Curriculum Development Challenges

This new article explores why so many UK university staff are (thinking of) leaving the sector. Findings reveal interdependencies between 'negative' issues – such as excessive workloads, poor management, and low pay – and 'positive' experiences – such as a deep sense of purpose and commitment to academic values and identities. The discussion considers ‘knotted’ tensions, and their implications for leadership and management policy, practice and development. Full article available #OpenAccess at https://lnkd.in/eiM4CdpR #HigherEd #Leadership #AcademicWork #OrganisationalChange #HEPolicy Richard Watermeyer, Fahdia Khalid, Cathryn Knight, Society for Research into Higher Education (SRHE), Routledge Taylor & Francis Group

As the world evolves, our educational approach must also adapt, inspiring stewardship and understanding of global challenges. I’ve crafted curriculum outcomes that blend primary school subjects with real-world activities, fostering curiosity and a proactive mindset in young learners. 1. The study of rainforests - Let’s build a classroom mini-rainforest to explore biodiversity and promote ecosystem conservation. 2. The study of writing letters - Let’s impact future policies by writing persuasive letters to leaders about environmental or social issues. 3. The study of insects - Let’s create a habitat for beneficial insects to promote local biodiversity. 4. The study of history - What can we learn from historical events to improve community cohesion and peace? 5. The study of the food chain - Let’s adopt a local endangered species and start a campaign to protect it. 6. The study of maps - Let’s explore the impacts of climate change on different continents using interactive map projects. 7. The study of basic plants - Let’s cultivate a garden with plants from around the world, focusing on their roles in sustainable agriculture. 8. The study of local weather - Let’s build weather stations to understand climate patterns and their effects on our environment. 9. The study of simple machines - Let’s engineer solutions to improve water and energy efficiency in our community. 10. The study of counting and numbers - Let’s analyze data on recycling rates and set goals for waste reduction. 11. The study of community helpers - Let’s explore how people around the world help improve community well-being and resilience. 12. The study of basic materials - Let’s investigate how everyday materials can be recycled or reused creatively in art projects. 13. The study of stories and fables - Let’s share stories from various cultures that teach lessons about community and cooperation. 14. The study of water cycles - Let’s design experiments to clean water using natural filters, learning about sustainable living practices. 15. The study of world populations - Let’s look at population distribution and discuss how urban planning can address housing and sustainability challenges. 16. The study of ecosystems - Let’s restore a small section of a local park, linking it to the role ecosystems play in human well-being. 17. The study of cultural studies - Let’s hold a festival to celebrate global cultures and their approaches to sustainable living. 18. The study of physics - Let’s discover renewable energy sources through simple experiments. These projects encourage real-world application, teamwork, and problem-solving, emphasizing the role of education in shaping informed, proactive citizens ready to face global challenges. This approach makes learning relevant and essential for today’s interconnected world. Which one will you try? #education #school #teacher #teaching

AI’s “Existential Crisis” for academic education. My contribution in Dagens Industri, alongside colleagues from Lund and Uppsala universities, reflects on a growing tension in higher education: while demand for academic programmes continues to rise in Sweden, the structure of graduate employment is shifting rapidly under the influence of AI. There are, without doubt, some big challenges ahead: - Should we / How do we design programs when early-career roles are diminishing? - What replaces previous models of learning where academic knowledge was scaffolded and complemented by gradual workplace exposure? - How do we ensure that critical thinking and evaluative skills are protected and strengthened? The implication is not that academic education is losing relevance, but that its structure must evolve. Integrating AI thoughtfully into curricula, while preserving the development of deep cognitive and metacognitive skills, will be central to this transition. Academic education will need be to more rigorous than ever.

The biggest challenge faced by researchers in tier 2 and tier 3 institutions in India today is the lack of access to academic literature. After the court ordered blocking of platforms like Sci-Hub and similar sites in the country, many researchers have been left with very limited options. In any case, most papers published after 2022 are not available there. As a result, a large number of scholars are forced to satisfy their intellectual curiosity by reading only abstracts. For anyone serious about research, this is deeply frustrating. The situation is worse because many institutions still do not have access to basic databases like Scopus or Web of Science. Without access to journals, systematic reviews, or recent empirical work, researchers are expected to publish, teach, and innovate with one hand tied behind their back. From my side, I try to do what little I can. I make sure that preprints of all my papers are available on my ResearchGate profile. I also share papers with fellow researchers who reach out to me, whenever I have legitimate access. These are small, individual efforts, but they can make a real difference. That said, this cannot remain an individual responsibility. Stronger intervention is needed at the policy level. The government must ensure that all higher education institutions in the country have equitable access to academic resources, at least to essential research databases. Access to knowledge should not be a privilege reserved only for elite institutions. If we want meaningful, inclusive, and globally competitive research from India, equal access to academic literature is not optional. It is fundamental. #HEI #PHD #ACADEMICS University Grants Commission of India Dharmendra Pradhan

