In a long, passionate, well-reasoned, thoroughly evidenced cri de coeur published at Current Affairs, San Francisco State professor Ronald Purser declares, “AI Is Destroying the University and Learning Itself.”
That attention-grabbing headline is a bit misleading, because as Purser makes clear in the article, it is not “AI” itself that is destroying these things. The source of the problem is human beings, primarily the human beings in charge of universities that have looked at the offerings from tech companies and, failing to recognize the vampire prepared to drain their institutions of their life force, not only invite them across the threshold but declare them their new bosom buddies.
Dartmouth University recently announced a deal with Anthropic/Amazon Web Services that university president Sian Beilock declared “is more than a collaboration.” The promises are familiar, using AI “to augment—not replace—student learning,” as though this is something we know how to do, and that this is best explored en masse across all aspects of the university simultaneously, rather than through careful experimentation. I think I understand some of the motivation to these kinds of deals—to seize some sense of agency in uncertain times—but the idea that even an institution as august as Dartmouth with such a long history in the development of artificial intelligence will be “collaborators” with these two entities is wishful thinking, IMO.
Purser’s piece details much of what I’ve heard in my travels from institution to institution to speak and consult on these issues. There is a lot of well-earned angst out there, particularly in places where administrations have made bets that look like a Texas Hold’em player pushing all in on a pair of eights. No consultation, no collaboration, no vision beyond vague promises of future abundance. A recent AAUP report stemming from a survey of 500 of its members shows that one of the chief fears of faculty is being sidelined entirely as administrations strike these deals.
This uninvited guest has thrown much of what we would consider the core purpose of the university in doubt. As Purser says, “Students use AI to write papers, professors use AI to grade them, degrees become meaningless, and tech companies make fortunes. Welcome to the death of higher education.”
While Purser’s account is accurate to a degree, I also want to say that it is not complete. As I wrote a couple of months ago, there are also great signs of progress in terms of addressing the challenges of the moment. The kind of administration and institutional carelessness that Purser documents is not universal, and even under those conditions, faculty and students are finding ways to do meaningful work. Many people are successfully addressing what I’ve long believed is the core problem, the “transactional model” of schooling that actively dissuades students from taking the required risks for learning and personal development.
One of the most frequent observations I’ve made in doing this work is that many, perhaps even most, students have no real enthusiasm for an AI-mediated future where their thoughts and experiences are secondary to the outputs of an LLM model. The fact that they find the model outputs useful in school contexts is the problem.
I was greatly cheered by this account from Matt Dinan, who details how he built the experiences of his course from root pedagogical values in a way that clearly signals to students the importance of doing the work for themselves, the importance of their thoughts and the sincere belief that taking a risk to learn is worth doing and well supported.
What we see is that success comes from giving instructors the freedom to work the problem under conditions that allow the problem to be solved. Note that this does not de facto require a rejection of AI. There’s plenty of room for those more interested in AI to explore its integration, but it does mean doing more than signaling to faculty and students, “You’re going to use AI and you’re going to like it.”
Much of what Purser describes is not only the imposition of AI, but the imposition of AI in a system that has been worn down through austerity measures over many decades, leaving it vulnerable to what is nothing more than an ideology promising increased efficiency and lower cost while still allowing the institutions to collect tuition revenue. This thinking reduces the “value proposition” of higher ed to its credentialing purpose.
I know that the popular image of colleges and universities is that they are slow to change, but I have actually been surprised at the speed at which many institutions are making this AI future bet, particularly when we don’t know what future we’re betting on.
Applying the tech ethos of “move fast and break things” to education has gained some traction because there is evidence to point toward and say, “This thing is already broken, so what do we have to lose?”
We could lose a lot—and lose it forever.
I remain open to the idea that generative AI and whatever comes after it can have positive effects on higher education, but I am increasingly convinced that when it comes to the experiences of learning, we know very little as to how this should be done. As Justin Reich wrote recently at The Chronicle, “stop pretending you know how to teach AI.”
We shouldn’t abandon the things we do know how to teach (like writing) while we experiment with this new technology. We shouldn’t dodge the structural barriers that Ronald Purser outlines in his piece, hoping for an AI savior around the corner. This isn’t what students want, it’s not what students need and it is not a way to secure an ongoing value proposition for higher education.
A recent study examining credit evaluation across five public community colleges and universities found pronounced pain points for both learners and the campus personnel supporting them in evaluating their coursework and other college-level learning. In their own words, learners described the process with frustration, resignation, and, at times, outright indignation:
A community college transfer student described the process of having their previous courses evaluated as a “six- to eight-month battle” that soured the joy of transfer admission and sent them on a wild goose hunt to track down prior course materials to prove their worth. “I had to fight with my department and contact all of my old professors from my community college and get syllabi and [approval] took so long … I had to send it back three times.”
A learner transferring from a private university expressed the heightened anxiety they experienced in the process and the high stakes at hand: “I think maybe three of my courses transferred over two years. I submitted like over 20 petitions just to get my credits to transfer over … it’s been a little bit difficult and really stressful because my program specifically kicks you out if you don’t graduate in two years.”
A student working full-time who sought a prior learning assessment, only to be met with silence and delays over the course of a year, spoke frankly: “My faith … dropped each semester and I got to the point of acceptance, like, ‘Oh, it’s OK. I’ll just take the classes again … It’s gonna be easy because I’ve already taken them before. I’ll be fine. I won’t have to study as much.’ But yeah, it’s just extra classes that I could have minimized.”
A community college student who learned after being accepted and deciding to enroll that they would have to go back and take additional general education courses: “I was upset because when I got here, they were like, ‘You need more GE requirements.’ And I was like, ‘What did I do all that work for? Why did you accept me, if I needed more GE requirements?’”
These firsthand accounts demonstrate a painful truth: Learning evaluation decisions shape learners’ trajectories. A decision to not award credit can add time and money to a learner’s educational path and ultimately impact whether they decide to continue. Indeed, a national poll of adult Americans by Public Agenda for Beyond Transfer found that negative credit transfer experiences can erode trust in higher education and even dissuade adults from pursuing a college credential altogether.
Such data should be a clarion call to higher education. Too often, though, it is treated like background noise. This is why we came together nearly 18 months ago to launch the Learning Evaluation and Recognition for the Next Generation Commission (co-convened by Sova and the American Association of Collegiate Registrars and Admissions Officers), and why this week we issued our final report outlining a robust set of actions for institutional, state and system leaders to dramatically transform learning evaluation policy and practice.
Taking up the commission’s charge was a pointed call to action for each of us, who in our varied roles as campus administrators, registrars, former faculty, student success professionals, researchers, accreditor leaders and advocates have dedicated our careers to expanding postsecondary opportunity and attainment. From our own firsthand knowledge and collective experience, we readily understood some of the challenges beleaguering learning evaluation. As discussed in this column last fall, learning evaluation at most institutions—including institutions of all levels and sizes—is a highly manual and decentralized process riddled with inefficiency, inconsistency and a lack of transparency.
Yet, we were still struck by what we uncovered. Drawing on AACRAO’s broad research base, the LEARN Commission reviewed national transfer student outcomes data, institutional survey insights and findings from qualitative studies to assemble a full picture of the many challenges, untapped potential and missed opportunities that abound. The public can access the full set of green papers that guided our work on the commission’s webpage.
Based on the evidence, we reached an important conclusion: Learning evaluation is working exactly as it was designed—to control and limit credential-applicable credit because of the assumption that some learning is inherently of lesser quality.
