European pilot results and coordinated national adoption of digital educational credentials.

Abstract. This paper presents an exploratory study conducted at the Scuola Normale Superiore (SNS) to evaluate the potential of OpenAIRE as a source for enriching institutional repository data. SNS uses IRIS as its Institutional Research Information System to collect and manage research outputs. In line with the Barcelona Declaration on Open Research Information, SNS initiated a collaboration with OpenAIRE to assess whether its Knowledge Graph and APIs can support the population of institutional repositories while reducing reliance on commercial platforms.
An open-source Python script was developed to retrieve and compare research products from IRIS and OpenAIRE. Data on the research outputs of SNS-affiliated researchers for the period 2021-2025 were extracted from IRIS. Other datasets from OpenAIRE were defined to collect the scientific outputs of SNS researchers, since OpenAIRE records organizational affiliations for research products but does not record researchers' affiliations. A record-matching model based on exact, sufficient, and weighted criteria was implemented to identify common and unique records across IRIS and OpenAIRE datasets.
Results show that OpenAIRE provides substantial coverage of SNS research outputs and could increase the number of records stored in the institutional repository. However, this study revealed some metadata inconsistencies, incomplete author identification, and affiliation ambiguities that currently limit the feasibility of fully automated bulk import.
Overall, OpenAIRE demonstrates potential as an open infrastructure for research information, but this study highlights the need for further improvements in metadata completeness, affiliation tracking, and deduplication processes that are necessary to enable reliable large-scale integration with institutional repositories.

Abstract. We present Andarax, a Retrieval-Augmented Generation (RAG) system designed and deployed at the Universitat Autònoma de Barcelona (UAB) to serve as the foundation for the implementation of AI initiatives within the university. This paper describes the system architecture, the RAG pipeline, the infrastructure challenges encountered during development, and the practical lessons learned from building an LLM-based system within the constraints of a university environment, offering guidance for other institutions seeking to develop similar systems.
Andarax is built on a distributed architecture of seven virtual machines and supports dual LLM inference (Qwen2.5-32B and Mistral-7B, both AWQ-quantized and deployed on NVIDIA L40S GPUs), multilingual output in Catalan, Spanish, and English, and real-time streaming responses. As an initial use case, currently deployed for internal use and undergoing evaluation, the system has been configured as an AI teaching assistant for university courses. It provides students and teaching staff with accurate, citation-backed answers derived from course materials (lecture slides, PDFs, and notes), while operating entirely on university-owned infrastructure to ensure data sovereignty and GDPR compliance.

Abstract. This article examines the architectural design and implementation of digital diplomas in Poland's higher education sector. Driven by the strategic vision and regulatory framework established by the Polish Ministry of Science and Higher Education (MNiSW), this nationwide digital transformation aims to fundamentally modernise academic credentialing. Developed and maintained by the National Information Processing Institute (OPI PIB) under the direct auspices of the MNiSW, the centralised Electronic Diploma Repository (RDE) operates as a foundational component of the national POL-on system. By evaluating the system's integration, data governance, cryptographic foundations, and cybersecurity protocols, this article highlights how the infrastructure ensures compliance with MNISW policies, maximises security, and enables seamless verification. Ultimately, this MNiSW-spearheaded initiative aims to eliminate credential forgery and to streamline administrative workflows for universities, employers, and graduates, setting a new standard for national public e-services.

Abstract. The rapid expansion of hybrid teaching during the COVID-19 pandemic prioritized continuity over coherence, often resulting in fragmented, instructor-dependent solutions. This paper presents the institutional response of Aristotle University of Thessaloniki, the largest university in Greece, serving approximately 100,000 students, through the design and implementation of Hybrid 2.0 Digital Learning Spaces (DLS). Building on extensive experience in large-scale audiovisual initiatives, the University moved from isolated deployments toward a standardized, scalable, and institutionally governed digital learning infrastructure. In 2025, the university implemented 20 Hybrid 2.0 DLS across diverse academic environments, using a layered architecture that integrates AI-enabled ceiling microphone arrays, distributed loudspeaker systems, PTZ video systems, IP-based control, and lecture capture functionality. Early three-month monitoring showed promising implementation outcomes, including 70% active instructional use, 0.20 incidents per space/month, and 80% positive faculty perception. The paper offers a transferable pathway for embedding hybrid capability into digital learning environments while supporting innovation, engagement, inclusion, and institutional resilience in higher education.

