Higher education expects a rapid transformation as envisioned by the Digital Education Action Plan. However, contemporary research reveals a significant gap in the adoption of digital assessment methods compared to digital learning methods. While existing literature identifies various factors influencing assessment transformation, the disparity between digital adoption in learning and assessment continues to grow. We propose that the complexity of the problem is in the details. Concrete methodological evidence on how these gaps are systematically translated into actionable implementation strategies for digital assessments in highly regulated HE environments is lacking in the literature. Moreover, the adoption of digital assessment remains low, even in institutions with robust digital infrastructure, urging the need to investigate the underlying barriers. This research thus empirically explores teachers’ perceived challenges and opportunities in implementing digital assessments. The methodological choice is a case study from the Swedish Engineering HE Institution. A research design of mixed methods is employed, starting with a quantitative situational analysis of the current examination landscape, which assesses the balance between traditional and digital assessments. Semi-structured interviews with bachelor’s and master’s level teachers explored the barriers and opportunities of integrating digital examinations into their courses and programs. The situational analysis was based on scraped data about all the examinations held in the university in the previous academic year. The results showed an alarmingly low proportion of digital to traditional examinations. More than 90% of examinations were held at the end of their courses, and in examination halls under supervision, irrespective of the digital infrastructure of the university that provides many opportunities for the design and implementation of digital assessments. The 6-step thematic analysis of the interviews revealed several practical drawbacks and potential opportunities, which are summarized into a SWOT (Strengths, Weaknesses, Opportunities, Threats). The uncertainty of digital tools used for assessment appears to be a key challenge for teachers. Despite being digitally literate, teachers were concerned about the accuracy of tool customisation, the setup for specific exams, potential technology malfunctions, and the need for contingency plans in case of technical issues. This outcome highlights the importance of robust and reliable technology and the need for universities to adopt adaptable and responsive solutions. The opportunities for digital formative assessment were also highlighted. Teachers predominantly prefer using technology to continuously assess and track students’ progress toward learning goals throughout the course. However, they still value a final examination at the end of the course to ensure performance quality and outcomes. While teachers appreciate human-in-the-loop in assessment and are hesitant about fully automated grading for summative assessments, they see the potential for technology to support assessments up to a passing grade. Interestingly, they emphasize the need for sustainable rather than cutting-edge technology to ensure reliable and trustworthy digital assessments. The next phase of this ongoing study focuses on translating these findings into actionable implementation strategies and evaluating their impact.

Implementing electronic health services with a patient-centric focus while adapting to the know-how of local contexts is a challenge. This paper addresses this challenge by establishing a template of modular requirements for designing a viable Electronic Health Record (EHR) system that enables transmission and sharing of patient data across primary, secondary, and specialized care, ensuring versatility in diverse healthcare environments and across varying socio-economic landscapes. The research is anchored in design science and employs an action research strategy, using northern Brazil as empirical case. The approach builds on generic requirements from standards established by the European Union, Fast Healthcare Interoperability Resources (FHIR), and the Swedish ePrescription journal system. These requirements are refined and adapted to the Brazilian context through a participatory method, considering development disparities across municipalities and aligning with national policy. A key feature is the integration of knowledge graphs, which, when combined with fieldwork iterations involving healthcare professionals and patient association representatives, facilitated the extraction of patient-centric requirements. Strategies from Brazilian healthcare policies targeting chronic kidney disease, selected as a significant challenge for specialized healthcare in emergent areas, were incorporated to generalize the design of EHR modules aimed at prevention and monitoring of population at risk. Results support that harmonization towards legacy system is strongly advised and discourage the introduction of systems designed from scratch.

