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.

Active learning: what can we learn from secondary teaching?

A great deal of teaching in higher education appears to be inactive, despite the proven benefits of active learning. Here are some practical active learning strategies

Sarah Shaw

University of Chester

A group of four students working on a project

Use student-centred learning strategies to motivate international business students

Support your international students by incorporating strategies that promote student-centred learning into your teaching

Giselle Bate

University of Chester

Lessons in chemistry: widening university students’ participation through storytelling

Storytelling can bridge the gap between complex STEM content and student engagement – it gives learners a discovery-based approach and educators an inclusive teaching tool and means of assessment

Karen Ho

Mount Royal University

Student outside holding a notepad while thinking deeply

Want to increase student satisfaction? Activate higher-order thinking skills

Activating students’ higher-order thinking skills enhances student satisfaction, research shows. Here are some examples of ways to do it

Irina Shcheglova

Xi’an Jiaotong-Liverpool University

Teaching international students about academic integrity

Cultural misunderstandings can lead to international students being referred for academic misconduct. An answer for university educators can be to tailor course content to bridge gaps in your students‘ understanding

Julija Jones

University of Southampton

Rhizocrit: Rhizomatic learning and critical digital pedagogy in the post-digital age

Higher education needs transformative practices to respond to the challenges of the 21st century. Combining expansive, organic learning with active, critical use of technology could be the way forward

Daniel Gutiérrez-Ujaque

University of Lleida

Professor at the front of a class full of students

Four things you can do right now to improve your teaching

Want to improve your teaching but not sure where to start? Rebecca Wakelin offers quick practical strategies that will kickstart efforts to enhance your teaching practice

Rebecca Wakelin

Xi’an Jiaotong-Liverpool University

Harness the power of ‘I wonder’ in your teaching

By embracing the power of ‘I wonder’, we can transform our physical and virtual classrooms into dynamic spaces for exploration and discovery, creating a more inclusive and responsive educational atmosphere

Lauren Flannery

The University of East Anglia

A teacher addresses a classroom of students

Conjure the magic of learning with facilitation

When facilitating learning, planning and versatility are key. Here’s how to balance the two

Tan Chin Pei

Singapore Institute of Technology

Students creating a mindmap on a whiteboard

The humble whiteboard: the most flexible learning tool in your classroom

The whiteboard serves as a powerful tool to help students visualise concepts, facilitate group work and provide immediate feedback, aligning with the theory that knowledge is built through active, hands-on experiences

Alan Meek

Xi’an Jiaotong-Liverpool University

Studious student memorising notes at her desk

Don’t forget Bloom’s Taxonomy’s ‘remembering’ level

Bloom’s Taxonomy is a pedagogical framework covering six levels: remembering, understanding, applying, analysing, evaluating and creating. Building a strong foundation to help students store and retrieve information is crucial

Adeola A. Matthew

The University of the West Indies

A new way of ensuring repeated EAP vocabulary exposure

Practical steps to enhance student vocabulary learning through a systematic approach that assures repeated exposure to important terms

Alan Meek , Jingfei Zhang, Lin Ma

Xi’an Jiaotong-Liverpool University

Male speaker giving presentation at a university to a room full of students

Relieve student boredom by ‘activating’ lectures

How lecturers can ‘activate’ traditional lectures to relieve student boredom and stimulate learning

Simon Brownhill

The University of Bristol

Various sqiggly arrows straightening into the same direction, blended learning concept

Teaching public policy research skills to tomorrow’s leaders

When students learn the fundamentals of public policy research, they also acquire tools to evaluate how institutions operate and how those same tools can be used to solve problems in their communities. This blended learning approach can level up these skills

Christopher Kromphardt, Mark Anthoney , Cassidy Branch

Johns Hopkins University, University of Iowa

The hand of Adam reaches towards a robot arm, with a buffering sign in between

Apply the principles of critical pedagogy to GenAI

Artificial intelligence can shape our educational practices – but when we allow this to happen unthinkingly, what do we risk losing? Here’s how to stay uncomfortable and ask the critical questions

Richard McInnes, Simon Nagy, Laura Airey

Adelaide University

Students in class working on a project together

Events-based authentic assessment that can boost employability

While demonstrating knowledge through exams has its place, how often do we use exam techniques and skills in our daily lives? Events offer a more authentic way to demonstrate and test professional skills

Becky Lewis, Colin McClure

The University of East Anglia, Queen’s University Belfast

Colourful paper explodes from one wooden head, black paper from the other

Let’s kindle the fire for discovery in our students

In his new book ‘Mindset Matters: The Power of College to Activate Lifelong Growth’, Daniel R Porterfield explores how to spark a heat-seeking search for knowledge among undergraduates

