EduExe blog
This blog post outlines how the BSc Biomedical Sciences program has embedded TrEF and integrated the United Nations Sustainable Development Goals (SDGs) into its curriculum.
Providing palliative and end of life care during the peaks of the COVID-19 pandemic had profound negative impacts on the mental health and wellbeing of healthcare workers.
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For today's students, opportunities to develop key skills for life beyond graduation are integral to their university experience.
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The launch of ChatGPT in 2022 was a watershed moment for HE, with Generative AI tools producing text that looks human-authored whilst mimicking the demonstration of knowledge, independent research, evidence gathering and argument building that are fundamental to our learning outcomes.
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Seventy-five years after Alan Turing asked if machines could think, Stephen Hickman and Lisa Harris attended a remarkable event at the Royal Society where a new generation gathered to examine how imagination, ethics, and vigilance must guide AI’s next chapter.
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A student-led mentoring initiative is bridging a crucial gap in placement preparation by pairing students who have successfully completed their placements with those just beginning the process, offering insider insights, guidance, and confidence-building support.
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Your students are likely already using AI (Artificial Intelligence), with recent research indicating a 26% rise in usage from 2024-25.
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How can we ensure that, as educators, we are teaching students locally but preparing them to think and act globally?
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The Exeter Skills Framework challenges us to surface the skills required to achieve on our programmes, as well as presenting an opportunity to develop a curriculum that marries disciplinary rigour with the development of transferrable skills designed to launch students into wide-ranging futures.
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A transformative project for equitable climate leadership, Breaking Barriers: Climate Leadership & You centres the voices and leadership of Global Majority and under-represented communities.
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Reflection is an essential skill, yet shallow or uncritical engagement can compromise its purpose and usefulness. This blog explores a clearer, process-focused model of reflective practice to support meaningful and inclusive learning.
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We talk about making sense of things. About making a life.
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Letters from a reflexive lecturer: addressing mistakes and creating inclusion in the classroom Dr Kate Goldie Townsend is a lecturer specialising in applied normative Political Philosophy, particularly concerning the body and children’s rights.
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