Technology-enhanced learning (TEL) is a domain-dependent field of expertise, and it is a challenge to transfer the intellectual richness of TEL research to new fields of application and to develop targeted educational formats. In our current research project, we faced the challenge of developing TEL scenarios for an inter-specialty training program for European cancer professionals, including different medical specialties and allied healthcare staff. Our goal was to provide innovations within the zone of proximal implementation with a realistic change to be implemented in educational practice. In this paper, we propose and report on a three-step requirements and design process called LICASA (Literature review, Curriculum analysis, Stakeholder analysis), which we implemented to follow a systematic approach in collaboration with domain experts for the grounded development of TEL scenarios. This three-step process consists of (1) a systematic literature review, (2) an analysis of an underlying competence model and estimation of instructional complexity, and (3) a survey-based study in which the current skills and experiences of the target group are analyzed. The motivation and theoretical background behind the development of the LICASA framework are reported. An exemplary application of LICASA in the current project is provided, conclusions are drawn, and challenges are identified.

Grounded in the Unified Theory of Acceptance and Use of Technology (UTAUT), this study investigates factors influencing oncology healthcare professionals’ intentions to use e-learning within an inter-specialty training program. A cross-sectional online survey was conducted across EU/EEA/UK countries with 67 educators and 97 learners. Adapted UTAUT-based measures assessed performance expectancy, effort expectancy, facilitating conditions, attitudes toward e-learning, self-efficacy, and behavioral intention. Multiple regression analyses revealed that for educators, attitudes toward e-learning were the only significant predictor of behavioral intention to use e-learning for teaching, explaining 75.2% of the variance. For learners, attitudes toward e-learning and performance expectancy significantly predicted behavioral intention to use e-learning, explaining 60.6% of variance. These findings highlight attitudes toward e-learning as the strongest determinant of e-learning acceptance. Institutions should foster positive technology attitudes through supportive environments, awareness initiatives, and incentives to enhance digital learning adoption in oncology education.

Technology-enhanced learning (TEL) is a domain-dependent field of expertise, and it is a challenge to transfer the intellectual richness of TEL research to new fields of application and to develop targeted educational formats. In our current research project, we faced the challenge of developing TEL scenarios for an inter-specialty training program for European cancer professionals, including different medical specialties and allied healthcare staff. Our goal was to provide innovations within the zone of proximal implementation with a realistic change to be implemented in educational practice. In this paper, we propose and report on a three-step requirements and design process called LICASA (Literature review, Curriculum analysis, Stakeholder analysis), which we implemented to follow a systematic approach in collaboration with domain experts for the grounded development of TEL scenarios. This three-step process consists of (1) a systematic literature review, (2) an analysis of an underlying competence model and estimation of instructional complexity, and (3) a survey-based study in which the current skills and experiences of the target group are analyzed. The motivation and theoretical background behind the development of the LICASA framework are reported. An exemplary application of LICASA in the current project is provided, conclusions are drawn, and challenges are identified.