Universities across Europe are calling for a more student-centred, inclusive university environment bringing together all actors of the university community, while also implementing measures to achieve such a cultural shift. Members of the EUA Learning & Teaching Thematic Peer Groups are – each based on their own perspective and experience – advocating for such a shift because it is seen as a necessity.

EUA and Universities UK have published a common document in order to assist universities prepare for a no-deal Brexit.

The EFFECT project produced a feasibility study on how teaching enhancement can be promoted in the most efficient manner at the European level. Launched at the 2019 European Learning & Teaching Forum, it presents and discusses approaches for pedagogic staff development already explored in European higher education institutions and systems. It also proposes European approaches to support and enhance learning and teaching.

The European University Association (EUA) would like to draw attention to the impact the Directive on Copyright in the Digital Single Market will have on European higher education and research.

EUA has presented a comprehensive response to the “Plan S” consultation launched by Science Europe. Plan S is aninitiative for Open Access publishing launched in 2018 by an international group of research funders (Coalition S).

Active learning encompasses a broad range of pedagogical approaches involving the learner in every step of the educational process, with the objective of stimulating ownership and critical thinking skills, among others. This paper is the result of the work carried out by the EUA Learning & Teaching Thematic Peer Group on “Promoting active learning in universities”.

The evaluation of learning and teaching is one central activity through which universities monitor the fitness-for-purpose of their education provision. This paper represents the outcomes of the work carried out by the EUA Learning & Teaching Thematic Peer Group on “Evaluation of learning and teaching”.

This EUA-CDE report presents the results of an extensive and unique study on the state of play of doctoral education in Europe. Offering findings gathered from more than 300 institutions across Europe, it provides an overview of the deep transformation that has taken place in doctoral education over the past ten years.

Higher education stakeholders are increasingly aware of the need for systematic continuous professional development opportunities for university teachers. This report reflects the outcomes of the work of EUA’s Learning & Teaching Thematic Peer Group on “Continuous development of teaching competences”.

Attention to career paths in teaching and staff development, in order to enhance learning and teaching, has gained importance in the European policy arena in recent years. This paper is the result of the work carried out by the EUA Learning & Teaching Thematic Peer Group on “Career paths in teaching”.