Academic & Digital Development

Conference Dates

19th Annual Learning and Teaching Conference  

The 2026 Learning and Teaching Conference will take place over 2 days: 

Day One (Monday 30th March 2026) on campus only (James McCune Smith Learning Hub) 

• Interactive workshops and panels. This day will be free of charge and open for all staff at UofG and validated institutions to attend. 

Day Two (Wednesday 1st April 2026) Online only (Zoom)  

• Short (10 minute) pre-recorded videos, followed by live Q & A sessions with speakers. This day will be free of charge. As well as all staff and students at UofG, this day will be open for external delegates to attend. 

The Conference Theme: Inclusive education in a changing environment

This year’s theme asks us, as an institution, as educators and in partnership with students, to recognise the evolving educational landscape in which we and our students work, and the changing nature of our student body.  How do we, as a university community, provide a consistent and high-quality student experience while encompassing a wide diversity of student needs? How do we ensure students are able to flourish educationally and equip them to contribute meaningfully to global and international culture and society? How do we anticipate the changing needs and expectations of our students and of potential employers? How will we strengthen our collaboration with different student groups and ensure that every voice is has an input. In order to explore and co-create responses to these questions this year’s conference will be arranged into four subthemes, all chosen to align with the institutional priorities set out in the L&T strategy.  

Sub-themes

The sub-themes are designed to expand on the overall Conference theme and to showcase how practitioners are achieving this.

Flexible Learning Pathways 

This subtheme calls for submissions which consider what it means to talk about a curriculum for life. We welcome contributions that exemplify innovative approaches to learning and teaching - including flexible learning pathways, alternative credentials, open and distance learning (ODL), and part-time study models that support lifelong access to education. We are particularly interested in submissions that address personalisation of learning, programmatic delivery, experiential and connected learning, and opportunities for interdisciplinary learning, including examples of curricula which have been co-created with student partners. 

Learning through Assessment 

This subtheme invites submissions which exemplify inclusive assessment. We are particularly interested in contributions that showcase inclusive and meaningful assessment practices  co-created with students and personalised approaches that support diverse learner needs. Submissions might also address manageable choice within assessment design, the integration of flexible learning into assessment strategies, or assessment that reflects real-world application.  All submissions should evidence how the Learning Through Assessment Framework has been used while designing these assessments. 

Employability and Skills

This subtheme asks for submissions which explore how education can effectively support students to connect what they learn in the classroom to their future career. We are seeking contributions that demonstrate how employability and skills are identified, surfaced, enhanced and assessed to support student development. We also encourage submissions with a particular focus on experiential learning, including those activities that are co-created with students, draw on employer or alumni partnerships and integrate reflective practice.

Learning through a Wellbeing Lens 

This subtheme asks for submissions which address the wider context of student life and the evolving expectations placed on learners today. We welcome contributions that address learning and assessment design approaches that recognise the growing impact of the 24/7 culture on student mental health, the realities of student debt and part-time work, and the importance of recognising and rewarding extra-curricular involvement without disadvantaging those unable to undertake such activity. Contributions which work in partnership with students to address their challenges will be particularly welcomed. We are also interested in initiatives that foster meaningful alumni engagement and consider how we might support the long-term wellbeing and success of our students beyond graduation.