7 Designing and Implementing Sustainable and Inclusive Active Learning Experiences

Active learning for all students is only possible when learning experiences are thoughtfully and purposefully designed so that the ‘elements and resources’ (see Section 1) needed to support and enable active learning are present. Effective design not only enables students to engage meaningfully with the material but also contributes to their broader development as autonomous learners. In this section we have contributions that showcase diverse active learning practices. Although each contribution is rooted in a specific disciplinary context, together they highlight general principles that are essential when developing active learning sessions. The contributions are organised into five thematic areas, each exploring key considerations for creating successful active learning experiences. These thematic areas are overlapping and interconnected, but all highlight different aspects of the successful implementation of active learning: session design; incorporating gameplay; enabling co-creation; supporting interdisciplinary working; and incorporating the principles of Universal Design for Learning (UDL).

Session design

Designing an effective active learning session requires careful consideration of multiple elements. Contributions by Docherty et al., Cook and Cawley, Becker and Moolenaar highlight how attention to detailed aspects of session design and organisation can significantly enhance the effectiveness of active learning.

Focusing on the format of a session, Docherty et al. describe how the configuration of an active learning session evolved over time in response to feedback from students and reflection by staff. The revised design incorporated student preferences by involving student partners in the redesign process. A key feature of the new format was the clear link to purpose of the session so that active learning was seen as an opportunity to work with core discipline skills and knowledge.

A scaffolded approach was central to the thinking of Cook and Cawley, who developed active learning sessions for a widening participation summer school. Choice of topic combined with a scaffolded approach to introducing active learning helps build student confidence and a sense of learner identity with the aim of preparing students to participate in active learning sessions that are a core part of the institution’s learning and teaching strategy.

The significance of organisation within the session is also underlined by Becker, who developed Active Learning Sheets to act as prompts for consolidation and reflection. These resources supported students in making sense of their learning by guiding them through structured opportunities to review, connect, and reflect on key concepts.

A very different approach was taken by Moolenaar, who explains how to take active learning beyond the classroom by immersing students in the natural environment. Students were asked to carry out mindfulness activities in a woodland setting and disconnect from digital devices prior to thinking about creative marketing concepts inspired by nature.

Incorporating gameplay

Using game-playing strategies is well established as an approach to drive engagement. Successful gamification strategies have well-thought-out aims that develop skills and attributes within the participants. These successful strategies are able to navigate the tension between seeing games as fun activities and games as effective learning tools. It is however important that students are well prepared to participate in the games. Thoroddsen et al. and Chan et al. both highlight the importance of preparatory activities and guidance.

Thoroddsen et al. employed gamified peer review to develop feedback literacy by involving students as partners in the feedback process. Students provided peer feedback on draft work and this feedback, whilst informing the development of the draft, was also rated by the receiver for helpfulness.

The case study by Chan et al. explores the impact of a game to teach sustainable tourism development. The game development process used students as partners to conceptualise the rules and test prototypes. Evaluation of the game playing experience highlighted the tensions between engaging and competitive gameplay versus the educational value of the game.

A very different approach to using games to enhance science teachers’ education is described by Ali et al.. Rather than using a game as a vehicle of learning, the students (trainee teachers) designed non-digital games to use in resource-constrained classrooms. In designing these games, students engaged deeply with how core scientific concepts could be meaningfully embedded within game mechanics. This required them to interrogate both their own subject understanding and the pedagogical potential of games. The process supported a shift from viewing games merely as fun activities to recognising their value as effective learning tools.

Co-creation

Active learning by its very nature has an element of co-creation as the educator works with the students in a session. Many of the examples in this section already have elements of co-creation with students as partners as part of the development process. Two case studies, however, place co‑creation at the centre of active learning, demonstrating its transformative potential.

An active learning strategy that involved the co-creation is described by Stickels and Tranter. Students were invited to anonymously submit questions (plus suggested answers) based on module knowledge input activity (such as reading an article or a lecture), and these were used to create a quiz that was available to the cohort. Students reported that developing questions helped to recall and revise material while the quizzes were a useful tool for revision and reflection. The incorporation of their questions into the class quiz made the student feel valued and shifted the classroom dynamic to encourage participation.

A different approach to co-creation was taken by Kioupi et al., who shared the student experience of a Social Justice Jam involving staff, student and community members. The students had direct experience of working with staff to facilitate discussions between stakeholders and act as panel members. Their reflections highlighted significant personal development, demonstrating how co‑creation can position learners not only as contributors but as active agents in shaping learning experiences.

Interdisciplinary collaboration

Interdisciplinary working broadens perspectives and prepares students to solve complex and real-world problems. Many active learning activities therefore require students to collaborate across disciplinary boundaries. This raises an important question: how do we scaffold students’ confidence in engaging effectively in interdisciplinary settings?

Tait explains how a series of scaffolded activities can support students to work in interdisciplinary teams. The activities were designed to give the student the opportunity to think about a problem from their own disciplinary perspective and then, after considering other points of view, work collectively towards a solution. This approach was designed to develop the confidence to articulate a disciplinary perspective to a broader audience.

While Tait was working with undergraduate students, Greyson developed an interdisciplinary group project for master’s students to scaffold the development of professional competencies. Students defined the shape of their interdisciplinary team and then worked on a client brief to make actionable recommendations. Staff support was intentionally structured, shifting from tutor‑led workshops to a ‘critical friend’ role as the group’s confidence grew. Reflection against the competency framework reinforced the development of professional competencies during the project.

Working with postgraduate research students, Arm et al. developed a playful active learning experience using Play-Doh as a tool. The experience can serve to help learners critically reflect on and communicate their research in a way that they could not in words alone.

Embedding the principles of Universal Design for Learning

The opportunity for students to engage with active learning in multiple modes is a feature of many examples in this book; however, the application of Universal Design for Learning principles is showcased in the work of Abrams and Whyte and Kushwah and Selvaretnam.

Using a blended approach to learning, Abrams and Whyte developed a law module around the principles of Universal Design for Learning. Course materials were provided online in multiple formats to support diverse learning preferences and needs. Class time was spent exploring content via an authentic central case study. Students collaborated on the case study both in person and through online tools, enhancing accessibility and enabling more flexible engagement.

The capacity to express ideas using alternative means of expression is developed by Kushwah and Selvaretnam. In this case study students were asked to visualise economic concepts by taking photographs within the immediate surroundings. These photographs formed the basis of a group presentation, providing an alternative mode for demonstrating understanding.