Today’s blog was kindly authored by Hans Luyten, University of Twente, Netherlands ([email protected]).
Across many education systems, secondary-school teaching remains a predominantly female profession. While this fact is well known, less is understood about whether the gender composition of the teaching workforce relates to gender differences in student achievement at the system level. My recently published paper, Overrepresentation of Female Teachers in Secondary Education and Gender Achievement Gaps in PISA 2022 (Studies in Educational Evaluation), takes up this question using recent international data.
The study investigates whether gender differences in reading, mathematics, and science among 15-year-olds vary according to the extent to which women are overrepresented among secondary-school teachers, relative to their share in each country’s labour force.
Data and analytical approach
The analysis draws on two international datasets:
PISA 2022: Providing country-level average scores for 15-year-olds in reading, mathematics, and science. Gender achievement gaps are operationalised as the difference between the average score for girls and that for boys.
Labour-market data: Measuring the proportion of women among secondary-school teachers in each country and the proportion of women in the wider labour force.
Female overrepresentation is defined as the difference between these two proportions.
Although the analysis focuses on statistical correlations at the country level, it does not rely on simple bivariate associations. A wide range of control variables is included to account for differences between countries in:
Students’ out-of-school lives, such as gender differences in family support;
School resources, such as the availability of computers;
School staff characteristics, such as the percentage of certified teachers.
These controls help ensure that the observed relationships are not simply reflections of broader cross-national differences in socioeconomic conditions or school quality.
Key findings
Three main results emerge from the analysis:
First, gender achievement gaps tend to be larger in favour of girls in countries where women are more strongly overrepresented among secondary-school teachers.
Second, this association holds across all three domains (reading, mathematics, and science), although the size and direction of the gender gap differs by subject.
Third, the relationship becomes more pronounced as the degree of female overrepresentation increases. Countries with only modest overrepresentation tend to have smaller gender gaps, whereas those with large overrepresentation tend to have wider gaps.
These findings concern gender differences in performance, not the absolute levels of boys’ or girls’ achievement. The study does not examine, and therefore does not draw conclusions about, whether boys or girls perform better or worse in absolute terms in countries with different levels of female teacher overrepresentation.
Interpreting the results
The analysis identifies a robust statistical association at the country level, after accounting for a broad set of background variables. However, as with any cross-national correlational study, it cannot establish causality. Other country-specific characteristics (cultural, institutional, or organisational) may also contribute to the observed patterns.
It is also important to note that the study addresses a different question from research that examines the effects of individual teachers’ gender on the achievement of individual students. Earlier classroom- and school-level studies often find little or no systematic effect of teacher gender on student outcomes. The present study, by contrast, examines the overall gender composition of the teaching workforce and its relation to system-level gender achievement gaps.
Implications
Although the findings do not directly point to specific policy interventions, they suggest that the gender composition of the secondary-school teaching workforce is a feature of educational systems that merits closer attention when interpreting international variation in gender gaps. Teacher demographics form part of the broader context within which student achievement develops, and system-level gender imbalances may interact with other structural characteristics in shaping performance differences between girls and boys.
I hope this summary brings the findings to a wider audience and encourages further research on how system-level characteristics relate to gender differences in educational outcomes.
Join HEPI for a webinar on Thursday 11 December 2025 from 10am to 11am to discuss how universities can strengthen the student voice in governance to mark the launch of our upcoming report, Rethinking the Student Voice. Sign up now tohear our speakersexplore the key questions.
This blog was kindly authored by Dr Adam Matthews, Senior Research Fellow at the University of Birmingham.
Skills have dominated the policy and political discourse in recent years. In a recent HEPI blog, Professor Ronald Barnett observed how the education policy world has been dominated by the language of skills, whilst academic discourse has focused on education and knowledge. Professor Barnett argues that these two discourses are speaking past each other, disconnected and polarising.
In this blog I look at how skills have come to dominate policy, political and institutional discourse, present some speculations and provocations as to why this might be, and call for precision in language when it comes to knowledge and skills policy. Here, in both simple and more philosophical terms, we are looking at discursive binaries which are concerned with doing (skills) and knowing (knowledge) in higher education.
Skills are at the heart of our plan to deliver the defining mission of this government – growth.
The skills turn in policy and political discourse has, in many cases, sidelined or muted knowledge. This is not the case in academic literature. The Oxford Review of Education, recently published a special issue Knowledge crises and democratic deficit in education.
If it could be said that a carpenter goes around with a hammer looking for nails to hit, then a professor goes around with a bundle of knowledge, general or specific, looking for ways to augment it or teach it to others. However broadly or narrowly we define it, knowledge is the material. Research and teaching are the main technologies.
This is despite many universities starting life in the 20th century as civic institutions with a focus on the training of professions. Immanuel Kant described these two sides as a Conflict of the Faculties in 1798. In The Conflict of the Faculties, Kant argues that universities contain a necessary tension between “higher” faculties that serve the state’s skills needs and train professionals, and the “lower” faculty of philosophy, which must remain autonomous to pursue knowledge through free inquiry.
With all of this in mind, I was interested in how universities described their teaching practice in the 2023 TEF submissions (a corpus of 1,637,362 words and 127 qualitative provider submissions). The pattern of a focus on skills continued. Across the whole corpus, in total, ‘skills’ was used 4,785 times, and ‘knowledge’ 1284 times – that means that skills trumped knowledge by a ratio of 3.7.
I wondered if it made a difference about the type of institution. We might think large, research-intensive universities would be more interested in knowledge in educational terms or, be more balanced on knowledge and skills. So, I divided those numbers up by institution type using the handy, KEF classifications.
Cluster
Skills (per thousand)
Knowledge (per thousand)
Ratio difference
All
4785 (2.92)
1284 (0.78)
3.7
ARTS (Specialist)
648 (2.28)
220 (0.77)
2.9
STEM (Specialist)
384 (4.27)
89 (0.99)
4.31
E (Large broad disciplines)
1243 (2.94)
350 (0.82)
3.55
J (Mid-size teaching focus)
411 (2.74)
109 (0.72)
3.77
V (Very large, research-intensive)
745 (3.28)
184 (0.81)
4.05
M (Smaller with teaching focus)
672 (2.9)
197 (0.85)
3.41
X (Large, research-intensive, broad discipline)
682 (2.93)
135 (0.58)
5.05
As shown above, the pattern holds – skills are being written about more than knowledge. Institutions in the clusters X and V (large and very large, broad-discipline and research-intensive) show the widest disparity in the balance between knowledge and skills (with the balance in favour of skills). This is surprising as these are the institutions, one might think are more interested in knowledge production alongside and integrated with education.
