E-infrastructure

1. Introduction

The effective use of digital technologies in higher education is based on a solid and well-organised infrastructure. Digital connectivity, learning platforms, security systems and expert technical and pedagogical support enable reliable teaching and quality communication among all participants in the educational process. A systematically developed infrastructure is crucial for the stable operation of the digital environment and the successful implementation of modern educational models. Here are some of the important components of e-infrastructure:

1. network backbone and connectivity
2. server and cloud infrastructure
3. identity management and security
4. learning and collaboration platforms
5. HyFlex classrooms and AV equipment
6. customer support.

2. Network backbone and connectivity

A stable and scalable network infrastructure forms the basis of digital education. High-quality connectivity ensures uninterrupted access to online resources, educational platforms, databases and services within the institution. Network systems include wired and wireless infrastructure, security protocols, access management and capacities adapted to a high number of users and devices. An additional challenge is ensuring network coverage in all classrooms and common areas, as well as providing stable connectivity during peak loads (e.g. exam periods, online lectures).

Recommended network connection speeds in higher education typically involve a wired network with a capacity of at least 1 Gbps per connection, while the core network is expected to support 10 Gbps or more, depending on the size and needs of the institution.

The wireless network should comply with current standards such as Wi-Fi 6 (802.11ax) or newer, which enables high data transfer speeds, stability and simultaneous connection of many devices. In doing so, it is necessary to ensure full coverage of all classroom and common spaces, including libraries and student zones. In the context of higher education, the application of open-source solutions for network monitoring and management is increasingly important, as they enable transparency, adaptability and cost reduction.

The use of international authentication and security standards, such as Eduroam (802.1X), further guarantees simple and secure access to the network, even when students and teachers connect from different universities around the world. Such an approach ensures not only technical reliability, but also interoperability at the European and global level.

Example: Universities in Croatia use the national academic network CARNET for stable internet access and connectivity to research centres. The implementation of Wi-Fi 6 networks in student dormitories and libraries enables higher throughput and lower latency, which is crucial for video conferencing, access to cloud services, and real-time work.

3. Server and cloud infrastructure

The digital environment of higher education institutions includes local server systems and increasingly cloud systems, as a flexible environment for storage, application management, backup and content sharing among teachers and students. The use of cloud infrastructure allows for greater scalability, availability and security of services, as well as reducing the burden on local IT resources. The establishment of hybrid models that combine local services with clouds allows for greater adaptability.

Institutions such as Srce and CARNET play a key role in the development of server and cloud infrastructure for higher education in Croatia. Srce is the leading service provider through the Croatian Scientific and Educational Cloud (HR‑ZOO) project, which enables the development of virtual data centres, cloud resources, grid and HPC capacities in several locations across the country. Their services such as Isabella (HPC cluster) and HTC Cloud are based on open-source technologies (OpenStack and Ceph) and offer research and academic community virtual machines, large storage and high-performance computing infrastructure. On the other hand, CARNET provides cloud services and IT infrastructure for the education system, including hosting, virtual servers, educational portals and e-learning, supporting digital transformations in schools and faculties.

Example: The MS Azure platform is used to create e-portfolios for students that document their progress and development throughout their studies. The cloud enables safe storage of portfolios, exchange of feedback and insight into work tasks regardless of the user's location.

4. Identity and security management

Digital security and user identity management are key elements of a trusted information system. This includes the use of federated authentication systems, user rights management, access auditing, login control and personal data protection. Ensuring a secure digital environment also includes educating users about security practices.

One of the key elements of a secure digital environment in higher education is AAI@EduHr, the authentication and authorisation infrastructure of the science and higher education system in the Republic of Croatia, jointly developed and maintained by Srce and CARNET. It enables a Single Sign-On (SSO) that provides users with a unique electronic identification to access a wide range of services, from LMS systems and email to access the eduroam network. 

Authentication is based on distributed LDAP address books, with standardised protocols such as SAML 2.0, and AAI@EduHr is integrated into the European identity framework eduGAIN. This approach enables simplified and secure access management, reduces the need for multiple passwords and improves interoperability with other academic institutions across Europe. The important aspect of user education is not neglected, the system includes tools for access monitoring, activity auditing and user support, thereby raising awareness of good security practices.

Example: The AAI@EduHr system enables students and teachers to have a single access to all e-services (e.g. Moodle, repositories, libraries) with the same identity. The introduction of two-factor authentication (2FA) for access to administrative applications reduces the risk of unauthorised access and increases the level of data protection.

5. Learning and collaboration platforms

E-learning and digital collaboration platforms are central tools for planning, delivering and evaluating teaching. Systems such as Moodle enable content organisation, communication, assessment and learning analytics, while the integration of external services is increasingly used to enhance collaborative environments. Collaborative learning shared problem-solving and real-time discussions are important elements of digital educational practice.

Examples of domestic systems that successfully use Moodle LMS as a foundation are Loomen which is maintained by CARNET and Merlin maintained by Srce. Loomen is an online e-learning platform intended for schools, colleges and other educational institutions, enabling the creation of courses, knowledge testing, assignment and control of obligations, attendance records and communication between participants. It works completely online, is adapted to all devices and takes advantage of the modularity and openness of solutions such as Moodle LMS.

