In this episode of Unichain, we speak with Edis Mekić, assistant professor at the State University of Novi Pazar in Serbia. With a strong academic background in telecommunications, digital signal processing, and distributed systems, Professor Mekić has been steadily bridging the gap between traditional engineering and emerging technologies like blockchain.

His research explores the potential of blockchain in education, communication, and smart infrastructure, and he is particularly interested in how decentralized technologies can shape the future of learning and trust systems. A vocal advocate for innovation in the Western Balkans, Mekić also mentors students on real-world applications of blockchain – from VoIP over Raspberry Pi to AI chatbots and decentralized ledgers.

As public blockchains like Solana gain traction due to scalability and developer activity, we explore with Professor Mekić what this means for the academic world, how education systems can adapt, and what role universities should play in the Web3 transition.

• Your academic background is rooted in engineering and signal processing. How did blockchain become part of your research interests?

Signal processing and related electrotechnical fields are grounded in mathematical modeling and statistical methods for real-world analysis and implementation of distributed systems. While blockchain was not my initial research focus, I became increasingly interested as its structure aligned with distributed system concepts.

My first hands-on work involved cost-benefit analysis and statistical modeling of vulnerabilities, including proofs of silent attacks on blockchain networks. This experience sparked a deeper exploration of blockchain as a core element of Web 3.0 and Industry 4.0. Ultimately, it also bridged a gap in my understanding of Education 4.0, now a central focus of my work. As university professors, we must not only conduct research but also prepare future engineers with foundational knowledge of emerging technologies.

• You’ve written about the use of blockchain in both education and business. In your opinion, what is the most promising real-world application of blockchain in the university setting?

While we can certainly discuss the implementation of blockchain systems in education, particularly as a secure and distributed backbone for administrative data storage, I strongly believe that blockchain as a technological milestone is here to stay. Although the future of the cryptocurrency market remains uncertain, the potential of smart contracts, tokenization, and other emerging applications of blockchain is undeniable. From my perspective, these developments are not just passing trends but critical components that must be considered in the design of future engineering learning curricula.

• How do you approach introducing such complex and evolving topics to students – especially something like Solana, which is quite different from Bitcoin or Ethereum?

To be honest, introducing blockchain concepts into the academic environment can be quite challenging, especially since these topics are often only briefly mentioned across different courses within existing curricula. The development and accreditation of new academic programs take considerable time and effort, as the formal accreditation processes are lengthy and rigorous. However, as an example, at SUNP we successfully accredited a PhD-level course specifically focused on blockchain technologies.

On the other hand, our goal is to introduce these concepts to students at earlier stages of their studies. The most practical approach so far has been to integrate blockchain-related topics into existing courses at the final undergraduate years or at the master’s level. One effective method has been to embed blockchain into project-based learning environments, such as Multimedia Systems, where students can implement concepts like NFTs in media applications, or within Software Project Management courses, where students apply Agile methodologies to develop Web 3.0 applications.

At this stage, much of the exploration in blockchain is student-driven, with learners encouraged to pursue independent research and deepen their understanding on topic. Since students in Software Engineering are typically introduced to C and C++ early in their studies, we’ve found it effective, when introducing Rust, to draw on the syntactic similarities¸ and then clearly emphasize the core differences, particularly in the context of developing decentralized applications (dApps) and smart contracts.

• Solana is known for its high throughput and innovative architecture. Do you see its design (e.g., Proof of History) as a strong model for future academic exploration?

My colleagues and I are currently exploring blockchain’s role in data assetization, with a focus on the Solana ecosystem. Solana’s strengths, efficient tokenization, robust smart contracts, and exceptional scalability, make it an ideal platform for research and next-generation system design. Its unique Proof of History (PoH) mechanism further enhances its value, enabling applied research in areas like dApps, high-frequency trading, IoT data, and secure timestamping. These features provide a strong foundation for continued academic exploration and student engagement.

• Have you explored or considered developing any Solana-based educational dApps or pilot projects with your students?

Over the last year, students were encouraged to develop projects based on the Solana blockchain, with a particular focus on tokenization and the creation of STEM-oriented educational games for preschool children. One of the key challenges addressed through these projects was the tokenization of data to enhance data security and decentralization, offering students both a practical understanding of blockchain capabilities and an opportunity to explore innovative applications in education and digital asset management.

• What do you think is the biggest misconception that academia has about blockchain technology today?

A major challenge in academia is the frequent conflation of the cryptocurrency market with blockchain technology itself. This confusion, often fueled by media narratives about volatility or scams, leads to skepticism, especially in non-technical institutions, and can overshadow blockchain’s broader potential. To move forward, academia must adopt a comprehensive, interdisciplinary approach that considers not just technical aspects, but also the ethical, legal, economic, and societal dimensions of blockchain. Only then can its full potential be responsibly explored and applied across sectors.

• How would you describe the state of blockchain education in the Western Balkans compared to the EU or U.S.? What’s missing?

When it comes to the education of blockchain technologies, as with many emerging fields, in the Western Balkans is in the hands of enthusiastic professors and teaching assistants who drive early adoption through individual initiative.

While this grassroots approach is valuable, it also highlights the need for a more institutionalized and strategic framework for blockchain education. Active promotion of blockchain’s potential, along with a clear presentation of both its benefits and challenges, is essential to gain broader support within academic institutions. Importantly, this effort should not be limited to educators and students in technical disciplines since Blockchain’s impact extends far beyond computer science and engineering, and its relevance must also be recognized by colleagues in economics, law, public policy, business, and the social sciences.

• You’ve also worked on the implementation of chatbots in the learning process. Do you see AI and blockchain intersecting in university education anytime soon?

The rise of sophisticated chatbots and large language models has profoundly transformed education. AI-driven conversational agents have become essential tools for improving instructional efficiency and easing the learning curve in complex areas like software engineering. No longer peripheral, these systems are now deeply integrated into the educational process, supporting everything from lecture delivery and personalized tutoring to code review and project development.

Similarly, the relationship between blockchain and artificial intelligence (AI) has evolved from simple intersection to full integration. These two transformative technologies now complement each other across both academic and practical domains. Their convergence enables students to explore interdisciplinary applications such as decentralized AI, tokenized machine learning data, autonomous smart contracts, and ethical frameworks for AI governance, paving the way for the next generation of intelligent, decentralized systems.

• From a technical perspective, what are the key challenges for students and researchers when working with programmable blockchains like Solana or Ethereum?

Students and researchers in the Western Balkans face a combination of infrastructure, knowledge, language, and ecosystem barriers when working with programmable blockchains like Solana and Ethereum. Overcoming these challenges will require coordinated efforts in curriculum design, investment in infrastructure, collaboration with global foundations, and nurturing local talent through projects, hackathons, and community events.

• Lastly, what advice would you give to young Balkan students who want to build in Web3 but don’t have institutional support yet?

My advice to students is simple: do not be afraid to learn independently. In the fast-evolving field of blockchain and Web 3.0, self-initiative is often the key to success. I strongly encourage students to actively seek internships with companies engaged in decentralized technologies, and to align their projects with real-world applications of blockchain. When developing student’s projects, they should also explore grants and funding opportunities that support blockchain research and innovation.

They should participate in local hackathons and develop innovative blockchain-based solutions. Just as importantly, students should recognize that they are not alone, on nearly every university, there are professors and teaching assistants who have enthusiastically embraced these emerging technologies. I urge students to connect and collaborate with them to dive deeper into this exciting and transformative domain. Together, they can help shape the future of blockchain through education, research, and innovation.