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Using Learning Analytics to Support the Enhancement of Teaching and Learning in Higher Education
The report looks at how learning analytics can be employed to the benefit of academic managers, staff and students. Employed intelligently, it can supply predictive models to better inform approaches to teaching, highlight what is working effectively and what is not and most importantly enable more focussed student interventions.
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This resource showcases initiatives from both academic and professional support areas across DCU, which have been funded under SATLE – the Strategic Alignment of Teaching and Learning Enhancement Funding in Higher Education. Examples are provided under the themes of Education for Sustainable Development, Digital transformation & Academic Integrity
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 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.
This discussion paper explores how student success in higher education is understood, defined and supported in contemporary Irish and international contexts. It brings together international research, national policy and insights from student focus groups conducted in Ireland in 2025 to examine success beyond traditional metrics such as retention, progression and completion.
The paper presents a holistic and relational view of student success, foregrounding belonging, mattering, agency and wellbeing alongside academic and outcomes-based measures. It situates student success as simultaneously student-defined, institution-enabled and outcomes-oriented, and considers the implications of this framing for teaching, learning, policy and system-level practice.
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