Taking a slightly different line of inquiry, the shift does not appear to be drawn within political party lines. In 2022, Minister for Skills, Apprenticeships and Higher Education, Robert Halfon spoke at the Times Higher Education Conference as Minister for Skills, Apprenticeships and Higher Education (no ‘knowledge’ in his job title) and used the word ‘knowledge’ just once.
This new, knowledge-driven economy is a major change. I believe it is the equivalent of the machine-driven economy of the industrial revolution.
This was just as the internet became accessible to all and globalisation dominated, promising an opening up and democratising of knowledge. As we enter the AI revolution, why have skills become the dominant policy and political narrative? Skills-based or knowledge-rich curricula debate has been linked to the emergence of AI technologies.
In 2016, the Conservative Party held that knowledge was the route to economic growth, arguing that higher education played a key part in achieving success as a knowledge economy. In the same year, the UK voted to leave the European Union, kicking off a decade of political instability, coinciding with political orders being disrupted globally.
During the liberal consensus of the Blair to Cameron era, governments in England aimed to keep taxes low and markets open, whilst expanding the nation’s knowledge capabilities through graduates and research. They had a broad faith in the benefits of growing knowledge and stimulating enterprise, rather than shaping the economy. They also expected communications technologies to empower citizens in a climate of open debate.
Professor Barnett calls for a rebalancing in debates, our language and our practice. Surely, it’s reasonable for educators, students, researchers, policy makers and politicians to expect higher education to consider doing (skills) and knowing (knowledge) as equals rather than sides to be taken. It can be argued that separating these two very human capabilities is not possible at all. However, Skills England have developed a new classifications for skills which could prove useful but needs careful integration with higher education curriculum, knowledge production and pedagogy.
The question of why the pendulum has swung towards skills at this current moment, I can only speculate and offer provocations to be picked up in the HEPI blog and beyond:
The push towards a knowledge economy and 50% of young people attending university failed to result in economic growth (we might argue that the 2008 financial crash, Brexit, pandemic and many other things could have contributed too).
Liberalism, globalisation and knowledge came together within the notion of a knowledge economy and society. A populist backlash to knowledge and liberal higher education has resulted in a shift towards skills.
A genuine attempt to remedy a left behind 50% of the population who do not pursue a knowledge based academic degree.
Often, knowledge and skills are used as synonyms for each other leading, to confusion.
Knowing (knowledge) and doing (skills) should be at the heart of economic growth, social change and flourishing societies and not two binaries to be fought over. Precision in the language we use to make these cases needs to be sharpened and made clearer in order to avoid confusion and aid policy and practice.
Join HEPI for a webinar on Thursday 11 December 2025 from 10am to 11am to discuss how universities can strengthen the student voice in governance to mark the launch of our upcoming report, Rethinking the Student Voice. Sign up now tohear our speakersexplore the key questions.
This blog was kindly authored by Utkarsh Leo, Lecturer in Law, University of Lancashire (@UtkarshLeo)
UK law students are increasingly relying on AI for learning and completing assessments. Is this reliance enhancing legal competence or eroding it? If it is the latter, what can be done to ensure graduates remain competent?
Studying law equips students with key transferable skills – such as evidence-based research, problem solving, critical thinking and effective communication. Traditionally, students cultivate doctrinal (and procedural) knowledge by attending lectures, workshops and going through assigned academic readings. Thereafter, they learn how to apply legal principles to varying facts through assessments and extracurriculars like moot courts and client advocacy. In this process, they learn how to construct persuasive arguments and articulate ideas, both orally and in writing. However, with widely available and accessible Gen AI, students are taking shortcuts in this learning process.
The HEPI/Kortext Student Generative AI Survey 2025 looked into AI use by students from a range of subjects. It paints a grim picture: 58% of students are using AI to explain concepts and 48% are using it to summarise articles. More importantly, 88% are using it for assessment related purposes – a 66% increase compared to 2024.
Students are relying on shortcuts largely due to rising economic inequality. Survey data published by the National Union of Students shows 62% of full-time students work part-time to survive. This translates into reduced studying time, limited participation in class discussions and extracurriculars. Understandably, such students may find academic readings (which are often complex and voluminous) as a chore, further reducing motivation and engagement. In this context, AI offers a quick fix!
Quick fixes, as shown above, promote overreliance: resulting in cognitive replacement. Most LLB first-year programmes aim to cultivate critical legal thinking: from the ability to apply the law and solve problems in a legal context to interpreting legislative intent to reading/finding case law and developing the skills to spot issues, weigh precedents and constructing legal arguments. Research from neuroscience shows that such essential skills are acquired through repeated effort and practice. Permitting AI usage for learning purposes at this formative stage (when students learn basic law modules) inhibits their ability to think through legal problems independently – especially in the background of the student cost-of-living crisis.
More importantly, only 9 out of more than 100 universities require law degree applicants to sit the national admission test for law (LNAT) – which assesses reasoning and analytical abilities. This variability means we cannot assume that all non-LNAT takers possess the cognitive tools necessary for legal thinking. This uncertainty reinforces the need to disallow AI use in first-year law programmes to ensure students either gain or hone the necessary skills to do well in law school.
Technical discussion
Furthermore, from a technical perspective, the shortcomings of AI summaries are well known. AI models often merge various viewpoints to create a seemingly coherent answer. Therefore, a student relying on AI to generate case summaries enhances the likelihood of detaching them from judicial reasoning (for example, the various structural/substantive principles of interpretation employed by judges). It risks producing ill-equipped lawyers who may erode the integrity of legal processes (a similar argument applies to statutes).
Alongside this, AI systems are unreliable: from generating fake case-law citations to suggesting ‘users to add glue to make cheese stick to pizza.’ Large language models (LLMs) use statistical calculation to predict the next word in a sequence – therefore, they end up hallucinating. Despite retrieval-augmented generation – a technique for enhancing accuracy by enabling LLMs to check web sources – the output generated can be incorrect if there is conflicting information. Furthermore, without thoughtful use, there is an additional concern that AI sycophancy will further validate existing biases. Hence, despite the AI frenzy, first year students will be better off if they prioritise learning through traditional primary and secondary sources.
How to ensure this?
Certainly, we cannot prohibit student’s from using AI in a private setting; but we can mitigate the problem of overreliance by designing authentic assessments evaluated exclusively through in-person exams/presentations. This is more likely to encourage deeper engagement with the module. Now more than ever, this is critical. Despite rising concerns of AI misuse and the inaccuracy of AI text detection primarily due to text perplexity (high false positives; especially for students for whom English is not their first language), core law modules (like contract law and criminal law) continue to be assessed through coursework (for either 50% or more of the total module mark).
