The traditional format of written seminar papers and final theses is increasingly perceived as outdated in today’s digital and interdisciplinary professional landscape, particularly in light of the growing use of generative AI tools such as ChatGPT. Modern graduates are expected not only to acquire scientific knowledge but also to communicate it effectively and engagingly. To meet these evolving demands and make educational programs more attractive, we have introduced an innovative approach in our Master’s degree program in Software Design and Engineering.

This initiative replaces conventional seminar papers with a video podcast format, in which students produce scientific video podcasts that creatively present and analyze complex topics drawn from research and practice. The program offers access to technical resources—including cameras and editing software—as well as training in media production and support from faculty and external experts. The resulting podcasts are made publicly accessible to promote knowledge transfer and enhance the university’s visibility. Furthermore, students can apply this format to their final theses, providing a novel alternative to traditional written submissions.

This approach equips students with essential competencies in media production, storytelling, and science communication—skills increasingly critical in the digital workplace. It fosters enthusiasm for academic work by enabling students to convey content in visually engaging formats while simultaneously developing transferable skills such as teamwork, project management, and audience analysis. Additionally, the resources and training established through this initiative can be integrated into other courses, ensuring sustainable improvements in teaching quality. By aligning educational practices with the expectations of the digital generation, this initiative contributes to the modernization of higher education and promotes innovation within academic institutions.

As a pilot project, we initially implemented this approach in our course “Complex Problem Solving.” In this setting, the video podcast format has proven to be an effective and motivating alternative to traditional seminar papers. The combination of technical infrastructure, targeted coaching, and individualized support, along with the high degree of student responsibility, has been particularly successful. The creative process led to deeper engagement with course content and fostered key competencies such as media literacy, science communication, and teamwork. Challenges primarily emerged during the initial use of technology and in familiarizing students with new tools. The time required for planning, production, and supervision exceeded that of conventional formats. Moreover, it was necessary to define clear quality standards for the video podcasts and establish transparent assessment criteria. Nevertheless, the success is evident in the high quality and diversity of the podcasts produced, the predominantly positive feedback from students, and their increased engagement. The public visibility of the podcasts and the potential for reusing content in other contexts further highlight the sustainability of the format. The insights gained are now being integrated into additional courses, and the video podcast format is being established as a permanent alternative examination format. In future iterations, we also plan to offer video podcasts as an alternative to written master’s theses.

Keywords: Computer Science education, generative AI, video podcast.