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By Kamanashis Biswas
Asynchronous online discussion forums are widely used in first-year university courses to promote engagement and reflection. However, student participation is often superficial, with minimal interaction and limited critical thinking. This case study examines an innovative discussion forum design implemented in a first-year Information Technology unit. The approach integrates short instructor-created videos with deliberately embedded conceptual errors.
By Dr Joanna Vogeley, Poornima Devasinghe, Anumathi Gedara and Mehrzad Saeedikiya
The 2025 initiative sought to reimagine entrepreneurship education by embedding industry-engaged assessment with a clear focus on the UN Sustainable Development Goals (SDGs). Students were challenged to investigate the systemic barriers that Indigenous-led ventures face when seeking impact investment—funding explicitly designed to generate positive social or environmental outcomes alongside financial returns.
By Zaman Khorseduzzaman and Tolulope Adekola
In Semester 1, 2025, the LAWS200 Business Organisations unit at Thomas More Law School, ACU, piloted new strategies to strengthen student engagement and deepen understanding of key corporate law concepts. The initial aim was to develop a gamified microlearning project, 'BizOrg Quest,' through a dedicated microsite featuring weekly scenario-based challenges and interactive assessments.
By Dr Murooj Yousef, Dr Alexander Campbell, Associate Professor Kate Letheren, Dr Yen Do and Dr Kirk Duncan
This guide presents a student-led framework for designing playful learning activities that enhance engagement, build confidence, and improve retention in first-year business units. Developed through a co-design workshop with first-year students from the Peter Faber Business School at Australian Catholic University, the guide synthesises insights from three structured activities: mapping past learning experiences, prototyping playful teaching strategies, and prioritising design principles through a dot-voting exercise.
By Matthew Morgan and Emma Lusk
The rapid and largely unregulated rise of artificial intelligence (AI) in academia has provoked polarised debates, balancing concerns over academic integrity against its potential to enhance learning (Sullivan et al., 2023). When applied ethically, AI can help students manage the cognitive demands of complex learning environments (Qamar et al., 2025). One such environment is the criminology unit Victimology (LCRM206), which involves dense theoretical content that may confuse or disengage learners if not presented in an accessible way.
Read the Leveraging AI to Teach Criminology Education report
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