Feature article

It takes an intersectional approach, empathy and willingness to listen to cultivate affirming environments for marginalised groups in the classroom

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

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

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