Learning the machine: shaping the future of creative educationEducators should engage with artificial intelligence and other technologies not just as users but as influencers, write Ed D’Souza and Sunil Manghani Ed D'Souza, Sunil Manghani University of Southampton
Partnering with students to build belonging in a blended learning environmentA sense of belonging and community plays a major role in maximising student engagement. But how can educators cultivate an authentic community? Reimala SivalingamUniversity of Manchester
How can we create accessible and inclusive learning environments for neurodivergent students?How can we actively engage neurodivergent students in the classroom? This resource offers practical guidance for fostering accessible and inclusive learning environments that honour diverse thinking and learning stylesEmilie Edwards Middlesex University
Interdisciplinarity is a core part of AI’s heritage and is entwined with its futureTo train students to engage responsibly with artificial intelligence, a genuinely interdisciplinary perspective – from the language used to recognising that human and machine work in concert – is essential, write Elvin Lim and Jonathan Chase Elvin Lim , Jonathan ChaseSingapore Management University
How to initiate conversations about belongingBelonging may not always look the same for all students, but creating opportunities for organic conversations can foster partnerships between staff and students and help us understand what students needEmma PalmerUniversity of Hull
Using VR to break the ice in the classroom Virtual reality can make introductions more fun and expose students to new technologies. Here, Elvira Luna offers her tips for introducing it into COIL classes Elvira LunaMonterrey Institute of Technology
One write way to student success in mathematicsA detailed conversation and a letter begin a support process that can take students from repeated course failure to success and confidence. Here, Eric Grinberg explains how it works Eric L. GrinbergUniversity of Massachusetts Boston
Messy decisions and creative science in the classroomHow can we teach students other than those studying for healthcare or other vocational qualifications to work across disciplinary boundaries and make scientific decisions in a creative – and enjoyable – manner? Here’s what we learned from running a data-driven drug-discovery scenarioCharlotte Dodson, Steve FlowerUniversity of Bath
Artificial intelligence and academic integrity: striking a balanceA look at how universities can encourage the ethical and transparent use of artificial intelligence tools to support learning while guarding against misconductGeorgina ChamiThe University of the West Indies
Beyond the classroom: why experiential learning is crucial in today’s worldMónica Gárate presents an experiential learning methodology, including characteristics, benefits and how the professor should participate in the processMónica Gárate CETYS Universidad
How to teach clinical communication skills in a foreign language from scratchThis hands-on approach to clinical practice integrates content and language and enables both local and international students to acquire communication skills and vocabulary alongside activities relevant to medical practiceKatalin Fogarasi, Judit CsászárSemmelweis University
‘Well…what do you think?’ Responding to challenging questions in the moment While daunting, tough questions from learners can be a catalyst for collaborative learning and critical thinking. Roma Forbes offers practical advice for how to respond in the classroom or the corridorRoma ForbesThe University of Queensland
Eight tips for making teaching and learning more enjoyable for learnersFrom mixing up the teaching space to drawing on real-life examples, Perçem Arman outlines ways to make lessons more fun and thus increase participationPerçem Arman Near East University
Transforming the classroom through experiential learningA pilot programme aims to expand undergraduate students’ access to high-impact learning experiences to strengthen skills such as teamwork and problem-solving. Kate Williams looks at its outcomes Kate WilliamsGeorgia Tech’s Center for 21st Century Universities
Simple solutions to the age-old challenge of classroom engagementDrawing on his experience of teaching a microeconomics class of more than 200 students, Tony So shares failproof ways to engage students Tony SoXi’an Jiaotong - Liverpool University
Using fun and interactive micromodules to energise learning Lee Chien Ching and Tan Kian Lip Erick share the intricate process of producing a micromodule that attracts students through an enjoyable, interactive learning experienceTan Kian Lip Erick , Lee Chien Ching Singapore Institute of Technology
Seven steps to being a great teacherThe distinction between being a good teacher and a remarkable one transcends mere transmission of knowledge, writes Gabriela Espínola CarballoGabriela Espínola CarballoMonterrey Institute of Technology
Accessing the what, how and why of universal design for learning using popular cultureStone Meredith explains how she hits the fundamental building blocks of UDL by leveraging popular culture sources using various media, particularly YouTubeStone MeredithColorado State University Global
Reconceptualise the ‘classroom’ for enhanced student engagement Student-centred learning strategies that will boost engagement holistically across in-person and digital learning spaces Elena Riva, Heather Meyer The University of Warwick
How to improve civic education through service learningCivic education is essential, writes Grace Ngai, so how can universities teach it effectively?Grace NgaiHong Kong Polytechnic University
Using the power of debate to enhance critical thinking Asking students to analyse, defend and counterargue a contentious issue has proved an engaging way to teach reasoning and communication skills in organisational behaviour coursesM. C. ZhangMacau University of Science and Technology
How do we write alternative text for images in education?Descriptions of images in online documents help all readers – not just those with vision impairment – to fully understand the photograph, chart or graph and make the information accessibleMatthew DeeproseUniversity of Southampton
Do you speak Gen Z or are you a noob?Students want to study with academics who understand them and speak their language rather than learn from people they feel are out of touch. Here’s how to align your lingo and foster engagementJennifer PulkkinenUniversity of Derby
A plan to prevent disengagementWhat educators can do to overcome three common causes of student disengagement with learningAdeola Matthew The University of the West Indies
Moving microcredentials forward: how universities are incubators and early adoptersEducation innovation will transform lifetime learning in two main ways: compacting instruction into digestible bites and standardising how microcredentials are used and delivered in (and beyond) higher educationJonna Lee , Eric Scott SembratGeorgia Tech’s Center for 21st Century Universities
