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Higher education pedagogy

Learn more about pedagogy and how different theories of teaching and learning work across higher education. Here, academics offer insights into a variety of pedagogies, drawing on their own teaching experience alongside research, to provide practical advice on what instructional methods work best for different university contexts, disciplines and classes.

A robot in a mortarboard poses with a diploma

A university blueprint for teaching with GenAI

How a human-centred approach to embedding GenAI ensures the tool enhances human reasoning, rather than replacing it, institution-wide

Abderrahim Agnaou

Al Akhawayn University

Students in a lecture, pictured from above

Are we teaching information or developing understanding?

Why we need students to understand concepts rather than simply learn facts – and what pedagogical approaches can help

Maximillian Afnan

The London School of Economics and Political Science

Students talking in class? Teach from the back

Stepping away from the front of the lecture hall renders educators more approachable, and more able to catch the eye of a student looking confused or manage unwarranted chatter

Adrian J. Wallbank

Oxford Brookes University

How can we embed Global South perspectives in GenAI teaching?

GenAI can accelerate learning, but if we aren’t careful, it can also reinforce colonial assumptions. Jasmine Mohsen explains how to avoid this

Jasmine Mohsen

SP Jain London School of Management

Assessment needs to grow up: what process and imperfection mean for higher education

Rather than railing against AI, educators could see this moment as an overdue correction and redesign assessment around what matters: the process by which humans think, revise and learn

Pontus Wärnestål

Halmstad University

Two heads represented as the puzzle piece missing from the other

The practicalities of co-creation with students

A guide to collaborating with students to shape teaching, curricula and assessments, and support research, based on insights from academics who are successfully using co-creation all over the world

Campus contributors, Laura Duckett

Campus

Teacher guiding a student through an exercies on their laptop

Exercises to strengthen students’ socio-emotional skills

Simple, structured activities can strengthen students’ socio-emotional skills, from active listening to emotional regulation, helping them navigate academic and interpersonal challenges

Tatiana del Pilar Amado Castellanos

The University of Applied and Environmental Sciences (UDCA)

Research culture begins with curiosity in the classroom

Research culture starts in the classroom, where enquiry becomes a habit and curiosity drives learning. Kashan Pirzada offers guidance on small, everyday teaching practices to cultivate it

Kashan Pirzada

Birmingham City University

Embracing co-creation through experiential learning

Co-creation cultivates skills and mindsets that traditional classrooms may not be able to provide. For instructors, sharing control with students can result in a richer, more dynamic educational experience for all, writes Ed Berger

Ed Berger

Virginia Tech

Young woman with a drill assembling a wooden bookcase

‘The arts and humanities celebrate what makes us human’

As deepfakes blur truth and political divides widen, the arts and humanities offer essential skills such as reflection and resilience. And, of course, they provide respite and balance. Patty Raun explains

Patricia Raun

Virginia Tech

Interdisciplinary teaching spotlight graphic

A focus on interdisciplinarity in university teaching

Learn how to break higher education out of its disciplinary silos through course design, assessment and lessons adapted to the real world

Campus contributors

Campus

Campus talks: why teaching with artificial intelligence is ‘like a giant field experiment’

THE Award-winning educationalist Jenny Moffett talks about using AI so it supports learning rather than risks deskilling students, dealing with uncertainty in the classroom and the value of boredom

Jenny Moffett

RCSI University of Medicine and Health Sciences

A sound artist surrounded by equipment in a studio

Blend individual and group work to build creative confidence

Combining collaborative accountability with personal ownership helps students take risks, navigate challenges and reflect more deeply, writes Dane Taylor

Dane Taylor

Xi’an Jiaotong-Liverpool University

A smiling woman holds a red, heart-shaped helium balloon

Higher education needs to hold students' hearts, not hands

During times of financial constraint, don’t rush to define kindness to students as an unaffordable luxury. Instead, let’s change the way we think

Rachelle McKay

Dalhousie University

A student leaping from the exam hall into the real world

The evolution of authentic assessment in higher education

Practical advice on assessing students’ skills and application of learning in real-world, professional contexts

Campus contributors

Campus

Employees sitting at a long table in a boardroom

Try a ‘not by the book’ teaching approach for student-centred, industry-focused learning

By replacing classroom work and exams with real-world projects, educators build soft skills and foster industry partnerships that prepare students for dynamic careers

Marie Taillard

ESCP Business School

Use GenAI to slow down and reflect more deeply

University staff are under pressure to produce more with less. But what if, instead of using GenAI to save time, we took a slower approach?

