Credit: Darren Tsang / 1314 Family Style for UCL IOE.

27 November 2025

By Joseph Mintz, Gayoung Choi and Jianing Zhou

As educators, we routinely reflect on how to respond to and meet diverse learner needs within our classrooms. But do we also see and value the knowledge and experiences that students bring with them? Engaging with that question means looking at ourselves, our own backgrounds, experiences and perspectives, and thinking about how those shape what and how we teach. This is especially so when our backgrounds differ from those of many of our students. (more…)

Accessibility is not just physical access, it also concerns digital products, spaces and services. Credit: Sophie Mitchell for UCL.

11 March 2025

By Leda Kamenopoulou and Ben Watson

What is and what is not accessibility?

Accessibility is often defined as the extent to which products, services and spaces are easy for people with disabilities to access and use. In this blog post, we argue that this is a narrow view and accessibility is a lot more than that. We do this by busting six common misconceptions. (more…)

Credit: imtmphoto via Adobe Stock.

11 February 2025

By David Scott

This short piece is a plea for full disclosure in processes of peer review and evaluation in academia. It stems from a philosophy of research explained in the trilogy of books that I have just published with UCL Press: On Learning: A General Theory of Objects and Object-Relations (2021); the edited collection On Learning: volume 2, Philosophy, Concepts and Practices (2024); and On Learning: volume 3, Curriculum, Knowledge and Ethics (2025). It is also reflected in my latest publication, On Learning and Ethics: Philosophy, Knowledge and Normativity (2025, Ethics International Press). That philosophy of research is underpinned by a semantic and valorised epistemology – meanings and values are prioritised – and by a careful and ethical approach to the world. (more…)

Credit: Sam Balye via Unsplash.

28 January 2025

By Sandra Leaton-Gray and David Scott, with Rita Chawla-Duggan, University of Bath

In many higher education institutions, best practice principles for curriculum design frequently reflect a model that perpetuates colonial assumptions about knowledge, learning, and assessment. These principles, ranging from “cutting-edge content” to “optimised engagement”, prioritise well-recognised measurable benchmarks and notions of corporate efficiency while failing to interrogate the power structures embedded in curricula. A decolonised curriculum, on the other hand, challenges these assumptions and offers a transformative approach to education. In this blog post we analyse what that means and how it might best be achieved, drawing on learning from other, interconnected parts of the education system. (more…)

Credit: EduLife Photos via Adobe Stock.

21 January 2025

By Aine McAllister

Highly skilled refugees and asylum seekers encounter multifaceted barriers to accessing postgraduate study in UK higher education. These include wider societal and structural barriers as well as those specific to university entry. Often, the latter is a twofold barrier: to access at all, and to access commensurate with existing qualifications, professional experience and achievements. (more…)

UCL speaker presenting with a microphone. Credit: Mary Hinkley for UCL.

29 October 2024

By Leda Kamenopoulou

Synchronous accessibility can be challenging

In a previous IOE blog, I wrote about accessibility as a right and not an option, and I summarised key actions for creating accessible digital content, such as Word and PowerPoint documents. These resources, however, are almost always created asynchronously. In this post, I consider how to make sure live teaching delivery is accessible, focusing in this instance on the needs of students with hearing impairment. I list best practices that I recommend as an expert on inclusive education and sensory accessibility, and as a programme leader for UCL’s Special and Inclusive Education MA, experienced in putting reasonable adjustments in place for our students. (more…)

Li Wei, Director and Dean of IOE, UCL’s Faculty of Education and Society, at the launch event for Punnett Hall. He stands in front of a slide with a picture of Margaret Punnett and the text “IOE Events”. Credit: IOE Communications.

22 October 2024

By Georgina Brewis

As IOE celebrates one of its founding leaders, Margaret Punnett, in the naming of its space, Georgina Brewis, Professor of Social History, reflects on the path of pioneering women in the early 1900s and their recognition in the fabric of university campuses today.

Margaret Punnett (1867–1946) was born in Lincolnshire in 1867. She was born just at the right time for middle-class women to receive a better education than their mothers – she was educated at South Hampstead High School and went on to take a University of London BA in German and Mathematics in 1889. Again, this was good timing, as the University had only opened its degrees to women in 1878. (more…)

Credit: gpointstudio via Adobe Stock

3 October 2024

By Andrea Gauthier, Mina Vasalou, Yang Yang and Team FoodWiser: Sanya Bajaj, Enying Chen, Xinyue Dong, Thi Huyen Mi Nguyen

As the new academic year begins, we reflect on our ‘Digital Design Thinking and Making’ (DDTM) module, which is part of IOE’s Education and Technology MA. The aim of DDTM is to support the critical understanding and application of design to educational technologies, with a focus on environmental sustainability. Taking a research-based design approach rooted in creative design practice, during Spring 2024 the student team ‘FoodWiser’ worked with UCL’s caterer, Gather and Gather, to develop a new digital tool for tackling food waste in the UCL halls of residence cafeteria. Food waste isn’t just an annoying problem of dealing with leftovers: each discarded plate of food means wasted resources and unnecessarily inflated greenhouse gases. (more…)

Credit: Annanahabed / Adobe.

24 October 2023

By Charis Bridger Staatz

The year 2023 marked many things: the coronation of the UK’s new King, the coinage of the term “Barbenheimer”, and, perhaps most importantly, the inaugural Centre for Longitudinal Studies (CLS) Year 12 Summer School ‘Harnessing the power of longitudinal research for policy impact’.

Our motivations behind the summer school were twofold: to contribute to widening participation efforts in general across the higher education sector, and to support greater diversity in the social science researcher pipeline. Our experience showed the real potential of programmes that give under-represented school students the opportunity to work directly with university departments on scholarly research, especially when that is over an extended period. Such programmes can make a distinct contribution to showcasing that university is a realistic, and hopefully desirable place for young people to be. They can also be incredibly rewarding for the academics who lead them. (more…)

Credit: Mat Wright for UCL IOE

15 June 2023

By Gwyneth Hughes

Even the most experienced teachers can struggle to innovate their teaching practice. But how well are we serving these tutors in realising that end point? My research highlighted the value of explicitly scaffolding teachers’ reflection on their practice with theories of teacher development and learners and learning – to support their development as teachers but also keep expectations in check and motivating.

There is an increased expectation that teachers in further and higher education should be trained in teaching, learning and assessment. The most common route to this end is a one-year Postgraduate Certificate in Higher Education programme. In general, there is evidence of broad benefit from such programmes, but their contribution to developing the teacher’s conception of teaching/learning such that it supports parallel changes to their actual teaching practice is not so well-established.

(more…)