Flexible pathways and modular curricula will only fit into students’ real lives if courses are intentionally designed, co-created and evidence-informed, writes Harriet Dunbar-Morris. Here she shares a leadership toolkit for lifelong learning reform
Rather than react with fear to GenAI and attempt to ban it, let’s rethink traditional pedagogy instead, for more meaningful learning
It takes an intersectional approach, empathy and willingness to listen to cultivate affirming environments for marginalised groups, says Mazal OaknÃn
Students working towards creative careers have mixed feelings about AI and its potential effects on their job prospects. So education must consider the best practice in the application of tools but also teach students design fundamentals
Instead of trying to detect students using AI for their work, we need to think differently. Here’s where to start
Higher education institutions have a crucial role in guiding responsible AI use. The starting point for universities might be a clear vision that answers why AI is important
To become proficient in GenAI, educators must move beyond one-off interactions to create workflows that increase efficiency and deepen learning. Learn how
If the UK higher education sector wants its transnational education partnerships to be socially responsible, academically rigorous and politically resilient, universities must prioritise co-creation and cultural literacy, writes Valentina Cardo
Combining GenAI with simple augmented reality tools offers a practical way to support accessible, adaptable and interdisciplinary learning
Smart glasses have the potential to support learning for disabled students, but this technology also comes with significant privacy concerns. Helen Nicholson-Benn looks at how to balance functional benefits with data security and safeguarding
We can make assessment fairer by learning how to spot issues with competence standards and supporting students to challenge them. Here’s how
The question is no longer whether students will use AI after graduation but to what extent. So, how can universities best ensure that students are workforce-ready?
How do we use GenAI without letting it use us? By mastering the tool, and helping students do so too, its much-feared effects on the humanities cannot come to pass, writes Stuart Christie
Reduce the tendency to ‘divide and write’ with a five-step process that draws on individual strengths, promotes constructive communication and ensures equal participation
Advice for ensuring LGBTQ+ staff and students feel seen and supported across teaching, research and all other facets of university life throughout the year