This guideline document seeks to support the implementation of MTU policies and procedures which underpin Academic Integrity and help to address the implications of Generative Artificial Intelligence on assessment practices.
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This landscape report provides an overview of Education for Sustainable Development (ESD) practice across the higher education sector in Ireland. It draws together publicly available institutional strategies, HEA Performance Framework Agreements 2024–2028, Climate Action Roadmaps and ESD to 2030 progress reports to outline current approaches to embedding ESD.
Structured as a series of institutional case studies, the report highlights how ESD is being addressed across teaching and learning, research, engagement and whole-institution practice, and identifies opportunities for collaboration and shared learning across the sector.
This video is a capacity building tool used to inform colleagues about OERs and to explain how to deposit them in the National Resource hub.
This video provides a step-by-step guide on how to submit your SATLE-funded Open Educational Resources (OER) to Ireland’s National Resource Hub. It outlines the submission process, key requirements, and best practices to ensure your resources are accessible, discoverable, and aligned with national open education goals. Whether you're new to the Hub
In this 360 immersive video, Dr Mary Moloney – head of the Department of Civil, Structural and Environmental Engineering at Munster Technological University – gives a guided tour of the "Red Shed" at Cork City's Marina Park. Dr Moloney highlights key structural features.
This video provides a clear and accessible introduction to cryptocurrencies, explaining what they are, how they function, and their role in today’s digital economy. Designed for beginners, it offers a foundational overview for learners exploring blockchain technology and digital finance.
Practical self-paced lesson introducing effective prompt writing techniques for students new to genAI tools. Covers prompt structure, iteration, critical evaluation of output, and ethical considerations. Teaches effective genAI communication techniques. Primary intended audience is university students.
An interactive, beginner-level, asynchronous resource designed to equip students with foundational knowledge on genAI ethics, applications, and academic use. It covers genAI fundamentals, responsible use, academic integrity considerations, and practical scenarios. The primary intended audience is university students.
This report presents findings from the HEA Student Success Survey 2025, capturing how students across Ireland define, experience and achieve success in higher education. Based on responses from over 3,400 students across publicly funded higher education institutions, it provides a national, student-centred perspective on success.
The report explores students’ definitions of success, the supports and enablers that help them thrive, and the barriers that can hinder progress. It highlights the relational and holistic nature of student success, encompassing academic achievement alongside well-being, belonging, personal growth and future readiness.
This paper entitled 'Developing an Academic Integrity Policy and Academic Misconduct Procedures in an Era of Generative Artificial Intelligence: Five Tips for Success' may be of interest to policy developers and educators in further and higher education and training organisations as they adapt to challenge of AI.
This document sets out a detailed, values-led framework to support the ethical adoption of generative artificial intelligence (gen AI) in teaching and learning across Irish higher education. It builds on the HEA Generative AI Policy Framework by translating high-level principles into concrete provisions to guide institutional policy, governance and educational practice.
The principles address five core areas: academic integrity, equity and inclusion, critical engagement and AI literacy, privacy and data governance, and sustainable pedagogy. Together, they provide institutions with a practical reference for navigating the ethical, pedagogical and organisational challenges associated with generative AI, while safeguarding academic standards, student rights and institutional autonomy.
This policy framework provides national guidance for the responsible and values-based use of generative artificial intelligence (gen AI) in teaching and learning within Irish higher education. It is designed to support educators, academic leaders and professional staff in making informed decisions about the adoption and integration of gen AI technologies in educational practice.
The framework focuses specifically on teaching and learning, addressing issues such as academic integrity, assessment design, equity and inclusion, AI literacy, privacy and data governance, and sustainable pedagogy. It sets out five core principles to guide institutional policy development and practice, while allowing for local adaptation and institutional autonomy.
This poster offers educators an overview of designing a syllabus on the Canvas learning management system that supports personalised learning pathways. It highlights (1) a gamified pedagogy grounded in gaming principles and (2) adaptive learning strategies using MasteryPaths.
BSEditor is a multi-platform software tool designed to aid educators in the creation of computer-based quiz questions. It provides a powerful editor to easily control every detail of a question, from integration of files and images, to elaborate scoring approaches.
The Manifesto for Generative AI in Higher Education is a living resource for educators, students, and institutions. It invites reflection and dialogue across thirty statements exploring teaching, ethics, and imagination – helping higher education navigate AI with curiosity, integrity, and humanity.
This Toolkit was created by students at University College Dublin, for students, to break down sustainability in a way that’s simple and easy to understand. Climate change is something that affects all of us—no matter what you’re studying, where you’re from, or what you do. It’s here, and it’s impacting our world—but many of us aren’t sure what we can do about it.
The purpose of this toolkit is a starting point for what students need to learn about living more sustainably on and off campus. We hope it’ll inspire students to take small steps that make a big impact, and they can do it all at their own pace. You can access the Moodle page to view the Toolkit. There are also Zip files of the SCORM packages used to create the Toolkit (Part 1 and Part 2) that can be downloaded and imported into a Virtual Learning Environment.
• Part 1: Climate Change → Watch short Youtube videos followed by a little quiz to brush up on your sustainability knowledge.
• Part 2: What Can You Do? → Find tips and tricks to incorporate sustainability into your day-to-day life, this is a resource tool to help you get started!
We were both impressed and worried to witness the rapid escalation in the ability of tools like ChatGPT to conjure credible-seeming scholarly prose ex-nihilo. Rather than leaving the assessment strategy in MEEN3010 exposed to AI plagiarism, we decided to shift the focus towards a more authentic and interactive learning activity; a poster session.
During the Spring trimester of 2024, in the UCD ‘Robotics Design Project’ (EEEN10020) module with 54 first-year undergraduate engineering students, we deliberately revised the assessment strategy. We evolved a take-home assignment into a pair of supervised in-class exercises.
A. Hickey, C. O’Faolain, J. Healy, K. Nolan, E. Doheny and P. Cuffe, “A Threat Assessment Framework for Screening the Integrity of University Assessments in the Era of Large Language Models”, presented at 8th IEEE International Forum on Research and Technologies for Society and Industry Innovation, Lecco, Italy, September 2024
Y. Mormul, J. Przybyszewski, T. Siriburanon, J. Healy and P. Cuffe, “Gauging the Capability of Artificial Intelligence Chatbot Tools to Answer Textbook Coursework Exercises in Circuit Design Education”, presented at IEEE International Conference on IT in Higher Education and Training, Paris, France, November 2024