We present a concept of a study examining the didactic integration and impact of Jupyter notebooks within higher education across up to 42 universities in Germany under the JupyterHub.nrw project. The project aims to enhance the quality of teaching, research, and learning by providing easy access to a virtual working environment through a centralized JupyterHub. This platform supports collaborative and inclusive learning irrespective of the students’ hardware capabilities through browser-based Jupyter notebooks. Literature indicates that Jupyter notebooks can engage students and foster the development of crucial skills. To contribute to the research, we use a mixed-methods approach, combining quantitative and qualitative data, delivered by the JupyterHub.nrw project to investigate good practices integrating Jupyter notebooks into higher education curricula and to identify variables influencing the use of Jupyter notebooks in teaching practices, grounded in Roger’s diffusion of innovation theory (DIT). Additionally, we assess the impact of Jupyter notebooks on teaching and learning across various disciplines using a descriptive analysis focusing on the constructs interaction and students’ learning experience, based on Kolb’s experiential learning theory (ELT). The aim of this paper is to outline a first draft of a procedure for conducting a mixed-method study.