Abstract. This paper introduces bridgit, a modern web application designed to provide basic functionalities required for managing research data in accordance with the FAIR principles. It also explains its technical architecture. Bridgit was developed as part of the DFG-funded Sciebo Research Data Services project in collaboration with the universities of Münster and Potsdam. Bridgit’s core objective is to provide researchers with basic research data management (RDM) functions that are tailored to their needs and integrated into their familiar working environment: Sciebo. It also combines established RDM services to provide researchers with user-friendly, end-to-end workflows. Bridgit allows researchers to annotate research objects with structured metadata, create and maintain data management plans and upload data sets to external repositories, such as Zenodo and OSF. Technically, bridgit is designed for seamless integration into institutional infrastructures and is embedded in the Enterprise File Sync & Share (EFSS) service sciebo. A key contribution of the sciebo RDS project is the design and implementation of a modular architecture that takes into account heterogeneous research workflows and diverse third-party integrations. As a result, bridgit consists of several loosely coupled services that communicate via a messaging system that enables automated workflows and extensibility. The system supports configurable metadata profiles and a dynamic metadata editor. To enable publication to heterogeneous external systems, bridgit introduces extensible connectors that allow interaction with arbitrary target platforms. A central challenge is the integration of external authorization mechanisms; the platform therefore provides a robust approach for handling OAuth2 and additional authorization schemes required by third-party services. The architecture further emphasizes low-configuration deployment and maintainability within Kubernetes environments. Finally, we outline future work including sharing of projects, realtime collaboration and AI-assisted metadata extraction.

Abstract. The rapid evolution of generative Artificial Intelligence is reshaping the higher education sector, creating new pedagogical opportunities for teaching and learning while simultaneously raising significant governance, and regulatory challenges. While commercial AI tools are widely accessible, universities require institutionally governed solutions that ensure data sovereignty, pedagogical control, and compliance.
This paper introduces a student–instructor centered framework to AI adoption in higher education, grounded in the institutional design and deployment of a fully in-house developed AI platform. The initiative was developed through a structured co-design process involving faculty members in pilot implementations, structured feedback collection, and iterative prioritization of system enhancements.
The resulting platform integrates generative AI into teaching within a secure and controlled ecosystem: all data are internally managed, hosted within the European Union, and excluded from external training or profiling purposes. Through Retrieval-Augmented Generation (RAG), instructors can configure course-specific AI agents, define behavioral parameters, and constrain the knowledge perimeter to reduce hallucinations and ensure contextual alignment.
The model further emphasizes instructor oversight and institutional governance. Faculty retain visibility over student–AI interactions, access usage analytics and conversation exports, and collect student feedback. At the institutional level, embedded guardrails prevent high-risk practices such as automated grading, aligning the system with the European AI Act’s risk-based approach.
By combining pedagogical co-design, institutional control, technological robustness, and regulatory alignment, this work proposes a replicable framework for secure, governed, and student–instructor centered AI integration in higher education.

Abstract. The rapid integration of digital, audiovisual, and network technologies into higher education globally has led to the emergence of increasingly complex learning environments and spaces, often described using general terms such as online, hybrid, or digitally enhanced. Although widely used, these terms capture only selected aspects of educational practice and are insufficient for understanding the multidimensional nature of contemporary digital learning spaces. This complexity is especially evident in large higher education institutions with many types, labels, and categories of learning spaces. This paper seeks to facilitate navigation through this complexity by proposing a multidimensional conceptual framework for categorizing and interpreting digital learning spaces. The framework enables the comparable description of different pedagogical and technological configurations without introducing evaluative or hierarchical ranking. The proposed framework aims to support shared understanding and communication among pedagogical, technical, and administrative stakeholders, as well as to inform strategic planning and the sustainable development of digital learning spaces within the broader digital learning environment – the ecosystem of higher education institutions.