- In the field of services, great importance is attached to service value today, as value creation processes contribute to the existence of beneficial and needs-satisfying services through the participatory integration of customers and suppliers (cf. Roth & Pfisterer, 2014, p. 5 ff.). The value construct is of particular interest in science and practice because it has behavioural relevance (cf. Jahn, 2013). The value of a service in this context refers to the experience during use. The perceived value is not objective, but is experienced by the consumer and thus has a subjective character (cf. Holbrook, 1999). The emergence of value results from their significance for the user and represents the subjective evaluation of the experience (cf. Jahn, 2013). Ultimately, value only emerges if the service associated with the service improves the user's well-being (cf. Vargo et al., 2008). This well-being can develop on different levels depending on the individual needs and desires of the user, which are described using different types of value, such as functional, hedonistic, symbolic or economic value (cf. Smith & Colgate, 2007). These values can unfold their potential in the field of digital education if co-creation occurs between the actors within the teaching-learning scenario (cf. Fürst, 2020). From a process-related perspective, learners move into the focus of the value creation process as co-creators within a teaching-learning scenario (cf. Edvardsson et al., 2011). The aim of the paper is to show new perspectives on how value can be generated for the users of digital teaching-learning scenarios and promoted on the provider side, i.e. higher education institutions. Against the background of the value creation understanding of the Service-Dominant Logic (cf. Vargo & Lusch, 2008), an expanded understanding of the emergence of service value in educational offerings is to be derived.