2.1 General Comments

In general, the focus of stakeholder submissions varied broadly, and covered a wide range of topics, although some strong signals do emerge across specific questions. Submissions from specific interest groups/organisations tended to have particular areas of focus and, while strong opinions emerge in such submissions, they are equally weighted in terms of priorities that are highlighted across consultation responses.

While the response of higher education institutions to the COVID-19 pandemic and the almost overnight pivot to online teaching and service delivery showed the sector’s flexibility and potential to innovate, there was a sense across a number of submissions that the gains made during this period, particularly for students with disabilities, have been lost as raised by disability advocacy stakeholders AHEAD and the NDA. At the same time, many stakeholders highlighted the changing demographics and needs of students entering HE and wanted to see this acknowledged and addressed as part of the strategy. This reflects feedback provided to the Expert Group that undertook a review of the National Forum’s Student Success Framework in 2025.

Interestingly, despite the long-standing centrality of the student in teaching and learning enhancement in Irish higher education, the desire for any strategy to be student-focused and for it to involve students as partners did not come across strongly in submissions. However, this may be a result of the fact such an approach is now treated as “business as usual” in the practice and processes of Irish HEIs.

While funding and the success of SATLE funding was consistently noted, most stakeholders focussed on high-level teaching and learning issues relating to pedagogy. However, at least two submissions mentioned “upgrading of infrastructure” for teaching and learning as a priority, while another advocated for the widening of SATLE funding conditions to include infrastructure.

While it was directly mentioned by only 3 submissions, there was a clear sense that the sector does not favour the adoption of a system such as the Teaching Excellence Framework (TEF) in the UK to measure or evaluate teaching in Irish HEIs. In this context, stakeholders called for a continued focus on “enhancement”, although other submissions favoured a shift to emphasising excellence, particularly through a national Professional Recognition Framework. A desire to see Ireland positioned as a global leader in terms of teaching and learning in HE came across strongly.

Within the submissions there was a tension between the desire for the HEA to lead on national strategy and policy and the idea of a “Forum”, which facilitates dialogue and collaboration across the sector. This comes out most clearly in responses to question 5 and is discussed below.

2.2 HEA Role in Supporting Teaching and Learning Excellence in Irish Higher Education

The first question in the online consultation asked stakeholders what they saw as the HEA’s role in supporting teaching and learning excellence in Irish higher education. The familiarity of stakeholders with the remit of the HEA varied widely and this led to many suggestions that misunderstood the HEA’s statutory/regulatory footing and, consequently, simply advocated for the maintenance of the status quo of the Forum as an independent advisory body. In relation to the latter perspective, there was strong consensus on the need for collaboration across HEIs and for this to be facilitated at a national level by the HEA. The most common topics mentioned in responses to this question were: the HEA providing strategic leadership, funding, collaboration, research on teaching and learning in HE, evidence-based policy and establishing the HEA as a global leader in higher education teaching and learning.

In general, rather than comment on the role or remit of the HEA, respondents often focused on providing a list of thematic areas in which they would like to see national policy on teaching and learning in higher education developed or advanced. These included:

• Strategic Leadership
• Funding
• Collaboration
• Professional Development/ Recognition
• Research
• Evidence Based Policy
• Global Leader
• AI
• Universal Design / Equity
• ESD
• Student Engagement
• Digital Literacy
• Student Success
• Employability

The frequency with which they were mentioned is represented in the following chart.

A sample of stakeholder comments on the HEA’s role relating to the most recurrent themes is included below:

Strategic Leadership

“Development of national higher education policy and national T&L strategy, in consultation and close collaboration with Irish HE providers”

“Development of national teaching and learning strategy with input from the sector reflecting the HEA values of ‘excellence, academic freedom and integrity, inclusivity, and social and environmental responsibility, as a means to serving the needs of the people and economy of Ireland’.”

“While the HEA holds an important oversight and governance role within the Irish higher education sector, it also is charged with leading the strategic development of the HE sector. It is vital that the HEA play a key role in advancing and supporting teaching and learning excellence across the sector.”