However, sole reliance on in-person exams will not suffice! To promote deeper module engagement (and decent course pass rates), the volume of assessments will need to be reduced. As students are likely to continue working to support themselves, universities could benefit from the support and cooperation of professional bodies and the Office for Students. In fact, in 2023, the Quality Assurance Agency highlighted that universities must explore innovative ways of reducing the volume of assessments, by ‘developing a range of authentic assessments in which students are asked to use and apply their knowledge and competencies in real-life’.
To promote experiential learning, one potential solution could be to offer assessment exemption based on moot-court participation. Variables such as moot profile (whether national/international), quality of memorial submitted, ex-post brief presentation on core arguments, and student preparation could be factored to offer grades. Admittedly, not all students will pursue this option; however, those who choose to participate will be incentivised.
Similarly, summer internships or law clinic experiences can be evaluated through patchwork assessment where students can complete formative patches of work on client interviews, case summaries and letters before action, followed by a reflective stitching piece highlighting real world learning and growth.
Delayed use of gen AI – year II and onwards
It is crucial to emphasise that despite the critique of Gen AI, its vast potential to enhance productivity cannot be overlooked. Nevertheless, what merits attention is that such productivity is contingent on thoughtful engagement and basic domain specific knowledge – which is less likely to be found in first year law students.
Thus, a better approach is to delay approved use of AI until the second year of law. To ensure graduates are job ready, modules such as Alternative Dispute Resolution and Professional Skills could go beyond prompting techniques to include meaningful engagement with technology: through domain specific AI tools, contract review platforms and data-driven legal analytics ‘to support legal strategy, case assessment, and outcomes’.
Communication skills remain key
Above all, despite advances in tech, law will remain a people-centred profession requiring effective communication skills. Therefore, in the current climate, law school education should emphasise oral communication skills. Prima facie, this approach may seem disadvantageous to students with special needs, but it can still work with targeted adjustments.
In sum, universities have a moral responsibility to churn out competent law graduates. Therefore, they must realistically review the abilities of AI to ensure the credibility of degrees and avoid mass-producing surface-level lawyers.
Acknowledgement: I am grateful to Rachel Nir, Director of EDI at the School of Law and Policing, University of Lancashire, for her insightful comments and for kindly granting the time allowance that made this research possible.
This blog was kindly authored by Dr Louise Oldridge, Senior Lecturer at Nottingham Trent University (with research team Dr Maranda Ridgway, Dr David Dahill, Dr Ricky Gee, Dr Stefanos Nachmias, Dr Loyin Olotu-Umoren, Dr Jessie Pswarayi, Dr Sarah Smith, Natalie Selby-Shaw and Dr Rhianna Garrett).
Despite decades of progress in widening participation and diversifying student bodies, UK higher education still faces a stark reality: senior professional services roles remain overwhelmingly white.
Indeed, when the professional body for senior professional services staff (Association of Heads of University Administration – AHUA) embarked on work to ‘shift the dial’ on race, membership had less than 5% global majority colleagues.
While universities champion equality, diversity, and inclusion (EDI), and the sector has developed levers such as the Race Equality Charter (REC), the lived experiences of ethnically minoritised staff highlight systemic barriers that hinder career progression and perpetuate inequality.
A recent research project funded by AHUA and conducted by the Centre for People, Work & Organizational Practice at Nottingham Business School explored these challenges. Drawing on interviews, focus groups, and institutional data, the project studied the career barriers and enablers for ethnically minoritised professionals in senior roles.
The diversity gap in professional services leadership
University leadership teams have diversified in some areas, for instance among governors, students, and even vice-chancellors, but senior professional services remain largely homogenous.
Recruitment practices, opaque progression pathways, and institutional norms continue to privilege whiteness and middle-class values, leaving talented individuals from minoritised backgrounds sidelined.
With limited institutional data available for the study, it revealed that while representation among lower-grade professional services roles has improved, senior positions tell a different story.
Unlike academic colleagues, there is a stark shift in career management for professional services staff, with our research finding that many institutions are unequipped to track the career trajectories of professional service staff.
Lived experiences: authenticity, masking, and emotional labour
The qualitative insights from interviews and focus groups paint a vivid picture of what it means to navigate professional services as a person of colour. Participants spoke candidly about the emotional labour involved in “code-switching” (altering language, appearance, or behaviour to fit dominant norms) and “masking” aspects of identity to avoid judgment or exclusion.
One participant reflected: “I felt I had to disappear… to succeed, I needed to be someone else.” Others described being labelled as “diversity hires” or facing regular microaggressions that impacted confidence and wellbeing.
Intersectionality compounds these challenges. Participant responses indicated that race intersected with gender, class, disability, and caring responsibilities, creating layered barriers that are often invisible to policy-makers. Women of colour, for instance, reported being undermined due to both race and gender, while those with disabilities faced inflexibility and a lack of empathy.
Performative EDI and the need for structural change
In a blog on the REC for Advance HE, Patrick Johnson calls for institutions to make an authentic commitment to dismantling racial barriers for staff. Institutions can use data to expose disparities and perceptions of the operating culture and environment.
As Patrick notes, it is important that challenges are acknowledged openly and specific actions put in place in response.
That said, participants in this research questioned the depth of their organisation’s commitments. EDI initiatives were described as performative and focused on optics rather than outcomes. As one interviewee put it:
We talk about EDI when we’re going for awards, but it’s not part of our everyday practice.
This disconnect between rhetoric and reality highlights a critical gap: policies alone cannot dismantle systemic inequities.
Ultimately, what is needed is leadership from those in roles which can challenge the structural issue, redefine what it means to be ‘professional’, develop clear career pathways, transparent promotion processes, and accountability mechanisms that move beyond tick-box exercises. REC is a starting point for supporting this process, but cannot be seen either as a panacea or an end in itself.
Five pathways to change
The report offers a roadmap for transformation, organised into five thematic areas:
Structural reform and policy change Clarify career pathways for professional services staff, audit recruitment practices, embed accountability into EDI policies and ensure progression routes are transparent – such as providing an understanding of ‘typical’ career histories for leadership roles.
Representation and inclusion Increase diversity at senior levels through targeted development and sponsorship. Avoid tokenism by ensuring ethnically minoritised staff have meaningful influence, not just visibility. This could include clearer succession planning.
Development, support, and research Invest in mentoring, coaching, and executive development programmes tailored to professional services. This reflects both formal support staff networks and more informal collectives, alongside committing to longitudinal research to track progress. For example, creating an informal network of colleagues across the sector.
Cultural change and co-creation Move beyond compliance-driven EDI to authentic engagement. Challenge assumptions about professionalism and leadership, and co-create inclusive cultures with staff. This could mean redefining what institutions view as ‘professional(ism)’.
Sector-level collaboration and accountability Coordinate efforts across professional bodies, share best practice, and ensure transparent reporting. Diversity must be a collective responsibility, and could include sector-wide knowledge exchange, clear metrics and outcomes.
