Higher Education (HE) is undergoing a major digital transformation, changing not only how educators teach but also how students engage with learning. While digital tools offer exciting possibilities, many educators struggle with barriers like limited infrastructure, resources and time, a lack of digital skills, and low motivation. These challenges slow down the adoption of innovative teaching methods. The Nudging 360 project (Project Nr. 2022-1-BE02-KA220-HED-000087716) (https://nudging360.eu) tackles this issue by applying behavioral science principles to gently guide HE educators toward using digital tools more effectively in their teaching.

Grounded in Thaler and Sunstein’s Nudging Theory, the project takes a research-driven approach to improving educators’ digital competencies. Using a mixed-methods framework, it combines desk research, surveys with 140 educators, following in-depth interviews with HE educators and administrators, and a student survey with 250 participants. The findings highlight that while educators appreciate user-friendly digital tools for collaboration, engagement, and personalized learning, they face persistent challenges, including bureaucratic red tape, limited resources, and a lack of incentives or adequate training.

At the same time, student survey results make it clear that digitalization efforts must align with both educator and student needs. Students value interactive digital content, accessible learning platforms, and technology that supports personalized learning. Understanding both perspectives is key to designing effective nudging strategies that encourage digital adoption in ways that truly enhance teaching and learning in HE. For instance, both groups express a strong interest in Generative AI tools, making it both ethically sound and pedagogically meaningful to nudge educators toward incorporating these tools into their teaching.

To bridge this gap, the project has developed strategic nudges for educators and administrators, such as peer-driven digital learning communities, targeted communication strategies, and easier access to digital teaching resources and training. These interventions aim to create a supportive environment where educators feel motivated and empowered to integrate digital tools into their teaching. Additionally, the NudgeWise platform (https://nudgewise.unicam.it/) has been launched as a collaborative space where educators can share and explore effective nudging strategies for digital education.

By offering a structured yet flexible approach to digital adoption, the project fosters not just technological integration but also a broader cultural shift toward continuous innovation in HE. The interventions are carefully designed to respect educator autonomy (by also focusing on self-nudges) while tackling digital hesitancy through ethical, research-backed nudging. Furthermore, institutional support plays a crucial role in ensuring that these efforts lead to long-term digital transformation. Piloted at the University of Barcelona and the University of Camerino, these nudging interventions are expected to boost the adoption of digital tools, enhance teaching efficiency, and ultimately improve student engagement—all while contributing to the goals of the Digital Education Action Plan (2021-2027). By leveraging behavioral science insights, the Nudging 360 project presents a scalable and effective way to advance digital readiness in higher education.

Keywords: Nudging, Teaching Innovation, Digital Education.