The emergence of autonomous learning has revolutionized educational systems, offering new pathways to enhance higher education. Across most Swedish universities, Bachelor's and Master's theses (final projects) represent an important part of students' academic journey. Embracing technology as a tool, rather than an end in itself, has become imperative in contemporary higher education and thesis processes. Departing from traditional instructional methods, the focus has shifted towards interactive and autonomous learning, propelled or supported by digitalization. Despite the growing emphasis on autonomous learning and the benefits of technology-enhanced learning (TEL), there are concerns about the misuse of digital tools such as Generative Artificial Intelligence (GAI) in educational contexts. The scarcity of knowledge to properly use available tools would potentially affect students' academic performance and future employment prospects, which has recently caused significant concern for educational authorities, educators, and even policymakers. This study reflects on students' perceptions of using digitalization and GAI to facilitate autonomous and interactive learning to support the thesis writing process. The focus is to understand how digital natives (predominantly Gen Z) view the integration of new digital tools in autonomous learning. A case-based approach in the form of an open survey conducted during the spring semester of 2024 gathered 52 responses from students within the informatics discipline at bachelor's and master's levels in a Swedish university. Results indicate that most students used digital tools such as GAI interactively, in the thesis process, mainly for constructive learning. They indicated that learning about digital tools as part of their formal learning leads them towards effective and more structured use of the tools for brainstorming, drawing inspiration, and developing interactive learning, which simulates real-world peer interactions or teacher-student dynamics. This instructional approach equips students with the skills to responsibly use tools as academic support rather than for any other inappropriate purposes. Effective utilization of digital tools promotes autonomous learning, leading to improved quality of bachelor's and master's theses and overall academic performance in higher education. Conversely, inadequate knowledge and improper use of these tools can negatively impact students' educational outcomes.

The emergence of autonomous learning has revolutionized educational systems, offering new pathways to enhance higher education. Across most Swedish universities, Bachelor's and Master's theses (final projects) represent an important part of students' academic journey. Embracing technology as a tool, rather than an end in itself, has become imperative in contemporary higher education and thesis processes. Departing from traditional instructional methods, the focus has shifted towards interactive and autonomous learning, propelled or supported by digitalization. Despite the growing emphasis on autonomous learning and the benefits of technology-enhanced learning (TEL), there are concerns about the misuse of digital tools such as Generative Artificial Intelligence (GAI) in educational contexts. The scarcity of knowledge to properly use available tools would potentially affect students' academic performance and future employment prospects, which has recently caused significant concern for educational authorities, educators, and even policymakers. This study reflects on students' perceptions of using digitalization and GAI to facilitate autonomous and interactive learning to support the thesis writing process. The focus is to understand how digital natives (predominantly Gen Z) view the integration of new digital tools in autonomous learning. A case-based approach in the form of an open survey conducted during the spring semester of 2024 gathered 52 responses from students within the informatics discipline at bachelor's and master's levels in a Swedish university. Results indicate that most students used digital tools such as GAI interactively, in the thesis process, mainly for constructive learning. They indicated that learning about digital tools as part of their formal learning leads them towards effective and more structured use of the tools for brainstorming, drawing inspiration, and developing interactive learning, which simulates real-world peer interactions or teacher-student dynamics. This instructional approach equips students with the skills to responsibly use tools as academic support rather than for any other inappropriate purposes. Effective utilization of digital tools promotes autonomous learning, leading to improved quality of bachelor's and master's theses and overall academic performance in higher education. Conversely, inadequate knowledge and improper use of these tools can negatively impact students' educational outcomes.

Digitalization of the processes of public service has been the focus of e-government research for more than decades, but how the provisioning process can be improved using new and disruptive technologies is something that has not been fully comprehended in the related research or practice. This is becoming highly relevant in the present since digital facilities are expanding across borders under the European single digital market initiative including the once-only principle (OOP) and single digital gateway regulation (SDGR). How disruptive technology can improve the quality of cross-border information transfer was a key task in the European Union-funded project Digital Europe for All. However, on the way forward to efficient and effective integration of these technologies into the cross-broader public service provision, a barrier was identified, namely, the lack of knowledge of such applications at local and national levels. This lack of clarity of how and in which ways successful disruptive technologies impact public service urges us to systematically review the status of the methods and applications in contemporary research. Hence this research instruments a systematic review of disruptive technologies in e-government. The results of the analysis of about 400 scientific articles screened through a pre-defined selection protocol using automatic text mining methods show the trends on topics (keywords) (1) policy development support systems (2) understanding model services systems, (3) smart governance systems citizens, (4) technology policy process develops and (5) health data social policy technology. After closer reading 21 articles that are directly relevant are selected for deeper analysis. The outcome of the literature study showed majority of selected studies are focused on discussions, application proposals, different assessment tools or framework definitions for deploying AI for public services.

This presentation outlines the imperative of integrating academic research into developing higher education institutions’ digital learning environments to foster innovation and tailored educational experiences. It presents the KTH Royal Institute of Technology’s co-creation model, where IT experts, administrators, learning designers, and researchers unite to create more engaging, equitable, and effective digital learning environments, showcasing how such integration can significantly enhance educational outcomes in the rapidly evolving landscape of higher education.