In a digital world where students are fluent in notifications, platforms, and instant feedback, many higher education educators still struggle to confidently adopt digital tools, creating a gap between teaching practices and the realities of students’ digital lives. The Nudging360° project—funded by the Erasmus+ programme (2022-1-BE02-KA220-HED-000087716) (https://nudging360.eu/)—offers a novel response: behavioral science-inspired nudging and self-nudging strategies to support digital transformation in teaching and learning.

This contribution presents key outcomes from the Nudging360° project. Drawing on the concept of choice architecture, the project developed an integrated set of resources—including a comprehensive Nudging Manual, an interactive MOOC on nudging and self-nudging for educators, and an open, collaborative online platform for sharing examples of nudges—to promote the voluntary and confident use of digital tools in teaching practices.

The Nudging Manual combines behavioral insights, practical strategies, and concrete examples of respectful, inclusive nudging, offering both a solid conceptual foundation and hands-on guidance. The MOOC further extends these ideas, offering an engaging, learning experience to help educators reflect on and improve their digital practices. An online platform invites educators and administrators to share, discover, and co-create real-life examples of nudges, fostering community and collective innovation. These resources were co-developed with over 500 students and staff, guided by a Needs and Prioritization Map that identified needs and critical gaps in digital competence, emotional barriers, and the need for ethical, low-pressure strategies to encourage change. To ensure these strategies remained aligned with ethical principles, the project also established an Ethical Council and developed an accompanying Ethical Council Roadmap. Through a series of dedicated meetings, the Council’s members reviewed and advised on the nudges and self-nudges included in the toolkits, safeguarding autonomy, inclusiveness, and transparency throughout the design process.

Educators and administrators were also involved in the validation of the project. Early implementation of these tools and strategies has shown encouraging results. Small, timely nudges were well-received by educators, helping to lower resistance, spark curiosity, and promote more confident exploration of digital tools. The self-nudging approach supported educators in reflecting on their own practices and taking ownership of their professional growth, strengthening their sense of agency and motivation.

The work of Nudging360° highlights that digital transformation is not merely a matter of introducing new technology or issuing top-down mandates. Instead, it calls for a series of small, human-centered steps that acknowledge the emotional and cognitive dimensions of change, support individual autonomy, and nurture institutional cultures of innovation.

By blending behavioral science with pedagogy, Nudging360° invites universities to approach transformation as an inclusive, participatory process—building on educators’ strengths and motivations while expanding their engagement with digital tools. Through a behavioral, ethical, and collaborative approach—embodied in its manual, MOOC, and platform—it helps bridge the digital gap in higher education, turning resistance into curiosity and curiosity into confident, meaningful engagement with technology.

Keywords: Digital transformation, Higher Education, Nudging.