Kamakshi Rajagopal

Increasingly, educators, researchers, administrators and learners are recognising the complexity of the educational systems they inhabit, from the macro-level of university organisations to the micro-level of individual learning environments (Ellis & Goodyear, 2019; Damşa, 2019; Jacobson, 2010). Our educational systems thrive when students are learning and growing as human beings, to become confident citizens of our societies. However, our educational systems are also systems in flux, undergoing significant changes, caused by many factors (Jandrić et al, 2018). The societal and technological structures underpinning our systems are changing significantly due to digitalisation (Rasa, 2025). Increased globalisation has changed the nature of our student and staff population, who require adapted pedagogical approaches to facilitate learning (De Leersnyder et al., 2022). Younger generations have significantly different expectations of our educational system, in line with their values and priorities, growing up as digital-first generations (Katz et al., 2021). These shifts often bring with it foundational questions of the value of education itself, which is a slow, intentional human action seeking deep understanding in a society increasingly dominated by speed of information and action. For the people who are part of these systems and work within these systems, these system shifts present a significant problem. This problem becomes tangible in their actions (e.g. increased technology shifts such as accelerated adoption of GenAI (Nikolic et al., 2024)), their levels of motivation (e.g. significant drop in teachers/administrator numbers (UNESCO & International Task Force on Teachers for Education 2030, 2024) and mental health (teacher burnout (Thomas & Reyes, 2024)). However, there is not much support for them on how to deal with these systemic changes. Often, changes are perceived as something occurring beyond their individual or collective control, where they need to undergo the changes but cannot always direct them or choose them (Chatzipoulidis et al., 2023). A first step towards this system-level support lies in the recognition of educational systems as complex systems. But, recognising a system as complex does not equate to being able to deal with and work in complexity to achieve desired results (Chatzipoulidis et al., 2023). This is the challenge of people in education right now. In this context of system shifts, we see core problems emerging: How can teachers, educators, researchers, administrators and learners keep their focus on what is essential in the educational system, namely, that students can still learn and grow? How can they navigate a system that is constantly in flux, in confidence and with steps towards desired results? When systems need to be adapted, how can they be sure that they are adapting the system in meaningful ways? How can they make sure that the new evolving system will be balanced and adequate to the needs of our societies?

This chapter explores the integration of generative artificial intelligence (GenAI) as an innovative educational technology using the framework of slow and relational pedagogy. It proposes a deliberate instructional design aimed at decelerating student learning behaviors to foster deeper engagement with critical thinking about oneself, peers, and instructors. The chapter begins with a scoping review to survey didactic approaches relevant to both slow and relational pedagogy. The research synthesis emphasizes strategies such as reducing the quantity of tasks while increasing the time allocated for them, focusing more on the learning process rather than the final product, and balancing solitary work with collaborative efforts. Building on these insights, the chapter develops an instructional design using a conjecture map (Sandoval, 2014), which includes a hypothesis, design features, embodiments (interventions), mediating processes, and outcomes. This design aims to create a learning environment where students engage in attentive and collaborative thinking with the aid of GenAI.

Although much research has been done on student regulation in F2F settings, more needs to be known about the concept in online learning groups. During the NLC 2024 round table, we will share findings from an exploratory study to establish the status quo in this area, and discuss the optimal conditions for students’ regulation of learning in online learning groups. The overall guiding question in this round table is: how can we foster student regulation in online learning groups within higher education? During the roundtable, the following (preliminary) questions are guiding: How can we improve the sociability of online learning environments to stimulate student regulation in online learning groups? Which techniques can we apply to enhance students’ social presence/social space in online learning groups during regulation? How can we support the 'teacher as designer' in facilitating student regulation in online learning groups? In the discussion, we use two models to indicate the level at which we focus in the conversation to arrive at a new conceptual model regarding the regulation of learning in online learning groups. We note the findings in the respective models, together with the audience, which we display as posters.

