Research project COALITION: Coaching Academics as Learners for Inclusive Teaching in Optimal Networks

The digital transformation of education enhanced our awareness that some face-to-face teaching models may not be appropriate as certain groups of students may be under-privileged. In this new landscape, academics ought to adapt their teaching and their curricula, listening at the same time to voices that may have been underestimated, like those of students.
Bild med ordet teaching på digital skärm.

FOTO: MAKSIM KABAKOU

COALITION will address these issues by providing inclusive student centred pedagogies content, and systems along with innovative teaching practices,

  • by primarily mapping out and scaffolding key competences by fostering democratic participation, and evidence-based training processes that faculty members need in order to succeed,
  • by developing content that provides flexible and personalised learning opportunities,
  • by employing faculty-centred processes within contexts and
  • by developing a Guide for faculty developers and policy decision makers.
     

FACULTY GUIDE FOR TEACHING & PROFESSIONAL DEVELOPMENT - Evidencing academic policy to everyday practice Helena Reierstam, Kallia Katsampoxaki-Hodgetts & Meeri Hellstén (Eds). (2025). This book explores the challenges of inclusive teaching in higher education and offers practical suggestions for faculty and students to adapt learning environments, teaching approaches, and learning activities. By evaluating various academic development initiatives, such as peer observation of teaching, lesson redesign, and action research, researchers from different European higher education institutions describe the value that these activities bring to academic practice. This guide not only provides useful evidence and strategies but also shows readers how to implement academic policy in specific higher education contexts. The book is an outcome of the EU-funded project COALITION.

Innovative Faculty Development towards Inclusive Student-Centred Pedagogy. - A Reflective and Transformative Approach van der Rijst and Fernandez-Diaz (eds). (2025). In this book, the authors present ideas and reflections on contemporary teaching and learning in higher education to offer university academics the tools with which to navigate various dimensions of inclusive student-centred pedagogies. It includes evidence-based examples on lesson planning and assessment, multimodal representation of curriculum, peer observations of teaching and instruction, and educational action research. The book forms one of the outcomes of a comparative EU-funded project involving six universities across Europe.

Linguistic diversity and comparability in educational assessment. - Reierstam, H., & Hellstén, M. (2021).

Teacher Education in the 21st Century - Emerging Skills for a Changing World - In Hernandez-Serrano, M-J. (ed)

Comparability in learner assessment: a prescriptive on diversity? - Reierstam, H., & Hellstén, M. (2021) , EERA/ECER, Geneva, Sept. 6-9. Conference paper.

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