This article explores the development of a cross-border rural digital policy using a Living Lab inspired Double Diamond approach in the Muodoslompolo (Sweden) and Muonio (Finland) region. The study combines participatory, speculative, and critical design methods with structured stakeholder engagement through the PentaHelix model. Empirical data were collected through an interdisciplinary researcher workshop, a field visit involving interviews and a focus group with local residents, and a semi-structured focus group with seven international Living Lab practitioners conducted at the Open Living Lab Days 2025 conference. The research process followed the four phases of the Double Diamond model: Discover, Define, Develop, and Deliver. The findings highlight the importance of trust-based facilitation, informal communication practices, and institutional learning in co-creating policy in rural settings. A draft policy framework was produced, including a prioritization matrix aligned with relevant Sustainable Development Goals (SDGs), thematic policy domains, and a set of participatory working methods. The study contributes to Living Lab literature by demonstrating the application of LL principles in rural, cross-border policy contexts and offers a transferable methodology for inclusive digital policy development in underrepresented regions.

Introduction: Cybersecurity education is expanding rapidly, yet universities face challenges in aligning curricula with evolving labour market needs and emerging domains such as artificial intelligence security and cloud security. This study examines how Swedish master’s programmes align with the European Cybersecurity Skills Framework and how European skills frameworks are translated into curriculum practice.

Methods: A mixed-methods design combined document analysis of 91 compulsory courses across 12 master’s programmes at 11 Swedish universities (Autumn 2024 intake) with semi-structured interviews with seven programme coordinators. Courses were mapped to European Cybersecurity Skills Framework role profiles using course titles, learning outcomes and the European Cybersecurity Education and Professional Training Minimum Reference Curriculum, and findings were interpreted through the European Cybersecurity Skills Framework based Cybersecurity Curriculum Alignment framework.

Results: Across the national set of programmes, all European Cybersecurity Skills Framework roles are covered, but depth and specialization vary substantially between programmes. Technical roles are strongly represented in some programmes, whereas others emphasise governance, risk and compliance roles. Emerging areas such as artificial intelligence security, machine learning security and cloud security are only marginally addressed in compulsory curricula, and programme coordinators report constraints related to staffing, time and slow institutional change processes.

Discussion: The findings suggest that national alignment to a European skills framework cannot be assessed only by counting covered roles, but must also consider programme design logics, curriculum content depth and institutional conditions for change. Stronger use of the European Cybersecurity Skills Framework in curriculum planning, clearer role oriented learning outcomes, increased industry collaboration and more structured practice based elements could improve graduates’ readiness for cybersecurity careers.

Purpose: This study aims to examine and illustrate the landscape of citizens’ roles in digital government maturity models (DGMM) based on public value positions. It seeks to answer: How are citizens’ roles conceptualized and integrated into DGMM?  Design/methodology/approach:This study uses an interpretive qualitative content analysis. This study examined 18 DGMMs, analysing both their explicit and implicit representations of citizens. Using Distel and Lindgren’s (2023) extended e-government value position framework as a theoretical lens, the authors positioned the role of citizens within these models. Findings:The study reveals that DGMMs vary in how they view citizens’ roles. While all four value ideals acknowledge citizens, models emphasizing efficiency and professionalism tend to regard them as passive participants, whereas service and engagement ideals promote more active and participatory roles. Research limitations/implications: The analysis examines 18 DGMMs. While diverse, it may not reflect all emerging models or regional variations. Citizen role interpretation involves some subjectivity, despite collaborative efforts for consistency. Practical implications:The findings provide a framework for understanding citizens’ roles through different value positions, supporting the public sector in strengthening its citizen focus. Social implications:The study offers insights for national and local levels on including citizens in digital transformation, contributing to greater awareness of their diverse roles in digital government maturity. Originality/value:This study presents a novel synthesis of citizens’ roles within the extended public value framework, opening new avenues for research and policy development.

The fast-evolving labor market requires a transformative educational approach that aligns curricula with the competencies demanded by employers. This is in line with Education 4.0 framework, which focuses not only on providing learners with knowledge but also on developing critical abilities, skills, and values necessary for success in dynamic, technology-driven environments. This study presents a structured method for redesigning courses to integrate essential skills such as problem-solving and critical thinking, along with values like adaptability and curiosity, into course materials and assessments. The method was developed iteratively, integrating insights from literature reviews, workshops, and interviews with instructors. The result is a comprehensive tool that offers practical guidelines for enhancing educational content and ensuring alignment with Education 4.0 principles.

The proposed method incorporates 16 detailed tables, which serve as self-assessment checklists and actionable guides for instructors, addressing key elements such as problem-solving, critical thinking, adaptability, and curiosity in both course materials and assessments. These checklists enable instructors to evaluate how well their courses align with desired competencies. Additionally, the action tables provide detailed recommendations for improvement based on assessment results. The method assesses the alignment of courses with the selected emphasized elements namely, problem-solving, critical thinking, adaptability, and curiosity. This will guide instructors in taking targeted actions to strengthen areas where competencies are lacking. The recommended actions are also tailored according to the level of alignment of the courses with the Education 4.0 framework.