Thus, any effort to change learning evaluation requires a collective willingness to confront the unspoken norms that regularly devalue certain types of learning, including what community college students and adult learners bring to the table. Focusing on structural change (i.e., changing policies and resource flows) alone without considering relational and transformational change (i.e., changes in human relationships, power dynamics and mental modes) will not shift the conditions that hold the status quo in place.
The LEARN Commission calls on institutions and systems to start with a shift in mindsets: All involved should seek to maximize credential applicability and embrace the assumption that a learner is prepared for additional education unless proven otherwise. We outline specific recommendations to make this significant shift, including:
Base decisions to award and apply credit on learning outcomes alignment of at least 70 percent, without invoking additional criteria. Additional criteria do little to preserve academic quality and could introduce bias.
When learning outcomes do not overlap by at least 70 percent, prioritize evidence of whether learners are prepared enough for subsequent coursework and provide appropriate support to promote student success, as needed.
Collect and use student outcome data to continually refine evaluation processes, learning outcome goals, curricular pathways, classroom pedagogy and student support services.
Once an institution decides to award and apply credit, that decision should set a precedent for all future learners (unless substantive curricular changes occur).
An additional set of 10 recommendations that accompany these addresses the elements of strong institutional policy design and resource allocations needed to make this shift in practice. The report outlines ways that institutions, systems and states are advancing these ideas in the real world to provide further guidance on where we can start.
And, while we recognize the significant power and decision-making authority that institutional, state and system leaders already hold, we also recognize that for institutions to accelerate this work at scale, we must activate other stakeholders across the full ecosystem—including policymakers, higher education associations and technical assistance providers, private philanthropy, and institutional accreditors. The report discusses three specific levers to do so:
Enhancing student data and technology systems
Investing in human capital
Building supportive policy conditions
We invite all stakeholders to read the report and, in the months ahead, will ask how we can partner to support your efforts to make change.
The LEARN Commission is convened by AACRAO and Sova as part of the Beyond Transfer initiative. The LEARN Commission and Beyond Transfer are generously supported by Ascendium Education Group, ECMC Foundation and the Kresge Foundation.
For instructors, it’s clear when student engagement strategies are needed, especially when facing blank stares, eyes focused on cell phones, and a lack of participation. These are telltale signs that students are not engaged during class. But why is student engagement so important? Student engagement is a broad concept that encompasses both the physical and psychological energy students dedicate to learning, as well as their motivation and emotional connection to academic material.
This article covers 34 student engagement strategies suitable for any college-level course, intended for instructors seeking practical tips and research-backed guidance on building classroom engagement. As a comprehensive guide to boosting student engagement, it highlights collaborative learning and digital interaction as key approaches to increase participation, understanding and enjoyment in both online and traditional educational settings.
Audience: This guide is designed for college instructors and educators who want to address disengagement and improve learning outcomes in their courses.
Why strategies matter: Student engagement is crucial for academic success and overall learning outcomes. Higher levels of student engagement are associated with improved academic performance. Engaged students are more likely to persist in their studies and achieve their educational goals. Engagement in learning activities enhances students’ motivation to learn—and students who are engaged in their learning are more likely to develop critical thinking skills.
Key benefits of student engagement:
Fosters critical thinking and deeper understanding
Improves academic performance and learning outcomes
Increases student persistence and achievement of educational goals
Enhances motivation and sense of belonging
In an era where technology permeates virtually every aspect of our lives, distractions are an ever-present concern. And this means that engagement strategies for students are becoming even more essential in modern college courses. So how do instructors build learning environments that are engaging, lively and motivated? They have to incorporate strategies to build community, connection and a love of learning.
Engaged students are typically more curious about a subject—perhaps even more passionate about it. Encountering new ideas can spark motivation and lead to deeper engagement, as students find joy in exploring innovative concepts and approaches. Increasing student engagement is crucial for enhancing students’ confidence, comprehension, and overall learning experiences. While some students may be motivated primarily by the pursuit of good grades, true engagement involves a desire to learn for its own sake and a deeper sense of intrinsic motivation. Increasing engagement can help improve student motivation and, in turn, boost student progress and achievement.
Student engagement is closely linked to student achievement. Numerous studies have found that when instructors use strategies that are explicitly designed to get students’ attention—and to actively engage them in the learning process, including quick, low-order activities to hold students attention during brief periods of inactivity—test scores and graduation rates increase, and learning objectives are more likely to be met, which makes understanding how to engage students even more important for instructors.
Here, we provide 34 strategies to bring creativity, collaboration and participation to your classroom.
How student engagement strategies can fit in your classroom
In a classroom where engagement is emphasized, students are asked to participate more rigorously in the learning process and sometimes even in course design. Lectures still exist, but they now incorporate multimedia, technology and class participation. In hybrid and online learning environments, this can mean polling, classwide discussions and competitive activities. Integrating digital tools such as laptops, tablets and videos directly into lesson content can further enhance student engagement and make lessons more dynamic and relevant to digitally literate students. These approaches are highly effective for boosting student engagement by increasing participation, understanding and enjoyment in both online and traditional educational settings. These engaging, relevant activities for students can energize your classroom and take learning to a new level, wherever it takes place.
By engaging in hands-on activities, students learn to support, trust and listen to each other, while developing important skills like collaboration and communication—skills that can’t be learned from a textbook, interactive or not. Learning to get along with peers, for example, isn’t something you can pick up through memorization.
Transition: Next, we’ll define what student engagement strategies are and explore key terms and approaches that underpin effective engagement in the college classroom.
What are student engagement strategies?
Student engagement strategies are activities, tactics and approaches that serve as a core educational practice for effective teaching. Educators can leverage these strategies during and after class to keep students invested in their learning. They can be used to increase active learning, participation and collaboration in the classroom—and can be everything from simple changes made in your next class to a complete revamp of your curriculum, course delivery and assessment methods.
Key definitions and interconnections:
Active learning techniques include group work, inquiry, hands-on experiments and role-playing.
Using group work and collaboration gives students a welcome break from solo bookwork, allows them to express their ideas and provides opportunities to encounter and explore new ideas, which can deepen engagement.
Inquiry-based learning gives students ownership by allowing them to explore their own questions.
Creating a positive climate involves building strong teacher-student relationships and fostering a safe environment.
Engaging with students’ interests builds strong relationships and rapport while enhancing their learning experience.
Using varied active-learning strategies can engage a broader population of students.
Using diverse engagement opportunities can help reach students with varying learning preferences.
The following strategies are effective methods for engaging diverse learners and can be adapted to fit various educational settings. Here are some creative strategies for engaging students in learning—ranging from small changes to more substantial pedagogical shifts.
Transition: With these definitions in mind, let’s look at how to create a positive classroom environment as the foundation for engagement.
Creating a positive classroom environment
A positive classroom environment is the foundation for promoting student engagement and building a thriving learning community. When students feel welcomed, respected and supported, they are more likely to participate actively and take ownership of their learning.
Arranging the classroom for collaboration
Teachers can foster this environment by thoughtfully arranging the classroom to encourage collaboration—such as grouping desks for small group work or creating spaces for student-led discussions. Displaying inspirational quotes and showcasing student work on classroom walls not only celebrates achievements but also helps students feel valued and connected to the learning process.
Encouraging collaborative learning
Encouraging collaborative learning is another key strategy. By providing opportunities for students to work together in small groups, teachers promote active participation and help students develop strong relationships with their peers. This sense of community makes students more comfortable sharing ideas and taking academic risks.
