by Klara Bilić Meštrić,CARNET, Croatia.
The e-Universities project, has been initiated by Croatian Ministry of Science, Education and Youth and implemented by the Croatian Academic and Research Network – CARNET, with the aim of digital transformation of higher education (HE) in the Republic of Croatia by improving the digital teaching infrastructure, introducing digital teaching tools and strengthening digital competences of teachers for teaching in a digital environment. Running from 2022 to 2025, the project also involved a pilot study with 21 institutions (from March 2023 – September 2025), focusing on the use of multimedia equipment and reflecting on educational processes.
The pilot study was designed as qualitative action research to establish a learning community, pilot multimedia equipment, share good practices, and analyze the needs of higher education employees regarding digital technology and support. The research aimed to identify the current use of digital technologies in higher education, understand the specific needs of different user groups, build a learning community for knowledge exchange, and make recommendations for the practical application of digital technologies, further equipment procurement and the HE policy measures.
The research employed a mixed-methods approach, drawing primarily on action research methodology with reflective workshops, equipment surveys, and field visits. Data was collected to assess the use of multimedia equipment, digital teaching practices, and support needs. It involved 21 HE institution with 75 participants. These institutions were selected on the basis of their action plans on the use of digital technology in teaching with the criterion of involving three group members – faculty, library and IT staff, suggesting the importance of team work for the implementation of multimedia in HE.
The research began with an introductory workshop on March 31, 2023, where participants shared their experiences and discussed the importance of strategic planning, open educational content, and the impact of artificial intelligence on education. Based on these discussions, a plan for educational programme and reflective workshops was developed. Educational sessions covered multimedia content creation (pre-production, production and postproduction), Moodle system activities, artificial intelligence in education, podcast creation, interactivity in online settings and more.
Through the pilot study various types of equipment were provided to participating institutions, including Recording Studio B, Integrated Recording Studio, Hybrid Multimedia Hall Type A and type B, Portable Recording Set, and Simultaneous Translation System. Recording Studio B is a smaller studio with a fixed setup for recording educational content. The Integrated Recording Studio is a soundproof studio for recording and post-production. Hybrid Multimedia Hall Type A is an advanced setup for classroom, online, or hybrid classes, while Type B is a simplified setup for online, classroom, or hybrid classes. The Portable Recording Set is a compact, portable set for online transmission and conferences, and the Simultaneous Translation System is designed for translating up to eight languages.
Participants highlighted several benefits of integrating digital technologies. Improved knowledge transfer was noted, with enhanced visualization and the possibility for repetition of complex concepts. They have also highlighted learning flexibility as yet another advantage, allowing students to learn at their own pace and revisit materials as needed, as well as enhanced engagement achieved through interactive content and online collaboration tools. Additionally, they have also mentioned that digital technologies streamlined administrative processes and fostered innovative teaching methods.
Despite these advantages, several challenges were identified. Many institutions lack the necessary infrastructure to support digital education as well as much needed continuous technical support for effective technology use. They all highlighted the need for further training to develop digital competencies and reported that preparing digital content and managing online classes demanded significant time. Issues related to intellectual property rights and content misuse were also pointed out.
As mentioned, the action research cycle included reflective workshops, equipment surveys, and field visits. Furthermore, upon multimedia equipment installation, six questionnaires with 34-40 questions were prepared to assess specific multimedia sets that were provided. Field research was conducted at several universities to gain insights into equipment use practices. Based on participant feedback on the multimedia studios, several recommendations were made regarding smaller adjustments that were required (additional equipment, lighting, adequate space etc.)
The pilot research has highlighted the importance of addressing structural, infrastructural and educational needs to equip faculty for delivering engaging, technology-enhanced learning experiences. Investing in digital infrastructure, fostering communities of practice, and aligning policy with institutional needs has turned out to be crucial for successful digital transformation. Although a series of didactic-pedagogical workshops has been conducted within a pilot study, considering the needs and interests of the participants, it has been concluded that these educational sessions should be offered as part of the regular support provided to HE institutions. Further support should also be provided for the use of newly acquired multimedia equipment as well as continuation of the development of digital competences for creating podcasts; monitoring student activities in online environments and fostering interactivity in online and hybrid settings; motivating students in online environments; intellectual property and licensing types; advanced-level editing; regulation of materials and ethical issues. Additional training is needed for working with programs such as Audacity and DaVinci Resolve, as well as for using Meduza (CARNET’s video resources repository), and guidance on using mixers (e.g., in hybrid multimedia classrooms) to fully leverage their capabilities. Furthermore, dialogue with higher education policy stakeholders (Ministry of Science, Education and Youth and related governmental agencies) is essential to further evaluate teaching activities and assess the value of digital educational content.
The e-University pilot research has provided valuable insights into the digital transformation needs of higher education institutions. The creation of a learning community was one of the biggest contributions, facilitating knowledge exchange and purposeful technology use: participants in the pilot study repeatedly highlighted the creation of a community of practitioners — fostering connections, exchanging knowledge, and learning about the purposeful use of technology from each other — as one of the most significant contributions of the pilot study. A key component of the study was action research with the reflective workshops where participants shared their insights, discussed existing practices, and conducted peer-led training sessions for all participants involved. Ultimately, institutions where students actively participated in creating digital learning materials were able to produce relatable digital media content at a much faster pace. CARNET will draw on this experience to continue supporting the HE institutions through the CARNET HUB service and the Srce Zagreb University Center e-Learning academy.
Klara Bilić Meštrić, works at the Croatian academic and Research Network – CARNET as a project expert in the Education Support Department (e-learning research and development).