Funding

“Develop inclusive funding models to support public-private partnerships and expand access to high-quality teaching and learning education.”

“Provide targeted funding for initiatives that promote innovation in teaching and learning. Allocate resources to promote classroom diversity, which includes fostering an environment where students from diverse backgrounds feel included and valued, equity, and inclusion through the decolonisation of curriculum.”

“Funding is a key element in supporting excellence in teaching and learning. While the HEA cannot determine funding allocation across the sector, the recommendations that it makes to DFHERIS and Department of Finance should prioritise funding for teaching, learning and student engagement.”

“Clearly, the funding dimension is centrally important and high-quality teaching and learning requires continued investment, supporting the upgrading of infrastructure and responding to the challenge of ensuring that the sector has the capacity to deliver on its ambitions and those of our students.”

“Increasing capital funding to universities and planning for the future learning and teaching needs of the university sector, taking account of rapidly changing demographics and accessibility needs.”

Collaboration

“Facilitate collaboration among institutions, industry, and community partners to align educational practices with workforce needs and societal challenges.”

“Fostering sector-wide collaboration through shared grants, showcases, and events, while ensuring equitable access to training and research opportunities across all HEIs.”

“Enabling community-building and collaboration: act as an enabler of, and forum for, cross-institutional collaboration, further mobilising and expanding teaching and learning networks and developing sectoral communities of practice in areas of strategic priority.”

Professional Development/Recognition

“Support professional development for educators, including access to training on active learning methods, digital pedagogy, and student-centred teaching approaches.”

“Professional development and recognition are critical to ensuring a valued and informed teaching and learning culture in Irish higher education.”

“Collaborating with the sector to establish quality standards for teaching excellence to support enhanced recognition of teaching and learning excellence in academic career progression.”

“A commitment to the professionalisation of those who support and lead the development of educators should be formalised through a national recognition framework for academic and educational developers.”

Research

“The HEA can support research to understand teaching and learning trends and challenges better: Collect and analyse data on, student engagement, learning outcomes, and graduate success.”

“Establishment of a dedicated and resourced research function and engagement in national HE T&L research particularly research on a scale that would be difficult for individual institutions or networks to execute.”

“The HEA should prioritise funding teaching and learning research so that HEIs can have access to the latest research in academic development and also ensure that Ireland is to the fore in this research internationally.”

Evidence-based policy

“The HEA is positioned to establish benchmarks, collect data and leverage data analytics to guide continuous improvement and resource allocation ensuring that decisions are based on solid evidence.”

Global Leader

“Influencing HE T&L beyond Ireland, through strong input to European and international networks and initiatives.”

2.3 Strategic Priorities for Teaching and Learning in Higher Education

Question 2 of the online consultation asked respondents to identify the strategic priorities for teaching and learning in higher education for the next 3-5 years. Many focused on the priorities of the National Forum Strategy 2019-2021, although topics which have gained prominence in recent years such as Artificial Intelligence, Education for Sustainable Development and Universal Design for Learning also featured. In terms of respondents advocating for a continuation of the Forum’s previous strategic priorities, it should be noted that these were presented for context after the question in the online form, which may have led to a bias towards discussion of the same in submissions.

The most important priority for a majority of respondents was Professional Development / Professional Recognition, with over half of submissions referencing these issues (and often seeing them as the same issue).  Less prominent themes included T&L in a Digital World / Digital Transformation, Student Success, ESD / Sustainability, UD(L) / Inclusion and AI. Other topics mentioned less often were T&L in Disciplines, Curriculum Design and Development, Assessment, Open Education and Academic Integrity. Interestingly, no new strategic priorities were identified beyond ongoing or previous work of the Forum.

The frequency with which specific priorities were mentioned is represented in the following chart.