From awareness to action
The report calls for dismantling what research team member Rhianna Garrett describes as ‘the architecture of whiteness’, which underpins institutional norms. This means rethinking recruitment, valuing professional services as integral to university success, and creating spaces where ethnically minoritised staff can thrive without compromising their identity.
As one focus group participant put it:
We recognise there is an issue, but I don’t think we really understand what to do about it – and a big part of that is because things are so white.
For AHUA, and other sector professional service organisations, this report is a call for the sector to deliver systemic, sustained change. The question is not whether higher education can afford to prioritise diversity in professional services leadership; it is whether it can afford not to. It informs our next steps in a Theory of Change workshop to identify meaningful actions moving forward.
As Dr Andrew Young, Chief Operating Office, The London School of Economics and Political Science, and AHUA project sponsor states:
The evidence in this report should make all of us in higher education uncomfortable. Change will only happen when we stop celebrating statements of intent and start measuring outcomes.
This blog was kindly authored by Vikki Welch, Associate Director Student Living, University of Nottingham.
It is the second blog in HEPI’s series with The Unite Foundation on how to best support care experienced and estranged students. You can find the first blog here.
When the University of Nottingham (UoN) launched its Care Leaver and Estranged Student support package in 2022, the ambition was clear: to remove financial barriers and create a genuine sense of belonging for students who often arrive without the safety net of family support. Today, it provides a comprehensive wraparound system, anchored by a one-year accommodation bursary that has changed lives.
Why accommodation matters
For care-experienced and estranged students, the cost of living on campus can be a major obstacle. UoN’s analysis revealed that these students were disproportionately opting for cheaper, off-campus housing – often in poorer conditions and far from academic spaces. This not only isolated them from student life but also correlated with lower degree outcomes compared to peers who lived on campus.
The solution was bold: cover 365 days of accommodation costs for the first year of study, whether in catered halls or self-catered options. By partnering with third-party providers and embedding strong support mechanisms, we were able to develop a comprehensive package of support for care experienced and estranged students. Critical to this was ensuring that the bursary was non-competitive and universally available to eligible students – we wanted to create the opportunity to welcome all care experienced and estranged students who met our eligibility criteria and wanted to study at the University of Nottingham. The goal was not just financial relief but a holistic transition into university life – setting our students up for success.
Beyond the bursary
The scheme goes far beyond paying rent. From pre-entry needs assessments and liaising with local authorities to welcome events and starter packs, we designed a programme that recognises the emotional and practical challenges care experienced and estranged students face. Initiatives like “NottingHome for the Holidays” during winter vacation and solidarity events during Estranged Student Week foster community and belonging.
Support continues throughout the year: exam preparation, wellbeing interventions, and help with second-year housing – including covering costs for guarantor services. The summer BBQ for care experienced and estranged students is a joyful and emotionally rewarding event to see a cohort come together to celebrate their first year.
This is underpinned by staff who really care and want the best for these students. None of this would be possible without such incredible people. The UoN models puts our people in theposition to make a difference.
Impact on recruitment and retention
The results speak volumes. Applications from care-experienced students have risen since the bursary’s introduction, and enrolment rates have improved significantly. Living on campus has been shown, through regression analysis by UoN’s Digital Research Service, to increase the likelihood of degree completion among bursary recipients. With a 92% increase in care experienced and estranged students choosing on campus accommodation we are confident in the success outcomes of these students once they graduate. This mirrors findings from the Unite Foundation scholarship programme, reinforcing the transformative power of secure, inclusive accommodation.
Financial stress remains a critical issue for care experienced and estranged students nationally – this was something we heard consistently in focus groups with this group of students. The recent analysis of HEPI’s Student Academic Experience Survey shows that this group of students work at least 2+hours more in paid work than their peers. At Nottingham, 98% of respondents said the bursary was essential to continuing their studies.
One first-year student summed it up:
I don’t have to worry about getting a job on top of my studies this year because of my accommodation bursary.
Wellbeing and belonging
The impact goes beyond numbers. Students report feeling part of campus life, joining societies, using sports facilities and building friendships. Reduced working hours mean more time for study and social engagement, which in turn supports mental health and academic success. UoN’s commitment was recognised with the NNECL Quality Mark, awarded “Exceptional” for both pre-enrolment support and student wellbeing.
Lessons for the sector
What can other universities learn from Nottingham’s approach? First, that accommodation is not a luxury – it’s a foundation for success. Second, that financial support must be paired with pastoral care and community-building. Finally, that schemes should be flexible, extending help to students who become estranged after enrolment.
As higher education grapples with cost-of-living pressures, Nottingham’s model offers a template and example for meaningful change. By investing in accommodation and wraparound support, universities can turn access into success for some of the most vulnerable students in our system.
You can find out more about accommodation scholarships and wider support for care experienced and estranged students through the Unite Foundation’s Blueprint framework – supporting your institution to in building a safe and stable home for care experienced and estranged students, improving retention and attainment outcomes.
Professor Steven Jones on behalf of the Council for the Defence of British Universitie
Published:
HEPI’s new Policy Note finds striking consensus across the higher education community for more ethical, transparent and balanced university governance.
Summarising responses to the draft Code of Ethical University Governance from the Council for the Defence of British Universities (CDBU), this Policy Note finds that 81% of the 129 submissions received endorse the principle of a new ethical code. This signals a widespread recognition that governance structures must better reflect the educational and public missions that universities serve.
The revised CDBU Code directly responds to the concerns raised in the consultation and offers practical ways to reduce power imbalances, avoid insular decision-making and bring greater transparency to governor recruitment.
The author of this report, and the author of a second report HEPI is publishing on governance in the run-up to Christmas will be at a free webinar on governance issues running on Thursday, 11 December 2025 from 10am to 11am. Sign up now to hear our speakers explore the key issues.
When it comes to digital student recruitment, many institutions feel they need to choose between Paid Search vs Paid Social. Budgets are tight. Teams are often siloed; admissions handles one, marketing handles the other. And with so many moving parts, it’s tempting to simplify: pick one channel and double down.
But that’s a false choice. Here’s the reality: today’s prospective students don’t live in a single marketing lane. They might first discover your school on Instagram, then Google you weeks later to check deadlines, read reviews, or submit an application. Search and social are part of the same decision journey, and schools that favour one while ignoring the other are leaving attention, applications, and enrollments on the table.
At Higher Education Marketing (HEM), the right approach isn’t to choose between Paid Search and Paid Social. Instead, the most effective strategy is to combine both channels to engage and optimize the entire enrollment funnel fully. Social media excels at generating awareness and early interest. Search converts when intent is high. Together, they create a powerful synergy, reinforcing your message, capturing more leads, and moving students smoothly from first click to enrollment. In this article, we’ll break down how both channels work, where each shines, and how schools can maximize performance by aligning them strategically.
