Business Information Systems (BIS) is one of the fastest changing industries loaded with ‘disruptive’ technologies. It also forms the foundation of the current digitalisation wave (often termed the fourth or even fifth industrial revolution). Consequently, teaching of BIS at the third level is under constant pressure regarding the content of corresponding curriculums at both undergraduate and postgraduate levels.

In this paper, we analyze the case of Universidad Carlos III de Madrid (UC3M) and the consequences of the decisions taken during the covid-19 pandemic.

Study programme development is one of the most challenging processes at universities since all faculty is involved. And in our experience, the redesign of already existing programmes seems to be even more difficult: Whereas innovative forces want to pick up new trends (e.g. digitalisation or other new teaching concepts) more conservative forces emphasise values and refer to existing experience with current concepts.

Enhancing Digital Capacity in Teaching and Learning in Irish Universities is a three year project that aims to mainstream digital in teaching and learning across the seven Irish universities by addressing the professional development of all who teach.

Student-centred learning and student success both act as lenses for reframing institutional activity with a core focus on the needs and values of individual students. While there is signficant crossover between the values of these two paradigms, however, their ultimate objectives do not fully overlap.

The exponential change in IT forces inevitably a transformation of all industries in an unprecedented way. Teaching and learning at universities are no exception. For a millennial old institution that is very regulated, this imposes many challenges.

This presentation highlights an initiative to improve teaching effectiveness by means of transdisciplinary projects involving students from different study programs, working in teams to solve real problems, originated from the community.

The challenges around addressing student mental health and wellbeing are not new. Over recent years thenumber of students disclosing a mental health condition in the UK has increased: 47,625 more studentsdisclosed a mental health condition in 2015/16 compared to 2007/8.

Despite the ever-present paradigm shift from teaching to learning, most approaches to increase learning effectiveness and learner wellbeing are driven by discourses on pedagogy and/or didactics and thus focussed on the teacher.

This paper offers insight into the still largely untapped transformative potential of university students becoming actively involved in co-creating not only their own learning, but also the teaching of their peers.