Modeling positive interactions
Teachers who model positive interactions and set clear expectations for respectful communication further contribute to a supportive classroom environment. Ultimately, a positive classroom climate is essential for keeping students engaged, motivated and eager to learn.
Transition: Once a positive environment is established, instructors can implement specific engagement strategies in their teaching practice.
Student engagement strategies for your teaching
1. Active learning: Create a teaching and learning environment primed for student participation, such as calling on students to answer a question, individual reflection and group problem-solving. Encourage students to take on active roles in collaborative learning environments, where they can teach or practice concepts with their peers. When students explain concepts to other students, it not only reinforces the explainer’s understanding but also benefits the rest of the class by clarifying ideas and promoting inclusive participation. Incorporate open-ended questions that may have more than one correct answer, allowing students to demonstrate comprehension beyond simple recall. Be mindful that distractions and feelings of exclusion can impact students’ working memory and learning outcomes.
Use case: Donna Smith, Instructor of Mathematics at Sierra College, used Top Hat to create a connected, engaging learning experience for students learning asynchronously. Leveraging Top Hat’s streamlined platform with features to customize course content, Smith uses more than 14 different question types to assess student learning as the course progresses. Next term, she plans to embed interactive questions between lecture videos, so students have the opportunity to practice course concepts right after learning them. Key takeaway: Flexibility and anonymity in questioning can support first-generation students and encourage participation.
2. Participatory teaching: This student-centered approach to pedagogy accounts for the different skills, backgrounds and learning styles of students. The focus of participatory teaching is on self-regulation and self-reflection; specific strategies include using different teaching methods and varying means of assessment, which adds a greater level of flexibility, a key part of any engagement strategies for online learning. When asking questions, provide wait time to allow students to think and formulate thoughtful responses, which can enhance participation and engagement.
3. Flip the classroom: Flip the traditional lecture-homework relationship. Students study the subject matter independently and outside class through tools such as pre-recorded videos. Class is then spent on student-centered learning such as working through problems, debating or group work. When engaging in group work, encourage students to collaborate on the same topic to enhance understanding and ensure everyone is included. After posing questions, allow students sufficient wait time to reflect before responding, which supports deeper engagement.
4. Technology in the classroom: Students expect to be constantly connected and want immediate feedback. Online and mobile technology can be used to provide active learning activities and to keep students engaged outside the classroom.
5. Classroom management strategies: Classroom strategies help instructors build a distraction-free environment. As an instructor, you can build in student engagement by asking learners to help shape classroom rules. As an activity in the first week of classes, decide on a set of shared values and create a set of guidelines, like active listening, what respectful disagreements look like and how to create a safe space for questions. Incorporate physical activity into the classroom to maintain engagement and alertness. Structure participation in such a way as to promote inclusivity and equitable involvement from all students. Design classroom environments to support students and their individual needs, ensuring everyone has the opportunity to succeed. Using humor throughout lessons lightens the mood and makes for a more enjoyable learning experience.
6. Writing: Exercises such as journaling and one-minute papers can help keep students engaged in class as well as improve thinking skills. These activities allow students time to reflect and engage more deeply with the material.
7. Culturally responsive teaching: This strategy ensures students see themselves reflected in course readings, activities and lesson plans. Faculty might bring in diverse guest speakers to give a lecture on a niche topic. Alternatively, educators might ensure a certain percentage of their required readings are authored by scholars from under-represented populations. Use relevant examples from students’ cultural backgrounds and real-life experiences to illustrate concepts and promote engagement.
Transition: With foundational teaching strategies in place, the next step is to align engagement activities with your curriculum for maximum impact.
Student engagement activities based on your curriculum
Instructors can start lessons with engaging hooks to capture students’ interest and set the stage for active participation throughout the session.
8. Set expectations: At the beginning of a course, ask students what they expect from you and then try to meet those expectations. Students are more engaged when they have a good relationship with the instructor. It’s also important to recognize and engage individual students, considering their unique learning experiences, characteristics and needs to promote equitable learning outcomes.
9. Integrated curriculum: Combine disciplines rather than compartmentalizing subjects. Some medical schools, for example, have moved away from teaching subjects in isolation such as physiology and anatomy and moved toward studying organ systems where students learn the physiology and anatomy associated with that system.
Use case: John Redden, Associate Professor of Physiology and Neurobiology at the University of Connecticut, is a long-time Top Hat user and has leveraged the platform to offer a consistent and equitable hybrid learning experience. Key takeaway: Giving students control over their schedules and diversifying teaching and assessment methods supports engagement and equity.
10. Think-pair-share: Think-pair-share encourages students to work together to solve problems.
Students take a few moments of individual reflection to gather their thoughts on a given topic.
Then, have them discuss their thoughts with a peer.
Next, have the pair of students form a group with another pair and encourage the group of four to inquire about one another’s opinions.
Make sure all students share their ideas during group discussions to maximize participation and engagement.
11. Make the course relevant: Students want courses to be relevant and meaningful. Use real-world examples to teach. Where the course is relevant to a specific occupation, ensure it’s aligned with the current needs of the occupation.
12. Cooperative learning: Encourage students to work together by arranging them in partners or small groups to help them achieve learning goals. Group work can include assignments, discussions, reviews and lab experiments—even having students discuss a lesson with their peers.
13. Authentic learning experiences: Encourage active engagement in the classroom by having students tackle real-world problems and attempt to come up with a solution through methods such as inquiry and experimentation. Ideally, the solution will benefit others or the community. Experiential learning—when students learn from reflecting on their real-world learning experience—is a further development of this, and is an effective teaching strategy.
14. Social media: Potential uses for social media include sharing relevant content, posting instructional videos on YouTube and facilitating ongoing discussion groups. However, strict guidelines for use must be put in place and enforced.
15. Quick writes: During each lesson, ask students to write down their questions, thoughts and points of clarification. This is an easy-to-implement way to encourage students to think critically and analytically about the course content.
Transition: To further promote higher-order thinking, the next section focuses on engagement strategies for critical thinking.
Engagement strategies for critical thinking
Promoting critical thinking in the classroom is essential for deeper learning and academic achievement. Engagement strategies that encourage students to analyze, evaluate and synthesize information help them move beyond surface-level understanding.
Techniques for fostering critical thinking
Ask open-ended questions that require students to justify their reasoning, interpret data, or solve real-world problems.
Incorporate real-world examples and case studies, prompting students to apply theoretical concepts to practical situations.
Use instructional strategies such as think-pair-share, jigsaw reading, and Socratic seminars to encourage discussion, debate and reflection on complex issues.
Require students to engage in thoughtful dialogue and collaborative problem-solving.
By requiring students to engage in thoughtful dialogue and collaborative problem-solving, teachers help them develop the critical thinking skills needed for success in the modern age. These strategies not only increase student engagement but also foster a classroom culture where deeper learning and meaningful academic achievement are the norm.
Transition: Empowering students with autonomy is another powerful way to enhance engagement, as explored in the next section.
Giving students autonomy
Empowering students with autonomy is a powerful way to enhance student engagement and motivation. When students are given choices in their learning process—such as selecting topics for projects, choosing how to present their work, or setting personal learning goals—they feel a greater sense of ownership and investment in their education. This sense of agency encourages students to take an active role in their learning environment, leading to deeper learning and understanding.
Strategies for student autonomy
Provide learning menus, choice boards, or opportunities for self-directed projects.
Allow students to work at their own pace and reflect on their progress through self-assessment.
Support student autonomy to create a classroom environment where students are motivated to learn and achieve their best.
