Universities are increasingly acknowledging the need to equip students with the skills necessary to work critically, responsibly, and confidently with digital technologies. Although many frameworks describe these skills, translating them into concrete teaching and learning practices in higher education remains challenging. By presenting a comprehensive overview of fundamental design principles and contextual factors, this paper provides a foundation of knowledge that can be applied to a variety of settings. Furthermore, it offers insights that can assist educators in the integration of technology-related future skills into digitally enriched higher education curricula. This paper presents a hands-on teaching concept that demonstrates how technology-related future skills can be developed in a Master's program in Business Psychology. Rather than emphasizing technical mastery, this approach encourages critical engagement with technologies, reflective experimentation, and the development of a digital agency. Manuscript submitted to / under review at EURODL
Roederer et al. (2026) studied this question.