Curricula development

Advice on shaping the focus and content of university programmes to ensure they deliver what students and employers need. These resources look at how to embed the most sought-after graduate attributes and future skills into university curricula; how to adapt course content to a future shaped by AI; how to weave the Sustainable Development Goals into existing programmes and what effective decolonisation looks like. 

Tips for embedding flipped learning at an institutional level

The benefits of flipped learning are clear, but what about scaling it up across an entire university structure? Here are some strategies – and lessons learned

Julia Chen, Wong Chi-ming, Laura Zhou

The Hong Kong Polytechnic University

A teacher helping students with their work in class

From discomfort to dialogue: how to teach controversial topics with confidence

Teaching sensitive topics can be challenging, but with structure and openness, they can become powerful opportunities for learning

Craig Harper, Rebecca Lievesley

Multicultural people in an online meeting

Global learning: an emerging transferable skill for students

Teamwork, effective communication – these are what we think of as soft skills. But what about global learning and collaboration? Tiffany Shoop argues that global collaboration is a foundational skill for the modern world

Tiffany Shoop

Virginia Tech

How to reshape your curriculum to fight misogyny

Embed critical art and media literacy into your students’ learning and equip them with the tools to understand and question the misogynistic ideologies that persist in society. Here are six strategies to do so

Katarzyna Kosmala

University of the West of Scotland

Focus on programme leaders in higher education

Overworked and undervalued: how can we empower programme leaders in higher education?

Programme leaders are an often-undervalued part of the student learning experience. Here, Neil Ford shares advice on how peer networks and communities of practice can support programme leaders’ development and recognition

Neil Ford

University of Southampton

Four hands each with a puzzle piece that together makes up an image of the planet

Empower students as co-creators in sustainability education

Co-creation in education for sustainable development empowers students to shape meaningful projects, build practical skills and drive institutional change, as demonstrated by a collaborative initiative between two London-based institutions

Multiple authors

UCL, Queen Mary University of London

Blocks with heads and lightbulbs in an arc

What can the university sector learn from block teaching?

Once seen as a pedagogical experiment, the block plan is ready for its researchers and practitioners to move beyond self-examination and share their innovations with the wider higher education community, writes John Weldon

John Weldon

Victoria University

Why AI literacy must come before policy

When developing rules and guidelines around the uses of artificial intelligence, the first question to ask is whether the university policymakers and staff responsible for implementing them truly understand how learners can meet the expectations they set

Kathryn MacCallum, David Parsons

University of Canterbury | Te Whare Wānanga o Waitaha

A group of educators designing a curriculum

Institutions must work together to build innovative curricula

Collaboration across institutions can drive real curriculum innovation. This guide shares lessons from two east London-based institutions on building partnerships for sustainability and community-based learning

Stephanie Fuller, Rehan Shah, Anne Preston

UCL, Queen Mary University of London

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

How to prepare graduates for a bicultural and global future

Embedding Indigenous perspectives into curriculum requires more than symbolic gestures. Here’s how universities can move from compliance to transformation – and the practical steps we’ve learned from our journey

Joce Nuttall, Liz Brown

University of Canterbury | Te Whare Wānanga o Waitaha

A journalist interviews a man in a raincoat

It’s up to universities to embed climate literacy in the next generation of journalists

With the climate crisis intensifying, the media’s role in informing the public will be critical. Here’s how to equip journalism and media students with the tools to do so

Doug Specht, Anastasia Denisova, Morgan Lirette

University of Westminster

Does GenAI provide the opportunity for creativity to take centre stage?

With GenAI, routine skills are on tap – creativity should now be a core literacy. Ioannis Glinavos explores what that means for higher education

Ioannis Glinavos

University of Westminster

Students work with plants, a model of the Earth and a solar panel around a table

Sustainability education isn’t just an add-on – it’s a foundation for the future

If universities want to nurture future leaders capable of addressing the world’s most pressing challenges — climate change, inequality, poverty – they must go beyond surface-level curriculum reforms. Here’s how to create the space for your students to grapple with these issues

Maria Jose Murcia

Universidad Austral

Competence matters more than content in sustainability education

Instead of teaching the UN’s Sustainable Development Goals head on, find the competencies business managers will need to take on the challenges of the future. Here’s how

Rhoda Davidson, Hans-Jörg Schlierer

EMLyon Business School

Campus Talks: Are we facing a crisis in critical thinking in higher education?

