The digital transformation of our societies is moving ahead, changing the way that we work and interact. It is also changing learning environments and the need for digital skills.
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.
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.
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”.
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”.
In recent years, the enhancement of learning and teaching has become a priority, not only for higher education institutions, but also for national governments, the European Union and the Bologna Process.
Trends 2018 examines how learning and teaching at European higher education institutions evolves in the context of changing demands, technological and societal development, and European- and national-level policies and reforms. This EUA flagship report gathers data from more than 300 higher education institutions in 42 European countries.
This report aims to provide the reader with an insight into the discussions and conclusions of the thematic peer groups with each chapter consisting of the summary of one thematic peer group presenting first the challenges identified, followed by recommendations on how to address them. The report by no means presents final answers to the issues discussed; rather, they aim to provide a basis for further debate. Readers are invited to reflect to what extent the groups’ recommendations apply to their own institutional contexts, which is hoped to provide impetus for further development of learning and teaching (L&T) in universities. This report is the first of the Learning & Teaching Paper series.