Technology has changed how universities approach teaching, enabling flexible access, innovative methods, and greater global collaboration. Numerous studies have explored these dynamics, emphasizing both the opportunities and disruptions that they bring. Different disciplines are involved: legal, economic, social and psychological. 

Against this backdrop, it is useful to examine how Kosovo’s largest and oldest public university—the University of Prishtina (UP), established in 1970¹ and enrolling 6425 students in 2025 (66.65 per cent female and 33.35 per cent male)—is responding to the demands of technological change. The University of Prishtina serves as an important case study for understanding how public universities in Kosovo—and potentially across the region—are grappling with the rapid integration of technology into academic life. This is not a phenomenon that higher education institutions can resist or isolate themselves from; rather, technology and internet has entered the classroom. Students and professor experience this daily. 

This brief is an initiative, rather than an essential contribution, given the limited ongoing academic debate about the use of technology in higher education. It aims only to provide an objective snapshot of the current situation. One of the difficulties is that there is a lack of surveys and available data, although in May a survey was being conducted to better understand the extent to which academic staff are implementing artificial intelligence. 

The brief explores challenges and opportunities for students and professors at the University of Prishtina regarding the impact of technology and internet in higher education.  It addresses two specific questions: What practical challenges and opportunities does the integration of technology present for teaching and learning (1); How has the use of digital tools and platforms reshaped teaching practices (2).