IN-PERSON Prague Research & Teaching Conference

Abstract

Teaching and learning in higher education have become increasingly complex due to rapid technological advancements, shifts in the world of work, and rising social, economic, and political inequalities. University lecturers must adapt to these evolving contexts and diverse student needs, which requires engaging with educational theories to guide their teaching practices. Educational knowledge provides lecturers with the tools to critically reflect on their pedagogy, fostering intellectual curiosity and inspiring innovative teaching approaches. Traditionally, academics have served as custodians of knowledge, delivering disciplinary content through lectures. However, in an era where artificial intelligence ‘outlearns’ human learning capacities (Siemens, 2019), the role of the lecturer must evolve. Contemporary universities demand a dual focus: maintaining disciplinary expertise while prioritizing student learning. This shift calls for evidence-based approaches to understanding how students learn, enabling lecturers to make informed and effective pedagogical decisions. Contrary to the myth of the “born teacher” (Rusznyak, 2024), teaching is a specialized practice requiring systematic learning. Effective educators integrate theoretical and practical knowledge to design thoughtful curricula, implement impactful strategies, and assess learning outcomes, creating optimal conditions for student success (Vorster, Dison, & Naidoo, forthcoming). This paper examines how universities and academic staff developers prepare lecturers to navigate the complexities of teaching and learning in contemporary higher education. It explores the critical need for educators to adopt reflective, evidence-based practices to address the multifaceted challenges of the current and future higher education landscape.