University of Greenwich Journals and Working Papers
Not a member yet
736 research outputs found
Sort by
Assessing AI Literacy among Academic Staff: Insights from a Higher Education Survey
No full textThis study explores the level of artificial intelligence (AI) literacy among academic staff. Using the ‘technological pedagogical content knowledge’ (TPACK) framework, we employed mixed- method research, collecting data from 106 academic staff members across various disciplines. We investigated the challenges and benefits of educators adopting AI as well as their AI understanding, abilities, confidence and competencies. Our findings indicate a low rate of AI adoption by academics, with most applying it superficially for lower-order tasks. Our findings also reveal the different weighting of the TPACK framework components – technological knowledge (TK), technological content knowledge (TCK) and technological pedagogical knowledge (TPK) – with major concern raised by staff on TPK where it is indicated that staff need guidance and training on how to make the most of AI in their teaching. The significance of this paper lies in its exploration of the current state of AI adoption among academic staff, highlighting both its benefits and challenges. Given the limited existing research on AI literacy from the perspective of academic staff, this study offers a distinctive and valuable contribution to the discourse. Furthermore, the integration of the TPACK framework offers a crucial perspective, emphasising the need for a more comprehensive and effective incorporation of AI into educational practices
Simulating Innovation: Using SimVenture Validate to Develop Innovation Literacy in Bioscience Enterprise
No full textThis review explores the use of SimVenture Validate in a bioscience enterprise module aimed at enhancing innovation literacy. Through engagement with the Business Model Canvas, students develop interdisciplinary and enterprise skills. Student feedback has been positive, particularly in highlighting the platform’s ability to create a structured, experiential learning environment. Although this trial focused on the biosciences, the interface appears adaptable for use across a wide range of disciplines where innovation and value creation are important. While the platform effectively simulates innovation processes, the review also highlights the need for broader integration of scientific, technical and regulatory contexts, in order to enrich the overall learning experience where similar discipline-related enhancements would likely be equally important when applying the platform to disciplines beyond business studies
Making mathematicians: Developing expert attitudes with authentic maths activities
No full textOne of the goals of an undergraduate degree in mathematics is to transform students’ perceptions of mathematics from calculations with the rote application of formula to the reflective, creative problem-solving that is highly valued in academia and other professions. This can be achieved by incorporating authentic mathematical activities (i.e. the kind of tasks a maths graduate can expect in the workplace) into the design and delivery of undergraduate programmes. The Middlesex maths team have implemented a variety of novel teaching and learning methods into their specialist maths provision to achieve this aim. Our approach includes the use of generative artificial intelligence; extended, vague, problem-solving assignments; student choice in assessment; and reflective components. In this paper we discuss the implementation, benefits, and challenges of these authentic mathematical activities, focusing on their effect on students’ perceptions of mathematics during their studies. We use questionnaires to determine how students’ perceptions of mathematics change while doing these activities and their attitudes to the activities themselves
Diversity and Decolonisation in Mathematics: Conference report
No full textThe ‘Diversity and Decolonisation in Mathematics’ conference took place at the University of Warwick Mathematics Institute on 24-25 April 2025. This report highlights the main themes and key messages of the conference
Knowing your SDGs: Using peer-led assessment to support authentic learning in sustainability
No full textUniversities have important roles in both educating and preparing individuals to support the United Nations’ (UN) Sustainable Development Goals (SDGs). However, SDG literacy is low amongst higher education (HE) students in United Kingdom (UK) universities, with students often finding it difficult to relate their studies to the SDGs and to understand how they themselves can tackle the challenges facing society today. In this cross-school, inter-disciplinary initiative connecting first-year urban planning and biodiversity undergraduates, students designed and presented subject-specific posters relating to the SDGs and used a peer-assessment protocol to learn from each other’s work. Pre- and post-surveys collected students’ knowledge of, perception of and confidence in their understanding and application of the SDGs and focus groups enabled reflections on the poster events. Students from both schools identified the benefits of the authentic assessment in both their understanding and their communication skills. Furthermore, SDG knowledge and awareness within the student cohort evidently increased and the event proved to be important for developing learning communities. Overall, this study emphasises the value of inter-disciplinary, peer-focused events in widening perspectives of sustainability and, in doing so, creates opportunities for enhancing students’ sense of belonging
Transition: Developing a sense of belonging amongst University of Greenwich students using NextLevel
No full textThe Academic and Digital Skills Team (ADS) supports students throughout their time at the University of Greenwich and especially so at their arrival, by means of NextLevel, a Moodle-based course which aims to drive engagement and ease transition to higher education. This opinion piece demonstrates how NextLevel’s relational pedagogy proves to be successful at this critical time.
Learning to \u27Write Right\u27: Examining the impact of targeted interventions upon students experiencing intersectional disadvantage
No full textThis case study analyses two initiatives at the University of Kent that aimed to tackle student degree awarding gaps (DAGs), specifically those between black, Asian and minority ethnic (BAME) students and white students and those who have studied for Business and Technology Education Council (BTEC) qualifications and A-level students. The initiatives involved inclusive academic skills workshops alongside supervision sessions that sought to direct, develop and demystify academic study for disadvantaged students. Assessment of quantitative data and the findings from a cohort focus group indicate that students experiencing the most intersectional disadvantage (viz. students with both BAME and BTEC characteristics) in a University of Kent social sciences department benefited from these initiatives and their grades improved, narrowing the awarding gap significantly in that academic year
Using drama-based approaches with Technology Enhanced Active Learning (TEAL) Classroom to enhance undergraduate students’ engagement and learning
No full textThis opinion piece explores the integration of drama-based approaches with technology-enhanced active learning (TEAL) to enhance students’ engagement and learning experiences in higher education. Drama-based pedagogy encourages active participation, collaboration and creativity and in the two examples of teaching practice covered, we argue that drama-based approaches align well with the interactive and student-centred environment fostered by TEAL. The TEAL model combines digital tools, flexible classroom layouts and group work to promote collaborative learning and reflective thinking. By incorporating drama-based techniques such as role play, improvisation and simulations in higher education teaching, students can engage more fully with course content, experience diverse perspectives and develop a stronger connection to the material.
We argue that this approach not only fosters engagement but also enhances communication, teamwork and problem-solving skills, which are essential competencies for the modern workforce. Moreover, the combination of TEAL and drama creates a dynamic and immersive learning environment, making abstract or challenging concepts more accessible
Access Repository Dashboard
Do you manage Open Research Online? Become a CORE Member to access insider analytics, issue reports and manage access to outputs from your repository in the CORE Repository Dashboard! 👇