Transition: Assessment is another key area where engagement strategies can make a significant difference, as detailed in the following section.
Student engagement strategies for assessments
16. Prepare for class before class: Students get more out of class time if they’re familiar with the material before they arrive. Exercises such as pre-class quizzes ensure they’re knowledgeable enough to contribute.
17. Assess early and often: Frequent quizzes for formative assessment (for “fun”) work well alongside traditional midterm and final exams. Frequent testing reduces the temptation for students to cram and forces them to space out their learning, which leads to better retention. Having the first test within the first few classes also helps prevent students from falling behind—boosting student achievement early. Use formative assessments to hold students accountable for their learning, encouraging consistent participation and responsibility.
18. Assess attendance: Student attendance can improve grades as well as engagement. Consider making attendance part of their overall assessment. Many learners enter university without proper study skills and first-year students can benefit from the structure of mandatory attendance.
19. Problem-based or project-based learning: Students are tasked with solving a problem or completing a project, but the focus is on the end product, allowing students to determine what resources are needed to solve the problem or complete the project.
Instructors should also regularly self assess their use of student engagement strategies, using tools like self-assessment tables, to identify which approaches they currently use and which could be adopted to improve classroom inclusion.
Transition: Presentation skills and classroom delivery also play a vital role in engaging students, as discussed next.
Classroom engagement strategies using your presentation skills
20. Use visual representations: Engage students with animations, 3D representations and concept maps, all of which can help them visualize complex subjects. Instructors should also focus on paying attention to individual students’ engagement and needs when using visual tools, ensuring that every learner benefits from these strategies.
21. Inquiry-based learning: To answer questions posed by the instructor or by the students themselves, a learner undertakes his or her own research to arrive at an answer. Inquiry-based learning can be as simple as watching video lectures, or more involvement could come from designing and performing an experiment. Encouraging participation from one student at a time during inquiry-based activities helps foster an inclusive environment where each individual feels valued and supported.
22. Use simulations: Games or role-playing place students in an imaginary setting defined by the instructor, providing for an interactive, participatory learning experience.
23. Tell stories: Wherever possible, tell stories to illustrate concepts when giving lectures. This helps students to process course concepts in their own words and move past rote memorization. For example, you might ask them to paraphrase a story or definition, explain a concept in their own words, tell a story that relates to it, or provide analogies to further illustrate a course concept. Encouraging one student at a time to share their perspective or story can promote inclusivity and ensure that every voice is heard.
Use case: Steve Joordens, Professor of Psychology at the University of Toronto, has devoted much of his career to the issue of student distraction and its ephemeral counterpart, student engagement. And if he’s learned one thing about engagement, it’s that there’s more than one way to foster it. So he set about trying to name the different techniques, which led Joordens to create a taxonomy of student engagement, complete with its own handy label: RIFS, an acronym for “Relevant, Interesting, Fun, Social.”
Key takeaways:
Relevant: Answering the well-worn student grouse, “Why are we learning this?” Classroom activities such as problem-based or work-integrated learning can enhance any course material’s relevance.
Interesting: Personalized learning strategies in the classroom encourage students to take greater ownership over their own education, which develops a stronger sense of intrinsic motivation.
Fun: Making the classroom experience enjoyable helps keep students’ minds relaxed and open.
Social: Encouraging students to interact and learn from each other as well as from their instructors or their readings. Tactics such as response systems and peer assessments foster more social interaction in learning.
Transition: Technology is another powerful tool for enhancing engagement, as explored in the next section.
Using technology to enhance learning
Integrating technology into the classroom is a highly effective way to boost student engagement and promote deeper learning. Technology offers students interactive and immersive experiences, such as virtual field trips, simulations, and educational games, which make learning more dynamic and memorable.
Leveraging digital tools
Use online platforms to facilitate collaboration and communication, enabling students to participate in discussions, share resources and work together on projects regardless of location.
Provide students with real-time feedback, track progress, and identify areas where additional support is needed.
Encourage critical thinking and creativity by allowing students to explore complex ideas in innovative ways.
By leveraging digital tools, teachers can create a learning environment that supports student engagement, fosters deeper learning and prepares students for success in the modern age.
Transition: Collaboration is also essential for engagement—let’s look at strategies that encourage students to work together.
Student engagement strategies to encourage collaboration
24. Snowball discussions:
Continue combining groups until the class is back together
Randomly assign students in pairs with a discussion question.
After a few minutes, combine the pairs to form groups of four.
After another five minutes, combine groups of four to form a group of eight—and so on.
25. Philosophical chairs:
Read a statement that has two possible answers—agree or disagree—out loud to your class.
Ask students to move to one side of the room or the other, depending on whether they agree or disagree with the statement.
Once all participants have selected a side, encourage students on either side to argue in favor of their position.
This way, students can visualize where their peers’ opinions lie, compared to their own.
26. Affinity mapping:
Place students in small groups and pose a general question or problem to them that has many possible answers, such as “How would the history of the United States be different without Teddy Roosevelt” or “How would society be different if the Internet was never invented?”
Have students write their ideas on small index cards or on an online discussion thread.
After ten minutes, ask students to group their similar ideas into categories, then label the different groupings and discuss how each idea fits.
Suggest that students consider how the categories are related.
This allows students to participate in critical thinking by analyzing ideas and organizing them in relation to one another.
27. Concentric circles:
Ask students to form two circles: an inner circle and an outer circle.
Each student on the inside is paired with a student on the outside. Have them sit facing each other.
Pose a question to the broader group and ask the pairs to discuss their responses.
Have students on the outside circle move one space over after five minutes so they’re standing in front of a different peer.
Repeat the process for a few rounds, asking a new question each time and exposing students to their peers’ different perspectives.
28. Make it personal:
After a lecture unit or lesson concludes, arrange learners into discussion groups or online breakout rooms.
To encourage students to reflect on their personal connections to the material they are learning, ask them questions like “How did this change your initial understanding of the concept” or “Describe your initial reaction to this idea.”
29. Socratic seminar:
To prepare for a discussion, ask students to review a textbook chapter or a separate reading and develop higher-order thinking questions to pose to their peers.
During class, ask an open-ended question to introduce the activity.
Have students continue the conversation, encouraging their peers to use evidence-based claims, based on course concepts or texts.
Students are encouraged to share the floor with their peers, however, there doesn’t need to be a specific order for speaking.
Transition: Communication skills are also vital for student success; the next section highlights strategies to build these skills.
Student engagement strategies to build communication skills
30. Brainwriting:
To build rapport and respect in your classroom, give students time to reflect on their learnings in writing, following a challenging course concept.
Using guided prompts or leaving it open to your students’ interpretation, have them share their thoughts and questions in a conversation with peers during class time or through an online discussion thread.
Knowing how to keep students engaged throughout the duration of class ensures that they will be able to understand course concepts on a deeper level.
31. Concept mapping:
Collaborative concept mapping is a way of visually organizing concepts and ideas, in order to better understand how they are related.
In small groups, students can use this exercise to go over past work or to brainstorm ideas for future assignments and projects.
For face-to-face classes, have students place sticky notes and chart paper on the classroom walls.
For online classes, the digital whiteboard feature in Zoom allows students to map out ideas and connect concepts.
32. Debate:
Pose an issue or topic to your class.
Place students into groups according to the position they hold on the topic.
Ask each group to develop some arguments or examples to support their opinion.
Put each group’s idea on a virtual whiteboard or piece of chart paper, to be a starting point for a classwide discussion.
