Innovative, interactive and individualised (i3) teaching and learning practice in higher and lifelong education

Abstract

This article addresses contemporary approaches to learning and teaching in higher and lifelong education in the era of internationalisation and digitalisation. Drawing from our experience within the context of Psychology of Adult Learning (also known as PAL, our postgraduate course offered at the University of Glasgow), we developed an innovative, interactive and individualised (i3) practice applicable for lifelong learning. This i3 approach emerged organically within the PAL teaching environment and echoes the work of researchers calling for more balanced, personal, ethical and creative education (Robinson & Aronica, 2016; 2010; Craft, 2011). In the article we offer some insights into our PAL philosophy and structure, embedded in formal domains of lectures, seminars, workshops, and assessment, as well as less formal learning support and opportunities, particularly needed in the recent and rapid shift to online practice. Our framework is demonstrated within a semi-flipped classroom approach, and more generally advocates structuring adult learning experiences flexibly and responsively, always underpinned by ethical, inclusive, and sustainable principles for higher and lifelong education in the era of post-pandemic new normal.