Changing Search Behaviours in 2025
Student search behaviour is fragmented, fast, and heavily value-driven. Today’s prospective students, especially from Gen Z and Gen Alpha, don’t wait to be told what to think. They research across platforms long before filling out an inquiry form.
This is the Zero Moment of Truth: when students validate a school by triangulating across ads, websites, reviews, and social content. Credibility must show up everywhere, because trust is built before contact is ever made. Zero-click searches, like featured snippets and Google answer boxes, are also reshaping the landscape. Being cited here or placing targeted ads can influence decisions without ever earning a click.
The numbers speak volumes: 41% of Gen Z use social media to search, while only 32% use traditional engines, and 11% use chatbots. Gen Alpha takes it further. Their research is values-first. They’re looking for sustainability, inclusion, and innovation. And they’re starting earlier than ever.
The Power of Paid Social
One of the biggest misconceptions in education marketing is that paid social is only good for brand awareness. While it’s true that platforms like Instagram, Facebook, and TikTok are excellent for reaching new audiences, their real power extends far beyond the top of the funnel.
Paid social can drive leads, retarget warm prospects, and support conversions when used strategically. It allows schools to engage students emotionally through storytelling and keep them in the conversation through personalized messaging and real-time interactions.
Is paid search the same as paid social? No. Paid search displays ads based on keyword searches on platforms like Google, while paid social promotes content on social media platforms like Facebook or TikTok. They target users differently and serve distinct stages of the enrollment funnel.
Best Use Cases:
Story-Driven Awareness Campaigns: Think student testimonials, day-in-the-life content, or campus highlights. These build connection and trust.
Lead Generation Ads: Click-to-convert campaigns using forms or optimized landing pages can capture inquiries on the spot.
Event Promotions and Student Life Visibility: Showcase open houses, webinars, or vibrant campus life to entice prospective students.
Best Practices:
Awareness Ads: Use high-impact visuals and short videos that highlight a key outcome, like career success or global opportunities. Keep the message clear and focused, with an obvious CTA that invites students to learn more.
Lead Gen Ads: Avoid generic links to your homepage. Instead, use program-specific landing pages or native lead forms. Segment audiences to tailor messages, and emphasize value on different content, such as scholarships, graduate outcomes, or flexible learning options.
Messenger and WhatsApp Ads: These are ideal for live engagement. Use them to invite students to ask questions, book a meeting, or receive instant info.
The Case for Paid Search
What is the difference between search and social? While paid social excels at sparking interest and building emotional connection, paid search is unmatched when it comes to capturing high-intent prospects. These are the students actively looking for programs, comparing options, or ready to take the next step. Paid search meets them right at the decision-making moment.
This channel is especially powerful for reaching mid- and bottom-funnel audiences. When someone types “best MBA programs in Canada” or “nursing diploma with January intake,” they are already considering enrollment. Paid search allows schools to appear at the top of those results, capturing attention before competitors do.
On the flip side, what are the disadvantages of paid search vs paid social? Paid search can be costly due to high competition for keywords, especially in education. It also depends on users already showing intent, which limits brand-building. Without complementary channels, it may not generate enough awareness or early-stage interest.
Ideal Use Cases:
Branded and Program-Specific Searches: Ensure your school shows up when a student searches your name or flagship program.
High-Converting Keywords: Focus on queries like “apply now,” “tuition fees,” or “open house registration.”
Deadline-Driven Campaigns: Push applications during key moments, like the final days before a semester starts.
Recommended Tactics:
Responsive Search Ads (RSAs): Automatically test combinations of headlines and descriptions to maximize performance.
Dynamic Search Ads (DSAs): Let Google fill in the gaps by matching relevant queries to your website content.
Intent Segmentation: Use different ad groups and copy for high, medium, and low-intent keywords. This improves quality scores and keeps your messaging relevant.
One of the benefits of paid search is that it enables clarity, timing, and precision to come together to convert interest into action.
Building a Full-Funnel Strategy: Social + Search Together
Many schools fall into the trap of treating paid search and paid social as separate silos. But in 2025’s student journey, they’re two halves of the same enrollment engine. When integrated properly, they guide prospects from first glance to final decision, boosting visibility, engagement, and conversions along the way.
Funnel Roles: How Each Channel Contributes
Let’s break down how these platforms complement each other throughout the marketing funnel:
Awareness: Paid social leads the charge. Platforms like TikTok and Instagram are perfect for storytelling, aspirational videos, and brand introductions. These top-of-funnel ads help your school get noticed by students who may not yet be actively searching.
Consideration: As interest deepens, both channels play a role. Paid search catches students researching specific programs or comparing schools, while social reinforces your value with student testimonials, video tours, and real-time answers to FAQs.
Decision: This is where paid search shines. When students start typing in branded or program-specific queries, they’re ready to act. Paid social can add fuel here with urgency messaging, think deadline countdowns, financial aid reminders, or last-chance open house invites.
Enrollment: Now it’s about closing the loop. Use search ads to reinforce time-sensitive messaging, while Meta and WhatsApp retargeting keep your brand top of mind and prompt final steps like booking a call or submitting an application.
Matching Platforms to Funnel Stages
To maximize impact, align your platforms with the right funnel phase:
TikTok & Instagram: Best for awareness and early engagement. Use these channels to build emotional resonance and plant seeds of interest.
Google & Bing: Ideal for high-intent actions. When students are actively searching for answers, programs, or deadlines, your ads need to show up.
Meta & WhatsApp: Great for nurturing leads mid-funnel. Messenger CTAs and remarketing help bring students back into the conversation.
LinkedIn: A go-to for graduate and professional programs, especially among career switchers and upskillers.
Niche Channels: Want to reach Gen Z authentically? Explore Reddit threads, Snapchat lenses, or user-generated TikToks that mimic how real students talk and share.
What Does This Look Like in Practice?
Here’s how a real-world campaign could unfold:
Week 1–3: Launch TikTok videos to raise awareness: spotlight student stories, “day in the life” clips, or big-picture program benefits.
Week 2–3: Add Instagram ads to deepen interest with engaging visuals and strong CTAs.
Week 3–6: Deploy Google Search ads targeting keywords like “apply to [Program Name]” or “college deadlines 2025.”
Week 6–8: Use Meta retargeting to reconnect with visitors who didn’t convert, offering application checklists or counselor consult invites.
This layered strategy ensures your message is reinforced across platforms, leading to more informed, confident applicants.
Sample Budget Breakdown
TikTok Ads: $500
Instagram Ads: $500
Google Search Ads: $2,000
Meta Retargeting Ads: $300
By diversifying spend across the funnel and choosing the right tools for each stage, schools move from guesswork to strategy and from isolated clicks to full-funnel enrollment growth.
