This study examines the “Digital Transformations” course at the University of Vienna, which is designed for a broad audience and focuses on various aspects of digitalization. It incorporates didactic methods and aims to meet students assumed higher-order thinking learning expectations. The research investigates students' expectations and concerns, as well as their alignment with existing taxonomies of learning objectives within the course context. Data was collected with pre- and post-tests in a mixed methods design. The study utilizes qualitative open-coding analysis and quantitative descriptive analysis methods. The results indicate that students primarily expect to acquire knowledge and understanding, rather than to engage in higher-order thinking. Their expectations revolve around content related to different themes, including understanding of digitalization, practical application, ethical and social implications, digital competencies, multidisciplinary approaches, critical thinking, interactivity, and engagement. Specifically, students had concerns about the course content's theoretical focus, uninteresting content, lack of coherence, information depth, assignments overload, fear of being overwhelmed, time pressure, fear of missing out, lack of prior knowledge, understanding of the topic, lack of interaction, technological challenges, practical relevance, and psychological and physical effects of digitalization. The post-test results show a high level of student satisfaction, particularly in terms of delivery of the expected content.