Daniel R. Porterfield

Aspen Institute

Students role-playing a psychology appointment

What simulations bring to teaching soft skills

Role play and immersive VR experiences can bridge the gap between theory and practice as students acquire – and teachers assess – skills in communication and problem-solving

Daniel Brown, Krystal Schaffer, Kim Stewart

The University of Southern Queensland

Students need a balanced diet of assessment practices

Let's evaluate the process and products of our assessments and incorporate innovative elements to better emulate real-world tasks, write David Tree, Stephanie Baines, Pauldy Otermans, Nicholas Worsfold and Emily Hobson

Multiple authors

Brunel University London , The University of East Anglia

Develop and nurture teaching presence in a learning community

Strong teaching presence helps students facilitate their own learning. Here, Hannah Shaw and Mike Hackman offer quick wins for educators with advice on how to provide clear instruction and a safe learning space, and recognise topics as interconnected

Hannah Shaw, Mike Hackman

Cardiff University

Teacher explaining concepts to a group of students

The zone of proximal development in four stages

The zone of proximal development offers a practical and effective approach to bridging the gap between the knowledge and ability of students with and without assistance

Arunima K V

Manipal Academy of Higher Education

Students sitting on a patch of grass talking

The zone of proximal development: how the theory translates to the classroom

Theories of proximal development and social contagion suggest that group activities enhance knowledge-sharing and internalisation through feedback, discussion and the development of skills, writes Shwetha Mudabagilu Krishnappa

Shwetha Mudabagilu Krishnappa

Manipal Academy of Higher Education

What does it mean for students to be AI-ready?

Not everyone wants to be a computer scientist, a software engineer or a machine learning developer. We owe it to our students to prepare them with a full range of AI skills for the world they will graduate into, writes David Joyner

David Joyner

Georgia Tech’s Center for 21st Century Universities

What block learning taught me about meeting diverse student needs

In block learning, where time is condensed, students are at a greater risk of falling behind. Here, Kevin Merry explains how formative assessment can drive targeted instruction and enable students to accelerate their learning

Kevin L. Merry

Global Banking School

Australian universities need to do more than pay lip service to multilingualism

How can we train Australian schoolteachers in cultural and linguistic diversity if our universities are English-only zones? Embed translanguaging practices in our courses, writes Sue Ollerhead

Sue Ollerhead

Macquarie University

What is metacognition? Get students thinking about their thinking

What is metacognition and how can we get students to evaluate and improve their thinking?

Charlie Reis

Xi’an Jiaotong-Liverpool University

A woman in a mortarboard, holding a scroll, looks off into the distance

For the future of higher education, we need to educate the whole student

In this extract from his book ‘The Learning-Centered University’, Steven Mintz lays out his vision of higher education’s future, and proposes a new way of learning

Steven Mintz

University of Texas at Austin

Illustration of human and robot in an arm wrestle

RIP assessment?

How can educators make learning and human intelligence visible in the age of GenAI? Abby Osborne and Christopher Bonfield outline a model to rethink assessment and reward non-AI knowledge and understanding

Abby Osborne , Christopher Bonfield

University of Bath

Students in a classroom on their laptops

Let’s play! Using games to teach statistics and economics

Incorporating games into economics classes can enrich the learning experience. Here are some of the factors to consider when designing them

Joshua Fullard

The University of Warwick

Student and teacher interacting in a classroom

Integrating ethics into course design is vital – here’s how to do it

Integrating philosophical enquiry into course design can enrich teaching practice and help our students act justly, writes Cara E. Furman

Cara E. Furman

Hunter College

Yes, and… Using improv to build students’ confidence in the classroom

Through exercises borrowed from improvisational theatre, students can use imaginative thinking and creative problem-solving, learn to think outside the box and embrace ambiguity, writes Joe Conto. Here, he offers ways to help the post-Covid generation reconnect

Joe Conto

Paul Smith’s College

Talking to students about AI

Socio-economic, cultural, geographic and other factors mean that some students know more about AI than others, and we can’t have an effective discussion about AI and academic integrity until we all know what we’re talking about, writes John Weldon

John Weldon

Victoria University

Students sitting on the steps of a campus building each holding a paper with a letter of the word "change" on it

Combat social injustice burnout in social sciences and humanities courses

Teaching our students about modern-day challenges is imperative if we want a fairer world. However, it can be frustrating and disheartening when we focus on the issues rather than the solutions, writes Paulina Millán Aguilar

Paulina Millán Aguilar

Tecnológico de Monterrey

Two male Asian students working together

An assessment design that promotes learning and academic integrity

Identity-verified assessment can be used alongside online tasks to check students’ understanding and foster collaborative learning, writes Carl Sherwood