Two academic experts in strategic decision-making and education discuss critical thinking, why it is under threat and what role it plays in preparing students for their digitally curated futures

Olivier Sibony, Tony Wagner

HEC Paris, Learning Policy Institute

An image representing the inner workings of the human brain

‘We must replace critical thinking with intuitive critical thinking’

Developing students’ basic critical thinking skills is not enough – intuitive critical thinking is needed in order to expand cognitive capabilities and understand real-world issues, explains Patrik K. Meyer

Patrik K. Meyer

University of Zurich

Bite-sized canapes are presented on a slate

Bite-sized learning: when less can be more

Could snappy, focused micromodules appeal more to the social media generation than traditional lectures? Perhaps – but only if they’re carefully implemented. Here’s how to do it

Aditi Jhaveri

Hong Kong University of Science and Technology

Two people, one carrying a hard hat, shake hands

Partnerships to make higher education work for the workforce

Fostering long-term industry partners can enhance student outcomes and prepare them for the workplace of the future. Here’s how to get the best out of them

Brooke Wilson

Colorado State University Global

Is graduate employability a core university priority?

Universities, once judged primarily on the quality of their academic outcomes, are now also expected to prepare students for the workplace. Here’s how higher education is adapting to changing pressures

Katherine Emms, Andrea Laczik

The Edge Foundation

Campus webinar: How to embed sustainability into the curriculum

Hear experts discuss how they engage students in climate-conscious learning, build sustainability into course design and connect it to employability and wider social responsibility

Ethan Chong Yih Tng , Edson Kieu , Jo-Anne Ferreira, Daniel Yonto

Singapore Institute of Technology , Nanyang Technological University , The University of Southern Queensland , Xi’an Jiaotong-Liverpool University

Build better doctors with programmatic assessment

Programmatic assessment offers a better way to train doctors, making them more resilient and giving them the tools to manage their own professional development. Gozie Offiah explains how it works

Gozie Offiah

RCSI University of Medicine and Health Sciences

Bluetooth for better health: using tech to support student well-being

Students can self-regulate their learning and improve their well-being by spending less time at their desks and more time moving – thanks to Bluetooth headsets

Michelle Civile, Julie Pepper

The University of Exeter

Professors in a classroom having a meeting

How a collaborative portfolio review can help faculties streamline their teaching offering

How one school fostered cross-team collaboration to conduct a portfolio review and the lessons those involved learned along the way

Theresa Mercer , Multiple authors

Cranfield University

Students in a classroom smiling to camera

AI over-personalisation can hinder learning

In the rush towards ever-greater personalisation, we must not lose sight of what makes learning meaningful, writes Kathy Charles. Here, she shares her insights on fostering ‘productive struggle’ to deepen learning

Kathy Charles

Campus Talks: Why we need interdisciplinarity in teaching and research

Interdisciplinary thinking is crucial to addressing complex questions but how should it work in practice? Two leading academic proponents of cross-disciplinary working draw on their own groundbreaking scholarship to explain

Gabriele Bammer, Kate Crawford

Australian National University, USC Annenberg, Microsoft Research Lab (MSR) New York

Kickstart your educational research journey

Educational research can help elevate your teaching to the next level. Here’s how to get started

Oran Devilly, Kenan Kok Xiao-Feng , Ching Yee Pua, Shermain Puah

Singapore Institute of Technology

How to reimagine an existing subject

Immersive technology and student co-creation allowed educators to revamp a general education course. Here’s how they did it

Kai Pan Mark, Wai Chi Rodney Chu

The Hong Kong Polytechnic University

How to balance tension in interdisciplinary teaching and learning

An interdisciplinary approach to programme development comes with inherent tensions, which need to be balanced and worked through. Here are our tips

Adam Matthews

University of Birmingham

Lessons from an interdisciplinary community engagement course for engineers

STEM curricula in the US don’t often expose students to perspectives on culture, history and power nor equip them with effective community engagement skills. Here, an instructor and students share lessons from designing and teaching an interdisciplinary course that sought to address that gap

Ruthie Yow

Georgia Tech’s Center for 21st Century Universities

Four questions to ask when bringing students from different disciplines together

With interdisciplinary teaching, we need to look at ‘how’ as well as ‘what’. Focus on these four elements of course design to create a space where integration and interdisciplinarity can flourish

Jessica Oudenampsen

Utrecht University

What can module leaders learn from Toyota?