To conclude, encourage students to debate the strengths and weaknesses of each group’s argument, to help students improve their higher-order thinking and analysis skills.
33. Compare and contrast:
Place students into groups and ask them to focus on a specific chapter in their textbook.
Encourage them to find similarities and differences between ideas that can be found in course readings and external sources, like articles and videos they may find.
This way, students benefit from sharing resources and learning from one another’s perspectives.
34. Assess/diagnose/act: This activity helps strengthen students’ problem-solving abilities and can spur more dynamic discussions. Propose a topic or controversial statement, then follow the steps below to start a discussion:
Assessment: What is the main problem or issue?
Diagnosis: What is its root cause?
Action: How can we, as a group, solve the issue?
Transition: To ensure these strategies lead to meaningful learning, it’s important to focus on fostering deeper understanding, as described in the next section.
Fostering deeper learning and understanding
To foster deeper learning and understanding, teachers must go beyond surface-level instruction and create opportunities for students to engage in critical thinking, analysis, and reflection.
Combining direct instruction with practice
Combine direct instruction with guided and independent practice to help students build a strong foundation while encouraging them to apply new knowledge in meaningful ways.
Use scaffolding, think-alouds, and self-assessment to help students connect prior knowledge to new concepts and develop a deeper understanding.
Making learning relevant
Incorporate real-world examples and case studies to make learning relevant and show students how their knowledge applies outside the classroom.
Use project-based learning, service-learning and experiential learning activities to give students hands-on opportunities to solve problems and make connections to the real world.
These approaches not only increase student engagement but also help students develop essential skills such as critical thinking, problem-solving, and effective communication. By providing students with varied and authentic learning experiences, teachers support deeper learning and prepare students to thrive in the modern age.
Transition: The following sources inform these strategies for engagement and deeper learning.
Conclusion: The lasting impact of student engagement
Student engagement is a broad concept that extends far beyond simple participation—it is the driving force behind meaningful learning, academic achievement, and the development of essential skills in individual students. When teachers encourage students to take an active role in the learning process, they create a classroom environment where collaborative learning, real-world applications and technology come together to make lessons relevant and memorable.
Promoting student engagement requires a thoughtful blend of instructional strategies, such as think-pair-share, group work, and open-ended questions. These approaches not only hold students accountable for their learning but also encourage them to reflect on their understanding and connect course material to real-world situations. By providing students with relevant examples and opportunities to share their ideas, teachers help students feel valued and motivated to stay engaged.
A supportive learning environment is central to increasing student engagement. When students feel included and respected, they are more likely to participate actively, think critically, and pursue deeper understanding. Engagement strategies that foster emotional engagement, critical thinking and active participation lead to higher levels of motivation, persistence and overall academic achievement.
Teachers play a vital role in promoting student engagement by designing classroom activities that are interactive, inclusive and aligned with learning goals. By prioritizing collaborative learning and giving students the chance to take ownership of their education, educators can transform the classroom into a space where deeper learning and academic success are the norm.
Ultimately, making student engagement a central idea in educational practice benefits both students and teachers. When learning is relevant, interactive and fun, students are more likely to thrive academically and reach their full potential. By following these engagement strategies and fostering a positive classroom environment, teachers can ensure that all students feel supported, motivated, and empowered to learn and grow—creating a lasting impact on their educational journey.
References
Ojalvo, H. E., & Doyne, S. Five Ways to Flip Your Classroom With The New York Times. [Blog post] New York Times. Retrieved May 15, 2019 from https://learning.blogs.nytimes.com/2011/12/08/five-ways-to-flip-your-classroom-with-the-new-york-times/
Evans, C., Muijs, D. & Tomlinson, M. (2015). Engaged student learning: high-impact strategies to enhance student achievement. [White paper] Retrieved May 15, 2019 from: https://www.heacademy.ac.uk/knowledge-hub/engaged-student-learning-high-impact-strategies-enhance-student-achievement
Twelve Best Practices for Student Engagement and Retention. [White paper] Retrieved May 15, 2019 from Mansfield University of Pennsylvania: https://www.mansfield.edu/academic-affairs/upload/Twelve-Best-Practices-for-Student-Engagement-and-Retention-2012.pdf
Quevillon, K. (2017). Student Attendance Matters, Even If Lectures Are Online. Ask Harvard. [Blog post] Retrieved May 15, 2019 from Top Hat Blog: https://tophat.com/blog/student-attendance-harvard/
Inquiry-Based Learning. Retrieved May 15, 2019 from Queens’ University, Kingston: https://www.queensu.ca/ctl/teaching-support/instructional-strategies/inquiry-based-learning
Frequently Asked Questions
What exactly counts as “student engagement?”
In this context, “student engagement” refers to students’ active participation and investment in their own learning. That includes not just attending class, but interacting with course content (e.g. doing readings, watching lectures), contributing in discussion, applying ideas to assignments or problem sets and reflecting on materials—whether in class, online, or during self-study.
Why is engagement important—can’t students just passively learn by reading or listening?
Research and teaching experience show that active engagement helps students better understand, retain, and apply concepts. Engaged students learn more deeply, develop critical thinking, and often perform better academically. Passive learning tends to result in poorer retention and less ability to apply knowledge outside the classroom.
Which strategies work best for large lecture courses vs small seminars?
Many engagement strategies can be adapted to both settings. For large lectures, tools like interactive polls, low-stakes quizzes, clicker questions, or online discussion boards help engage many students at once. In smaller seminars, group discussion, peer-review, collaborative assignments, or open discussion foster deeper interaction and student voice. Blended approaches—combining lecture, active learning, and ongoing formative assessments—often work well regardless of class size.
How much time does it take for instructors to implement these engagement strategies?
It depends on the strategy. Some activities like adding a quick in-class poll or discussion prompt may take only a few minutes. Others, like redesigning assignments around active learning or setting up peer review, require more planning up front. However, many instructors find the extra effort pays off: engaged students are often more motivated, more likely to participate, and may require less remedial support later on.
At News Decoder we believe that information should flow across borders and that you shouldn’t need money to access it. That’s why we’ve created resources for both young people and educators that are open access — they are free and available to anyone. It is our mission, after all, to inform, connect and empower young people to be engaged citizens and changemakers locally, nationally and globally.
These free resources include articles, podcasts and videos that offer young people tips on writing and reporting and information they need to be media literate such as guides for fact-checking news stories and verifying the accuracy of information. We also make publicly accessible our Decoder Dialogues — in which we gather young people from different countries together with experts to talk about an important topic. You can watch our latest Decoder Dialogue on how young people speak out and stand up that took place 2 December.
For a great read on how some places are addressing the problems of paywalls on academic and scientific research, check out Charissa Eggers recent article for News Decoder.
Below are a series of useful guides for student journalists or for anyone who wants to become a better storyteller.
If you lead professional learning, whether as a school leader or PD facilitator, your goal is to make each session relevant, engaging, and lasting. AI can help you get there by streamlining prep, differentiating for diverse learners, combining follow-ups with accessibility for absentees, and turning feedback into actionable improvements.
1. Streamline prep
Preparing PD can take hours as you move between drafting agendas, building slides, writing handouts, and finding the right examples. For many facilitators, the preparation phase becomes a race against time, leaving less room for creativity and interaction. The challenge is not only to create materials, but to design them so they are relevant to the audience and aligned with clear learning goals.
