Outline

Overview

This unit provides a interdisciplinary approach to thinking about leading learning and teaching, building on the strengths and interests of individual participants. Embracing choice and universal design, students will develop the advanced knowledge and skills to evaluate existing and emerging learning and teaching practices, drawing on the conceptual tools provided by cutting-edge research. Students will be offered the opportunity to design their own interdisciplinary learning pathways and work towards proposing innovative, culturally and contextually responsive learning and teaching solutions to lead contemporary educational problems for learning.

Unit details and rules

Academic unit	Education
Credit points	6
Prerequisites ?	None
Corequisites ?	None
Prohibitions ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	No

Teaching staff

Coordinator	Minkang Kim, minkang.kim@sydney.edu.au

Assessment

The census date for this unit availability is 31 August 2026

Details
Criteria

Type	Description	Weight	Due	Length	Use of AI
Presentation	Group project presentation This assignment assesses students' critical analysis of chosen learning and teaching practices and their ability to provide research-informed learning and teaching solutions (including technological solutions).	40%	Multiple weeks	2400 words group project presentation	AI allowed
Outcomes assessed:
In-person written or creative task	In-class written assessment Assignment 1 (1hour, in-class) will examine whether students can demonstrate a critical, research-informed, science-informed and interdisciplinary understanding of learning and teaching processes	30%	Week 05 Due date: 04 Sep 2026 at 21:00	1 hour (1800wd equivalent)	AI prohibited
Outcomes assessed:
Presentation	Individual poster presentation This assignment assesses students’ implementation of Design Thinking and culturally and contextually appropriate learning and teaching practices. Each student will give a short presentation on their own poster.	30%	Week 12	1800 words	AI allowed
Outcomes assessed:
= group assignment ?

Assessment summary

Assignment 1 (1 x 1 hour in-class exam, 30%) will examine whether students can demonstrate a critical, research-informed, science-informed and interdisciplinary understanding of learning and teaching processes (Outcome 1, 3, 4). For this assignment, the use of AI is not permitted to assess students’ independent comprehension and problem-solving skills.

Assignment 2 (1 x 2400 words group project presentation, 40%) will assess students' critical analysis of chosen learning and teaching practices and their ability to provide research-informed learning and teaching solutions (including technological solutions) (Outcome 2, 4, 5). Each group of students will be required to deliver an interactive presentation with the aid of visually designed presenation materials. Their oral communication skills, professionalism and teamwork skills are assessed along with their critical analysis and problem-solving skills. The use of AI is allowed for this assignment.

Assignment 3 (1 x 1800 words individual poster presentation, 30%) will assess students’ implementation of Design Thinking and culturally and contextually appropriate learning and teaching practices (Outcome 2, 3, 4, 6). Each student will give a short presentation on their own poster. This assignment will assess students’ written and oral communication skills, the use of visual presentation, and their critical analysis and problem-solving skills. The use of AI is permitted for this assignment.

Assessment criteria

The University awards common result grades, set out in the Coursework Policy 2014 (Schedule 1).

As a general guide, a High distinction indicates work of an exceptional standard, a Distinction a very high standard, a credit a good standard, and a pass an acceptable standard.

Result name	Mark range	Description
High distinction	85 - 100	Impressive and original depth of understanding of the content and discipline is displayed. Scholarly critique of a diverse array of literature. Generates, develops, uses and justifies own ideas or original concepts based on a wide range of relevant sources.
Distinction	75 - 84	Thorough and comprehensive understanding of the content. Considered use of evidence and consistently demonstrates application of critical analysis. Justifies relevant conclusions and their implications.
Credit	65 - 74	Considers topics and issues in the broader disciplinary context. Credible argument making relevant use of evidence, analysis and understanding. Able to apply concepts and draw and justify conclusions.
Pass	50 - 64	Clear understanding of topic. Demonstrates understanding of materials presented in core texts and readings. Demonstrates some evidence of analytical and evaluative skills. Able to apply fundamental concepts and draw and justify conclusions.
Fail	0 - 49	When you don’t meet the learning outcomes of the unit to a satisfactory standard.

For more information see guide to grades.

Use of generative artificial intelligence (AI)

You can use generative AI tools for open assessments. Restrictions on AI use apply to secure, supervised assessments used to confirm if students have met specific learning outcomes.

