University course design and delivery

How to design in-person, hybrid and online courses that maximise student engagement, inclusion and learning. Here, you can find advice on instructional design including lesson planning, creation and organisation of educational materials and effective use of digital technologies; as well as teaching methods and styles to help you achieve specific learning outcomes.

Group of multiracial university students in a tutorial

A million more teachers: building human-centric skills in small-group teaching

Small-group discussions and one-to-ones can expand students’ capacity to act, think and communicate, writes Alastair Bonnett. Here, he offers a model for shifting university teaching from macro to micro

Alastair Bonnett

Newcastle University

Young woman wearing virtual reality headset

What virtual reality and AI can do for language learners

Virtual reality and artificial intelligence can support nervous students to progress from silence to speaking confidently in foreign language classes

Alícia Moreno Giménez

Lancaster University

When students stop asking: ‘Is this on the exam?’

What happens when you trade exams for real clients, real problems and real deadlines? Dina Kamel outlines the benefits of unscripted problem-solving

Dina Kamel

The University of Portsmouth

‘AI literacy is everyone’s responsibility’

With higher education navigating rapid technological change, the key to embedding AI literacy in the workforce of tomorrow could be a focus on collaboration over competition

Hans van Oostrom

University of Florida

Asian students articipating in small-group discussion

Practicalities of co-creation: how to truly engage the student voice

When educators share the design and implementation of course material and assessment rubrics, they give students a stake in their own and their peers’ learning

Shuhui Yin

Macau University of Science and Technology

Young indian student using computer remote studying

‘We need to design lifelong learning for the students we will have, not the ones we imagine’

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

Harriet Dunbar-Morris

University of Buckingham, University of Oxford

A teacher addresses a classroom informally

Teacher-directed instruction is dead – long live the future of education

Rather than react with fear to GenAI and attempt to ban it, let’s rethink traditional pedagogy instead, for more meaningful learning

Enrique Darwin Caraballo

Universidad del Caribe (UNICARIBE)

From polarisation to connection: counterspaces and reverse mentoring in higher education

It takes an intersectional approach, empathy and willingness to listen to cultivate affirming environments for marginalised groups, says Mazal Oaknín

Mazal Oaknín

UCL

Female designer working with AI chat bot and an editing software - stock photo

AI use tailored to creative-industry programmes requires institution-wide support

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

Shushma Patel

De Montfort University

Three levels of AI proficiency for university educators

To become proficient in GenAI, educators must move beyond one-off interactions to create workflows that increase efficiency and deepen learning. Learn how

Patrice Seuwou

University of Northampton

Black man working at computer using AI chatbot

A framework for ensuring student AI proficiency

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?

Margaret Ellis

Virginia Tech

A robot and a man in a business suit arm wrestle

‘If we make AI the enemy then surely it must become one’

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

Stuart Christie

Hong Kong Baptist University

Biomaterials workshop at Arts University Plymouth

Enter the circle: teaching circularity in practice from the ground up

Creative universities need to move students’ practice from a linear ‘take, make, waste’ ethos to one co-authored with nature. Stephanie Owens explains how to foster a culture of circular innovation

Stephanie Owens

Arts University Plymouth

Let’s frame preparation as an academic skill

When students struggle to get started, the problem is rarely motivation. Teach them how to build the conditions for thinking by making preparation visible in the classroom

Meeyoung Kim

University of Sharjah

A group of students writing and talking together

Writing workshops v algorithms: what we should be teaching in the age of AI

How a simple classroom writing exercise provided an avenue for sharing and connection that moved students beyond AI-style ‘content generation’ towards human understanding

Julia Bell

Birkbeck, University of London

Couscous, among other ingredients, in a marketplace

Less beer, more couscous: gamifying supply chain education

Using the Beer Game to teach business students about supply chains may have had its last orders. Switching to couscous changed how one educator’s class thought

Jawad Abrache

Al Akhawayn University

GrimmGPT? Use AI to rewrite fairy tales – and get your students thinking

A simple strategy to help your students question AI tools from a familiar starting point

India Lawton

Southampton Solent University

A student looks up from a book to check his smartphone

Equip students to champion human creativity over machine outputs

Publishing educators are ideally placed to encourage students to see through the GenAI hype and recognise the value of human creativity. Explore and reflect on the tools with these tips

