Mirjam Sophia Glessmer

One might assume that if students aren’t offered enough feedback from the teacher, they will ask for it, but then one would be wrong…

Kennedy et al. (2026) motivate their study by highlighting the hugely important role that teachers play in times of geopolitical conflict and displacement, not just to meet SDG 4 “quality education”, but to support students with trauma and hardship. That means that teacher training is required at a scale that can only be met with […]

Just yesterday I was thinking about the tensions that can arise when someone thinks they are leading educational development top-down and others want to lead bottom-up, and Dineen et al. (2026) refer to the people in the middle as “umbrella carrier”, protecting people and initiatives below from unnecessary asks/tells from above, or modifying the latter […]

Oh, someone else playing with prepositions like we are in “teaching about, with, in, through, for sustainability”! How do they interpret them here?

I know the idea that I can catch up on reading is flawed, to say it nicely, but still I try from time to time… Here are some quick summaries of GenAI articles that lived in open tabs in my browser because they seemed too relevant to not read.

I’m browsing Chalmers & Hunt (2021) “University teaching in focus: A learning-centred approach” to explore it as one possible text book to give to participants in our “Introduction to teaching and learning at LTH” course, and here are some notes.

Haha, co-creating not just the teacher and GenAI, but the teacher with the students AND with GenAI!

In their study, Hingle & Johri (2026) describe a 4-week module in a course on a related topic, in which students first learn about how GenAI works both technically and in society.

Bryant (2026) starts from the premise that “the decline of trust in institutions is the real existential threat for teaching and learning“. Trust in institutions, they say, has been declining for a while, but this has intensified with the availability of GenAI, and the imperfect way in which both teachers, students, and institutions react to […]

One of the seemingly most promising responses to GenAI being misused in assessment situations has been to (try to) physically exclude technology by creating assessment situations where the assessor observes what the student is doing (like in face-to-face oral or proctored assessments). But what if accessing GenAI does not require a computer or phone, but […]

Today, Robert Kordts is presenting our poster “Sustainability is Everybody’s Business” at the CHARM-EU Annual Conference in Turku.

In Kestin et al. (2025), discussed in yesterday’s iEarth journal club (pity I missed the discussion!), an “AI-powered tutor” is compared against an active learning class, and they find that “students learn significantly more in less time when using the AI tutor, compared with the in-class active learning. They also feel more engaged and more motivated“. […]

We often equate a university with its physical campus, despite the experiences during covid-19, or, as discussed in Suchikova et al. (2026), the relocation of more than 40 universities in Ukraine since 2014. They suggest understanding universities “as a network of relationships, practices, and shared intellectual commitments” and discuss the “university without walls” model, “in […]

This is a question that many teachers ponder, and here we have an answer. In a nutshell: students are often very strategic in their decision to (not) attend!

Quick summaries of three articles on assessment that have been sitting in tabs in my browser for too long. There are more, but it’s Saturday!

“Efficiency demands that we work smarter and not harder, but is this better for our wellbeing?” That’s the question that Campbell et al. (2025) investigate in their study, and they give away the answer pretty much directly: no, since the article is called “experimental evidence that exerting effort increases meaning“.

I had not come across the term “attention sanctuaries” before, but somehow it spoke to me. There are so many things constantly competing for attention and I often find it difficult to resist the emails that would just take a minute (or five) to respond to, the article I could quickly read, the podcast I […]

To understand why teachers start professionalising in teaching, Bonnevier et al. (2026) analyse critical incidents in teaching. They find that teaching is overwhelmingly perceived as an individual venture where teachers feel left alone with heavy personal responsibilities, and identify four sub themes:

Restarting my daily “Stories of Hope” reading practice! Starting with the part of the book that allegedly “underscores that there is hope, through community and co-creation“. I hope it delivers, that’s what I need today!

During February this year, I had a phase of reading about the “tyranny of participation“, and this morning on the bus I read the super interesting article “Beyond participation: reimagining silence as pedagogical presence in the university seminar” by Hope (2026), in which she reinterprets silence from a lack of participation to forms of participation […]