Educational practices are complex and value-laden, shaped through the interplay of societal expectations, pedagogical commitments, organisational arrangements, and everyday interactions between teachers, pupils, and colleagues. Teachers do not act as neutral implementers of external prescriptions; rather, …

This article examines how collaborative design practices in higher education are reshaped through postdigital entanglement with generative artificial intelligence (GenAI). We collectively explore how co-design, an inclusive, iterative, and relational approach to educational design and transformation, …

This presentation explores AI literacy as a critical and situated dimension of Artistic Research (AR), drawing from recent investigation conducted with Master’s students in a discursive artistic AI course at Frank Mohr Institute. Using a structured questionnaire as both a pedagogical and research tool, …

In an age of intertwined crises and social transitions, education systems are increasingly called upon to support not just knowledge acquisition, but meaningful, resilient, and future-proof learning. This study explores ‘emergent-learning spaces’ as contexts where students and educators co-create learning …

This paper investigates the role of conversational AI in improving the quality of decision-making across different stages of the process. Drawing on an experimental study involving 113 students in Dutch higher education, participants engaged in a simulated business challenge using three approaches: no …

This six-year study, consisting of four sub-investigations (one conceptual, three empirical), describes how subjectifying education with positioning of the body and embodiment of students in the educational practice requires teacher artistry, and forms by which teachers can stimulate learners' desire …

In this study, a theory synthesis was conducted from a sociocultural perspective to specify the situated processes involved in teacher agency development in the dynamics of educational practices. Agency is closely related to teacher wellbeing and important for teachers to create situations that enable …

This study explores how teachers’ assessment literacy manifests within assessment practices in higher professional education. While assessment literacy is a multifaceted and dynamic construct, little is known about how it unfolds in practice. Showing how assessment literacy emerges and how its meaning …

The purpose of this paper is to discuss the insights gained by testing in a design studio a particular research-by-design strategy, focusing on the generation of innovative solutions for climate change adaptation. The strategy is based on the Design Thinking Process and has been applied in the climate …

Whereas different aspects of teaching and learning in Higher Education are often discussed within an academic community, teaching the EU seems to receive less attention. Especially in recent years we testimony the decreasing interest to EU studies in universities, including some signs of disappearing …