The resource comprises of a literature review and an executive summary, developed as part of the Maynooth University Leadership and EducAtion Framework (LEAF) initiative. It explores how education frameworks can enhance teaching, learning and curriculum design in higher education, supporting inclusive, sustainable and values-led academic practice.
Benefit of this resource and how to make the best use of it
This resource provides a research-informed foundation for enhancing curriculum design, teaching and learning in higher education. Developed as part of the Maynooth University Leadership and Education (LEAF) Initiative, the literature review and accompanying executive summary explore how education frameworks can support inclusive, sustainable and values-led academic practice.
Educators, academic developers and curriculum/module leaders can use this resource to guide reflective curriculum (re)design, align teaching and assessment practices with institutional and societal priorities and explore strategic approaches to pedagogical leadership. The resource synthesises national and international perspectives to highlight how frameworks can promote curriculum coherence, empower student-centred learning and support professional competencies.
It can be integrated into CPD workshops, curriculum review activities, programme/module design consultations or policy development settings. It is also useful in academic leadership contexts to support discussions on embedding educational priorities (such as equality, sustainability, digital transformation, engaged research, etc…) into everyday practice.
As an open educational resource, it invites adaptation and reuse across disciplines and institutions.
This work is licensed under a CC BY-NC-SA license, allowing sharing and adaptation for non-commercial use with proper attribution, provided derivative works use the same license.
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Farrell, A., O'Regan, L., & Ramputh, T. (27/11/2025). Enhancing teaching, learning and curriculum design through education frameworks. National Resource Hub (Ireland). Retrieved from: https://hub.teachingandlearning.ie/resource/enhancing-teaching-learning-and-curriculum-design-through-education-frameworks/ License: Creative Commons Attribution-NonCommercial-ShareAlike (CC BY-NC-SA).
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Teaching and Assessment for Learning Checklists aimed at early career & seasoned lecturers. The checklists provide guidance & reliable curated resources for lecturers who want to deliver an engaging and positive learning experience for their students. They act as a guide to check existing approaches, and help analyse how improvements can be made.
This open educational resource supports pre-service teachers in developing practical approaches to social justice in Physical Education. Through visual case studies, reflective prompts, and introductory concepts, it encourages critical reflection, collaborative discussion, and informed decision-making based on authentic school placement experiences
The HEA ESD Self-Evaluation Tool is a voluntary, developmental resource that supports higher education institutions in reviewing and strengthening whole-of-institution Education for Sustainable Development. It helps institutions undertake structured reflection on current strengths, gaps and progression, identify local priorities and plan practical next steps.
The tool is organised around the five ESD to 2030 Priority Action Areas. For each area, it provides developmental descriptors across three broad stages of practice: Emerging, Established and Leading. It is intended to support dialogue, planning and quality enhancement.
This resource sets out five strategic enablers that can support the implementation of Education for Sustainable Development across all areas of a higher education institution:
1. Collaboration and commitment
2. Holistic and transformational practice, scholarship and leadership
3. Capacity-building and professional development
4. Student partnership, engagement and leadership
5. Reciprocal learning communities
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The resource is designed to support institutional reflection, planning and enhancement rather than prescribe a single model. It recognises institutional autonomy, diversity of mission and disciplinary differences.