Common Mistakes Schools Make
Despite investing in digital ads, many schools fall into avoidable traps that limit performance. One of the most common mistakes is relying entirely on paid search. While it excels at capturing high-intent prospects, paid search often reaches students too late in their decision process. Without early-stage awareness from paid social, those leads may never warm up enough to convert.
Another issue is the widespread misunderstanding of paid social’s role. Some marketers dismiss it as a brand play with no immediate ROI. In reality, paid social plays a crucial role in shaping perception, building familiarity, and generating qualified leads over time. When schools skip this step, they weaken their funnel.
Disjointed campaigns also create problems. Running separate social and search efforts without coordination means you miss opportunities for synergy and message consistency.
Additionally, many schools neglect retargeting. If a prospective student browses your program page but leaves, that should trigger follow-up ads to reignite interest. Failing to retarget leaves valuable leads on the table.
Finally, default settings on ad platforms can be misleading. Relying on them often results in wasted impressions and mismatched audiences. Custom targeting and exclusions are essential to reaching the right students with the right message at the right time.
Search Trends & Emerging Platforms
The digital landscape is evolving rapidly, and student search behaviour is shifting along with it. One major trend is the rising cost and competitiveness of Google Ads. As more advertisers bid on the same education-related keywords, prices continue to climb, making it harder for schools with modest budgets to compete effectively.
At the same time, prospective students are changing how they search. Many now prefer visual, snackable results and quick answers over scrolling through text-heavy webpages. This shift is fueling the rise of social platforms as search engines in their own right.
TikTok is a clear standout. Its new Search Ads feature allows schools to place short, captioned videos directly within search results, reaching students who are actively exploring options.
To stay visible, schools must also optimize their organic content for discovery. Think FAQ-style posts, hashtag strategy, and short videos that answer common questions in the formats students prefer.
Measurement: How to Track Campaign Impact
Running great campaigns is only half the battle; measuring their true impact is where the real insight lies. To understand which channel is delivering results, schools must go beyond surface-level metrics like clicks or impressions.
Start by tracking key funnel metrics: Cost per Inquiry (CPI), Cost per Lead (CPL), Cost per Application (CPA), and Cost per Enrollment (CPE). These figures help quantify the effectiveness of your campaigns at every stage of the recruitment journey.
To gather this data, use platforms that support full-funnel tracking. CRMs like HubSpot or Mautic are ideal for managing contact progression, while Google Analytics 4 provides visibility into multi-touch user journeys across platforms.
Most importantly, ensure that all campaigns are tagged with UTM codes and that your CRM accurately records lead sources. This lets you attribute not just the first click, but the entire path to enrollment, helping you optimize future budget allocation with confidence.
Real-World Examples of Integrated Paid Search & Social in Education
Story-Driven Awareness Campaign: The Rivers School (a private high school in Massachusetts) regularly hosts Instagram student takeovers, where current students share a day in their life via the school’s official Instagram Stories. These takeovers give prospective families an authentic glimpse of campus life. Such story-driven content humanizes the school experience and builds trust with audiences in the awareness stage.
Event Promotions & Student Life Visibility: Concord University (West Virginia) ran a Fall Open House campaign on Facebook, urging students to “REGISTER NOW for Fall Open House”. The official post emphasized that whether you’re just starting your college search or already set on Concord, you should “come experience what being at Concord is like”. This call-to-action, boosted to target local high schoolers, drove sign-ups by promising an immersive campus visit.
Messenger and WhatsApp Engagement: The University at Buffalo (SUNY) launched an official WhatsApp channel for prospective international students. By opting in, students receive personalized updates – announcements, event invites, deadline reminders – right in WhatsApp, a platform they use daily. This allows UB’s admissions team to handle inquiries and nurture leads through quick chats and broadcasts on a familiar channel.
Branded and Program-Specific Search Campaigns: A real example is Assiniboine Community College in Canada, which runs search ads for terms such as “January intake Nursing diploma” – ensuring that students searching for nursing programs with upcoming start dates find Assiniboine’s program page first. By focusing on branded queries (school name, flagship programs) and niche program keywords, schools across the board make sure they capture students who are already intent on a particular school or offering.
High-Converting Keyword Campaigns: Educational marketers also bid on bottom-funnel keywords that signal immediate intent – like “apply now,” “admissions deadline,” or “tuition fees [School].” University of Louisville business school promoted its online MBA program with an urgent message: “Don’t miss out – this is your last chance to apply before the application deadline on 12/1! Start your application here.” By targeting such high-converting phrases in ads and search (and using urgency-laden copy), schools push motivated prospects to take action.
Recap: Why You Need Both Paid Search and Paid Social
Schools that depend on just one marketing channel risk falling behind. Students don’t stick to a single path when researching their options. Instead, they move fluidly between search engines and social platforms, using both to gather information, compare schools, and make decisions.
This is why a dual-channel strategy matters. Paid Social helps schools introduce themselves, tell a compelling story, and spark curiosity early in the decision journey. It creates awareness and builds emotional connection. Paid Search, on the other hand, reaches students who are actively looking for specific programs, deadlines, and next steps. It captures intent and drives action.
When both channels are aligned, schools gain full-funnel coverage. Retargeting efforts become more strategic, and nurture campaigns stay relevant from the first interaction to enrollment. As a result, conversions improve and return on investment increases.
But to unlock the full value, schools must track every touchpoint, not just the final click. Integrating CRM data with UTM tags and analytics tools ensures you’re seeing the full picture and making smarter marketing decisions moving forward.
Frequently Asked Questions
Question: Is paid search the same as paid social? Answer: No. Paid search displays ads based on keyword searches on platforms like Google, while paid social promotes content on social media platforms like Facebook or TikTok. They target users differently and serve distinct stages of the enrollment funnel.
Question: What is the difference between search and social? Answer: While paid social excels at sparking interest and building emotional connection, paid search is unmatched when it comes to capturing high-intent prospects. These are the students actively looking for programs, comparing options, or ready to take the next step. Paid search meets them right at the decision-making moment.
Question: What are the disadvantages of Paid Search? Answer: Paid search can be costly due to high competition for keywords, especially in education. It also depends on users already showing intent, which limits brand-building. Without complementary channels, it may not generate enough awareness or early-stage interest.
This blog was kindly authored by Dr Emily Magrath, Director of Programme Development and Impact at IntoUniversity.