On the other hand, Merlin is more widely used by higher education institutions in Croatia. It is connected to the Higher Education Information System (ISVU), enables automatic course creation and user enrollment, and uses the AAI@EduHr electronic identity for login. Merlin has an integrated e-portfolio system as well as webinar tools.

These systems enable not only the organisation of materials and communication, but also active collaborative learning, through forums, shared files, group assignments and interactive tools. This encourages the creation of a learning community, intensive knowledge exchange and support among students, and provides teachers with reliable mechanisms for evaluating and monitoring student progress.

Example: Using the BigBlueButton system within the Moodle environment enables video conferencing, lecture recording, screen sharing and small group work through so-called 'breakout rooms'. Students participate in lectures and consultations from remote locations, and the recordings remain available for later analysis and learning.

6. HyFlex classrooms and AV equipment

The HyFlex model enables the simultaneous participation of students who are physically present at the class and those who join remotely. Implementing such a model requires an audiovisual infrastructure that enables clear sound, high-quality video transmission, synchronised content sharing and interactive communication. The integration of AV equipment with e-learning platforms enables flexible teaching and a greater reach of teaching activities. One of the prerequisites for HyFlex teaching is the training of teachers, as well as the adaptation of teaching materials and activities for use in such a model. This includes an understanding of technologies that enable simultaneous live and remote participation, as well as pedagogical strategies that maintain the equality of all students. Teachers need to develop flexibility in planning and delivering lessons and be ready to quickly adapt to different situations. With quality preparation and support, the HyFlex model can result in more dynamic and inclusive learning.

Setting up HyFlex classrooms requires careful planning of technical solutions and their integration into the pedagogical process. High-quality cameras with the ability to track the lecturer and display the whiteboard or presentation, omnidirectional microphones that ensure clear voice transmission, and noise and echo cancellation systems play a key role. In addition, it is necessary to ensure a stable network connection that supports a high level of simultaneous video and audio transmission without interruption. Such classrooms often include interactive whiteboards or screens that allow lecturers and students to easily share content in real time.

The integration of these solutions with e-learning platforms (based on Moodle LMS, such as Merlin and Loomen) further increases flexibility by enabling recording of lectures, archiving of materials and their later use. This ensures inclusiveness and continuity of teaching because students who cannot physically attend the lecture have equal opportunities to participate and follow the material. The HyFlex model thus combines the best of both worlds, traditional classroom and online teaching, giving students greater autonomy in choosing the method of participation.

Example: Classrooms equipped with cameras with automatic speaker tracking, omnidirectional microphones and integration with a video conferencing platform allow remote students to be included in real time, without disrupting the flow of the class. Interactive whiteboards allow for recording and sharing of course content for all participants.

7. Customer support

User support in higher education encompasses a wide range of activities aimed at ensuring the smooth and quality use of digital technologies. It includes technical and IT assistance in working with computers, networks, cloud systems and e-learning systems, but pedagogical support also plays an equally important role. The establishment of user support services, available via helpdesk, telephone or online services, provides students and teachers with quick and reliable assistance in solving problems, from basic technical difficulties to more complex system integration issues.

The pedagogical dimension of support is equally important. It includes the development and design of digital teaching content, teacher education on modern teaching methods, and advice on how to select and apply appropriate tools in line with learning outcomes. For example, teachers receive support in designing interactive activities, designing online courses or incorporating open educational resources into teaching. Such services are often provided by specialised support centres at VUs or external experts from SRCE, CARNET or university e-learning centres.

The combination of technical and pedagogical support is essential for the continuous quality of digital learning. It not only ensures the stable operation of the system, but also encourages innovation in teaching, increases the digital competence of teachers and contributes to greater engagement of students. This creates a sustainable and inclusive educational environment that follows the development of technology and the needs of the academic community.

Example: The e-learning team at HEI provides teachers with support in designing courses on Moodle, creating H5P activities, digital assessment and structuring communication channels. The helpdesk system allows for quick reporting of problems, while through cyclical workshops and individual consultations, teachers are trained to use digital tools independently.

8. Conclusion

The introduction and effective use of digital technologies in higher education cannot be viewed separately from the quality and sustainability of the e-infrastructure that supports them. Stable network connectivity, reliable servers and cloud solutions form the basis for the operation of digital platforms, while security systems and identity management ensure the confidentiality and protection of data of all participants. This technical basis allows teachers and students to use digital tools smoothly, from LMS systems and communication platforms to advanced HyFlex classrooms that combine physical and virtual environments.

But technology alone is not enough. Expert services that provide technical and pedagogical support also play a key role. They enable technology to be used meaningfully, in accordance with didactic goals and students' needs. Pedagogical support ensures that digital tools are not just a technical addition, but real drivers of innovation in teaching, collaboration and evaluation.

Therefore, the successful digital transformation of higher education and the consequent provision of conditions for online and hybrid teaching require a holistic approach: investment in infrastructure, development of secure and flexible systems, and continuous strengthening of digital competences of teachers and students. Only such an approach can ensure a sustainable, high-quality and inclusive educational process that meets the needs of modern society.