Advice on shaping the focus and content of programmes – looking at co-creation, future skills, decolonisation, embedding SDGs, inclusive learning, virtual and large-scale programmes
Ron Johnston provides a guide to embedding education for sustainable development into university courses by linking it with the learning outcomes of the core subject being taught
Graeme Knowles explains how his team have overturned the long-accepted curriculum development process to make the purpose of the programme and its learning outcomes the starting point rather than the end result
Elena Riva and Wiki Jeglinska explain how academics can work with students to co-create well-being modules that span multiple disciplines and support students’ self-care, drawing on their own experience of collaborating on such a scheme
Professional development is often taken for granted and seldom well embedded into university curricula. Alexandra Mihai looks at how intentional learning design can help make it an integral part of students’ learning experience
How do you support the endeavours of academic staff and build student voice into an institution-wide effort to decolonise the curriculum? Mhairi Taylor and Nighet Riaz share lessons from the University of Glasgow’s action plan
All too often, insufficient emphasis is placed on development of the self-regulatory skill sets that students need most in order to do well, says Carol Evans
Well-designed virtual experiential learning could have far-reaching useful applications. Here three academics share lessons from developing effective virtual tours and field trips during the pandemic
Telling students that you’ve considered their well-being in organisational culture and curriculum design can in itself bolster confidence, says Louise Lawrence
True mindfulness education goes beyond pedagogy and improving learning outcomes – it is a holistic approach for developing students and staff, says Christine Rivers
