Teaching and learning

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

Educators might treat AI as an integrity problem, but employers don’t. They need graduates who can decide when to trust the machine – and when not to. And that’s why you should design assessment that forces students to argue against AI

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

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

Comments such as ‘This is a good essay’ might reassure but won’t help a writer improve. Here’s how to show students what strong and weak peer feedback looks like

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

Instead of trying to detect students using AI for their work, we need to think differently. Here’s where to start

Combining GenAI with simple augmented reality tools offers a practical way to support accessible, adaptable and interdisciplinary learning

Reduce the tendency to ‘divide and write’ with a five-step process that draws on individual strengths, promotes constructive communication and ensures equal participation

When students don’t see the point of an activity, they often turn to AI for a shortcut. Here’s how to make learning meaningful and relevant