Sam Illingworth

Edinburgh Napier University

Use games to get students back to class

Gamified learning can transform passive teaching into engaging, student-centred experiences. Matthew Jones offers practical advice on creative delivery and scaling up

Matthew Jones

University of Salford

‘Adults bring experience and cognitive strengths to lifelong learning’

The science of adult learning provides a road map for strengths-based, age-inclusive programme design and helps turn classrooms into vibrant hubs of intergenerational learning

Sally Ng Siew Hiang, Adam John Privitera, Annabel Chen Shen-Hsing

Nanyang Technological University

Someone standing at a crossroad, unable to make a decision

Top business graduates lack one key skill – execution

Top-performing graduates often struggle with execution in the workplace. Educators can change that by designing learning exercises that hone decision-making skills and resilience

José Ignacio Sordo Galarza

Tecnológico de Monterrey

What happened to creativity in the classroom?

When generative AI leads 150 students to submit the same ‘creative’ work, something is afoot in arts and humanities education. Here, Leah Henrickson and Luke Zaphir turn insights from cognitive science into ways to use AI to boost students’ creativity

Leah Henrickson, Luke Zaphir

The University of Queensland

Group of happy multiracial university students

Five considerations for effective group work

Why struggle through setting and assessing group tasks when this teaching approach can present considerable challenges around communication and conflict? These insights offer ways to design tasks that will benefit both educators and students

Donna Hurford, Andrew Read

University of Southern Denmark, London South Bank University

Sharpen public administration students’ critical analysis skills with ‘case memos’

Bridge theory and practice while developing students’ critical thinking through structured ‘case memos’ that foster reflection, discussion and theory-informed evaluation of local governance challenges

Adrian Man-Ho Lam

The University of Hong Kong

A library with a group of students having a discussion at a table

How to design learning experiences to heal division

How inclusive, collaborative learning can turn classrooms into trusting communities that leverage tension to promote learning and growth

Chiedza Mutsaka Skyum

Independent academic

A team of medics working together on a project

Interprofessional simulation in HE: three tips to help you get it right

Interprofessional simulation enables educators to deliver healthcare teaching and learning in immersive settings beyond the traditional classroom. Here are three ways to make it a success

Jon Newton

University of the West of England Bristol

Can transferable skills be taught in distance learning?

As workplaces are increasingly AI-integrated and hybrid, can teaching transferable skills – including body language – in a virtual learning environment, in some cases, offer a more authentic education experience?

Emilie Rutledge, Jonquil Lowe

The Open University

Beyond learning design: supporting pedagogical innovation in response to AI

To avoid an unwinnable game of catch-up with technology, universities must rethink pedagogical improvement that goes beyond scaling online learning

Charlotte von Essen

Stockholm School of Economics

Five ways to embed anti-racist pedagogy

With the race awarding gap widening, facilitating conversations about race between staff and students is crucial. Embedding anti-racist pedagogy in your classroom can pave the way – here’s how

Yaz Osho, Danielle Chavrimootoo

University of Westminster

Students working on a project together in class

How to test GenAI’s impact on learning

Rather than speculate on GenAI’s promise or peril, Thibault Schrepel suggests simple teaching experiments to uncover its actual effects

Thibault Schrepel

Vrije Universiteit Amsterdam

From ‘sage on the stage’ to ‘guide on the side’

With GenAI, changing job markets and overprotective parenting shaping today’s learners, higher education must balance knowledge with fostering autonomy – without letting independence go too far, says Daniella Sieukaran

Daniella Sieukaran

Dalhousie University

Head made of cogs and jigsaw puzzle piece

Assessment tasks that support human skills

Assignments that focus on exploration, analysis and authenticity offer a road map for university assessment that incorporates AI while retaining its rigour and human elements

Amir Ghapanchi, Afrooz Purarjomandlangrudi

Victoria University

How to motivate students and staff in higher education

Advice for faculty to find and maintain the motivation that they, and their students, need to progress in their work and learning

Campus contributors, Eliza Compton

Campus

From clashing egos to compassionate debate in the classroom

By reframing debates as opportunities to build resilience, empathy and self-confidence, educators can help students strengthen relationships and develop lifelong skills for well-being and personal development

Elisa González

CETYS Universidad

Young male teaching assistant with two college students

Motivation by design: faculty-led strategies for learning that matters

Apps or algorithms alone won’t drive the students of the future to learn. Rather, it will be faculty domain expertise that aligns with how they think, work and learn. Margaret Ellis explains how to design learning for student motivation