3. Strategy Consultation Event

As part of the teaching and learning strategy renewal process, the HEA held a teaching and learning strategy consultation event on 12 March 2025. The event brought together student representatives, HEI Stakeholders (3 nominees per institution), representative bodies and other relevant non-HEI stakeholders. The event was facilitated by the HEA T&L unit and took the format of a World Café event. The World Café saw stakeholders engage in two group discussion sessions, the first framed around the conceptual question, “What do we do when we do T&L?”, and the second framed around the future focused question, “What is the future of T&L in HE?”. During each session, groups of stakeholders at 9 different tables were asked to discuss the following questions:

• Group Discussion 1: Conceptual “What do we do when we do T&L?” (1 hour)
  • What do you understand by the term teaching and learning?
  • What are the spheres of teaching and learning?
  • Where does T&L happen?
  • Who does T&L?
  • What is quality teaching and learning?
  • How do we measure quality teaching and learning?
  • What is the impact of our work in T&L?
  • When we fund teaching and learning, what should we be funding?

• Group Discussion 2: Future focus “What is the future of T&L in HE?” (1 hour 15 minutes)
  • With a view to the next 5-10 years, what are the key strengths of Irish HEIs that we can leverage to ensure the continued attainment and maintenance of excellence in teaching and learning in Irish higher education?
  • What role should the HEA play in promoting the continued attainment and maintenance of excellence in teaching and learning in Irish HE? What interventions would you like to see at a national level (policy, funding, guidance, etc.)?
  • In an ideal world, where neither funding nor bureaucracy were a barrier, what T&L initiatives/innovations/policies would you like to see in Irish HE in the next 5-10 years?

46 stakeholders were in attendance on the day, representing 28 different institutions and organisations. These included:

• Advance HE
• AHEAD
• Aontas na Mac Léinn in Éirinn (AMLÉ)
• Atlantic Technological University
• CCT College Dublin
• Department of Further and Higher Education, Research, Innovation and Science
• Dublin City University
• Dundalk Institute of Technology
• Educational Developers in Ireland Network (EDIN)
• Higher Education Colleges Association (HECA)
• IICP College
• Institute of Art Design and Technology Dún Laoghaire
• Irish Universities Association (IUA)
• Mary Immaculate College
• Maynooth University
• Munster Technological University
• National College of Art and Design
• National Student Engagement Programme (NStEP)
• Quality and Qualifications Ireland (QQI)
• South East Technological University
• Technological University Dublin
• Technological University of the Shannon
• Trinity College Dublin
• University College Cork
• University College Dublin
• University College Dublin Students’ Union
• University of Galway
• University of Limerick

Stakeholders from the same organisation were assigned to different groups to ensure a variety of viewpoints were represented in each group. A HEA notetaker was present at each table. The following section presents an overview of stakeholder feedback collated on the day. As with the online consultation process, this stakeholder feedback will inform the development of the final HEA Teaching and Learning Strategy.

3.1 Group Discussion 1: Conceptual “What do we do when we do T&L?”

3.1.1 What do you understand by the term teaching and learning?

Stakeholders noted that it was difficult to define T&L, noting that it is broader than classroom activity, and includes all contexts and stakeholders. Some argued that the focus should be on learning and that learning should come first in the terminology (i.e. “learning and teaching”). In general, discussions focused on the personal development of the student as a key element of T&L. Teaching is not merely imparting knowledge, it includes supporting students’ learning, igniting students’ curiosity and encouraging active participation in their own learning journey. It was noted that T&L shapes the values and behaviours of future professionals and leaders of a highly educated nation. Ultimately, the term “teaching and learning” was seen as challenging to define, as it encompasses numerous aspects, extends beyond the academic realm, and reaches into experiential and informal opportunities that foster growth and purpose outside the classroom. Some attendees noted a lack of senior management representation for T&L in their institutions, and this was reflected in discussions around the lack of parity of esteem between teaching and research in higher education.

3.1.2 What are the spheres of teaching and learning?

As with the previous question, stakeholders noted that the spheres of T&L are difficult to define. Conversations covered topics including content, curriculum and design. Others considered T&L more broadly and discussed the importance of the places in which teaching takes place. T&L was described as a multifaceted concept that goes beyond traditional classroom instruction and formal education. It covers a broad spectrum of activities, from libraries and research to accredited and non-accredited provisions. In this context, it was suggested that the spheres of T&L extend beyond the classroom, including digital spaces, work-based learning, community engagement, and research-led teaching. This was conceptualised by some in terms of the layers involved in T&L and the spheres were described in terms of the individual, the classroom, the institution and the sector. One group noted that it is important to “separate the teaching from the learning” and to focus on what we do as educators, which is to inspire students, to build relationships and to create an environment that facilitates learning.