Simon Rowberry

UCL

Man with child on his lap working at computer

It’s time to take the well-being of online postgraduate students seriously

As online taught postgraduate provision expands, programme teams need practical ways to support student well-being at a distance. Julien le Jeune d’Allegeershecque shares five ways educators can make a measurable difference

Julien le Jeune d’Allegeershecque

Imperial College London

Combat sustainability burnout by giving students the tools to act

Students care deeply about climate change – here’s how to design teaching to prevent them feeling powerless as a result

Soheil Davari

University of Bath

A student uses a laptop in a lecture hall

How do we teach AI literacy when students already think they’re experts?

Students don’t need help from their educators to keep up with AI. But what we can do is encourage them to question it more. Here’s how

Abderrahim Agnaou

Al Akhawayn University

A doctor uses a chatbot on a desktop screen

In AI-enabled healthcare education, critical thinking comes first

As technology shapes the future of healthcare, how can we embed the skills tomorrow’s medical staff will need? Find out how here

Dara Cassidy

RCSI University of Medicine and Health Sciences

Loading illustration leading to lightbulb on yellow background

‘The first step is to understand what supervisors and students need’

Many academics have limited access to structured training in doctoral supervision. Here, Paul Clarkson and Tahrima Hossain offer takeaways from designing a supervisor development programme

Paul Clarkson, Tahrima Hossain

University of Southampton

A woman opening a package with a surprised expression on her face

How to choose the right AI tools for teaching

Educators are not always aware of the implications of using the latest shiny AI tool. Laura Milne offers guidance on balancing educational value with institutional priorities

Laura Milne

University of Chester

Empower students in their practical learning

Help your students bridge the gap between classroom theory and real-world practice by giving them ownership of the experience

Connie Li

Hong Kong Baptist University

Concept of levelling up university assessment in response to GenAI

Assessing critical thinking in critical times

The advent of generative AI plus questions about the relevance of higher education call for a closer look at how critical thinking skills are taught and measured. Kate Williams offers ways to level up traditional assessment formats

Kate Williams

Georgia Tech’s Center for 21st Century Universities

Students sitting at their desks in a classroom

Why universities must become flexible lifelong partners, not one-time providers

As careers become increasingly non-linear and shaped by rapid change, universities must evolve beyond traditional degree provision, says Sankar Sivarajah. Here, he outlines strategies

Sankar Sivarajah

Kingston University

AI literacy is the bridge between fear and the graduates we need

We need to meet the digital revolution with curiosity, rather than fear, and AI literacy is the way forward. Here’s how

Phil Laufenberg

La Trobe University

David Boud shares insights on feedback, assessment and learning

Campus Talks: How to create university assessments that serve learning

Learn what constitutes good feedback and how to get students actively engaged in learning from their assessments

David Boud, Miranda Prynne

Deakin University

Global classrooms, without the jet lag: a guide to transnational education

How transnational and translocal strategies can foster a global mindset and a sense of belonging in students

Jayakumar Chinnasamy

University of the West of Scotland

92 year-old Jewish Holocaust survivor, Larry Heimlich of Chicago, reading a dedication plaque at a Holocaust Monument

The gap between facts and understanding: helping students confront AI’s failings

Students often accept AI output without questioning it. Designing assignments where the tool fails – visibly and meaningfully – can change that, as Jan Burzlaff explains

Jan Burzlaff

Cornell University

Three ways to make your classroom a multilingual environment

How to develop intercultural communication in students of different ethnic backgrounds, from the perspective of a translation educator

Chuan Yu

Hong Kong Baptist University

Male students presents to his classmates

Think again: reclaiming our ‘cognitive debt’ from AI

GenAI’s insidious impact on human intellectual development calls for a return to the foundations of education – reading, writing and debating, writes Shahriar Akter

Shahriar Akter

University of Wollongong

Detail of man writing music on an electric guitar

How universal design for learning can build AI proficiency

The most transformative uses of AI in teaching may have to do with how we design courses. Kim Loeffert explains how to use AI to bring UDL principles into learning and assessment

Kim Loeffert

Virginia Tech

Why AI literacy belongs in the first-year experience

Embedding AI literacy early ensures every student gains essential understanding of systems, ethics and responsible use, closing gaps left by optional or uneven provision. Learn how

