• To the extent that is has been theorised, work on DH pedagogy has tended to be very strongly tied to the classroom experience. A classroom experience, however, exists within a particular social and institutional framework (students seeking knowledge, experience or qualification from instructors who master a specific body of knowledge) which is quite different from the operational and distributed nature of Research Infrastructures such as DARIAH. • Research infrastructures seldom possess the kinds of specialised procedures, staff, resources and expertise to deliver formal educational programmes, but the strength of RI’s lies in the provision of and reflection upon the experience of acculturation and professionalization in “real” cross-institutional and often cross-cultural projects in which peer learning, skills transfers and network building are a rule rather than an exception. • Research Infrastructures such as DARIAH have a specific role to play in the European educational landscape by complementing rather than replacing the pedagogical models prevalent in HEIs today. • RI’s such as DARIAH should focus not only on DH or even on a discipline in which a student or researcher seeks to use DH methodologies, but also on highlighting how these practices engage interdependent communities of practice with intersecting concerns. • DARIAH should intensify effort to position itself as pedagogically relevant beyond the individual humanities disciplines in terms of what it can contribute to the development and dissemination of early-career researchers’ transferable skills and competences as identified by the Eurodoc 2018 Report. • DARIAH should establish an active educational partnership network in order to validate a new approach to the skills needs of humanities students and researchers, looking beyond the frame of what is currently available in the context of formal educational programmes. • DARIAH should develop a curricular model and, if possible, an internship program, to enable fluid exchange of knowledge and students between university programmes and the applied contexts of the research infrastructure. • DARIAH should continue to create and maintain essential filtering and contextualising layers for training materials, which are now available through DARIAH-Campus, in order to coordinate and enhance open educational resources with other stakeholders in the field. • DARIAH should aim to apply and test its learning resources in different HE contexts in order to profit from unforeseen synergies and unexpected outcomes such as, for instance, the initiative to publish young researchers’ data papers using the DARIAH-Campus Event Capture Template, which emerged out of the DESIR Workshop at the University of Neuchâtel. • Building on currently identified needs, DARIAH should develop foresight models to predict future needs within the Higher Education sector.