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Lookup NU author(s): Dr Angela MazzettiORCiD
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In this collaborative conference paper, co-authored by staff and students, we present our innovative strategies for enhancing learning, teaching, and assessment. Our approaches center around real-life adaptive problem-solving, emphasising shared experiences, meaningful dialogue, and collaborative learning. We have designed our learning, teaching, and assessment methodologies around the principles of experiential, practice-based, and competency-based education. Through reflective commentary, we share detailed examples of how we have successfully cultivated industry partnerships and cross-level, interdisciplinary collaborations among students and teaching staff, all aimed at enhancing learner engagement and empowerment. We highlight the importance of students' experiences beyond the classroom, focusing on the associated processes and competencies, rather than focusing solely on subject-specific content. The discussion centers on essential competencies and proficiency levels, incorporating self-assessment, peer evaluations, and client feedback. This approach provides valuable insights that enrich the learning experience and nurture a sense of belonging among students. We exemplify how the adoption of a foundational reference framework has transformed our practices, empowering students to take ownership of their learning journeys and co-create their educational experiences. This is grounded in four key pillars: enterprise awareness, entrepreneurial mindset development, building entrepreneurial capabilities, and achieving entrepreneurial effectiveness. Our primary aim is to showcase how we encourage self-renewing and effective professional practices and competencies, enhancing students' abilities to develop, measure, design, and expand their professional skills. We examine the impact of this pedagogical approach on learners' self-confidence, reduced anxiety, and smoother transitions between educational levels and into the workforce. Additionally, we address the challenges faced and the improvements made during this process, highlighting our commitment to continuous growth and adaptation.
Author(s): Waters-Ajisafe F, Mazzetti A, Cockerill J, Shuttleworth S
Publication type: Conference Proceedings (inc. Abstract)
Publication status: Published
Conference Name: Three Rivers: Inclusive Education in Practice & Design
Year of Conference: 2025
Acceptance date: 11/11/2025
URL: https://3riversnortheast.wordpress.com/