En este artículo conceptual, planteo tres afirmaciones sobre el ecosistema de datos de los Entornos Personales de Aprendizaje (PLE). Sostengo que (i) el actual ecosistema de datos centralizado es intrínsecamente incompatible con el concepto de un PLE; (ii) que la integración de este concepto implicará una transición hacia una arquitectura de datos técnica descentralizada, con un almacenamiento de datos personales para los alumnos; y (iii) que se necesitan nuevas estructuras de gobernanza para garantizar que los datos de los alumnos crean valor para el aprendizaje y para los propios alumnos. Apoyo estas afirmaciones analizando el ecosistema tecnológico de datos de un PLE bajo el prisma de la teoría de los sistemas sociotécnicos. Considero los datos centralizados y descentralizados y sus condiciones de uso (basados en Solid - Social Linked Data) para desentrañar de qué manera las relaciones sociales, el poder y la agencia son moldeados por las elecciones tecnológicas y organizativas.

Online mobility—learning activities where students engage online with other institutions abroad, while physically remaining at their home institution—has been of interest for several decades in Europe and at KU Leuven. This article describes the journey KU Leuven is going through to bring this form of learning into their mainstream offering to their 60,000+ students. Framed in Educational Design Research, this article presents a study where the authors explore the core needs regarding didactic support and student administration to devise interventions facilitating the university-wide uptake of online mobility. They reflect on the steps taken towards policy-level strategic vision development as well as micro-level sustainable support structures.

Although the thesis is an integral part of the study programme, the way the guidance for this work is supervised can highly differ between supervisors. Writing the thesis is a complicated process requiring tailored guidance, that is often not feasible due to increasing numbers of students and need for efficiency. One possible solution is working with thesis circles: small collaborative groups in which students, together with one or more supervisors, conduct research on the same subject or theme. Thesis circles offer opportunities for self-regulated learning, (peer) feedback and prevention of feelings of loneliness. In this study we construct a typology for thesis circles aimed at supervisors following an Educational Design Research (EDR) approach. Based on a literature review and interviews, we formulate the boundaries of a thesis circle and identify 23 design characteristics that determine an instantiation of a thesis circle. This is developed into a typology, that is evaluated in a focus group. Avenues for future research are presented.

Virtual student mobility and blended student mobility are becoming a key strategic policy area in European educational policy, with the aim of providing all students in Europe with the experience of mobility during their studies. This article looks at the extent to which these forms of mobility are designed to support transformative learning experiences, through the analysis of three virtual mobility cases in secondary education and three cases in higher education, using the Activity-Centred Analysis and Design (ACAD) Framework. The findings show that virtual mobility offers suitable learning environments where transformative learning can occur. However, structured reflection needs to be more elaborately designed for and supported to achieve its full potential. The article suggests that structured reflection is currently primarily focused on the development of intercultural skills and attitudes, but offers opportunities for other learner skills in virtual mobility (such as collaborative learning and networked learning). The article suggests some methods to do this.

Internationalisation has been a key theme in higher education (HE) for decades. Multiple initiatives across the world have contributed to creating offerings of high-quality online education, with collaborations across national borders. Two of the concepts that have proved to be influential are Virtual Mobility (VM) and Open Education (OE). Virtual mobility refers to study activities that students enrolled in HE in one country undertake online in other countries without physically moving. Such activities are certified and mutually acknowledged by participating institutions. Open education covers global initiatives increasing access to free online quality education, without or with alternative forms of certification. The research presented in this article identifies the learner skills and competences that are supported by Open Virtual Mobility (OpenVM), a new trend in online education that builds upon these two concepts. A group concept mapping study based on the contributions of experts in both VM and OE resulted in defining seven learner skills and competence areas including: intercultural skills and attitudes; networked learning; active self-regulated learner skills; media and digital literacy; autonomy-driven learning, interactive and collaborative learning in an authentic international environment and open-mindedness. The study provided input for further conceptualising of OpenVM as a bridge between VM and OE.