From Digital Skills to Interdisciplinary Learning: Insights from Prof. Krenare Pireva Nuci

Following the Technical Assistance Mission on “Interdisciplinary Approaches to Learning and Teaching in the Digital Era”, Prof. Krenare Pireva Nuci, Coordinator of the Erasmus+ TKAEDITE project at the University of Prishtina, shares her insights on digital transformation, interdisciplinary learning, Educational Technology and the future of teacher education.

Q&A with Prof. Krenare Pireva Nuci: Digital Transformation and the Future of Teacher Education

Professor, University of Prishtina Coordinator, TKAEDITE Erasmus+ Project

1. The TKAEDITE project has become one of the flagship Erasmus+ Capacity Building in the field of Higher Education projects in Kosovo. Could you briefly introduce the project and explain what motivated the University of Prishtina and its partners to launch such an ambitious initiative to modernise teacher education through digital technologies?

"TKAEDITE.eu (Erasmus acronym of the project UP, hereafter we will mention as TKAEDITE) was established with a clear vision, to transform teacher education in Kosovo and Albania by training a new generation of teachers to have the digital skills required for education in the twenty-first century. Schools have been slow in their uptake of digital technologies, and teacher education has not kept up. There were significant shortcomings in the pre-university ICT curricula, digital textbooks and in developing teachers who could incorporate technology in teaching and learning. Bearing these challenges in mind, the project aimed to update the ICT-related curricula at pre-university level, enhance the digital pedagogical skills of teachers, develop high-quality Open Learning Resources and, most importantly, to establish the new Bachelor Programme in Educational Technology (EdTech). The program is a strategic investment in developing the human capacities needed to lead the digital transformation of education and directly supports Kosovo’s Education Strategy’s Objective 5 on digitalisation and innovation in education. Within the Erasmus+ Capacity Building programme, we brought together universities, ministry, accreditation agencies, schools and high-profile European partners from Sweden, Norway and Finland to jointly develop sustainable solutions. We were much more than bringing new technologies into the classroom. We concentrated on capacity building at the institutional level, curricula modernization, elaboration of national digital competence frameworks for educators based on the DigCompEdu model, development of innovative digital learning resources, creation of modern EdTech laboratories and support to educational policy reform."

2. During the recent Technical Assistance Mission on `Interdisciplinary Approaches to Learning and Teaching in the Digital Era`, many topics such as interdisciplinary learning, digital transformation and the responsible use of artificial intelligence were discussed. Which messages or recommendations from the TAM have been most valuable for your work and how do they complement the achievements of the TKAEDITE project?

"The Technical Assistance Mission sent a clear message: digital transformation is not about technology but about changing the way we teach, learn, collaborate and innovate. This is in line with philosophy of TKAeDiTE. The discussions highlighted the importance of interdisciplinary teaching and learning and the emerging role of the Educational Technology (EdTech) Specialist. Technology should never be used for technology’s sake alone. It should rather always start from a pedagogical challenge and then look for the most adequate technological solution to improve learning. In the podcast, the expert Jan Kennis explained that an EdTech specialist is the link between the teacher and the IT professional, knowing the pedagogical needs as well as the technological possibilities."

3. One of the most significant outcomes of TKAEDITE is the development of the new Bachelor programme in Educational Technology (EdTech). Could you tell us about this programme, what makes it innovative, and how it prepares graduates for the future of education?

"The Educational Technology Bachelor programme is undoubtedly one of the project's most significant achievements. It is the first programme of its kind in Kosovo and the region, and it has been designed to create a completely new professional profile, the EdTech specialist. What makes the programme innovative is its multidisciplinary approach. It combines education, pedagogy, artificial intelligence, programming, instructional design, multimedia production, digital assessment, entrepreneurship, and educational innovation. Rather than preparing graduates to become only teachers or only IT specialists, the programme prepares professionals who understand both worlds and are able to lead digital transformation within educational institutions. Graduates will become change makers as Mr Jan Kennis said. They will design innovative learning experiences, support teachers in integrating technology, develop digital educational content, lead digital transformation projects, and contribute to national educational reforms. As highlighted during the Technical Assistance Mission, this role has existed successfully in many European countries, and we believe it is now essential for Kosovo as well."

4. The project has also established the EdTech Laboratory and developed modern digital learning resources and teaching infrastructure. How have these investments changed teaching practices, strengthened digital competences among academic staff, and improved students' learning experiences?