How to use the plan-do-check-act cycle to improve student success, satisfaction and grades

Sercan Demiralay

Female university student walking to class

‘Why do we still timetable classes as if students don’t have lives outside university?’

As the block model has evolved from educational outlier to established practice, the questions it raises about how higher education is delivered are increasingly difficult to ignore, writes John Weldon

John Weldon

Victoria University

Three ways to ensure you are teaching for lasting societal impact

Multidisciplinary courses, applied learning and personalisation will all help business schools prepare graduates to serve the needs of the global community. Baback Yazdani explains how to make them work

Baback Yazdani

Close up photo of a guest speaker delivering a lecture on sustainability

Integrating sustainability into a financial and actuarial mathematics course

Advice on delivering sustainability-focused guest lectures in collaboration with industry experts and reinforcing learning with project-based assessments

Multiple authors

Xi’an Jiaotong-Liverpool University

A hand holding a post-it note with the word "agile" written on it

Staying agile is the key to effective HE leadership

Change is inevitable, and higher education leaders must have the agility to keep up. Here is how to go from a reactive to a proactive approach

Shuri Mariasih Gietty Tambunan

The University of Indonesia

Proofreading is a life skill – let’s treat it like one

Universities shouldn’t assume their students know what proofreading is and how to do it. Here’s how to create a more inclusive learning environment – by listening to students

Sandie Dann, Kit Messinger

Loughborough University

Tax Taylor Swift

Is sustainability a ‘blank space’ in professional music education? Not exactly. Music students want to make an impact and some music academics are embedding the UN Sustainable Development Goals in the curriculum

Thomas Irvine

University of Southampton

A presentation takes place on a screen featuring an illustration of the Earth

How strategic sustainability can foster innovation

Sustainability is much more than a set of policies or practices. Here’s how it can be a transformational strategy for achieving a university’s mission

Reynaldo Rivera

Universidad Austral

Six tips when undertaking a curriculum framework review

For a curriculum framework to deliver for both students and educators, it must be regularly updated. Here are six things to remember when embarking on a framework review

Steve Briggs

University of Bedfordshire

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

An educator comforts a distressed student

Let’s embrace compassionate pedagogy for a more humane academy

How can we bridge the compassion gaps in the day-to-day experiences of students and staff in higher education? Kathryn Waddington and Bryan Bonaparte offer their solutions – and warn of the challenges we’re still facing

Kathryn Waddington, Bryan Bonaparte

University of Westminster

Causeway of Williston Lake in British Columbia

Truth is necessary for reconciliation

Good intentions and generalisations can harm reconciliation in the classroom and academy, writes Daniel Sims

Daniel Sims

University of Northern British Columbia

Sustainability education needs to go beyond the SDGs

Aligning teaching with the Sustainable Development Goals can only go so far in preparing students for a climate change-affected world. This resource offers a framework for embedding sustainability more deeply into curricula

Multiple authors

The University of East Anglia, Technical University of Munich

Campus Talks: Educating our way out of the climate crisis

Two academics share strategies for advancing climate action and boosting sustainability at an institutional and individual level

Liz Price , Tripp Shealy

Manchester Metropolitan University, Virginia Tech

An illustration of tiny figures in white coats examining a cartoon brain

Three tips when creating a one-of-a-kind undergraduate degree

Building an integrated undergraduate degree in clinical neurology offered Tim Young a blank slate to work with. Here is how he made it unique

Tim Young

UCL

How to embed inclusion into the curriculum

From getting buy-in at the highest level within an institution to clearly communicating inclusivity goals, Liz Jones outlines the foundations for putting inclusion at the heart of the curriculum

Liz Jones

University of Leicester

Latin woman looking thoughtful with book

How to bring Indigenous knowledge into classrooms and curricula

Academic institutions have a mandate to engage and serve the Indigenous communities whose land they occupy, writes Edward Polanco. Here, he offers tangible techniques for amplifying these voices on campus

Edward Polanco

Virginia Tech

Group of students working on a modern urban architecture project with renewable green energy sources

How to embed sustainability into different curricula

A framework to support sustainability education that works within different courses, with discipline-specific examples

Chris Preist

The University of Bristol

Embedding the SDGs into curricula via an interdisciplinary approach

Incorporating the SDGs into teaching involves facilitating project collaboration among students from different disciplines. Here are examples of how this can work in practice

Sambit Dash, Guruprasad Rao, Preetham Kumar

Manipal Academy of Higher Education

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