AI can help by taking the raw information you provide–your session objectives, focus area, and audience details–and producing a solid first draft of your session materials. This may include a structured agenda, a concise session description, refined learning objectives, a curated resource list, and even a presentation deck with placeholder slides and talking points. Instead of starting from scratch, you begin with a framework that you can adapt for tone, style, and participant needs.
AI quick start:
Fine-tune your PD session objectives or description so they align with learning goals and audience needs.
Design engaging PD slides that support active learning and discussion.
Create custom visuals to illustrate key concepts and examples for your PD session.
2. Differentiate adult learning
Educators bring different levels of expertise, roles, and learning preferences to PD. AI can go beyond sorting participants into groups; it can analyze pre-session survey data to identify common challenges, preferred formats, and specific areas of curiosity. With this insight, you can design activities that meet everyone’s needs while keeping the group moving forward together.
For instance, an AI analysis of survey results might reveal that one group wants practical, ready-to-use classroom strategies while another is interested in deepening their understanding of instructional frameworks. You can then create choice-based sessions or breakout activities that address both needs, allowing participants to select the format that works best for them. This targeted approach makes PD more relevant and increases engagement because participants see their own goals reflected in the design.
AI quick start:
Create a pre-session survey form to collect participant goals, roles, and preferences.
Analyze survey responses qualitatively to identify trends or themes.
Develop differentiated activities and resources for each participant group.
3. Make PD accessible for those who miss it
Even the most engaging PD can lose its impact without reinforcement, and some participants will inevitably miss the live session. Illness, scheduling conflicts, and urgent school needs happen. Without intentional follow-up, these absences can create gaps in knowledge and skills that affect team performance.
AI can help close these gaps by turning your agenda, notes, or recordings into follow-up materials that recap key ideas, highlight next steps, and provide easy access to resources. This ensures that all educators, regardless of whether they attended, can engage with the same content and apply it in their work.
Imagine hosting a PD session on integrating literacy strategies across the curriculum. Several teachers cannot attend due to testing responsibilities. By using AI to transcribe the recording, produce a well-organized summary, and embed links to articles and templates, you give absent staff members a clear path to catch up. You can also create a short bridge-to-practice activity that both attendees and absentees complete, so everyone comes to the next session prepared.
This approach not only supports ongoing learning but also reinforces a culture of equity in professional development, where everyone has access to the same high-quality materials and expectations. Over time, storing these AI-generated summaries and resources in a shared space can create an accessible PD archive that benefits the entire organization.
AI quick start:
Transcribe your PD session recording for a complete text record.
Summarize the content into a clear, concise recap with next steps.
Integrate links to resources and bridge-to-practice activities so all participants can act on the learning.
4. Turn participant feedback into action
Open-ended survey responses are valuable, but analyzing them can be time-consuming. AI can code and group feedback so you can quickly identify trends and make informed changes before your next session.
For example, AI might cluster dozens of survey comments into themes such as “more classroom examples,” “more time for practice,” or “deeper technology integration.” Instead of reading through each comment manually, you receive a concise report that highlights key priorities. You can then use this information to adjust your content, pacing, or format to better meet participants’ needs.
By integrating this kind of rapid analysis into your PD process, you create a feedback loop that keeps your sessions evolving and responsive. Over time, this builds trust among participants, who see that their input is valued and acted upon.
AI quick start:
Compile and organize participant feedback into a single dataset.
Categorize comments into clear, actionable themes.
Summarize insights to highlight priority areas for improvement.
Final word
AI will not replace your skill as a facilitator, but it can strengthen the entire PD cycle from planning and delivery to post-session coaching, accessibility, and data analysis. By taking on repetitive, time-intensive tasks, AI allows you to focus on creating experiences that are engaging, relevant, and equitable.
Andy Szeto, Ed.D, Professor and District Administrator
Andy Szeto, Ed.D., is a district administrator and professor of educational leadership and teacher education. He has taught over fifty graduate-level courses in leadership and instructional practice, published on AI in education, social studies instruction, and leadership development, and advised aspiring administrators throughout his career.
Latest posts by eSchool Media Contributors (see all)
When Collegedale Academy, a PreK–8 school outside Chattanooga, Tennessee, needed a new elementary building, we faced a choice that many school leaders eventually confront: repair an aging facility or reimagine what learning spaces could be.
Our historic elementary school held decades of memories for families, including some who had once walked its halls as children themselves. But years of wear and the need for costly repairs made it clear that investing in the old building would only patch the problems rather than solve them. At the same time, Southern Adventist University–on whose land the school sat–needed the property for expansion.
Rather than cling to the past, we saw an opportunity. We could design a new, future-focused environment on our middle school campus–one that reflected how students learn today and how they will need to learn tomorrow.
Putting students first
As both a teacher and someone who helped design our middle school, I approached the project with one condition: every design choice had to prioritize students and teachers. That philosophy shaped everything that followed.
My search for student-centered design partners led us to MiEN. What impressed me most was that they weren’t simply selling furniture. They were invested in research–constantly asking what classrooms need to evolve and then designing for that reality. Every piece we chose was intentional, not about aesthetics alone, but about how it could empower learners and teachers.
Spaces that do more
From the beginning, our vision emphasized flexibility, belonging, and joy. Every area needed to “do more,” adapting seamlessly to different uses throughout the day. To achieve this, we focused on designing spaces that could shift in purpose while still sparking curiosity and connection.
Community hubs reimagined: Our cafeteria and media center now transform into classrooms, performance stages, or meeting spaces with minimal effort, maximizing every square foot.
Interactive, sensory-rich design: An interactive wall panel with a ball run, sensory boards, and flexible seating encourages students to collaborate and explore beyond traditional instruction.
Learning everywhere: Even hallways and lobbies have become extensions of the classroom. With mobile whiteboards, soft seating, and movable tables, these spaces host tutoring sessions, small groups, and parent meetings.
Outdoor classrooms: Students gather at the campus creek for science lessons, spread out at outdoor tables that double as project workspaces, and find joy in spaces designed for both inquiry and play. Walking into the building, students immediately understood it was made for them. They take pride in exploring, rearranging furniture, and claiming ownership of their environment. That sense of belonging is priceless and drives real engagement in the learning.
Supporting teachers through change
For teachers accustomed to traditional layouts, the shift to flexible spaces required trust and support. At first, some colleagues wondered how the new design would fit with their routines. But once they began teaching in the space, the transformation was rapid. Within weeks, they were moving furniture to match their themes, discovering new instructional strategies, and finding creative ways to engage students.
The beauty of this approach is that it doesn’t dictate a single method. Instead, it enables teachers to adapt the space to their vision. Watching colleagues gain confidence and joy in their teaching reinforced our original intent: create an environment that empowers educators as much as it excites students.
A partnership that mattered
No school leader undertakes a project like this alone. For us, partnership was everything. The team that supported our vision felt less like outside vendors and more like collaborators who shared our dream.
They weren’t just delivering products; they were helping us shape a culture. Their excitement matched ours at every step, and together, we turned ideas into realities that continue to inspire.
Immediate and lasting impact
The outcomes of the project were visible from day one. Students lit up as they explored the new features. Teachers discovered fresh energy in their classrooms. Parents, many of whom remembered the old building, were struck by how clearly the new design signaled a commitment to modern learning and to prioritizing their children’s futures.
Financially, the project was also a smart investment. Multi-purpose areas and durable, mobile furnishings mean that every dollar spent generates long-term value. And because the spaces were designed with flexibility in mind, they will remain relevant even as instructional practices evolve.
