Instructional design

Broader definitions of accounting help students redirect their energies and draw on broad-scope approaches to dealing with challenging issues to help shape a better world

Providing constructive feedback gives students a launch pad for development. Ibham Veza and Imran Qureshi offer their advice

By embracing diversity and promoting inclusion, we provide equal opportunities and ready our students for a globalised world, not only improving the quality of education, but laying the foundation for a more compassionate and just society

Finance and accounting educators have a moral obligation to embed the principles of the SDGs into their courses. Thankfully, it’s easier than ever to do, write Shona Russell and Ian Thomson

Fostering a rich learning community in your module or programme can be difficult. Here, Hannah Shaw and Mike Hackman draw on staff and student feedback to provide quick, effective wins to develop the social presence in your learning communities

Small module changes based on behavioural insights into human flaws can help students collaborate more and procrastinate less – and boost engagement outcomes in your classes, writes Jana Sadeh

Co-creation with TNE partners allows both front-line educators and host institution opportunities for quality assurance and pathways to build communities of practice. Here, Dom Conroy and Santanu Vasant outline 11 steps to working with international partners

Having used a Design Sprint methodology for university-wide academic programme validation, has the dash to a photo finish improved quality processes? Zoë Allman and Leanne de Main share their experience

From class preparation to critical thinking and reflection, this four-step checklist will help university teachers support the ethical and informed use of artificial intelligence tools in the classroom

Why wait until the end of the course to hear from your students? Sasha Lanyon encourages a real-time, authentic approach to student evaluation