"The EdTech Laboratory is not just a lab with modern equipment. It is an innovation hub that fuses technology, pedagogy and creativity. Academic staff now have opportunities to experiment with new teaching approaches, develop multi-media learning resources, MOOCs etc. For students, that means learning through real projects, rather than through theoretical instruction. They can develop podcasts, educational videos, digital content, simulations and other interactive resources while developing both technical and pedagogical skills. This approach is in line with the recommendations of the Technical Assistance Mission where technology was not an end in itself but a means to promote collaboration, creativity and problem solving."

5. The TAM seminar highlighted the importance of interdisciplinary teaching, student-centred learning and the ethical use of artificial intelligence in higher education. How are these principles integrated into the new EdTech Bachelor programme and the activities of the EdTech Laboratory?

"These principles are embedded throughout the curriculum and the activities of the EdTech Laboratory. The programme encourages students to work across disciplines by combining educational sciences with programming, artificial intelligence, multimedia design, learning analytics, psychology, and innovation. Students learn how to analyse educational challenges first and then identify appropriate technological solutions. This is also implemented throughout the projects designed in semester levels, but also through single courses. Responsible AI is another important component, and we have courses designed for this. We teach students not only how to use AI effectively but also how to critically evaluate its ethical implications, including issues of privacy, transparency, bias, academic integrity, and responsible decision-making. At the same time, student-centred learning is reflected in project-based activities where students design real educational solutions, collaborate with teachers and schools, and develop practical innovations that respond to actual educational needs."

6. Looking back at the implementation of TKAEDITE, what do you consider to be the project's greatest achievements and what challenges had to be overcome in introducing such significant changes in higher education?

"Looking back, I think that our biggest accomplishment is that we have established sustainable institutional change, not just isolated project activities. The accreditation of the Educational Technology Bachelor programme, the establishment of the EdTech Laboratory, the development of Open Learning Resources, the training of teachers and the creation of the Kosovo Digital Competence Framework for Teachers have all contributed to the building of long-term capacity for digital transformation. It was not without its challenges of course, to undertake such an ambitious project. The coordination of different international partners, the introduction of entirely new ideas in higher education and the management of procurement and administrative procedures demanded continuous cooperation and commitment. But these challenges have made the partnership stronger. In cooperation with our colleagues from Sweden, Norway, Finland, Albania and other partner countries, we could learn from their experiences and adapt these practices to the Kosovo context."

7. Based on your experience, what advice would you give to other higher education institutions in Kosovo and the wider region that wish to modernise their study programmes through Erasmus+ Capacity Building projects and promote digital transformation in teaching and learning?

"Successful digital transformation begins by asking how learning can be improved. Invest in sustainable labs and infrastructure and invest in people continually.  Always keep as reminder that parallel to technology investment, you should invest in people and their professional development, due to the fact that investing only in technology cannot transform education. Institutions need professionals who understand both pedagogy and technology and who can connect teachers, students, and technical experts. This is precisely why the EdTech specialist is becoming increasingly important. Finally, build strong international partnerships. Erasmus+ Capacity Building projects provide an excellent opportunity to exchange knowledge, learn from European best practices, and co-create sustainable innovations that respond to local needs. Collaboration has been one of the greatest strengths of TKAeDiTE."

8. Finally, what are your future plans following the successful completion of TKAEDITE? How do you see the continued development of the EdTech Laboratory, the Bachelor programme in Educational Technology, and the wider implementation of the recommendations discussed during the Technical Assistance Mission?  

"TKAEDITE is the start not the end of our journey. Our immediate focus is on successfully graduating the first generation of Educational Technology students and on continuous improvement of the programme in line with emerging technologies and educational needs. We also intend to develop the EdTech Laboratory into a regional hub for innovation, professional development of teachers, research and creation of digital content. We want to build on the recommendations of the Technical Assistance Mission and strengthen interdisciplinary collaboration and promote inclusive digital education and continue supporting schools and universities all over Kosovo. We have also applied for the second project: IGNIITE, which will be based on the work done in TKAEDITE. Long term, we want to make the University of Prishtina a regional leader in Educational Technology, forming professionals that will lead the digital transformation not just in education but in society. As we often say, our graduates will not only adapt to change, they will lead it."

This written interview was conducted as a follow-up to the Technical Assistance Mission on “Interdisciplinary Approaches to Learning and Teaching in the Digital Era”, organised in June 2026.

Kosovo Erasmus+ Office August 2026