Looking ahead
The success of our elementary project has created momentum for what’s next. Collegedale is already planning high school renovations guided by the same student-first philosophy. The excitement is contagious, not just for our community but for how it models what schools can achieve when they align design with mission.
For me, this project was never just about furniture. It was about creating a culture where curiosity, creativity, and joy thrive every day. With the right partners and a clear vision, schools can build environments where students feel they belong and where teachers are empowered to do their best work.
As education leaders consider their own building projects, my advice is simple: design for the learners first. When students walk into a space and know, without a doubt, that it was built for them, everything else follows.
Beth Stone, Collegedale Academy
Beth Stone serves as a designer and visual arts teacher at Collegedale Academy in Chattanooga, TN.
Latest posts by eSchool Media Contributors (see all)
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.
There’s been endless discussion about what students do with generative AI tools, and what constitutes legitimate use of AI in assessment, but as the technology continues to improve there’s a whole conversation to be had about what educators do with AI tools.
We’re using the term “educators” to encompass both the academics leading modules and programmes and the professionals who support, enable and contribute to learning and teaching and student support.
Realising the potential of the technologies that an institution invests in to support student success requires educators to be willing and able to deploy it in ways that are appropriate for their context. It requires them to be active and creative users of that technology, not simply following a process or showing compliance with a policy.
So it was a bit worrying when in the course of exploring what effective preparation for digital learning futures could look like for our Capability for change report last year, it was noticeable how concerned digital and education leaders were about the variable digital capabilities of their staff.
Where technology meets pedagogy
Inevitably, when it comes to AI, some HE staff are enthusiastic early adopters and innovators; others are more cautious or less confident – and some are highly critical and/or just want it to go away. Some of this is about personal orientation towards particular technologies – there is a lively and important critical debate about how society comes into a relationship with AI technology and the implications for, well, the future of humanity.
Some of it is about the realities of the pressures that educators are under, and the lack of available time and headspace to engage with developmental activity. As one education leader put it:
Sometimes staff, they know that they need to change what they’re doing, but they get caught in the academic cycle. So every year it’s back to teaching again, really, really large groups of students; they haven’t had the time to go and think about how to do things differently.
But there’s also an institutional strategic challenge here about situating AI within the pedagogic environment – recognising that students will not only be using it habitually in their work and learning, but that they will expect to graduate with a level of competence in it in anticipation of using AI in the workplace. There’s an efficiency question about how using AI can reprofile educator working patterns and workflows. Even if the prospect of “freeing up” lots of time might feel a bit remote right now, educators are clearly going to be using AI in interesting ways to make some of their work a bit more efficient, to surface insight from large datasets that might not otherwise be accessible, or as a co-creator to help enhance their thinking and practice.
In the context of learning and teaching, educators need to be ready to go beyond asking “how do the tools work and what can I do with them?” and be prepared to ask and answer a larger question: “what does it mean for academic quality and pedagogy when I do?”
As Tom Chatfield has persuasively argued in his recent white paper on AI and the future of pedagogy, AI needs to have a clear educative purpose when it is deployed in learning and teaching, and should be about actively enhancing pedagogy. Reaching this halcyon state requires educators who are not only competent in the technical use of the tools that are available but prepared to work creatively to embed those tools to achieve particular learning objectives within the wider framework and structures of their academic discipline. Expertise of this nature is not cheaply won – it takes time and resource to think, experiment, test, and refine.
Educators have the power – and responsibility – to work out how best to harness AI in learning and teaching in their disciplines, but education leaders need to create the right environment for innovation to flourish. As one leader put it:
How do we create an environment where we’re allowing people to feel like they are the arbiters of their own day to day, that they’ve got more time, that they’re able to do the things that they want to do?…So that’s really an excitement for me. I think there’s real opportunity in digital to enable those things.
Introducing “Educating the AI generation”
For our new project “Educating the AI generation” we want to explore how institutions are developing educator AI literacy and practice – what frameworks, interventions, and provisions are helpful and effective, and where the barriers and challenges lie. What sort of environment helps educators to develop not just the capability, but also the motivation and opportunity to become skilled and critical users of AI in learning and teaching? And what does that teach us about how the role of educators might change as the higher education learning environment evolves?
At the discussion session Rachel co-hosted alongside Kortext advisor Janice Kay at the Festival of Higher Education earlier this month there was a strong sense among attendees that educating the AI generation requires universities to take action on multiple fronts simultaneously if they are to keep up with the pace of change in AI technology.
Achieving this kind of agility means making space for risk-taking, and moving away from compliance-focused language to a more collaborative and exploratory approach, including with students, who are equally finding their feet with AI. For leaders, that could mean offering both reassurance that this approach is welcomed, and fostering spaces in which it can be deployed.
In a time of such fast-paced change, staying grounded in concepts of what it means to be a professional educator can help manage the potential sense of threat from AI in learning and teaching. Discussions focused on the “how” of effective use of AI, and the ways it can support student learning and educator practice, are always grounded in core knowledge of pedagogy and education.
On AI in assessment, it was instructive to hear student participants share a desire to be able to demonstrate learning and skills above and beyond what is captured in traditional assessment, and find different, authentic ways to engage with knowledge. Assessment is always a bit of a flashpoint in pedagogy, especially in constructing students’ understanding of their learning, and there is an open question on how AI technology can support educators in assessment design and execution. More prosaically, the risks to traditional assessment from large language models indicate that staff may need to spend proportionally more of their time on managing assessment going forward.
Participants drew upon the experiences of the Covid pivot to emergency remote teaching and taking the best lessons from trialling new ways of learning and teaching as a useful reminder that the sector can pivot quickly – and well – when required. Yet the feeling that AI is often something of a “talking point” rather than an “action point” led some to suggest that there may not yet be a sufficiently pressing sense of urgency to kickstart change in practice.
What is clear about the present moment is that the sector will make the most progress on these questions when there is sharing of thinking and practice and co-development of approaches. Over the next six months we’ll be building up our insight and we’d love to hear your views on what works to support educator development of AI in pedagogy. We’re not expecting any silver bullets, but if you have an example of practice to share, please get in touch.
This article is published in association with Kortext. Join Debbie, Rachel and a host of other speakers at Kortext LIVE on Wednesday 11 February in London, where we’ll be discussing some of our findings – find out more and book your place here.
In September, The 74 published Robert Pondiscio’s opinion piece discussing how people without strong reading skills lack what it takes “to effectively weigh competing claims” and “can’t reconcile conflicts, judge evidence or detect bias.” He adds, “They may read the words, but they can’t test the arguments.”
To make his case, Pondiscio relies on the skill level needed to achieve a proficient score or better on National Assessment of Educational Progress, a level that only 30% of tested students reached on 2024’s Grade 8 reading exam. Only 16% of Black students and 19% of Hispanics were proficient or more.
Yet naysayers argue that the NAEP standard is simply set too high and that NAEP’s sobering messages are inaccurate. There is no crisis, according to these naysayers.
So, who is right?
Well, research on testing performance of eighth graders from Kentucky indicates that it’s Pondiscio, not the naysayers, who has the right message about the NAEP proficiency score. And, Kentucky’s data show this holds true not just for NAEP reading, but for NAEP math, as well.
Kentucky offered a unique study opportunity. Starting in 2006, the Bluegrass State began testing all students in several grades with exams developed by the ACT, Inc. These tests include the ACT college entrance exam, which was administered to all 11th grade public school students, and the EXPLORE test, which was given to all of Kentucky’s public school eighth graders.