Sparking online joy: five ways to keep students engagedFive guiding principles to use when designing and developing content for short online courses that will keep students engagedAndrés Ordorica , Marcello Crolla, Lizzy Garner-FoyThe University of Edinburgh
How to create K-12 programmes to boost belonging and participationLearning outside the traditional school day can help shape a young person’s lifelong education journey. Here’s how university programmes can establish an environment where they can thrive Sirocus BarnesGeorgia Tech’s Center for 21st Century Universities
Higher apprenticeships reimagined for lifelong learnersIf Australia is serious about addressing pressing skills shortages and rapidly changing technology and labour markets, lifelong learning must become a practical reality, not an abstract goal, says Mish EastmanMish EastmanRMIT University
The three Cs of the 21st-century workplace: cognition, character and careerChanging skill demands require a lifelong approach to education that prioritises self-efficacy, critical thinking and a growth mindset. Here is how these elements can fit together in learning and career preparationVijayakumari Seevaratnam, Russell ManfieldThe University of Queensland
Open educational resources to make lifelong learning accessible to allHow open educational resources can be created and managed to ensure courses and materials that support lifelong learning are accessible to all aspiring students at little or no costFiona BucklandThe University of Edinburgh
Moving beyond climate change to teach the climate crisis Ways to scale up education relating to the climate crisis and the questions it must guide students to answerAdam R. Aron University of California San Diego
Biased AI poses a threat to academic freedom that must be confrontedHow academics can manage and guide the use of generative artificial intelligence such as ChatGPT so that it enhances learning and independent thought and does not hamper academic freedomShweta SinghThe University of Warwick
Using affective learning to foster engagement and critical thinkingIt takes time, patience and training, but a teaching approach that recognises the role that emotions play in learning can result in a more positive, effective and impactful student experienceJyoti Devi Mahadeo, Rabindra NepalUniversity of Bradford, University of Wollongong
Why hybrid learning needs hybrid faculties Online courses should be integrated into everyday faculty functions to improve remote and in-person classes as well as the overall student experienceAn Jacobs , Norma RossiRoyal Military Academy Sandhurst, Loughborough University, University of St Andrews
Goodbye memorisation, hello open-book testClaudia Janeth Hernández Cardona offers practical advice on using open-book tests in our student evaluationsClaudia Janeth Hernández CardonaMonterrey Institute of Technology
How to use humour to boost student understanding and foster creativityHumour is a versatile teaching tool, explains Pete Ludovice. It’s fun, it makes the lecturer seem more approachable, helps make complex concepts relatable, shifts cognitive load, and encourages innovation in the classroomPeter LudoviceGeorgia Tech’s Center for 21st Century Universities
These are the best practices and most common mistakes in learning assessmentCecilia Tagliapietra Ovies says that, while there is no single formula for learning assessment, there are certain basic principles institutions can follow to help ensure successCecilia Tagliapietra Ovies CETYS Universidad
Harness human and artificial intelligence to improve classroom debates A guide to using artificial intelligence to support nuanced class debates that train students’ critical thinking and communication skillsElmar KutschCranfield University
The ‘third way’ academic: becoming an education-focused professorCareer development tips for higher education professionals who take an education-focused pathway Campus contributorsUniversity of Bristol
Implementing project-based learning: a practical guideIbham Veza and Mohd Syaifuddin Mohd provide practical guidance and methodologies for introducing project-based learning and outline its potential impact on studentsIbham Veza, Mohd Syaifuddin Mohd Universiti Teknologi Petronas (UTP)
Should we trust students in the age of generative AI?A look at how institutions can shape their policies relating to generative AI such as ChatGPT to build trust among students and guide them in its responsible useLoïc PléIĒSEG School of Management
Why we need a new model for professional development credentialsClose collaboration between universities and industry can help higher education address the ‘skills emergency’ and rebuild trust in university qualifications, writes Mick GrimleyMick GrimleyTe Whare Wānanga o Waitaha | University of Canterbury
An introduction to creating escape roomsBernardo Pereira Nunes offers tips on how to get started on an escape room experience that will boost students’ teamwork, leadership, communication and problem-solving skills Bernardo Pereira Nunes Australian National University
Unlocking urban secrets: learning through the exploration of our cityscapesTeaching strategies to tap into the micro-narratives embedded within the urban landscape to support learning outside the classroomDaniel Gutiérrez-Ujaque , Felipe Saravia University of Lleida , University of Bio-Bio , University of Manchester
Making space for emotions in learningThe trick is to design courses so cognitive and affective learning balance each other in a way that promotes empathy and deeper understanding of the content, writes Carol Subiño SullivanCarol Subiño SullivanGeorgia Tech’s Center for 21st Century Universities
Respectful provocation: the university skill for our times?Challenging students about their assumptions and values makes them better equipped to engage with the challenges of living in a diverse society, writes Mathew GuestMathew GuestDurham University
What makes an effective microcredential programme?Short, flexible and skills-focused, microcredentials must balance the needs of students and industry. Here are tips on how to develop courses that achieve thisTemesgen KifleThe University of Queensland
Learning to learn: developing students into effective lifelong learnersKevinia Cheung outlines an institutional approach to developing undergraduates’ ability to ‘learn to learn’Kevinia CheungHong Kong Polytechnic University
Teaching how to use numbers as a tool for justiceStatistics are not neutral, writes Wendy Castillo. Here, she explains how to use QuantCrit to show students the effect that historic racism and bias have on data collection and analysisWendy CastilloPrinceton University
How to design and build microcredentials in four stepsA team from Monterrey Institute of Technology explains how to plan, design, deliver and measure microcredentials at your universityVerónica Alejandra Pérez Aguirre , Laura Patricia Aldape , Karla Margarita Banda MartínezMonterrey Institute of Technology