3.1.3 Where does T&L happen?

There were a broad range of responses and discussions relating to this question. It was generally accepted that T&L does not just happen in the classroom but that it can occur in any type of learning space, including spaces for socialising (e.g. library, canteen, etc.), and that T&L happens everywhere learners and staff engage with knowledge on campus, online, in workplaces and in communities. Indeed, some stakeholders noted that very little learning takes place in classrooms/formal settings. It was suggested that some spaces might no longer be fit for purpose since the COVID-19 pandemic, and there is now a need to rethink learning space design to facilitate inclusive and collaborative learning experience. It was noted that environments of learning can be beyond the control of educators, with T&L happening in real and virtual spaces, student support services, online, face-to-face, social spaces, reading rooms, bedroom, bus, train, etc. One group noted that in the past teaching was simply about content, but now there is a need to “grow the person” too. It was suggested that authentic assessments are important in this regard and that T&L needs to become more authentic to the learning needs of students.

3.1.4 Who does T&L?

The range of stakeholders identified as “doing” T&L was broad. Examples of responses included:

• All those who support teaching and learning such as librarians, educational technologists, instructional designers, access and support staff (all of whom should be should be encouraged to gain T&L qualifications)
• Not only educators and students but also anyone supporting the process, including institutional staff and external contributors
• Everyone involved in higher education can be part of T&L: academic staff, students (as co-creators), professional/support staff, external partners, alumni, industry mentors, and community organisations
• Academic staff, researchers, support staff, administrative teams, Students (undergraduate, postgraduate), external industry partners, community stakeholders

It was noted that students now “learn” via avenues outside the HEI setting including work, family, social media, influencers, Gen AI, chatbots, and so on. In this context, one group posed the following question: “If students can learn from Google or ChatGPT (even if at surface level) where does this leave us as educators? What is our added value?”

From a positive perspective, T&L was seen as a partnership involving collaborative endeavours between educators and learners. It was noted that you cannot have teaching without learning and vice-versa. Student-staff partnership elevates the T&L experience by fostering engagement, motivation, and shared purpose.

3.1.5 What is quality teaching and learning?

The discussion around this question led to little consensus within and across groups. Quality was defined in a number of ways, including:

• Quality T&L is inclusive, research/evidence-informed, student-centred, innovative, engaging and adaptable to changing needs
• Quality T&L is multi-faceted, measured by student success, engagement and long-term impact on society
• Quality T&L can be very personal experience
• Quality T&L is responding to evolving context and needs

Some felt that key modern indicators of quality were engagement with real world challenges i.e. sustainability, climate action, etc., or engagement in continuous reflection based on feedback from students.

One theme that emerged was that quality T&L was seen as being student centred and that it is determined by the success of every individual student. It was noted that perception of quality varies widely from student experience to student experience and that T&L needs to be engaging, flexible and responsive to the variety of the student needs.

3.1.6 How do we measure quality teaching and learning?

There was consensus that measuring quality T&L was a difficult endeavour. It was noted that while quantitative and qualitative metrics are available, impact is extremely challenging to measure. Some noted that traditional metrics include student progression, retention and performance, but it was also suggested that retention figures are not the only way to measure quality; sometimes students drop out for positive reasons (in their life) and this cannot always be represented in data. Key measures were identified as Studentsurvey.ie and the Graduate Outcomes Survey, and it was noted that there tends to be a high level of satisfaction among Irish graduates. One group suggested that quality should be measured by evidence-based change, with an impact range from individuals to communities.

