Abstract:

In December 2024, the Italian Ministry of Universities and Research (MUR) issued Decreto Ministeriale n. 1835/2024, which updated the regulatory limits for online teaching in traditional higher education programmes. Specifically, the decree increased the allowable proportion of online credits in conventional degree courses from 10% to one-third of the total number of credits (ECTS), maintaining requirements for in-person assessments and synchronous engagement.

This paper investigates how this regulatory adjustment has acted as a catalyst for institutional reflection and pedagogical innovation at the University of Brescia.

This institutional response unfolds within a broader environment where the role of the state in higher education has progressively redefined the relationship between regulation and university autonomy.

Even if, in university contexts, changes are often slow and influenced by deeply rooted academic cultures, it is crucial to adapt traditions and educational plans to the new policies while preserving the academic identity.

Drawing on the case of the University of Brescia, this study shows how the university is navigating this complex environment, rethinking course design, assessment strategies, and faculty development initiatives, supported by the establishment of the Teaching and Learning Center (TLC) as a driver of pedagogical renewal. The analysis identifies both opportunities, including expanded use of blended learning and digital resources, and risks, such as uneven implementation, pressure to meet thresholds, and challenges in sustaining teaching quality.

By interpreting the experience described through the lens of metaregulation and reflexive governance, the paper contributes to the discussion on how Italian universities can transform regulatory constraints into meaningful innovation strategies, collectively shaped.

Keywords:

Higher education policy, institutional change, blended learning, online teaching regulation, faculty development, academic development, DM 1835/2024.