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Checking the identity of students and authorship of their online submissions is a major concern in Higher Education due to the increasing amount of plagiarism and cheating using the Internet. The literature on the effects of e‐authentication systems for teaching staff is very limited because it is a novel procedure for them. A considerable gap is to understand teaching staff' views regarding the use of e‐authentication instruments and how they impact trust in e‐assessment. This mixed‐method study examines the concerns and practices of 108 teaching staff who used the TeSLA—Adaptive Trust‐based e‐Assessment System in six countries: the UK, Spain, the Netherlands, Bulgaria, Finland and Turkey. The findings revealed some technological, organisational and pedagogical issues related to accessibility, security, privacy and e‐assessment design and feedback. Recommendations are to provide a FAQ and an audit report with results, to raise awareness about data security and privacy, to develop policies and guidelines about fraud detection and prevention, e‐assessment best practices and course team support.

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The adoption of co-design processes involving teachers and students is considered a helpful strategy for developing learner-centred scenarios. This research includes students in the co-design of learning scenarios that are inquiry-based (IBL) and enhanced by technology (TEL). In this paper, students’ contribution to the co-design process is analysed, as well as the impact it had on them. The data was collected before and after the project by means of interviews and a questionnaire applied to eleven students from two universities (one blended and one virtual). The results show that the students’ main contribution has a relationship with methodological and organisational aspects, and that the main benefit they perceive is gaining a better understanding of the teacher’s role and the complexity of designing learning scenarios. The study also shows some of the drawbacks and challenges of a co-design process.