Stakeholders were critical of using grades as the sole indicator of quality, noting that there can be a tendency to prioritize grades over the actual process of learning. This can lead to students prioritising grades (to pass) instead of focusing on learning outcomes. Feedback was also viewed negatively as a measure of quality and that this is an area that could be improved. Comments included:

• Metrics/measurements often involve collecting student feedback, but should move toward being more informative and conversational rather than standardized surveys
• Feedback from students is often used for promotions but may not adequately capture the collaborative nature of T&L
• There is a need to demonstrate continuous improvement based on feedback and measurable outcomes
• Feedback needs to be followed by demonstrable reflection on the part of the teacher

The most recurrent theme that arose in the group discussions centred on contextual differences in terms of measuring quality. It was noted that evaluation varies significantly from country to country especially in Europe, where there may be different cultural and educational priorities. There is no standard for measuring T&L quality across the sector and measurement can often depend on individual educators who are motivated to enhance their practices, or specific metrics identified at institutional level. Added to this is was noted that there are different levels, dependent on individual students, discipline, year group, module, etc.

Continuing Professional Development was highlighted by some as being an important enabler of quality T&L, and that a mandatory national qualification framework could support quality in T&L. Such a framework could run alongside the Advance HE fellowship model, as the two approaches would not be mutually exclusive.

3.1.7 What is the impact of our work in T&L?

It was suggested that grading systems have a distorting effect on education, shifting the focus away from deeper learning. This may require a critical reassessment of how we approach evaluation to ensure it aligns with the true purpose of teaching and learning. The focus is often on student outcomes in the form of retention and progression rates but there was a view that T&L should be driven by people and that HEIs should be looking at level of engagement with students rather than outcomes. While impact can occur at classroom level (e.g. improved student learning outcomes, motivation, etc.), it was also noted that it can occur at faculty level (interdisciplinary collaboration, research-led teaching, etc.) and at HEI level (e.g. institutional reputation, employer engagement). The importance of transversal skills came across as being important in the discussion of impact of T&L (on learners), with one group noting that impact can manifest in terms of creating a space for learners, enabling critical thinking, equipping students to be creative and innovative citizens, thus contributing to society. Others discussed the need to engage students, which actively supports critical thinking, creativity and lifelong learning skills, while the focus of other conversations was on graduate employability and skills application.

3.1.8 When we fund teaching and learning, what should we be funding?

This question led to much discussion and a wide variety of comments and suggestions across all groups. Some felt that there was a lack of sufficient funding for T&L activities at institutional level, and it was noted that it remains critical that ring fenced supports for T&L are retained, such as SATLE. There were calls to focus on areas that might have a significant and lasting impact. This approach may mean prioritising strategic initiatives at institutional level, as they can drive meaningful change across the entire organization. Most groups focused on specific themes and/or areas that should be funded. At the same time, two specific funding areas were mentioned by a number of stakeholders, namely collaboration and infrastructure.

In terms of collaboration, it was suggested that there should be both collaborative horizontal funding to address wicked problems and individual funding for specific local issues. Collaboration was regarded as a positive, as it ensures small institutions are not left behind. Collaboration across the sector fosters an environment where institutions share their practices and innovations, and projects, stimulating creativity and learning from one another.  There were calls to build and support communities of practice for professional growth and shared expertise among educators.

An emerging theme was the call for funding for T&L infrastructure. Stakeholders noted that there was a need for investment in materials, tools, and infrastructure to support both traditional and modern approaches to education, particularly as hybrid learning becomes the new standard. It was suggested that funding should be directed at developing learning spaces, particularly in relation to technology-enhanced learning, flexible learning spaces, accessibility and physical spaces conducive to active and collaborative learning. Technology infrastructure was also identified as an area for investment, to include VLE upgrades, VR/AR, AI tools for personalised learning, and assessment systems. One group noted that while this area was important, funding priorities should be balanced between people (professional development) and infrastructure (innovative tools/spaces).

