Teaching and learning

Focusing on the thinking that a lab-class prompt invites – rather than the answer it elicits – allows instructors to create learning experiences that are both rigorous and inclusive

Shame around writing ability can be a real problem for new students, so let’s make sure feedback encourages their development. Find out how here

Many assessments only measure what students already know. Here’s how to structure feedback-rich, iterative tasks to help students develop the skills to improve

Warnings about the dependency-forming dynamics of GenAI are unlikely to change student behaviour, even as they fear its effects on their learning. So, educators need to help students recognise the engagement loops for themselves, writes Adrian Wallbank

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

HR students need the skills to deal with people. A simulated assessment tool could be the way forward – here’s how

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

Part-time learners negotiate expectations across family, work and study. Here’s how universities can design the system to support them

Are lab assessments truly evaluating students’ scientific abilities – or simply their physical agility in an inflexible environment? Find out how to design more accessible biomedical laboratory practices

GenAI raises an urgent pedagogical question for universities: how can we train students to evaluate scientific claims critically when the language of scholarship can be so convincingly simulated?