Carl Sherwood

The University of Queensland

Moving from individual contributions to team achievements in group projects

Putting the emphasis on a deliberate, reflective approach that emphasises clear goals and active engagement is a better way to prepare students for teamwork in their future careers, write William Owen and Leah Chambers

William J. Owen , Leah Chambers

University of Northern British Columbia

Indigenising teaching and learning through the Big Five ideas of traditional knowledge

Educators should familiarise themselves with the foundational values and beliefs that inform Indigenous Knowledges in order to integrate them into their teaching in a meaningful way, write three First Nations lecturers

Cally Jetta, Emerson Zerafa-Payne , Paul Carmody

The University of Southern Queensland

The (AI) sky isn’t falling

Students using generative AI to write their essays is a problem, but it isn’t a crisis, writes Christopher Hallenbrook. We have the tools to tackle the issue of artificial intelligence

Christopher R. Hallenbrook

California State University, Dominguez Hills

Detail of Michelangelo's Creation of Adam

Why I invite a creationist to my evolutionary biology class

The encounter gives students a chance to apply newly gained knowledge to a real-world situation and, perhaps more importantly, it models productive discussion among people who disagree with one another, writes Curt Stager

Curt Stager

Paul Smith’s College

How students’ GenAI skills and reflection affect assignment instructions

The ability to use generative AI is akin to time management or other learning skills that students need practice to master. Here, Vincent Spezzo and Ilya Gokhman offer tips to make sure instructions land equally no matter students’ level of AI experience

Vincent Spezzo, Ilya Gokhman

Georgia Tech’s Center for 21st Century Universities

Charting the future: ChatGPT’s impact on nursing education and assessments

Interactive workshops and user-friendly guides can unlock the potential of ChatGPT in assessment and overcome initial hesitation around its use. Here, Dianne Stratton-Maher looks at ethical and responsible use of generative AI

Dianne Stratton-Maher

The University of Southern Queensland

Designing assessments with generative AI in mind

A new era of AI requires a balance between thoughtfully mitigating and responsibly promoting student use of new tools

Kate Crane

Dalhousie University

The ‘deep learn’ framework: elevating AI literacy in higher education

AI literacy is no longer a futuristic concept; it’s a critical skill for university students. The ‘deep learn’ framework offers a comprehensive approach to enhancing literacy around artificial intelligence and application in higher education settings

Birgit Phillips

FH Joanneum University of Applied Sciences

Engaged female student in lecture raising hand

How to develop cognitive presence in your learning community

In an effective learning community, students feel safe to challenge their own preconceptions and reflect on their progress. Here, Hannah Shaw and Mike Hackman offer quick, effective wins to develop cognitive presence in and beyond the classroom

Hannah Shaw, Mike Hackman

Cardiff University

laptop open with headphones and coffee cup

Three approaches to improve your online teaching

When designing online courses and teaching remotely, teachers need to select the framework that supports learning goals. Here, three academics break online learning techniques into their key parts

Antoni Badia , Consuelo García, Julio Meneses

Open University of Catalonia (UOC), Valencian International University

The trouble with Bloom’s taxonomy in an age of AI

When using large language models to create learning tasks, educators should be careful with their prompts if the LLM relies on Bloom’s taxonomy as a supporting dataset. Luke Zaphir and Dale Hansen break down the issues

Luke Zaphir , Dale Hansen

The University of Queensland

How to create an inclusive campus for neurodivergent students

Training, consultation and embracing UDL are a few actions that university leaders, faculty and staff can use to support different ways of thinking and learning on campus

Meghan Cosier, Audri Sandoval Gomez

Chapman University

multiracial university students sitting outside

Curriculum reform to boost under-represented students’ success in higher education

Large-scale transition from traditional curricula to a block model can have a positive impact on student achievement. Here, Thomas Roche, Erica Wilson and Liz Goode describe five steps to implement whole-institution reform, based on a study of a regional public university in Australia

Thomas Roche, Erica Wilson, Liz Goode

Southern Cross University

Encouraging effective teamwork in the classroom

Setting group assessments is an excellent way of reducing marking, providing more meaningful, considered feedback for students and restoring work-life balance, writes Becky Lewis

Becky Lewis

The University of East Anglia

Supporting students who stammer in higher education

Teaching and assessment approaches that benefit students who stammer are likely to help others in your class. Here, Deborah Johnston offers a 10-point guide to adopting an inclusive mindset and methods

Deborah Johnston

London South Bank University

Diversity in the classroom as an advantage for learning

Cultural diversity can have practical benefits in the university classroom if we reflect on it from a culture-sensitive perspective, writes Attila Dobos. It can enhance the quality of discussions and lead to a deeper understanding between teacher and students

Attila Dobos

Semmelweis University

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