In general, there was a focus on specific priority themes or areas that should be funded. These included:

• Funding research into teaching, learning, and pedagogy as it informs and enhances educational practices
• Professional development for academics and support staff, including buy out time for CPD for staff
• Recognition and reward systems (fellowships, awards)
• Capacity-building among educational technologists, learning designers, librarians.
• Pedagogical innovation, digital transformation, inclusion and accessibility, interdisciplinary learning
• Innovative pedagogies (e.g. problem-based, collaborative, community-based learning)
• Digital transformation and online learning platforms
• Support services (wellbeing, disability support, library resources)
• Frameworks that embed teaching “excellence” within institutional KPIs and national QA processes
• National strategies for developing digital literacy and lifelong learning pathways
• Creating sectoral space for AI to leverage collective knowledge
• Assessment – secure and inclusive assessment design
• Global challenges i.e. climate action, sustainability, inequality, justice etc.
• Leadership training for teachers

3.2. Group Discussion 2: Future focus “What is the future of T&L in HE?”

3.2.1 With a view to the next 5-10 years, what are the key strengths of Irish HEIs that we can leverage to ensure the continued attainment and maintenance of excellence in teaching and learning in Irish higher education?

It was noted that, as a nation, Ireland values HE culturally, which was attested to by high participation rates and that the establishment of a dedicated government department for HE, an uncommon feature in Europe, underscores Ireland’s commitment to this sector. As well as high participation rates, it was added that Irish HE has good progression and graduation rates and that the employability of Irish graduates nationally and internationally is strong. Ireland also has a robust system of quality assurance, which is internationally recognised.

The HE system itself was seen as a strength. It was noted that the autonomy of Irish HEIs supports innovative and independent practices, while lifelong learning initiatives solidify Ireland’s dedication to continuous education. Added to this, geographical distribution of HEIs across the country ensures higher education is now accessible to anyone. Stakeholders felt the size of the system made it easier to influence national policy in Ireland, as the system is less bureaucratic and closer to parliamentary decision-making compared to other nations. That all HEIs have centres for teaching and learning was seen as real differentiator internationally and it was noted that the Irish system is “envied by other countries”. Multiannual funding was regarded as a “game changer”, and the presence of HR and Finance staff at SATLE meetings with the HEA greatly supported a strategic approach to the use of this funding.

The scale and culture of Ireland’s HE system was also considered to allow for significant collaboration across institutions. A number of groups highlighted this in their discussion, making comments that relationships and networks are valuable in the sector, as is sharing practice and recognising and celebrating achievements. There is a willingness to share best practices across institutions (e.g., National Forum networks), while there is also a growing emphasis on partnership with industry/community. It was noted that Ireland’s HEIs are deeply connected to their local councils, regions and societies, fostering a significant societal impact that reinforces their relevance and value. One group summed up their conversation by stating that Ireland’s collaborative culture, research integration, and inclusivity can position Irish HE as a global leader.

Ongoing efforts to widen participation, support mature students and promote flexible pathways to and through HE was highlighted as a key strength by stakeholders. This is seen in various avenues for higher education (e.g. access programmes, apprenticeship programmes) and is also borne out in flexible approaches to student engagement, such as micro-credentials and personalized learning. These multiple models of progression and programme design were seen as key to ensuring continued excellence in T&L. Collaboration between FE and HE is growing and the integration of FE and HE pathways, allow for seamless movement between these sectors, empowering students with diverse opportunities.

Another strength discussed was Irish HE’s strong commitment to a student-centred approach to T&L, as was its commitment to students’ welfare and success, with numerous initiatives that place the country ahead of many other European countries. In this area, stakeholders also highlighted investment in student support services, as well as the expertise of learning technologists and high-quality professional services staff. In terms of a student focus, the maturity of Universal Design approaches was seen as a strength, with stakeholders noting that while other countries are regressing in the area, Ireland is developing and championing new policies.

3.2.3 What role should the HEA play in promoting the continued attainment and maintenance of excellence in teaching and learning in Irish HE? What interventions would you like to see at a national level (policy, funding, guidance, etc.)?

There was a strong focus in discussions on the HEA’s role in providing funding and guidance to the sector. In terms of funding, it was agreed that it is vital to HEIs that SATLE funding remain in place. Stakeholders called for continued investment in digital tools and technologies, along with efforts to constantly develop and upscale digital capabilities. It was suggested that the HEA facilitate strategic funding targeted towards high-impact teaching innovations and staff development, and that such funding streams be ring-fenced. Another suggestion was that the HEA should provide seed funding for cross-institutional projects and hubs of excellence.