Refer to the assessment table above to see if AI is allowed, for assessments in this unit and check Canvas for full instructions on assessment tasks and AI use.

If you use AI, you must always acknowledge it. Misusing AI may lead to a breach of the Academic Integrity Policy.

Visit the Current Students website for more information on AI in assessments, including details on how to acknowledge its use.

Late submission

In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date:

Deduction of 5% of the maximum mark for each calendar day after the due date.
After ten calendar days late, a mark of zero will be awarded.

Academic integrity

The University expects students to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

Our website provides information on academic integrity and the resources available to all students. This includes advice on how to avoid common breaches of academic integrity. Ensure that you have completed the Academic Honesty Education Module (AHEM) which is mandatory for all commencing coursework students

Penalties for serious breaches can significantly impact your studies and your career after graduation. It is important that you speak with your unit coordinator if you need help with completing assessments.

Visit the Current Students website for more information on AI in assessments, including details on how to acknowledge its use.

Learning support

Simple extensions

If you encounter a problem submitting your work on time, you may be able to apply for an extension of five calendar days through a simple extension.  The application process will be different depending on the type of assessment and extensions cannot be granted for some assessment types like exams.

Special consideration

If exceptional circumstances mean you can’t complete an assessment, you need consideration for a longer period of time, or if you have essential commitments which impact your performance in an assessment, you may be eligible for special consideration or special arrangements.

Special consideration applications will not be affected by a simple extension application.

Using AI responsibly

Co-created with students, AI in Education includes lots of helpful examples of how students use generative AI tools to support their learning. It explains how generative AI works, the different tools available and how to use them responsibly and productively.

Support for students

The Support for Students Policy reflects the University’s commitment to supporting students in their academic journey and making the University safe for students. It is important that you read and understand this policy so that you are familiar with the range of support services available to you and understand how to engage with them.

The University uses email as its primary source of communication with students who need support under the Support for Students Policy. Make sure you check your University email regularly and respond to any communications received from the University.

Learning resources and detailed information about weekly assessment and learning activities can be accessed via Canvas. It is essential that you visit your unit of study Canvas site to ensure you are up to date with all of your tasks.

If you are having difficulties completing your studies, or are feeling unsure about your progress, we are here to help. You can access the support services offered by the University at any time:

Support and Services (including health and wellbeing services, financial support and learning support)
Course planning and administration
Meet with an Academic Adviser

Weekly schedule

WK	Topic	Learning activity
Week 01	Introduction	Lecture (1 hr)
Week 01	Introduction	Tutorial (1 hr)
Week 02	Future of human learning, development & education 1	Lecture (1 hr)
Week 02	Discussions and reflections on themes from Lectures 2	Tutorial (1 hr)
Week 03	Future of human learning, development & education 2	Lecture (1 hr)
Week 03	Discussions and reflections on themes from Lectures 3 & Introduction to the Group Presentation assignment	Tutorial (1 hr)
Week 04	AI & LLM in education: opportunities & perils 1	Lecture (1 hr)
Week 04	Discussions and reflections on themes from Lectures 4	Tutorial (1 hr)
Week 05	AI & LLM in education: opportunities & perils 2	Lecture (1 hr)
Week 05	In-class assessment	Tutorial (1 hr)
Week 06	Embodied and active learning in life-long education	Lecture (1 hr)
Week 06	Reflections on embodied and active learning in life-long education	Tutorial (1 hr)
Week 07	Language and communication in future learning and education	Lecture (1 hr)
Week 07	Workshops for the preparation of group presentations	Tutorial (1 hr)
Week 08	Brain capital, neurotechnology, sustainable development in education 1	Lecture (1 hr)
Week 08	Group presentation topic 1 & topic 2	Tutorial (1 hr)
Week 09	Brain capital, neurotechnology, sustainable development in education 2	Lecture (1 hr)
Week 09	Group presentation topic 3 & topic 4	Tutorial (1 hr)
Week 10	Design thinking for teachers in the age of AI 1	Lecture (1 hr)
Week 10	Group presentation topic 5 & topic 6	Tutorial (1 hr)
Week 11	Design thinking for teachers in the age of AI 2	Lecture (1 hr)
Week 11	Workshop for the design of individual posters	Tutorial (1 hr)
Week 12	Reflections on future teaching and learning	Lecture (1 hr)
Week 12	Poster presentation conference	Tutorial (1 hr)

Attendance and class requirements

The Sydney School of Education and Social Work requires attendance of at least 90 percent of all seminars, workshops or lectures. Where a student is unable to attend at the required rate evidence of illness or misadventure may be required and the student may be required to undertake extra work. Students should discuss the circumstances of their absence(s) with the co-ordinator of the unit of study.