The method was developed and tested through workshops and experimentation sessions with university instructors from different programs. Feedback highlighted its effectiveness in identifying gaps in course design and providing actionable steps for improvement. Instructors appreciated the clarity of the checklists and the adaptability of the action tables, which enabled them to customize interventions for their specific course contexts. The iterative nature of the development process ensured that the method remained user-friendly, flexible, and practical across diverse academic disciplines.

This paper's scientific contribution lies in its novel, systematic approach to operationalizing the Education 4.0 framework through a replicable methodology for incorporating critical skills and values into higher education curricula. By bridging the gap between theoretical concepts and practical application, it provides educators with actionable tools to redesign courses in alignment with workforce needs. Grounded in empirical testing and educator feedback, the iterative development process ensures the method's relevance and adaptability across diverse educational contexts. This method supports instructors in designing meaningful, student-centered learning experiences and promotes lifelong learning skills essential for thriving in a dynamic and complex world.

This research-in-progress applies the Double Diamond design model and Living Lab (LL) methodology to co-create rural digital policy in the cross-border regions of Muodoslompolo (Sweden) and Muonio (Finland). Drawing on participatory speculativeand critical design methods, such as cultural probes, design fiction, and scenario-basedworkshops, the project engages diverse stakeholders through the PentaHelix model. Early activities, including interdisciplinary workshops, interviews, and communityengagement, have informed a draft policy prototype and a prioritization matrix aligned with key Sustainable Development Goals (SDGs). The study contributes both practically, by developing a context-sensitive digital policy and action plan, and academically, by advancing LL practices in rural, cross-border settings. The proposed approach offers areplicable model for inclusive and participatory policymaking in underrepresentedregions.

This paper presents the development and field testing of "Save the World," a gamified healthcare application aimed at promoting healthcare innovation among children aged 8–10 years. Developed within the SynAir-G project, the app combines gamification with healthcare to educate and monitor health, raising awareness about environmental health and sustainability challenges. Utilizing an iterative Living Lab (LL) methodology, the app was co-created with stakeholders including children, parents, teachers, healthcare professionals, and developers. Field-testing events in Sweden and Denmark evaluated the app’s usability, technical performance, inclusivity, and engagement, revealing significant improvements in user experience. The project emphasized ethical engagement, inclusive design, and robust data protection. The study highlights the effectiveness of LL methodologies in fostering user-centric healthcare innovation, demonstrating the potential of gamified approaches to create impact fuldigital tools for healthcare and education.

This article presents the design, development, and field testing of Save the World, a gamified healthcare application aimed at promoting health awareness and environmental literacy among children aged 8–10 years. Developed within the Horizon Europe SynAir-G project, the application combines game-based mechanics with the iterative Living Lab (LL) methodology to foster engagement, inclusivity, and real-world learning. The app was cocreated with children, parents, teachers, healthcare professionals, and developers through a multistakeholder, cocreative process involving workshops in Sweden and Denmark. Drawing on LL principles, such as stakeholder engagement, real-life experimentation, and continuous feedback, this research enhanced the contextual relevance and usability of game features while addressing ethical considerations and diverse user needs. The field-testing results show that the integration of the gamification and LL methodologies significantly improved user engagement, educational value, and technical performance. The study demonstrates how LL and gamification can reinforce one another in creating meaningful, child-centered digital innovations, aligning with broader European goals around sustainability, digital inclusion, and participatory design.

This study examines the evolution of Living Lab (LL) research and practice over the past decade, focusing on the principles guiding their development and their application in addressing contemporary societal, technological, and environmental challenges. Using a case study approach, nine European projects spanning diverse domains such as urban resilience, digital privacy, climate change, and rural digitalization are analysed. The findings reveal significant transformations in LL methodologies, including an increased emphasis on early stakeholder engagement, iterative processes, and value co-creation. Additionally, the integration of advanced technologies such as AI and IoT, coupled with a commitment to social inclusivity and ethical governance, has elevated LLs from experimental innovation spaces to systemic platforms addressing global challenges. This paper highlights key shifts in LL practices, offering insights for enhancing their adaptability and effectiveness.

The rapid evolution of labor market demands, driven by technological and societal transformations, has intensified the need for higher education to foster future-oriented competencies. Frameworks such as Education 4.0 emphasize the development of abilities, skills, attitudes, and values; such as problem-solving, critical thinking, adaptability, and curiosity; alongside disciplinary knowledge. However, translating these competencies into course-level practice remains a challenge for educators, especially with regard to course materials and assessment methods. This study addresses this gap by proposing and evaluating a structured, instructor-led method for course redesign aligned with the Education 4.0 framework (E4CAM). Through an iterative research process involving literature reviews, expert workshops, and in-depth interviews, E4CAM integrates self-assessment checklists and targeted action guidelines to support competency integration. E4CAM was evaluated through two workshops and experimental applications involving university instructors. Results indicate E4CAM's practical relevance and adaptability across course levels and disciplines. By enabling instructors to systematically align course content and assessments with Education 4.0 competencies, the proposed approach offers a scalable tool for enhancing pedagogical practices and advancing competency-based education in higher education.