After fielding a flurry of questions from the classroom of 7 and 8 year olds – ‘what is my favourite colour?’, ‘Is this a university?’, ‘Do staff sleep in the building at night?’ – we settle together to explore the question: ‘what is a career?’ Today, this looks like high-vis jackets and hard hats for civil engineers to plan the needed infrastructure for a town; paleontologists codifying discovered fossils; and foley artists creating a soundscape for a forest epic. The students identify the skills they have used and tell me their many ambitions – the room includes possible footballers, doctors, engineers, nurses, lawyers, fashion designers, a taxi driver (like his dad) and a mathematician. This is a starting point, one which gives them years to think about their future possibilities and, more importantly, to build the knowledge and skills to make them future realities.
The potential for talent is everywhere
Geography has become a primary driver of inequality in the UK. Despite initiatives to widen access to university and despite increases in higher education progression rates, areas remain where progression rates and education outcomes remain persistently and stubbornly low. As recently articulated by Alan Francis OBE, Chair of the Social Mobility Commission, this continues to ‘waste talent and limit potential’ across the UK.
Mounting evidence is stark in emphasising the particular challenges of these areas, so-called cold spots, which are, in reality, places systematically starved of opportunity with intersecting barriers: geographical isolation; lack of or expensive transport options; lack of teacher quality; and a lack of graduate jobs. Young people from disadvantaged backgrounds who want to pursue higher education in these locations face hard choices, often commuting to university, struggling to pursue their chosen career in their local area or having to leave it behind. It is not a surprise then to see the UPP Foundation’s inquiry on Higher Education attitudes in Doncaster this year determining that for many young people university is seen as a “bad bet.”
In the face of these challenging intersections, starting widening participation work at 16 or 17, (or even 14 or 15) is too late. Interventions beginning at these points ultimately have failed many students in these regions – approaches must be anchored from primary age.
Why start at primary age?
It is clear that students from disadvantaged backgrounds face additional educational barriers. Their starting point often shows significant gaps to more advantaged peers, and without intervention, these can become entrenched well before secondary school. In 2023, the Education Policy Institute estimated the disadvantage learning gap at age 5 to be 4.6 months. This was wider than it had been prior to the pandemic. Furthermore, in some areas of deprivation, 50% of young people begin school with delayed language development.
There are no easy solutions, but earlier intervention is essential for building learning progress, fostering positive educational experiences and supporting students to acquire necessary qualifications for progression to higher education.
I would like to study accounting. I want to be rich and I love maths. I would like to study at Oxford university because it’s one of the best universities
Year 6 student, IntoUniversity
Alongside academic development, the implicit and explicit messaging young people hear is key. Young people are full of aspirations, but they need to hear not only how to connect these to actual pathways, but also that they can achieve them. Otherwise, their beliefs can become fixed – often in early teenage years – that university is not for ‘people like them’.
An antidote to this is to start conversations early and normalise university spaces. I have seen powerful examples of how sustained work can make a difference: a widening participation officer telling 10 and 11 year olds that the local university was “their university,’ they were welcome to ask questions and find out what happened there; seeing toddlers at ease climbing over benches in a lecture theatre at a family learning day; and the 18 year old who told me they just assumed they would go to the city’s university because ‘you took me there every year since I was little’.
Building place based ecosystems
Just after the pandemic, I met a father photographing his son in a graduation gown and mortar board at one of our primary graduation trips to a university – the culmination of a programme where students have imagined a university future for themselves. He proudly showed me photos of his older children in previous years (fortuitously aged so that none had missed out during the pandemic). This engagement with the university was a touchstone for each child and for the family.
The children go through the programme in Year 4, 5 and 6, and so they know it’s coming, and their siblings know it’s coming. They have an aspiration, and they know about what’s next. It’s a clear message for our school. Education is a journey, it continues in Secondary school and beyond and opens up opportunities. Because it is built into our curriculum, university feels like an entitlement for them. It is available for them.
Primary School Headteacher about IntoUniversity primary school programme
The recent Ruskin Institute for Social Equality’s report on coastal cold spots this year similarly emphasised geography’s critical role in higher education access. It showed that, accounting for similar backgrounds, young people can experience as much as a fivefold difference in their likelihood of progressing to HE based on where they live. The report argued that a move away from ‘collaborative, place-based, cross-sector approach’ to one emphasising individual universities’ targets has not served these areas well.
Consistent, long-term, sustained work from an early age is the only path forward when countering the entrenched challenges of cold spot areas. These are not challenges that can be solved by one intervention, one school, one charity or one university. Young people in these places need ecosystems of sustained support and opportunities available from an early age. That is how we can shift the dial on persistently low progression rates and ensure equitable access to higher education for all young people, regardless of where they live.
This blog includes personal reflections shared at the 2025 Independent Higher Education Conference by James Pitman, Outgoing Chair of IHE and Managing Director U.K. and Ireland, Study Group.
International education is important to many IHE members but for some of our biggest members, including my own organisation Study Group, it is our entire business.
Government policies on international education over the last 15 have been less than supportive, and some in the last 2 years have been materially value destructive for the UK.
The Dependents Visa – policy and discrimination
The removal of the Dependants visa in 2024 and questions over the Graduate Route cost the UK 54,000 international students in 2024 vs 2023. That is worth £6 billion at today’s values, and over £2 billion in receipts to the exchequer each year. Certainly the dependants visa had a major flaw, but it was one that could have been corrected rather than withdrawing the whole visa scheme entirely for taught degrees.
As predicted by the sector, that withdrawal was gender discriminatory, leading to the loss of 19,000 female students vs the prior year, in the January 2024 intake alone. Every one of those was a human story, of ambitions denied, families fractured, careers restricted and yet again women being discriminated against – in this case by UK government policy. It is particularly ironic, considering the importance the UN Sustainable Development Goals place on women’s education as arguably the most effective way of lifting a whole society.
Such discrimination is also a risk with the tightening of the BCA metrics to barrier levels that no other export sector has to endure, such that universities are already withdrawing completely from certain countries. This is collateral damage that will stop those good students that do exist in every country from coming to study in the UK. Compliance absolutely yes, but constriction beyond what is rational – that is a step too far.
This government makes much of taking decisions that are in the interests of the UK and not overtly political; and they tell us that they are driving growth and jobs. And yet the loss of international students almost always leads to the loss of jobs in every region of our country, most especially those that need inward investment the most and will find it hardest to fund an alternative.
Those lost 54,000 international students lost us well over £1 billion in inward investment, and the UCU says nearly 15,000 jobs have been lost in Higher Education, many probably at graduate level.
Research from Oxford Economics and others implies that you can double that with job losses in local economies and supply chains. So, some 30,000 jobs lost or at risk with no substitution possible, as those students have already taken their £1 billion elsewhere. When Tata Steel’s Port Talbot plant announced 2,800 job losses, with more in the supply chain, this was front-page news. Where are the headlines that ask for immediate intervention to prevent ten times that impact?
The International Student Levy – the new export tax
Which brings me on to the International Student Levy, or more correctly, an export tariff or jobs tax. The Institute for Fiscal Studies calls it a ‘tax on a major UK export’.