Study commitment

Typically, there is a minimum expectation of 1.5-2 hours of student effort per week per credit point for units of study offered over a full semester. For a 6 credit point unit, this equates to roughly 120-150 hours of student effort in total.

Required readings

1. Required textbook

Kim, M., & Sankey, D. (2022). The Science of Learning and Development in Education: A Research-based Approach to Educational Practice. Cambridge University Press.

2. Other required readings

Other required readings for this unit can be accessed through the Library eReserve, available on Canvas.

Learning outcomes

Learning outcomes are what students know, understand and are able to do on completion of a unit of study. They are aligned with the University's graduate qualities and are assessed as part of the curriculum.

Outcomes
Graduate qualities

At the completion of this unit, you should be able to:

LO1. Demonstrate critical, research-informed, science-informed and interdisciplinary understandings of learning and teaching processes
LO2. Critically evaluate current research in learning and teaching and its implications for leadership for equity, inclusion and accountability
LO3. Understand intercultural and global differences in learning and teaching practices
LO4. Understand a range of contemporary technologies and critically evaluate their potential to enhance learning and teaching
LO5. Design research-informed learning and teaching solutions to key contemporary educational problems
LO6. Design and lead learning and teaching practices that are culturally and contextually appropriate and are responsive to the needs of all students

Graduate qualities

The graduate qualities are the qualities and skills that all University of Sydney graduates must demonstrate on successful completion of an award course. As a future Sydney graduate, the set of qualities have been designed to equip you for the contemporary world.

GQ1	Depth of disciplinary expertise Deep disciplinary expertise is the ability to integrate and rigorously apply knowledge, understanding and skills of a recognised discipline defined by scholarly activity, as well as familiarity with evolving practice of the discipline.
GQ2	Critical thinking and problem solving Critical thinking and problem solving are the questioning of ideas, evidence and assumptions in order to propose and evaluate hypotheses or alternative arguments before formulating a conclusion or a solution to an identified problem.
GQ3	Oral and written communication Effective communication, in both oral and written form, is the clear exchange of meaning in a manner that is appropriate to audience and context.
GQ4	Information and digital literacy Information and digital literacy is the ability to locate, interpret, evaluate, manage, adapt, integrate, create and convey information using appropriate resources, tools and strategies.
GQ5	Inventiveness Generating novel ideas and solutions.
GQ6	Cultural competence Cultural Competence is the ability to actively, ethically, respectfully, and successfully engage across and between cultures. In the Australian context, this includes and celebrates Aboriginal and Torres Strait Islander cultures, knowledge systems, and a mature understanding of contemporary issues.
GQ7	Interdisciplinary effectiveness Interdisciplinary effectiveness is the integration and synthesis of multiple viewpoints and practices, working effectively across disciplinary boundaries.
GQ8	Integrated professional, ethical, and personal identity An integrated professional, ethical and personal identity is understanding the interaction between one’s personal and professional selves in an ethical context.
GQ9	Influence Engaging others in a process, idea or vision.

Outcome map

Learning outcomes	Graduate qualities
Learning outcomes

Responding to student feedback

This section outlines changes made to this unit following staff and student reviews.

We welcome feedback on this Unit of Study. Please take the time to offer constructive written feedback at the end of the semester. The teaching team is committed to the participation of learners in the process of planning and evaluation of courses.

Disclaimer

Important: the University of Sydney regularly reviews units of study and reserves the right to change the units of study available annually. To stay up to date on available study options, including unit of study details and availability, refer to the relevant handbook.

To help you understand common terms that we use at the University, we offer an online glossary.

Current students

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Use of generative artificial intelligence (AI)

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Support for students

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Responding to student feedback

Responding to student feedback

Disclaimer

On this page

Useful links

EDPU5003: Future Learning and Teaching

Semester 2, 2026 [Normal day] - Camperdown/Darlington, Sydney

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Use of generative artificial intelligence (AI)

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Support for students

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Responding to student feedback

Responding to student feedback

Disclaimer

On this page

Useful links