This report summarises the findings of the EUA Learning & Teaching Thematic Peer Group "Needs and wellbeing of students and staff", which was active throughout 2022.

This report summarises the findings of the EUA Learning & Teaching Thematic Peer Group “Digitally competent teachers in designing quality learning environments”, which was active throughout 2022.

This report summarises the findings of the 2022 EUA Thematic Peer Group  which explored collaborative teaching practice (CTP) in higher education in detail.

This report presents the final outcomes of the EU-funded “Leadership and Organisation for Teaching and Learning at European universities” (LOTUS) project.

This report outlines the conclusions of the Learning & Teaching Thematic Peer Group “Strategy and organisational culture”, which explored the role of strategy and organisational culture in promoting digitally enhanced learning and teaching (DELT).

This report outlines the conclusions of the Learning & Teaching Thematic Peer Group “Curriculum and assessment”, which examined how to embed digitally enhanced learning and teaching (DELT) and digital technologies in the curriculum, and how to design and manage coherent digital assessment so that it truly reflects intended learning outcomes, is engaging, diverse, high quality, and aligned with the curriculum.

This report summarises the findings of the EUA Thematic Peer Group ‘‘International Partnerships’’ which explored digitally enhanced internationalisation of higher education in detail. The report reflects the group’s discussions on how digital technologies, and the accompanying dynamics and ecosystems, are influencing the international partnerships between universities as well as the institutional policies and activities, and related challenges.

The report analyses major and recent national policies and initiatives aiming to support the enhancement of learning and teaching in 30 countries of the European Higher Education Area (EHEA).

In response to the Covid-19 crisis, higher education institutions around the world adjusted their activities to an emergency online mode in the first half of 2020. As institutions have the main responsibility for the quality assurance of their provision, this sudden shift has raised questions around the effectiveness, relevance and flexibility of internal quality assurance arrangements.

The 2020 EUA Learning & Teaching Thematic Peer Group on “Environmental sustainability of learning and teaching” discussed how learning and teaching can embrace and promote sustainability, and whether existing approaches to learning and teaching are sustainable.