A faculty member once told me: “I’ve taught for 15 years, guided hundreds of students, but when promotion time came — they said my research record was too weak.” This is a story repeated in campuses everywhere. Teaching is valued, but without strong research outcomes, careers stall and institutions fall behind. Accreditors like NBA, NAAC, and NIRF see the same gaps: Few Scopus/UGC CARE papers Low citations Almost no patents or consultancy It’s not that ideas don’t exist. It’s that research never gets the right structure, mentorship, and visibility. So the real question is: Are we preparing our faculty for classrooms only — or for research careers that shape the institution’s future?

The University of Cape Town and Stellenbosch University released a joint guide addressing the intersection of generative AI and academic assessment; providing a framework for lecturers navigating this shifting landscape. The document characterizes the integration of AI into higher education as a wicked problem; one that lacks simple solutions and requires iterative; collaborative responses across different academic departments. A primary theme of the research focuses on moving away from technological surveillance; the text suggests that AI detection tools are often unreliable and can disproportionately impact specific student groups or damage the educator student relationship. The guide advocates for a shift toward process focused and authentic assessment design; this approach prioritizes how students think and create rather than focusing exclusively on the final polished product. Considerations regarding equity and access remain central; the authors highlight that disparities in prior schooling and internet connectivity must be factored into any institutional policy or guidance regarding AI usage. To what extent can universities balance the need for academic integrity with the pedagogical advantages of integrating generative AI into the curriculum? Support the future of ethical business at the Business Sustainability AI Lab: https://lnkd.in/dnaKQmiG

Recent research on climate communication with young audiences shows that narratives centred on catastrophe and individual responsibility can generate anxiety and disengagement rather than mobilisation. When the message becomes overwhelming, concern does not translate into action but into inactivism, a form of emotional paralysis that weakens both understanding and agency. The alternative is not to dilute the urgency of climate change, but to rethink how it is communicated. Evidence from classroom-based outreach suggests that participatory approaches fundamentally change how young people respond. When communication moves away from one-way transmission and becomes interactive, through discussions, simulations and problem-solving exercises, it reduces anxiety while increasing trust in science and motivation to act. What emerges is a shift in the role of communication itself. It is no longer sufficient to inform. Communication must enable people to engage, understand and see pathways for action. This requires avoiding both denialism and doomism, while maintaining scientific accuracy and a sense of urgency. In a context shaped by misinformation, polarisation and declining trust, this distinction becomes operational. For younger audiences in particular, the framing of the message determines whether they disengage or participate. Authors: Marta Galvagno, Chiara Guarnieri, Sofia Koliopoulos, Paolo Pogliotti, Gianluca Filippa, Federico Grosso, Nicolas Lozito, Francesca Munerol, Sara Favre, Edoardo Cremonese, Alessandro Benati, Simone Gottardelli, Fabrizio Sapone, Francesco Avanzi

