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Lookup NU author(s): Professor Clare GuildingORCiD, Professor David KennedyORCiD
This work is licensed under a Creative Commons Attribution 4.0 International License (CC BY 4.0).
Copyright © 2026 The Author(s). Published by Elsevier Inc. All rights reserved.We are arguably experiencing the greatest disruption to higher education in modern history. High-quality education research has demonstrated that active learning and other innovations are significantly more effective than traditional methods. The recent pandemic forced educators to adapt in previously unimaginable ways. Generative artificial intelligence now presents great challenges and opportunities for our approaches to teaching, support of learning and assessment, such as streamlining personalized feedback while raising concerns about academic integrity. This article provides a research informed, expert commentary to support new pharmacology educators in navigating this complex environment. The article is neither a systematic review by design and methodology, nor is it offering comprehensive coverage of the pertinent literature (an insurmountable task, given the breadth of the topic). We highlight how educators in basic and clinical pharmacology are transforming their teaching and curricula to enhance student success in current and future settings. Global initiatives, such as those sponsored by the International Union of Basic and Clinical Pharmacology, including the Pharmacology Education Project and Core Concepts-based curricula, are offering opportunities to enhance pharmacology education by standardizing key concepts, providing open-access learning resources, and fostering international collaboration. These efforts are intended to support alignment of curricula, improve student engagement through interactive materials, facilitating a global exchange of best practices, and supporting educators in adopting innovative teaching methodologies. These initiatives require contributions from pharmacology experts across multiple countries, languages, and cultures. Consequently, this article serves as a call to action to advance innovation and inclusivity in pharmacology education. SIGNIFICANCE STATEMENT: Recent disruptions in higher education have forced educators to adapt in ways that would have previously been unthinkable. The article provides an evidence-based, expert commentary for new pharmacology educators that will assist them to thrive in this complex environment.
Author(s): Guilding C, Kelly-Laubscher R, Cunningham M, Dilles T, Kennedy D, Brinkman DJ, Eid AH, Quesnelle KM, Engels F, Maxwell S, Christopoulos A, White PJ
Publication type: Review
Publication status: Published
Journal: Pharmacological reviews
Year: 2026
Volume: 78
Issue: 3
Online publication date: 23/02/2026
Acceptance date: 02/04/2018
ISSN (print): 0031-6997
ISSN (electronic): 1521-0081
URL: https://doi.org/10.1016/j.pharmr.2026.100126
DOI: 10.1016/j.pharmr.2026.100126
PubMed id: 42019093
Data Access Statement: There are no datasets presented in this paper.