There was also a clear desire for the HEA to take a leadership role in providing strategic policy guidance to the sector. Stakeholders called on the HEA to set clear national T&L policy guidelines and frameworks and to develop position papers on key issues (e.g. digital transformation, ESD, design of T&L spaces) to guide institutional strategy and to empower HEIs to adapt and excel in these domains. One group noted that the HEA’s future role should be to drive a shared vision and mission for T&L in Irish higher education by identifying and addressing supports needed to strengthen the system. It was suggested that the HEA Act explicitly sets out the policy agenda and that the HEA should support the enactment of policy as delineated in the legislation. Others saw an advocacy role for the HEA, stating that the HEA should provide expert advice to officials in DFHERIS.

Again, there was a strong desire among stakeholders for the HEA to foster collaboration across and beyond HEIs. It was suggested that platforms for sharing best practices, resources, and collaborative opportunities should be established, to increase collaborations between HEIs, industry, and government. A need to establish national communities of practice was discussed, as these could bring together educators and stakeholders to collaborate, innovate, and share best practices. Stakeholders also wanted to see more national events for knowledge exchange and collaboration. Open Education Resources (OER) were also identified as a means to share best practice across the sector.

Another focus of conversations was data. Stakeholders noted the importance of the HEA statistics section in providing high quality independent data at system level. It was suggested that the HEA invest in robust data collection/analysis to measure the impact of T&L initiatives. This could be supported through the development of shared national indicators for teaching quality and student success. At the same time, some stakeholders felt that a move away from teaching and learning enhancement was potentially problematic as it might pave the way for the introduction of metrics and that “it is impossible to condense T&L into metrics”. There were also concerns that a system like the UK Teaching Excellence Framework may be introduced in Ireland.

The System Performance Framework was discussed across groups, and was seen as a way to monitor high-level progress on T&L. It was suggested that benchmarks for T&L within institutional performance agreements could be strengthened. It was also noted that it is important that HEIs are given the flexibility to invest in T&L in a non-prescriptive manner and strategic dialogue supports this approach, as does the strategic approach of SATLE funding.

There was also a focus on the importance of professional recognition and professional development. A key sectoral need was identified as the development of a recognition framework/professional development framework to support and enhance T&L by acknowledging and rewarding excellence in teaching. Others advocated for a mandatory qualification framework to set standards across the sector. It was suggested that competency in T&L could be a requirement in contracts for new and early career academics. There were also calls for the reframing of teaching contracts to address challenges faced by educators, ensuring fair conditions that enable them to focus on delivering high-quality teaching.

3.2.3 In an ideal world, where neither funding nor bureaucracy were a barrier, what T&L initiatives/innovations/policies would you like to see in Irish HE in the next 5-10 years?

As could be expected, discussions around this question were wide ranging and a broad variety of suggestions were made. It was suggested that Irish HE should have a global leadership role in this space in 5-10 years, with Ireland positioned as an international hub for T&L research and practice. In general, conversations primarily focused on 2 key actors: students and staff.

It was noted that the aim of Irish HE should be to create the highest value experience for students, but that to achieve this it would be important to understand what students themselves value as part of their higher education experience. In the context of student voice, it was suggested that student fora be created nationally, for instance, a system-wide student forum in conjunction with NStEP and AMLÉ. Other ideas to further engage students included:

• All students would have the chance to actively participate in projects, with initiatives like student partner initiatives and student champion programs (like N-TUTORR)
• Build capacity for undergraduate researchers – skills will improve
• More opportunities for meaningful paid work on campus
• Student stipends via student ambassador roles

Student pathways also emerged as a key theme. In this context, it was argued that the current system is rigid and a goal for the future should be a fully flexible and inclusive student journey. Digital portfolios, or “learner wallets” could be introduced, and act as a lifelong tool for students to document and showcase their professional skills and achievements. Lifelong learning was a key theme and innovations stakeholders would like to see in the future included:

