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The BERA Guide to Decolonising the Curriculum

The BERA Guides: Critical Insights into Educational Research and Practice

Equity and Inclusion in Educational Research and Practice

Generative artificial intelligence and higher education: A double-edged sword

Artificial intelligence in educational research and practice

The rise of generative artificial intelligence (GenAI) tools has sparked significant debate within the academic community (for a systematic mapping review see Yusuf et al., 2024). These...

Enabling a research-informed approach to mentoring beginner teachers

The practice of mentoring beginner teachers needs to be underpinned by a ‘deep understanding of the curriculum, the relevant research base which informs it and their role in supporting its...

The perceptions and challenges of East Asian students in UK higher education

Over the past two decades, the total enrolments in UK higher education (HE) from China, Hong Kong, Japan and other East Asian countries have risen from fewer than 100,000 in 2002/03 to a record...

The role of ChatGPT Edu in higher education: Five key lessons for educators

Artificial intelligence in educational research and practice

The rise of generative artificial intelligence (GenAI) tools such as ChatGPT has generated significant discourse within the educational sector (Ng et al., 2024). Initially met with apprehension...

Food poverty among students: What is the role of universities?

In the UK, the number of people reported to be living in ‘food insecure’ households rose from 4.7 million (7 per cent) in 2021/22 to 7.2 million (11 per cent) in 2022/23 (Francis-Devine,...

Reimagine essay-based assessment in higher education in the era of generative artificial intelligence

BERA Conference 2024 and WERA Focal Meeting

The advent of Large Language Models (LLMs) has ignited extensive discussion surrounding the impact of generative artificial intelligence (GenAI) on education and literacy practice (such as the...

Who really belongs in higher education? Insights from research with disabled staff and PhD students in the UK

BERA Conference 2024 and WERA Focal Meeting

In this blog post we offer some insights from a recent study among disabled staff and PhD students in the UK to consider what it means to un/belong in the current higher education (HE)...

Taiwan’s policy shift: Transitioning from the pursuit of world-class universities to addressing local needs

BERA Conference 2024 and WERA Focal Meeting

In this blog post, we want to share our different perspective on ‘space’ in higher education studies. One afternoon, while discussing a recent policy change in Taiwan and wrapping up our...

Future-ready business schools: Harnessing simulation games for assessment and a global working environment

This blog post aims to illustrate how business schools can use simulation games as an assessment tool to provide authentic real-world situations. In essence, simulations and games replicate...

Curriculum in a Changing World

50 think pieces on education, policy, practice, innovation & inclusion

AI for learning development in higher education: What do UK international students think?

UNESCO defines artificial intelligence (AI) as ‘systems which display intelligent behaviour by analysing their environment and taking actions – with some degree of autonomy – to achieve...