Welcome to Oct-Nov Learning & Teaching Enhancement theme: Engaging and Empowering Learning at The University of Edinburgh
In this inaugural post of our blog series, Kirsten Cowan, co-editor and passionate advocate for transformative educational practices, delves into the pivotal themes of engagement and empowerment at The University of Edinburgh. This series, a collaborative effort among a diverse group of staff and students, aims to highlight the dynamic and innovative ways we are advancing learning toward the ambitious goals of Strategy 2030. Join us as we explore how these foundational principles are shaping the future of education and fostering a community of inspired, empowered learners.
As The University of Edinburgh advances towards the goals set in Strategy 2030, we remain steadfast in our mission to reshape the world through our esteemed research, robust civic contributions, and trailblazing educational practices. At the core of our educational philosophy is an unwavering commitment to the well-being of our students—a pivotal aspect of our approach to teaching and learning. Recognising the crucial role that engagement and empowerment play in the academic experience, we are dedicated to cultivating a learning environment that wholeheartedly embraces and enhances these themes.
Under Strategy 2030, our educational practices continually evolve to meet diverse learning needs, ensuring that every student benefits from innovative, personalised educational approaches. Our efforts are bolstered by leading-edge research, advanced facilities, and a dynamic curriculum designed to prepare students for the challenges and opportunities of today and tomorrow. By fostering collaborative and inclusive learning spaces, we empower students to take active roles in their educational journeys, transforming them into discerning leaders and innovators equipped to drive progress.
Moreover, our strategy recognises the importance of extending our impact beyond university walls—combining global influence with local engagement. In this way, The University of Edinburgh aspires to continue being a luminary of knowledge and innovation, committed to enriching societies through an educational practice that prioritises student empowerment and welfare.
Why engagement and empowerment matter
True engagement in education extends beyond simply capturing students’ interest. It means motivating students to participate actively, thus sparking a genuine desire to learn. Achieving this requires a blend of cognitive challenges, emotional support, and encouraging students to behave in engaged ways. On the flip side, empowering students involves creating settings where they can take charge of their learning journey, thereby building essential skills, confidence, and independence. By enriching traditional methods with innovative approaches—advanced assessment tactics, interactive technology integration, and diverse student-centred strategies—we open new avenues for learners to excel.
Extending impact beyond classrooms
Our commitment to engagement and empowerment transcends physical spaces and conventional teaching methods—it nourishes the broader dynamics of today’s varied and vibrant educational landscape. Strategy 2030 emphasises a comprehensive view, fostering an atmosphere of inclusivity, interdisciplinary cooperation, and strong community bonding. Thus, transforming education at The University of Edinburgh means communicating with learners who are curious, self-reliant, resilient, and well-equipped to tackle future challenges. Our goal is not just to keep pace with educational trends but to actively influence them, paving new pathways for our students to succeed and flourish in an ever-changing world.
Launching the blog series
When the call for contributions to a 9-blog post series on engaging and empowering learners opened, we received an overwhelming response from The University of Edinburgh community. As such, it’s clear that the topic is highly resonant among our staff and students. This inspired us to structure our reflections in a four-part series. This ensures a thorough exploration of these critical themes from a community and class perspective. The first instalment, running from October through November, will focus on establishing environments that make students feel both capable and secure—an essential foundation for engagement and empowerment.
Exploring key themes of ‘setting the stage for engaging and empowering learners’ with experts
In the inaugural post of the instalment, Noel Entwistle, a well-known educational psychologist, describes how research into teaching and learning in this university, and elsewhere, has changed its focus over the years, with the balance moving from how to lecture to give the student the ‘right’ knowledge, through a form of ‘enlightenment’ that brought the student experience into the picture, and onto the current situation where students are expected to engage with both the subject matter and life as a whole within and outside the university.
The next three blogs in this series will demonstrate the impact of community efforts on student empowerment and confidence. We will explore the Ambassadors for Student Carers Scheme, examine extracurricular events that celebrate linguistic and cultural diversity, and delve into the crucial role of developing academic relationships. Following these, four more posts will challenge the traditional limits of education, illustrating how their re-evaluation has not only fostered a greater sense of inclusion and diversity but also amplified student voices. These entries will cover topics such as English language courses, student-led projects from various societies, reforms in the Student Representation scheme, and strategies for democratizing educational dialogue.
Join us on this journey
Stay tuned in as we explore these compelling facets of student life at The University of Edinburgh. Each post aims to not only inform but also inspire, contributing to a dialogue that empowers and engages all members of our community.
Kirsten Cowan
Dr Kirsten Cowan is a Senior Lecturer in Marketing in the Business School. She has been working at The University of Edinburgh for the past six years, teaching mostly undergraduate students. Her research explores how immersive technologies can influence consumer decision-making by changing the way that people think and remember. This research has led to the creation of a book entitled ‘The Reality of Virtuality’ and several articles published in top marketing journals. Her research has also led her to integrate virtual reality in the classroom to facilitate student learning. She has a PhD from The University of North Texas.
