This article follows a session on ‘Using AI in the Classics Classroom’ delivered at the University of Cambridge Mentors’ Day for the Classics PGCE (Initial Teacher Education programme). The first half of the article provides a brief introduction to how generative AI operates and the impact AI has had on education in the UK. In addition, this section considers the advantages of AI for educators in supporting PGCE students and early career teachers, aiding with planning and resource creation as well as the advantages for pupils. It also sets out practical limitations such as AI hallucinations, biases, database limitations, data protection concerns, and the potential risks of pupils developing reliance on AI usage and how teachers can avoid this. The second half of this article provides guidance and examples of how teachers can use AI to support their workload outside of the classroom and for using AI with pupils in the classroom. This includes advice on how to improve AI prompts, example prompts, and prompt scaffolds, as well as recommendations of AI tools for teachers to use in the classroom.

In 2022, the Centre for Global South Asia (CGSA) at Royal Holloway University of London developed a small research project entitled ‘Exhibit Asia’. The aim was to explore the use of exhibitions in nation-making in postcolonial South and East Asia in contrast to the scholarly preoccupation with investigating the region’s history of museums and exhibitions primarily in a colonial context. Its academic outcomes were to be a conference and related publication; but we also wanted our research to be relevant to our students. The resulting intervention in the teaching and learning of history took the form of a curatorial fellowship for an international cohort of ten students from Taiwan, Japan, India, Pakistan and the UK, leading to a co-curated online exhibition. The first section of this article sets out the development, design and delivery of the fellowship and discusses the viability and relevance of such projects. The subsequent three sections are co-authored by several of the participating students. They outline their methods, reflections and learnings; share their insights on the role of exhibitions in perceptions of Asia in the UK today; and analyse responses to ‘Tea and Tigers’, the online exhibition that was the outcome of the fellowship.

This article explores the potential for the greater infusion of well-being concerns into the teaching of history in UK HEIs. Drawing upon results from a survey of over 100 current undergraduates in one UK History department, alongside a scoping study of well-being provision provided by history departments or their equivalent in about ninety UK HEIs, this article considers ways in which well-being can be promoted through the teaching and learning strategies of historians. The article discusses the meaning of the term ‘well-being’ and asks why historians have sometimes been reluctant participants in the ‘eudaemonic turn’. The negativity bias of history as an endeavour, and the potential for understanding the past to enhance or diminish an individual's sense of well-being is discussed, as is the value of historicising the concept of well-being itself. The case for integrating well-being as a key element in the degree-level study of history is made, and the article concludes by urging all HEI history practitioners to consider the value of curricular infusion and mapping the design and delivery of their modules onto the New Economics Foundation's ‘five ways to well-being’.

This article considers the impact that the Swanwick-Tillman spiral article (Swanwick & Tillman, 1986) has had on contemporary thinking in music education in England. Building on a discussion concerning the antecedents of the notion of a spiral, the ways in which a generalist music curriculum can be planned and organised are discussed. Drawing on the contemporary example of the Model Music Curriculum (DfE, 2021), and then charting this thinking as arising from a graded music examination repertoire-based way of planning, this article goes on to explain why the Swanwick-Tillman spiral still has relevance, as well as much to teach us in today’s very different music education world where assessment, measurement and accountability are dominant. Although centred on the situation in England, there are nonetheless implications for curriculum planners in many other jurisdictions too.

The South Asian Hub for Advocacy, Research and Education (SHARE) was a five-year National Institute of Mental Health (NIMH)-funded program that aimed to stimulate the research base for task-shifting mental health interventions to address the mental health treatment gap in low and middle-income countries. During its 5 years (2011–2016) SHARE made notable accomplishments, including providing 20 studentships for short courses and ten fellowships to conduct mentored study, developing a new humanitarian research training course, implementing distance learning courses, creating an online repository of training materials, creation of a network of public health researchers at different career stages in South Asia, strengthening of partnerships amongst institutions of SHARE network and supporting its member's to produce peer reviewed publications. Furthermore, additional research capacity building and research grants leveraged on SHARE network were secured. The salient lessons learned in the 5-year program were that research capacity-building opportunities need to be tailored to the local context, as SHARE sought to develop and support courses that can build the capacities in specific areas identified as weak in the South Asian region. Mentoring was recognized as a critical component for which innovative and effective models of mentoring in the region need to be developed. Diverse platforms and mediums ought to be utilized to deliver the research training programs. Finally, research capacity-building program requires collaborative efforts of multiple stakeholders working locally, nationally and globally to attain the maximum impact in a region.

