DCU Futures, funded by Pillar 3 of the Human Capital Initiative, is DCU's largest teaching and learning change initiative. It aims to transform undergraduate education through educational innovation, industry engagement, digital learning, and a shift from knowledge acquisition to skills development. To complement the external review of all Pillar 3 Human Capital Initiative projects, DCU commissioned an internal evaluation of Futures. This report was the final in a series of thematic reports, following an unpublished interim report in 2023 and seven Focus on Futures thematic reports. It provided an overview of the evaluation, presented key findings and addressed the main research questions regarding the changes introduced by DCU Futures, its overall impact, and its potential for sustainability over time and scalability across the university. Launched during the unprecedented Covid-19 pandemic, DCU Futures faced some challenges which impacted both students and academic staff. The first two cohorts of Futures students, entering in 2021 and 2022, had their Leaving Certificate exams adapted to accommodate disruptions caused by Covid. As a result, their transition into higher education and initial university experiences were unlike those of previous years. The unique Covid-19 context also created difficulties for staff, particularly with communication, in designing and implementing Futures programmes. This and the externally imposed and initially rushed design and implementation of Futures further complicated matters. While these challenges were significant, they were largely overcome as Futures progressed and Covid restrictions lifted. With this context and background in mind, we now provide summary answers to the main evaluation questions: − What changes were introduced by DCU Futures? DCU Futures changed what students learn by introducing ten innovative, cross-disciplinary programmes developed in collaboration with industry partners. It changed how students learn by incorporating virtual labs, immersive learning, and real-world practical experiences, as well as using assessments like CBL instead of traditional exams. It also embedded transversal skills through the DCU transversal skills framework and supported the development of the DLA and Language and Culture modules. − Do the positives outweigh the negatives? Yes, on balance, the positives of DCU Futures outweigh the negatives. The initiative has received strong support from staff within the university. It has created valuable resources and laid a solid foundation for wider implementation within DCU, as well a 32 wider impact of learnings for other HEIs. While there are still some challenges, particularly with increased staff workloads and some resistance from staff, the overall impact of DCU Futures can be seen as largely positive. − What sustainable and scalable aspects can be implemented across DCU? Many aspects of DCU Futures, such as transversal skills, CBL, and industry engagement, may be sustainable and scalable, provided certain concerns are addressed and supports are put in place. Change initiatives generally add to staff workload, especially with innovative teaching and assessment methods like CBL. Building necessary supports and resources across the university can help address workload concerns. Innovative assessments like CBL and assessing transversal skills require high levels of assessment literacy, so both staff and students need support to develop these skills. Industry engagement requires clear structures and supports to manage and maintain, such as establishing roles or teams to oversee partnerships and provide staff with the necessary resources to engage with them. Greater buy-in from more experienced staff might be established by demonstrating that additional supports are embedded, and that Futures gradually evolves, learning from the initial implementation. A phased rollout would allow time to build capacity and provide the necessary resources for successful scalability and sustainability.