Both the ACT and EXPLORE featured something unusual: “Readiness Benchmark” scores which ACT, Inc. developed by comparing its test scores to actual college freshman grades years later. Students reaching the benchmark scores for reading or math had at least a 75% chance to later earn a “C” or better in related college freshman courses.
So, how did the comparisons between Kentucky’s benchmark score performance and the NAEP work out?
Analysis found close agreement between the NAEP proficiency rates and the share of the same cohorts of students reaching EXPLORE’s readiness benchmarks.
For example, in Grade 8 reading, EXPLORE benchmark performance and NAEP proficiency rates for the same cohorts of students never varied by more than four percentage points for testing in 2008-09, 2010-11, 2012-13 or 2014-15.
The same, close agreement was found in the comparison of NAEP grade 8 math proficiency rates to the EXPLORE math benchmark percentages.
EXPLORE to NAEP results were also examined separately for white, Black and learning-disabled students. Regardless of the student group, the EXPLORE’s readiness benchmark percentages and NAEP’s proficient or above statistics agreed closely.
Doing an analysis with Kentucky’s ACT college entrance results test was a bit more challenging because NAEP doesn’t provide state test data for high school grades. However, it is possible to compare each student cohort’s Grade 8 NAEP performance to that cohort’s ACT benchmark score results posted four years later when they graduated from high school. Data for graduating classes in 2017, 2019 and 2021 uniformly show close agreement for overall average scores, as well as for separate student group scores.
It’s worth noting that all NAEP scores have statistical sampling errors. After those plus and minus errors are considered, the agreements between the NAEP and the EXPLORE and ACT test results look even better.
The bottom line is: Close agreement between NAEP proficiency rates and ACT benchmark score results for Kentucky suggests that NAEP proficiency levels are highly relevant indicators of critical educational performance. Those claiming NAEP’s proficiency standard is set too high are incorrect.
That leaves us with the realization that overall performance of public school students in Kentucky and nationwide is very concerning. Many students do not have the reading and math skills needed to navigate modern life. Instead of simply rejecting the troubling results of the latest round of NAEP, education leaders need to double down on building key skills among all students.
Did you use this article in your work?
We’d love to hear how The 74’s reporting is helping educators, researchers, and policymakers. Tell us how
I was once asked during an icebreaker in a professional learning session to share a story about my last name. What I thought would be a light moment quickly became emotional. My grandfather borrowed another name to come to America, but his attempt was not successful, and yet our family remained with it. Being asked to share that story on the spot caught me off guard. It was personal, it was heavy, and it was rushed into the open by an activity intended to be lighthearted.
That highlights the problem with many icebreakers. Facilitators often ask for vulnerability without context, pushing people into performances disconnected from the session’s purpose. For some educators, especially those from historically marginalized backgrounds, being asked to disclose personal details without trust can feel unsafe. I have both delivered and received professional learning where icebreakers were the first order of business, and they often felt irrelevant. I have had to supply “fun facts” I had not thought about in years or invent something just to move the activity along.
And inevitably, somewhere later in the day, the facilitator says, “We are running out of time” or “We do not have time to discuss this in depth.” The irony is sharp: Meaningful discussion gets cut short while minutes were spent on activities that added little value.
Why icebreakers persist
Why do icebreakers persist despite their limitations? Part of it is tradition. They are familiar, and many facilitators replicate what they have experienced in their own professional learning. Another reason is belief in their power to foster collaboration or energize a room. Research suggests there is some basis for this. Chlup and Collins (2010) found that icebreakers and “re-energizers” can, when used thoughtfully, improve motivation, encourage interaction, and create a sense of safety for adult learners. These potential benefits help explain why facilitators continue to use them.
But the promise is rarely matched by practice. Too often, icebreakers are poorly designed fillers, disconnected from learning goals, or stretched too long, leaving participants disengaged rather than energized.
The costs of misuse
Even outside education, icebreakers have a negative reputation. As Kirsch (2025) noted in The New York Times, many professionals “hate them,” questioning their relevance and treating them with suspicion. Leaders in other fields rarely tolerate activities that feel disconnected from their core work, and teachers should not be expected to, either.
Research on professional development supports this skepticism. Guskey (2003) found that professional learning only matters when it is carefully structured and purposefully directed. Simply gathering people together does not guarantee effectiveness. The most valued feature of professional development is deepening educators’ content and pedagogical knowledge in ways that improve student learning–something icebreakers rarely achieve.
School leaders are also raising the same concerns. Jared Lamb, head of BASIS Baton Rouge Mattera Charter School in Louisiana and known for his viral leadership videos on social media, argues that principals and teachers have better uses of their time. “We do not ask surgeons to play two truths and a lie before surgery,” he remarked, “so why subject our educators to the same?” His critique may sound extreme, but it reflects a broader frustration with how professional learning time is spent.
I would not go that far. While I agree with Lamb that educators’ time must be honored, the solution is not to eliminate icebreakers entirely, but to plan them with intention. When designed thoughtfully, they can help establish norms, foster trust, and build connection. The key is ensuring they are tied to the goals of the session and respect the professionalism of participants.
Toward more authentic connection
The most effective way to build community in professional learning is through purposeful engagement. Facilitators can co-create norms, clarify shared goals, or invite participants to reflect on meaningful moments from their teaching or leadership journeys. Aguilar (2022), in Arise, reminds us that authentic connections and peer groups sustain teachers far more effectively than manufactured activities. Professional trust grows not from gimmicks but from structures that honor educators’ humanity and expertise.
Practical alternatives to icebreakers include:
Norm setting with purpose: Co-create group norms or commitments that establish shared expectations and respect.
Instructional entry points: Use a short analysis of student work, a case study, or a data snapshot to ground the session in instructional practice immediately.
Structured reflection: Invite participants to share a meaningful moment from their teaching or leadership journey using protocols like the Four A’s. These provide choice and safety while deepening professional dialogue.
Collaborative problem-solving: Begin with a design challenge or pressing instructional issue that requires participants to work together immediately.
These approaches avoid the pitfalls of forced vulnerability. They also account for equity by ensuring participation is based on professional engagement, not personal disclosures.
Closing reflections
Professional learning should honor educators’ time and expertise. Under the right conditions, icebreakers can enhance learning, but more often, they create discomfort, waste minutes, and fail to build trust.
I still remember being asked to tell my last name story. What emerged was a family history rooted in migration, struggle, and survival, not a “fun fact.” That moment reminds me: when we ask educators to share, we must do so with care, with planning, and with purpose.
If we model superficial activities for teachers, we risk signaling that superficial activities are acceptable for students. School leaders and facilitators must design professional learning that is purposeful, respectful, and relevant. When every activity ties to practice and trust, participants leave not only connected but also better equipped to serve their students. That is the kind of professional learning worth everyone’s time.
References
Aguilar, E. (2022). Arise: The art of transformative leadership in schools. Jossey-Bass.
Chlup, D. T., & Collins, T. E. (2010). Breaking the ice: Using ice-breakers and re-energizers with adult learners. Adult Learning, 21(3–4), 34–39.https://doi.org/10.1177/104515951002100305
Guskey, T. R. (2003). What makes professional development effective? Phi Delta Kappan, 48(10), 748–750.
Andy Szeto, Ed.D, Professor and District Administrator
Andy Szeto, Ed.D., is a district administrator and professor of educational leadership and teacher education. He has taught over fifty graduate-level courses in leadership and instructional practice, published on AI in education, social studies instruction, and leadership development, and advised aspiring administrators throughout his career.
Latest posts by eSchool Media Contributors (see all)