Whether the tariff goes on international student fees – which research indicates will lose us 16,000 students straight away – or is absorbed by universities (which they are in no position to cope with) jobs will be lost. The loss of 16,000 students implies 4,000 jobs at risk in higher education and 4,000 more jobs in local economies. Martin Wolf in the Financial Times earlier this week wrote, ‘the proposed…tax on international student fees is a dagger aimed at one of the UK’s most successful export industries’. Who can disagree!
The Government is arguing that there is no alternative to fund domestic student maintenance (which to be clear is a worthy cause for support). I can’t be the only one who can think of an obvious alternative. Current US policy is hammering the competitiveness of the market leader, so that offers the UK a golden opportunity, if government would only work with the sector to grow our international education exports rather than endlessly restricting them.
Back of the envelope calculation indicates that recovering only half of the students we lost in 2024 because of government policy would generate the required income to the exchequer to fund those maintenance grants sustainably and create jobs, not destroy them.
The Graduate Route subsidy
Finally the Graduate Route, which is an incredibly sensible tool to encourage students to study here and contribute after graduation, but which also subsidises UK tax payers and the NHS specifically, every year that it is available to international students. Why? If you pay the same Income Tax and National Insurance as a domestic equivalent but can, by law, only access less than half the services that are paid for from those taxes, then that is a subsidy in my book.
We should all hope the Graduate Route visa is here to stay, but it has already been shortened by six months and the consequences could yet be dire. According to the ICEF, an Indian graduate on an average salary may take 25 years to repay the cost of undergraduate study in a Russell Group university – 36 without two years of post study work. As families calculate return on investment in a challenging market for graduate employment, nibbling away at policies that allow an opportunity to recoup investment may risk it altogether.
Education not immigration
A year ago, I recommended to the IHE conference that the Government needed to decouple international students from the toxicity of immigration politics, which research shows much of the public also supports. They have not done so and show no inclination to do so.
Education and immigration must be decoupled if we are to ever escape relentlessly self-harming policies. Until they do so, I am afraid that their maxim of doing what is right for our country and not just what is supposedly popular is destined to continue to ring very hollow for international education, one of our greatest exports and probably greatest source of influence for good.
Join HEPI for a webinar on Thursday 11 December 2025 from 10am to 11am to discuss how universities can strengthen the student voice in governance to mark the launch of our upcoming report, Rethinking the Student Voice. Sign up now tohear our speakersexplore the key questions.
This blog was kindly authored by Dr Andrew Woon, Senior Lecturer in the Department of Management, Monash University Malaysia.
After teaching in the UK for nearly five years, I returned to Malaysia and joined Monash University. There I noticed a striking difference in the approach to teaching and learning methodologies.
Many universities have been grappling with low student attendance, a trend particularly acute since the onset of COVID-19. Additionally, the increasingly diverse student body (including a higher proportion of students from low socioeconomic backgrounds, mature-age learners and those studying with disabilities) requires greater flexibility in learning modes to accommodate their varied responsibilities and commitments. These pressures have significantly altered the traditional image of a bustling university campus filled with students, prompting institutions to rethink how education is delivered and experienced.
Some universities have taken dramatic steps to address these challenges, Adelaide University decided to discontinue face-to-face lectures, and many other major Australian universities have redefined their course delivery formats to incorporate digital content and self-paced modules.
Monash University has implemented both asynchronous and synchronous learning approaches as part of its transformative teaching and learning initiatives, aligned with the Impact 2030 strategic plan. At Monash, we view the Moodle learning platform not merely as a content repository, but as a dynamic “classroom” space. It serves as an interactive environment where educators can engage students through structured modules, collaborative activities, and timely feedback – going beyond simply sharing materials and resources.
At Monash, we have transitioned lectures to an asynchronous format, which we refer to as “own-time learning.” This allows students to engage with content at their convenience. Our tutorials, which represent the synchronous component of learning, are designed to be interactive and focused on higher-order thinking and practical application.
The goal is to redefine active learning across both asynchronous and synchronous learning spaces to empower students to take ownership of their educational journey. With the rapid advancement of AI fundamentally reshaping the educational landscape, it is high time for bold, intentional changes in how we design, support, deliver, and assess learning.
In an era where information and knowledge are readily accessible, we have reimagined passive lecturing by breaking it down into microlearning blocks. Traditional lectures are now delivered as short, topic-specific videos accompanied by thought-provoking questions and scaffolded learning activities. This structure prepares students for synchronous sessions by stimulating curiosity, promoting cognitive engagement, and cultivating practical skills.
Of course, this method is not without its challenges. Many educators rightly raise concerns about how many students actually complete the pre-session “own-time learning” and how effectively they engage with the material before attending tutorials. Yet, this very concern also applies to traditional live, large lecture sessions, where passive attendance does not necessarily equate to meaningful engagement or preparation. The shift to asynchronous formats simply makes this issue more visible and measurable, prompting us to rethink how we scaffold, motivate, and support student learning across modalities.
This transformation not only responds to the diverse needs of our student population (including those balancing work, caregiving, or accessibility challenges), but also enables more effective utilisation of physical classroom spaces. Traditional lecture theatres can be reimagined as interactive, collaborative learning environments that foster deeper engagement, peer dialogue, and practical application.
In addition, shifting classroom activities to online spaces enables students to better plan their timetables, reducing scheduling conflicts and long gaps between classes. This flexibility not only supports time management but also cultivates essential skills in online collaboration, digital communication, and self-directed learning — competencies that are increasingly vital in both academic and professional spheres.
The shift to asynchronous lectures represents a significant cultural change in learning, requiring adaptation from both students and educators. As educators, we must evolve from being mere content deliverers to becoming facilitators who thoughtfully design learning activities that promote engagement, critical thinking, and autonomy. This pedagogical shift challenges us to create meaningful learning experiences that guide students through inquiry, application, and reflection, rather than relying on the passive delivery of content typical of large lecture formats.
As a result, I do not see asynchronous lectures as a lesser form of teaching or an intellectual compromise, but rather as a strategic shift that empowers students to learn at their own pace, revisit complex concepts, and prepare more meaningfully for interactive sessions. When thoughtfully designed, asynchronous learning fosters autonomy, deepens engagement, and complements synchronous tutorials in cultivating higher-order thinking and practical skills.
I believe UK institutions should take a bold step forward, as the current format of delivery is unlikely to drive meaningful progress. The traditional reliance on large, live lectures and rigid timetabling no longer aligns with the evolving needs of students or the realities of a digitally transformed educational landscape. Embracing asynchronous and blended learning models that are paired with thoughtful curriculum design can foster deeper engagement, greater flexibility, and more inclusive learning experiences for all.
