Higher education is undergoing a far-reaching transformation that is reshaping teaching, research, institutional operations, and universities’ wider role in society. Universities are no longer seen as places where knowledge is created and transmitted; they are increasingly becoming open innovation ecosystems, digital service providers, community partners, and key actors in lifelong learning. The rapid expansion of artificial intelligence, the convergence of physical and digital learning environments, changing learner and labor market expectations, and sustainability challenges are prompting institutions to rethink their missions, structures, and practices. As universities adapt to these developments, the focus extends beyond the adoption of new technologies. AI, data analytics, and digital infrastructures are influencing how institutions make decisions, organize learning, conduct research, engage with external stakeholders, and fulfill their public mission. At the same time, they bring renewed attention to issues of academic integrity, privacy, transparency, equity, governance, and environmental responsibility. This highlights the need for approaches that situate technological innovation within broader institutional and societal contexts. One manifestation of this transformation is the emergence of data-informed and AI-supported universities. Another is the growing integration of physical and digital environments that is redefining the university experience. Hybrid and “phygital” forms of education, immersive learning technologies, digital collaboration networks, and smart campus initiatives are changing how students, educators, and institutions interact. These developments create new possibilities for learning, resource management, accessibility, and community building, while also raising important questions concerning inclusion and persistent forms of digital inequality. These changes are also influencing how learning itself is designed and experienced. In a context of continuous technological and social change, universities are increasingly expected to cultivate not only disciplinary expertise but also critical thinking, creativity, collaboration, adaptability, and ethical reasoning. This shift has stimulated growing interest in active and experiential learning, project-based education, personalized learning pathways, modular learning structures, and new forms of student engagement. At the same time, it raises important questions about how educational quality, meaningful learning outcomes, and learner diversity can be supported in ways that are both innovative and inclusive. The transformation of learning is closely linked to changing relationships between universities and the societies they serve. The traditional model centered on a one-time degree is gradually giving way to more continuous forms of engagement that support learners throughout their professional and personal lives. Continuing education, reskilling and upskilling initiatives, micro-credentials, university-industry partnerships, entrepreneurial ecosystems, and knowledge-transfer activities all reflect a growing emphasis on long-term collaboration and societal impact. In this evolving landscape, universities are expected not only to generate knowledge but also to facilitate its application in addressing economic, social, and environmental challenges.

This special track explores these developments through an integrated and interdisciplinary perspective. It is based on the view that artificial intelligence, digital innovation, sustainability, pedagogical renewal, and lifelong learning are deeply interconnected aspects of a broader transformation of higher education. We welcome theoretical, empirical, comparative, critical, and practice-oriented contributions that enhance our understanding of how universities can respond to these challenges while remaining innovative, inclusive, responsible, and sustainable. Particular interest is given to research that bridges technological, pedagogical, organisational, social, and environmental perspectives and offers insights into the future development of higher education. Methodologically, the track is open to diverse forms of approaches, including literature reviews, conceptual papers, case studies, expert assessments, and qualitative or quantitative empirical research. Contributions using foresight, futures studies, scenario-based approaches, and other innovative methodologies to explore the future of higher education are particularly encouraged.