ľ�ϸ���Ӱ��

Continuous development and improvement of your own teaching practice is more important and more accessible than you might think. That is what Despoina Georgiou, university teacher and researcher in educational sciences, demonstrates in her work. She integrates innovative teaching practices such as Challenge-Based Learning into her teaching while simultaneously conducting scientific research on this innovation. This approach, in which teachers systematically investigate and enhance their own teaching practices, is known as Scholarship of Teaching and Learning. “It is extremely valuable for creating better and more relevant education.”

Improving educational practice

Helping others grow, that's what drives Despoina. “My primary goal is to support teachers in enhancing their practice and growing professionally, because when educators thrive, students benefit from richer, more meaningful learning experiences.” Despoina is an assistant professor in the Department of Education at the Faculty of Social Sciences. She conducts research on innovative teaching practices and professional development in higher education. She is also a coordinator of  at the European Association for Learning and Instruction.

When educators thrive, students benefit from richer, more meaningful learning experiences

Very often, her roles as a university teacher and researcher overlap, as in the project that earned her and her colleagues a Scholarship of Teaching and Learning (SoTL) Grant three years ago. This Utrecht ľ�ϸ���Ӱ��-based fund supports teachers who want to research their own teaching practice. “In our SoTL research, we embedded some Challenge-Based Learning (CBL) principles into an existing course. Motivated by feedback from professionals and academics, we recognized that students often struggle to bridge theory and practice, especially when facing complex issues in everyday life. In response, we developed a student-centered, self-directed assignment that reflects CBL values, such as real-world relevance, collaboration, and ownership of learning. We then collected data from students, teachers, and external stakeholders involved in the course to identify any challenges related to our innovation. Our goal was to understand potential obstacles students, teachers, and external stakeholders encountered when applying CBL so that we could further improve its implementation.

The project led to the publication of a , co-authored with CBL expert Silvia Gallagher (Trinity College Dublin) and junior researcher Kaja Chmielewska (Utrecht ľ�ϸ���Ӱ��), which reflects both the process and the lessons learned. While the original course was not fully redesigned, the SoTL research offered valuable insights into the real-world challenges of applying CBL in practice, especially around agency, complexity, and real-world application. These lessons directly informed the design of our new course, SHIFT, which builds on this foundation to offer a more intentional, student-centered learning experience.”

These lessons directly informed the design of our new course, SHIFT, which builds on this foundation to offer a more intentional, student-centered learning experience

Developing a new CBL course in educational sciences 

Despoina and her colleague Jacqueline Wong are currently developing SHIFT (Societal & Historical Innovation for Future Transformations) as part of the newly revamped Master of Educational Sciences programme. “Drawing on the lessons learned from our SoTL project, we aim to address the challenges we identified and explore how technology and, in particular, artificial intelligence (AI) can be used as a supportive tool in an innovative CBL environment. One of our goals is to promote AI literacy by recognizing AI as a catalyst for redefining educational innovation. SHIFT takes the United Nations’ Sustainable Development Goals as a starting point.

Within the course, students will tackle real societal challenges linked to pressing questions such as: How can we promote responsible technology use in schools? Or, how can universities better support first-generation students and prevent dropout? Students will collaborate closely with external stakeholders to refine their challenges and reflect on their learning journey throughout the course. As part of this reflective process, students will co-author a blog post. The most compelling blog will be selected for publication on the . By encouraging reflection and learning, we can evaluate how the course impacts students, how teachers experience it, and what can be improved moving forward.”

When theory meets practice

If more teachers adopt innovative teaching practices like CBL, they can better support student learning, says Despoina. “And that is much needed. To better prepare students for their future work, we have to teach them how to better regulate their own learning. If we spoon-feed everything or focus only on knowledge reproduction, we miss critical opportunities to support them in developing the necessary skills to thrive in and outside academia. When students self-regulate their learning and engage in practical tasks related to the course content, they build problem-solving skills and are better prepared for the working world.”

CBL might be a helpful approach to better support the bridge between theory and practice. “Nowadays, one key question is: How can we make research more relevant to society? That is exactly what CBL addresses. Students tackle major societal problems, often brought in by an external stakeholder such as a ministry or an NGO. While finding solutions is part of the process, the focus is on skill-building and self-reflection: what have I learned during this learning journey?"

Grounding teaching in evidence 

Reflecting and continuous learning are central to Despoina’s academic journey. "It's not just about teaching better, but about understanding teaching better. Professional development requires asking: What works? What should be changed? What do students value?”

She highlights the importance of grounding teaching in evidence. “During my PhD, I studied evidence-informed teaching practices, which is close to SoTL. These approaches encourage teachers to use existing research to inform their teaching, rather than relying solely on intuition or experience. SoTL builds on this by asking: Could you generate evidence from your own classroom? It might not be a large experimental study, but even a small case study in your course can yield useful insights. In this way, SoTL and evidence-informed teaching complement each other, together creating a reflective, research-based foundation for continuous improvement in education.”

Researching your own teaching practice can provide valuable insights, according to Despoina. “You might not address everything at once, but you will gain a clearer picture of what to prioritize. SoTL encourages a more sustainable approach: step back, observe what works and what doesn't, and then make small, meaningful adjustments. Don't be afraid to start small and learn from your mistakes. That’s where growth begins.” 

Make time for it

Researching your own teaching practice requires time and resources. “Time and funding are the biggest challenges. In the current academic climate, workload continues to increase, and assistant professors are expected to wear many hats, juggling teaching, research, coordination, and more. Balancing these responsibilities while engaging in SoTL research requires significant effort.” This is why resources like the SoTL Fund are so important, she notes. “It is an incredibly useful grant from the university, which I hope will remain in place.”

Despoina also sees SoTL as an important key strategy in dealing with constraints such as budget cuts. “For example, we now have fewer teaching hours to work with, often having to cover the same content in less time. This requires us to think creatively and critically about how to maintain quality and impact. SoTL-funded research can be a valuable tool in navigating these constraints, helping us explore what truly matters in our teaching and how to design more efficient, engaging learning experiences. That is why such initiatives must remain intact.” 

Let go of what you know and try new things

Embrace the uncertainty

Finally, what tips does Despoina have for teachers who want to systematically examine their teaching practice? “Dare to feel a little uncomfortable. We are often used to doing things the same way. Step out of that comfort zone. Try to let go of what you know, try new teaching approaches, and remember to reflect. If you keep doing what you've been doing for years, you won't grow. So, embrace uncertainty and go for it!” She also highlights the shift in mindset required: “In many innovative practices, teachers become facilitators instead of traditional instructors. For teachers used to controlling every aspect, it can be hard to step back. But doing so opens up powerful new possibilities.”