The changing pedagogical landscape
New ways of teaching and learning and their implications for higher education policy
The Changing Pedagogical Landscapes study took place from January 2014-June 2015 and was designed to address the following objective: “to examine to what extent government strategies and higher education regulatory and accreditation, funding, quality assurance, assessment and certification frameworks support or hinder new modes of learning, and in particular increased use of technology in the teaching and learning process. The research should further formulate conclusions and recommendations on how these systems – the framework conditions for higher education – can best be tailored to support new modes of teaching and learning.” European higher education has a long history of providing high quality degrees and advanced training in a very wide range of subjects, and has expanded its capacity greatly over the past 50 years. The use of qualification frameworks, quality assurance processes, mutually-recognised awards and credits, and support for student and teacher mobility have led to a sophisticated and sought-after higher education system. However, in common with all developed countries, there is concern that uptake of ICT in teaching and learning and innovation in pedagogy are still insufficient to enable the degree of flexibility and accessibility that will be needed for national economic success and the personal fulfilment of citizens. This study was commissioned by the European Commission to provide research analysis for, and recommendations to, European governments that would aid them in promoting greater innovation in pedagogy and in the use of technology in higher education.