This poster presents the experiences, learning outcomes and teaching strategies gained from teaching and refining the university course “Computational Background Skills for Digital Humanities” (CBS4DH), which covers low-level computational background skills for digital humanities. The purpose of this proposal is twofold: first, to provide a more coherent pedagogical framework for similar DH-related courses by examining current university offerings; and second, to design a student-centered (Jones 2007) course that better addresses the learning needs of DH students. This integrated analysis enables the identification of concrete and potential gaps between institutional provision and student expectations, thereby offering an evidence-based contribution to the future development of DH curricula. Our poster aims to stimulate discussion about the requirements that institutions and research projects have for prospective DH scholars and should promote the exchange of best practices in related university courses.