New modes of learning and teaching

The higher education landscape is undergoing significant change as a result of technological innovations. We are witnessing changes in the way higher education is taught and in the way students learn. While the conventional setting of the lecture hall will continue to form the bedrock of higher education systems, it will be enhanced by the integration of new tools and pedagogies, and it will be complemented by many more online learning opportunities and a greater variety of providers in higher education.

There is enormous potential for widening access to higher education and increasing the diversity of the student population. Online technologies provide opportunities to learn anywhere, anytime and from anyone. This flexibility is essential for non-traditional learners and will enable a change in the engagement of higher education institutions in lifelong learning and continuing professional development. This will provide an important tool to governments in ensuring a diversity of provision within higher education systems to meet the needs of all learners. It also provides a platform for reaching international markets and complements existing developments in cross-border education. 

Finally, new technologies can facilitate greater collaboration, both with global partners and at a more local level. Governments must strongly encourage and support a greater integration of new technologies and associated pedagogical approaches in conventional provision. Traditional providers must diversify their offering and provide more courses online, especially targeting continuing professional development and lifelong learning. They should also be encouraged and incentivised to engage with newer forms of open, online courses as these become more established. The momentum towards openness and freely accessible education resources needs to be maintained and built on. The goal should be to ensure that all publicly funded education resources are openly available.

Our message is clear. While accepting that higher education institutions and, more particularly, teaching staff are the main actors in delivering these pedagogical changes, it is the responsibility of public authorities to create the environment and incentive for action. We stand on the cusp of real transformative change in higher education. This must be embraced fully to ensure that we provide the best learning experience for all students.