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Inform issue 23

In this issue:

• Informing pedagogy: learning from international students
• Digital competence – student and staff perceptions
• Integrating prior learning for academic success
• Assessing the changes in international students’ EDI awareness: a transformation or small shift?
• Elephant in the room: departmental approaches to reduce academic misconduct in the foundation course
• A case study in the transformative journey of assessment in foundation maths from 2019 to 2023
• Let’s not talk about ChatGPT. Let’s talk about people
• Empowering STEM pathway students as engaged reflective practitioners
• Yes, but does it count? Understanding and fostering greater engagement with formative tasks
• Offering a blended IFP in 2023/23 and beyond: opportunities and challenges
• Time to blend learning? A reflective practice on blended learning in an English Foundation Programme at Bahrain Polytechnic
• Authenticity in exam assessment
• Textscrolling – an inclusive approach to academic reading
• Is it time to rethink IFP Economics?
• Adjusting educators’ expectations in the era of Generative AI: why dialogue with students is crucial.

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