Margaret Ellis

Virginia Tech

A lecturer speaks to a group wearing a microphone headset

Six thinkers and five tips to reimagine business education

Reach beyond traditional business models and take inspiration from sociology, philosophy and educational theory for a well-rounded, resilient approach to business education

Lakshmi Goel, Yassine El Bouchikhi

Al Akhawayn University

Female college students working together in class

Old-fashioned methods to circumvent student overuse of AI? Maybe

Higher education teaching faculty are exploring the use of old-school teaching and testing methods to prevent students from using artificial intelligence during exams and for homework. Is this a good idea? Cayce Myers takes a deep dive

Cayce Myers

Virginia Tech

How to boost student motivation and engagement in virtual classrooms

Practical strategies – from clear communication and visual resources to community building and inclusive pedagogy – to help educators foster participation and motivation in digital learning

Adela Vega Guerra, Angeles Carolina Aguirre-Acosta

Tecnológico de Monterrey

A class full of students from behind, with one raising their hand to answer a question

Beyond grades: rethinking student motivation in the GenAI era

Discover inclusive, creative and sustainable strategies, from playful learning and visual tools to culturally relevant teaching and co-created assessments, to better motivate today’s students

Yusra Siddiqui , Alison Hill

The University of Exeter

How should universities teach leadership now that teams include humans and autonomous AI agents?

Trust and leadership style are emerging as key aspects of teambuilding in the age of AI. Here are ways to integrate these considerations with technology in teaching

Alex Zarifis

University of Southampton

University students working on a group project

Four simple steps to running a successful team task

In this video, Lauren Vicker and Tim Franz explain the key stages and considerations to help university educators run more effective group projects

Lauren Vicker, Tim Franz

St. John Fisher University

What comes next for the block model in university teaching?

Six critical challenges face higher education institutions that have adopted block planning for their teaching schedules as the approach matures and expands globally, writes John Weldon

John Weldon

Victoria University

Two students working on a laptop together

From static to dynamic: how a Moodle plugin makes tutorials more interactive

Transforming quizzes from static assessments into live learning tools, JazzQuiz enables real-time feedback, anonymous participation and adaptive teaching, fostering deeper engagement, dialogue and understanding

Ying Feng

Xi’an Jiaotong-Liverpool University

How can we teach students about social value?

Students increasingly expect universities to reflect their social conscience. Business schools must go beyond profit-focused teaching, embedding social value, impact measurement and experiential learning, says Robert A. Phillips

Robert A. Phillips

The University of Manchester

Taking pedagogy to the provost’s office

The skills that make effective teachers – adaptability, empathy, presence and reflection – also shape impactful university leaders. Here, Bill Owen shares leadership lessons he learned in the classroom

William J. Owen

University of Northern British Columbia

Young male student looking thoughtfully at a laptop

Solving the soft skills crisis using artificial intelligence

Employers seek transferable skills such as communication and cultural awareness, but how can universities translate these aspirations into meaningful, scalable learning experiences for students? AI personas offer possibilities

Kieran Williamson

University of Canterbury | Te Whare Wānanga o Waitaha

Faced with GenAI, educators’ engagement capacity matters more than ever

As universities prepare students for a future shaped by GenAI, the challenge is to use technology as a co-pilot while fostering skills that AI cannot replace: critical thinking, creativity and ethical reasoning

Thomas Menkhoff

Singapore Management University

A scaffolded approach to teaching with GenAI

As GenAI continues to reshape higher education, this four-phase framework by Rena Beatrice Alcalay offers educators ways to guide students to use these tools critically and ethically, fostering agency, bias awareness and deeper engagement in philosophical writing assignments

Rena Beatrice Alcalay

Technical University of Munich

Five ways to centre faculty development at your university

Teaching quality can be an institution’s biggest asset, improving student retention and boosting reputation. So why not move faculty development to the centre of institutional strategy?

Salah Al-Majeed, Hayat El Asri

Al Akhawayn University

UC Earth Science Garden at the University of Canterbury, New Zealand

How a campus garden is tackling declining 3D spatial skills in geoscience students

Making geology more tangible can spark curiosity in the field and help students learn the skills needed to address global issues such as climate change, resource management and natural hazards. Kate Pedley walks through an interactive garden

Katherine Pedley

University of Canterbury | Te Whare Wānanga o Waitaha

Why slowness is a superpower in creative education

Good ideas often appear in the quiet moments we don’t count as work. David Thompson argues for protecting incubation time and for helping students rediscover the value of disconnection

David Thompson

University of Lincoln

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