Information and Communication Technology (ICT) nowadays is constantly evolving and drastically impacting different fields of human activity, such as higher education. University education, due to ICT, was able to move from the traditional teaching and learning practices to e-Learning. That is, delivering education to the learner regardless of place and time via leveraging technology, such as computer-mediated platforms, based on synchronous video conferencing. The next generation of computer-mediated communication tools is ready to facilitate synchronous holographic communication among users. However, such tools have not been designed specifically for the field of university education and have not been taken into consideration the design requirements and needs of users to be successfully integrated to the e-Learning model.     Hence, this master’s thesis study explores the perceptions of higher education teachers and students about the potential use of holographic ICT tools in the context of e-Learning, as well as their desired characteristics in regard to the design of such tools. For this, an interpretive qualitative ethnographic research was conducted. Data was collected through passive observations and focus group discussions with purposively selected university teachers and students, and by leveraging the method of Thinking Aloud. The collected data was subjected to thematic analysis to conclude to seven themes, which represent the findings of this study. These research findings were discussed in relation to the research aim, research questions and the theoretical framework including the approach of User-Centered Design.     The research findings showed that university teachers and students acknowledge the potential of the holographic ICT tools and have an interest to try them out in the context of e-Learning activities. The potential use of holographic ICT tools was described as improving the quality of communication between teachers and students when on distance; delivering education globally and making it more accessible; lifting the current technological limitations and enriching the e-Learning practices. Some concerns, though, in regard to the use of such tools were expressed in terms of complexity and disturbances. The research findings also showed the university teachers’ and students’ desired characteristics in regard to the design of such tools, which include interoperability with the other systems used in e-Learning activities; high quality of human and non-human holographic representations; and indicators in holographs of the participants’ status, along with additional interactive features. In addition, the university teachers and students suggested the holographic ICT tools to be designed as a pair of comfortable augmented reality (AR) glasses, which can be easy to control and can be connected to personal devices. Finally, it was suggested to include main tools of teaching and learning activities -such as whiteboard, screensharing, slides presentation-; and multiple modes that can be used depending on the users’ teaching and learning needs.  Thus, the research outcome contributes theoretically to the research field of informatics by providing insights and new knowledge about the potential use of novel holographic ICT tools for e-Learning. The research outcome also contributes practically to designers, developers, technology companies, and other interested stakeholders as it shortens the knowledge gap regarding the design principles of holographic ICT tools and their use cases within the context of education, and provides suggestions regarding their design from a user-centered approach.