Leocadia I. Zak

Agnes Scott College

An illustration of a robot holding a lightbulb

Vibe coding belongs in your university’s GenAI literacy strategy

Most AI training teaches staff to use tools. Here’s a practical case for teaching them to build – and what we learned from doing so

Simon Wang, Nancy Guo, Kaitai Zhang

Hong Kong Baptist University

Illustration of group of diverse students under an umbrella

Five practical tips to make online and in-person courses more accessible

Addressing accessibility in teaching materials can be confusing and complicated, especially for university educators or administrators who are new to the concept. Here are five steps to get started

Bill Curtis-Davidson

Georgia Tech’s Center for 21st Century Universities

The long game: gamifying sustainability education

To integrate sustainability into the business school curriculum, why not try an interactive game? Here’s how to immerse students in real-world challenges

Cecilia Primogerio , Maria Fernanda Figueroa Herrera

Universidad Austral

A student on a field trip in the forest taking notes

The power of place to spark learning and belonging

Four place-based learning practices that can connect students to community, nature and a sense of hope for the future

Douglas Haynes

University of Wisconsin-Oshkosh

A student raises a hand at the back of class

Four ways to make sure international students understand your teaching

While all students have to grapple with new terminology, those speaking in an additional language have an extra hurdle to understanding. Find out how to tweak your teaching to better support them

Gabriel Azpilcueta, Kathy Watson

Adelaide University

A pharmaceutical machine inspector at work in science laboratory

What does AI literacy in healthcare look like?

Done well, AI literacy helps students remain safe, critical, communicative and accountable in environments where digital systems are becoming more visible, writes Andrew Barker. Here, he outlines strategies to embed it in healthcare education

Andy Barker

University of Hull

Why business schools need to rethink how they teach law

In an age of lawfare and regulatory complexity, legal literacy has become a core managerial skill. Yet most law professors teaching in business schools receive no preparation for the job. It is time to change that, writes Maximiliano Marzetti

Maximiliano Marzetti

IÉSEG School of Management

Katherine Aquino speaks on the Campus Talks podcast

Campus Talks: Why small changes make a big difference to accessibility in higher education

Find out why individual actions hold the key to moving higher education institutions from compliance to success for disabled students

Katherine C. Aquino, Miranda Prynne

Rutgers University

Graphic image of a bouquet of flowers in a graduation cap on top of barbed wire

Make learning accessible to all in higher education

True accessibility comes when it is placed at the core of teaching and learning design. Read advice for creating universally accessible learning

Campus contributors, Laura Duckett

Campus

Good looking male student in a university class

Using universal design for learning to alleviate disclosure reluctance

Designing courses accessibly from the ground up reduces the pressure on neurodivergent students to disclose in order to succeed, writes Luis Paterson

Luis Paterson

University of Canterbury | Te Whare Wānanga o Waitaha

A mother on her laptop while her son plays next to her

Why flexibility is essential for accessible teaching

Rigid course structures can shut students out. Designing for flexibility helps ensure that those juggling work, care and study have a fair chance to succeed

Rocío Elizabeth Cortez Márquez

Tecnológico de Monterrey

Learner heterogeneity is now the norm in higher education

In an era of lifelong learning and reskilling, undergraduate cohorts include students balancing work, caregiving and studies across life stages. Flexibility should be a foundational design principle rather than an accommodation

Ivy Seow, Tamas Makany

Singapore Management University

A deaf student on a video call with other participants using sign language

Beyond captions: how to build truly inclusive environments for deaf students

Practical, evidence-based strategies to reduce visual overload, improve conceptual clarity and enable deaf and hard-of-hearing students to participate fully

Mogeeb A. A. Mosleh

Taiz University

Design students working together in class

‘AI turns the classroom from structured event into improv class’

Rethinking the role of the teacher builds on alternatives to scripted material, such as studio-style sessions, flipped problem-based work, team-based clinics, Socratic debates, in-class case simulations and live data analysis

Dirk Hovy

Bocconi University

Businessman doing online study at laptop while eating takeaway lunch

Why flexibility is now central to student success

Flexible and truly engaging online study are key for students with jobs or caring responsibilities. Pauline Bedford explains how institutions can go with the flow

Pauline Bedford

Walbrook Institute London

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