• More personalised learning experiences, micro-credentials, stackable degrees
• Seamless transitions between further education, higher education, and professional practice
• Embedding of part time, online, flex courses at large scale, not at individual little units
• Personalised pathways for students
• Magic timetabling to give students more flexibility in their journey
• Virtual platforms for developing presentation skills could help prepare students for future jobs
• Holistic student experience with comprehensive wrap-around student supports (mental health, career guidance, mentoring) to include co-curricular and extra-curricular learning that is recognised and credited

There were also suggestions relating to innovations in assessment, reflecting earlier conversations around assessment still being an area that needs to be prioritised. It was noted that a substantial discussion on assessment beyond the classroom is required and that a whole of institute approach is now required, which would incorporate support for staff to reflect on assessment practice. Ideas put forward included:

• Peer dissertations, where students assess and provide feedback to one another, encouraging teamwork and shared accountability
• Accreditation bodies being more open to innovative forms of assessment, moving beyond traditional methods
• Flip the model of what students think is fun and valuable and demonstrate achievement of learning outcomes

In terms of staff, there was discussion around the need for better career pathways for those involved in T&L. It was suggested that every institution have an academic promotion pathway to support T&L. It was stated that T&L excellence should be recognised both qualitatively and quantitatively, and that recruitment policies need to be adapted to place a value on this. In general, conversations around staff focused on professionalization and the recognition of teaching and learning in higher education. There was a desire for there to be a focus on professionalization across the sector, with some noting that people do not need to have qualification to teach in HE, and that this should be addressed. It was suggested that there need to be formal qualifications and professional development opportunities for educators, as well as digital progression qualifications to align with evolving technological demands. Stakeholders wanted to see space, time and funding provided for existing staff to gain such qualifications and for a requirement for new staff to have that qualification when they come into the system. Professional Development was another topic of conversation, with discussions around the development of:

• a free to access, national T&L qualification,
• sectoral CPD for T&L (funded nationally, institution release hours)
• a revised CPD Framework (tied to policy to teach and progress)

In this context it was suggested that the sector establish policies and frameworks that visibly recognise and celebrate the value of teaching and learning. A professional recognition framework was seen as key in this regard.

4. Conclusion

Four key themes for the future HEA Strategy for Teaching and Learning in Higher Education arose as part of this consultation process:

STRATEGIC LEADERSHIP The need for strategic leadership at a national level in relation to teaching and learning policy in higher education emerged as a strong theme in feedback provided by stakeholders.

FUNDING The importance of T&L funding and the continuation and enhancement of SATLE funding was also highlighted as a central priority.

PROFESSIONAL DEVELOPMENT AND RECOGNITION The enhancement focus of the National Forum was identified as a key strength of the Forum’s previous strategic approach and this was borne out in submissions and discussions that regarded the reinvigoration of the National Professional Development Framework and the development of a National Professional Recognition Framework as urgent priorities for the system.

COLLABORATION Cross-institution and sectoral collaboration emerged as an overarching theme, which permeated consultation submissions and group discussions at the strategy day.

In terms of the previous themes prioritised by the National Forum, teaching and learning in a digital world, digital transformation and student success remain areas of strategic importance for stakeholders. There was also significant interest in seeing a return of data-led initiatives in the vein of the Irish National Digital Experience (INDEx) survey, the Online Resource for Learning Analytics (ORLA) and the Data-Enabled Student Success Initiative (DESSI). The ongoing importance of Open Education, in the form of Open Courses and Open Education Resources being available on the National Resource Hub, was also clear. Many new initiatives were suggested as part of the consultation process, and these can be roughly grouped under the following themes: Inclusion and Equity; Research and Recognition; Digital and AI; Collaboration and Networks.

It was clear that stakeholders believe the National Forum’s “brand” is strong and that its identity should be maintained. In this context, the concept of a “forum” was important, and sectoral collaboration remains a priority for many. However, it was also evident that stakeholders recognised that the establishment of the National Forum under the auspices of the HEA can lead to an evolved mission for the Forum. There is now a need to reimagine a National Forum for the sector that coexists with a HEA Teaching and Learning Policy Unit that focuses on strategic leadership at a national level.