For years, we’ve been told: “educate young people about climate change.” But what if the (already very limited) way we’re doing it is part of the problem? A new report from the Compass Project, led by Jessica Newberry Le Vay from the University of Oxford and Imperial College London, puts data behind something many of us have felt for a long time. ⭐ Surveying 200+ students and educators across England, the finding is stark: 👉 Only 15% of students feel their education prepares them for a future in a changing climate. Not because young people don’t care. But because the system isn’t designed to support them. Right now, climate change education often delivers: ❌ Information without agency ❌ Urgency without emotional support ❌ Awareness without pathways to act And that combination doesn’t motivate. It overwhelms. It disconnects. It leads to paralysis. I’ve felt this personally. And so have millions of other young people, as we collectively inherit this crisis. So what do students and educators actually want? The report is clear: They’re not asking for less climate change education. ⭐ They’re asking for better climate education. Education that: 🌍 Connects climate science to real life and lived experience 🌍 Builds emotional resilience, not just knowledge 🌍 Creates opportunities for collective action and agency 🌍 Embeds climate across subjects, not as a one-off topic 🌍 Helps young people imagine a future they want to be part of My biggest takeaway: “Now is the moment to ensure that mental health and emotional resilience are at the heart of climate change education, so that education truly empowers young people in a changing world.” ---- Representing Our Youth 4 The Climate (OY4C), I’ve been part of the Compass Project working group, and this is the clearest roadmap I’ve seen for the future of climate change education. What this means for Our Youth 4 The Climate (OY4C): We’re not starting from scratch, we’re building on this. At OY4C, we’re already integrating these insights into the OY4CCurriculum: 🌍 Embedding emotional literacy + climate change education 🌍 Making content locally relevant and relatable 🌍 Prioritising solutions and action over fear 🌍 Scaling free, quality, and accessible resources for students and educators globally The generation that will inherit this crisis is already in classrooms. But the goal isn’t just to inform a generation. It’s to equip them to lead. The question is: Are we giving them an education that prepares them, not just academically, but emotionally and practically, for the world they’re stepping into? 📣 What now? Regardless of who you are, I highly urge you to read the report, and bring core findings into your work. 📄 Full report in the comments 📩 For collaboration: Jessica Newberry Le Vay (jess.newberrylevay@psych.ox.ac.uk) #ClimateEducation #YouthLeadership #EducationReform #MentalHealth #ClimateAction #OY4C

📎 I have to say… this three pages article really captured the tension I’m seeing right now across higher education. AI is incredibly powerful but... it’s also raising some uncomfortable questions about learning, thinking, and skill development. Here’s what's really happening right now: 🤖 AI is already embedded in daily academic work and we can't avoid it: From literature reviews to coding and of course, writing, many students are already using AI every single day and seeing real efficiency gains. Let's be face it. ⚖️ But there’s a growing sense of unease: A large number of students don’t fully trust AI and worry it may weaken their core skills like critical thinking, writing style, and their research depth. 🧠 AI can support thinking or replace it? What struck me most is this tension: AI can accelerate learning, yes, but only if used "intentionally"… and yes, it can also become a shortcut that limits intellectual growth. 🔍 Verification is becoming a very important critical skill: Students are learning the hard way that AI can be confidently wrong. Cross-checking, questioning outputs, and understanding the “why” behind answers is now big essential. 🎓 Institutions around the globe are still catching up: Many universities don’t yet have clear policies or guidance unfortunately, leaving students to figure things out on their own which creates inconsistency and great confusion towards them and how to approach to deal with a complex technology, especially around academic integrity, assessments and writing. 💡 The real value of education is shifting: It’s no longer about speed or recall but, it's really about asking better questions, navigating ambiguity and thinking critically areas where humans will lead. Here is my biggest takeaway: ➡️ AI is not the problem the way we use it will define the future of learning. As someone working in AI in higher ed. instructional design, learning strategies, technology integrations and faculty development, this really hits close to home. We’re not in the age of just teaching static content at schools anymore... We’re helping learners understand when to use AI, when to question AI, and when to rely on their own "critical" thinking. Curious to hear your perspective: Are we helping grad students build skills with AI or unintentionally helping them bypass them? What is your take? #artificialintelligence #aiineducation #highereducation #criticalthinking #generativeai #futureoflearning #edtech #innovation

🎉 New publication out today! Thrilled to share our paper with Lei Fang and Dr Lilian S.  “Assessing AI literacy among academic staff: insights from a higher education survey.” https://lnkd.in/e3taU_kF Using the TPACK lens, we explore where colleagues feel confident—and where challenges remain—when using AI in higher education. A key finding: ethical use and academic integrity are still the toughest issues (e.g., concerns around plagiarism and misuse). Our takeaways: 1. Shift assessment from product to process: make thinking visible, not just outputs. 2. Redesign briefs to require disclosure of AI use and rationale. 3. Build scaffolded learning that develops metacognitive skills. If you’re working on assessment or staff development around AI, I’d love to compare notes. #AILiteracy #HigherEd #AssessmentDesign #AcademicIntegrity #TPACK #GenAI #EdTech #Pedagogy #AIinEducation