Global mental health (GMH) is a growing domain with an increasing capacity to positively impact the world community's efforts for sustainable development and wellbeing. Sharing and synthesizing GMH and multi-sectoral knowledge, the focus of this paper, is an important way to support these global efforts. This paper consolidates some of the most recent and relevant ‘context resources’ [global multi-sector (GMS) materials, emphasizing world reports on major issues] and ‘core resources’ (GMH materials, including newsletters, texts, conferences, training, etc.). In addition to offering a guided index of materials, it presents an orientation framework (global integration) to help make important information as accessible and useful as possible. Mental health colleagues are encouraged to stay current in GMH and global issues, to engage in the emerging agendas for sustainable development and wellbeing, and to intentionally connect and contribute across sectors. Colleagues in all sectors are encouraged to do likewise, and to take advantage of the wealth of shared and synthesized knowledge in the GMH domain, such as the materials featured in this paper.

The role of artistry in transformative maintenance of law and custom is a theme widely researched and discussed in Aboriginal arts related literature. However, it is the aim of this paper to contribute to a wider discourse about learning and economic participation in remote Australia, and in particular the role of multimodality as a significant asset. The paper draws from relevant literature and two case studies; one from Keringke Arts, and one from Eastern Arrernte teacher and artist, Kathleen Kemarre Wallace. In customary form, multimodality combines and recombines various modalities — including dance, song, sand drawing, body painting and design, storytelling, stories, rhythm, petroglyph and ochre-painted rock art — enabling the intergenerational teaching and learning of rich cultural heritage in ways which connect that experience to the law and custom of the homelands. Multimodality, as it is used in this paper, draws on the concept of ‘form-relationality’; the way various modalities are combined and recombined, as elements which together describe a body of knowledge and yet separately provide myriad detail. Although beyond the scope of this paper, multimodality is also a mediating influence between contemporary and customary elements and contexts. This paper considers the complexity of multimodality as an asset in a contemporary arts market.

This paper reports the outcomes from a teaching and learning research project at an Australian University centred on improving a third year course in industrial relations. The paper addresses the cognitive and affective outcomes of the course. Cognitively, students developed a greater understanding of the processes of industrial relations and their interconnectedness; however, research and academic skills were identified as in need of further improvement. Affectively, students responded to the challenges of the course, increasing their confidence and self-efficacy and being better prepared for the transition from student to practitioner. While the course in question was a final year ‘capstone’ course, the findings are applicable to all who are interested in designing, or redesigning, any business course that attempts to integrate theory and practice.

Drawing on relational theoretical perspectives in archaeological discourse, this paper considers how we can address the undervaluation of pedagogy and pedagogic research in archaeology. Through examining the relationships between fieldwork, teaching, and research, in light of Ingold's concept of the meshwork and DeLanda's assemblage theory, the division between teaching and research is undermined, and students and pedagogy are recentred as fundamental to the production of archaeological knowledge. This paper provides a theoretical grounding for resituating our current practices, suggests practical means for change, and highlights the benefit to the archaeological discipline arising from a revaluation of archaeological pedagogic research and an enmeshed understanding of archaeological practice.

This article details reflections of an interdisciplinary team of educators working with groups of health sciences students in preparing them for working with Aboriginal and Torres Strait Islander peoples. The first-year common core unit discussed here is one attempt to equip future health practitioners with skills and knowledges to work adequately in this complex area. Processes of engagement, central to critical reflection and learning that is iterative and cyclical, are emphasised here using the authors’/educators’ experiences of teaching in the unit. Within this first-year unit, the content delivered — its underlying processes and principles, and assessment design using reflective journalling — coalesces into what is a valued unit of study in preparing students for practising in this field. While the content of the unit is political, provocative and powerful, which presents challenges for students and teaching staff alike, we maintain here that processes of critical reflection and action learning are central to its success and significantly contribute to enhancing students’ learning and to changing students’ perspectives.