Open educational resources (OER) play an important role in teaching and learning, especially in lifelong learning. Educational resources should be created in a way that addresses lifelong learners’ needs. Human-centered design (HCD) is a design perspective and an iterative process that involves users in all phases of the process. Thus, an HCD approach can provide relevant advantages when creating OER for lifelong learning. This work presents the Design Toolkit as a case study of digital open educational contents for design education that has been created following an HCD process. The orientation of the Design Toolkit is to provide users OER in a tool format rather than in a traditional manner. The main goal of this research is to contribute to the understanding of how HCD impacts OER creation. The research focuses on teachers, assessing the Design Toolkit content organization and analyzing teacher adoption and usage of the resources. The HCD approach fosters teachers’ satisfaction, promotes OER adoption and provides new design requirements for a future iteration of the HCD process. The results show that designing OER involving users through an HCD approach sets the focus adequately on their needs and limitations. Teachers feel satisfied with the Design Toolkit, fostering the adoption of OER in different educational contexts. Finally, users’ involvement in the whole HCD process points out design and educational requirements for future work.

Mobile learning (mLearning) is increasingly recognized as a valuable tool for supporting clinical education by offering students flexible, real-time access to information within clinical learning environments (CLEs). However, its implementation is often hindered by infrastructural limitations, lack of institutional support and training, and concerns related to professionalism and patient perception. There is a lack of evidence that considers both student and stakeholder perspectives across different health education contexts. This study aimed to explore perceived barriers and facilitators to the integration of mLearning in clinical education from the perspectives of undergraduate health occupation students and clinical stakeholders. An exploratory qualitative design was used, involving six focus groups (FGs) with 25 students and 26 stakeholders from three European universities (Spain, Poland, and Germany). Data were analyzed thematically using the FRAME model (Framework for the Rational Analysis of Mobile Education). Research rigor was ensured through COREQ (COnsolidated criteria for REporting Qualitative research) guidelines and recognized qualitative research standards. Ethical approval was obtained from all institutions involved. A total of 51 participants - 25 students and 26 stakeholders - contributed to six FGs across three countries. Thematic analysis, guided by the FRAME model, revealed key benefits and challenges of mLearning integration in clinical education. Participants highlighted the potential of mobile technology to enhance flexibility, access to knowledge, and peer collaboration in clinical education. However, significant challenges remain, including ethical concerns, generational divides, limited infrastructure, and institutional resistance. Mobile technology offers clear benefits for clinical education - such as flexibility, access, and collaboration - but its integration requires addressing ethical, organizational, and generational barriers. Effective implementation demands inclusive, co-designed strategies supported by infrastructure, training, and cultural change.

Este trabajo presenta el diseño, puesta en marcha y evaluación de uso del Design Toolkit, una plataforma de recursos de aprendizaje sobre diseño, con un foco especial en la interacción persona-ordenador. Esta plataforma se ha desarrollado siguiendo un proceso de diseño centrado en el usuario que, además de las necesidades de los diferentes tipos de usuario, tiene en cuenta de manera especial los principios educativos del aprendizaje potenciado por la tecnología. El Design Toolkit se dirige a estudiantes y profesionales, y ofrece contenidos educativos en un formato aplicado, orientado a la acción y con distintos niveles de profundidad permitiendo un acceso y navegación según distintos comportamientos. El trabajo presenta los resultados de la evaluación educativa del Design Toolkit en un entorno universitario.