Projects 2025-26

Find out more about the Education Development Projects which are running in 2025-26 below. Available resources from projects will be accessible towards the end of 2026. If you would like any further details about any listed projects please contact bilt-projects@bristol.ac.uk 

Active learning

Embedding effective and inclusive active learning into teaching and curriculum design, which engages, motivates and supports all students in their learning is an important University of Bristol strategic aim. 

Active learning is fundamentally about student engagement and participation. It involves students going beyond passive listening in lectures or ‘sitting back and being fed information’ to ‘learning by doing’ and being agents of their own learning, for example through discussion, problem solving, role-play, and creating something new (Gibbs, 1988; Kolb, 2015).  

Generative AI

Generative AI is reshaping how knowledge is created, shared, and applied — and with it, how we understand originality, authorship, and critical thinking. It is not just a new tool: it challenges how we teach, learn, and define expertise within disciplines. To prepare students for their futures, we need to design learning experiences that build on strong foundations in critical thinking, ethical reasoning and discipline-specific knowledge, enabling students to engage meaningfully and independently with AI technologies. 

Inclusive assessment 

Inclusive or ‘designed for all’ assessment aims to enable all students, whatever their characteristics or background to engage in and demonstrate their learning. The university’s assessment strategy attention to design as a central component of inclusivity. Traditionally, discussions of inclusivity have centred around adjustments, such as extra time, provided for students to level the playing field and ensure equitable access to assessments. Such adjustments are often made at the individual level when students present with evidence for needing them. They typically have no impact on the design of the assessment itself.  The university’s strategic approach emphasises that inclusivity should be integral to an assessment and not simply a post hoc adjustment made for access purposes.  

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