It’s a wrap on our 2026 Teaching & Learning Leaders Conference

Our 2026 Teaching & Learning Leaders Conference was a huge success. Thank you to all who attended. For those who missed out – here are some highlights from our wonderful keynotes, Prue Laidlaw (CSU), Doune Macdonald (Uni of Queensland) and Liz Johnson (Emeritus Prof and former SDVCA Deakin), as well as other speakers. 

Throughout the conference there was a strong sense that, while Australian universities face significant challenges, science educators are well placed to lead positive change. The recurring message was one of optimism: by working collaboratively, embracing innovation thoughtfully, strengthening partnerships and keeping students at the centre of decision-making, the science education community can shape—not simply respond to—the future of tertiary education.

Melissa Brown opened the conference by reminding delegates not to lose sight of “the wonder” of university science teaching. While acknowledging the significant challenges confronting the sector, she argued that the purpose of science education remains unchanged: developing excellent graduates whose lives are transformed by their university experience. She highlighted co-curricular experiences, practical learning and student confidence as enduring strengths of science education, while identifying generative AI, student experience and broader sector pressures as immediate leadership challenges.

Prue Laidlaw challenged delegates to rethink what universities promise students at graduation. Rather than promising that graduates are “finished”, she argued universities should prepare adaptable graduates who are ready to continue learning throughout increasingly complex and uncertain careers. Her presentation reinforced the importance of lifelong learning, adaptability and preparing graduates for careers that will continue to evolve.  

Lara Wakeling demonstrated how Federation University’s cooperative education model is embedding employability throughout science degrees through paid industry placements, curriculum co-design and authentic workplace learning. Her presentation reinforced a broader conference message that employability is no longer an add-on, but should be intentionally designed into science curricula from the outset.

Generative AI emerged as one of the conference’s dominant conversations. Across multiple presentations and discussions, including a presentation from Jim Hogan (on behalf of James Macaulay), delegates agreed that the focus has shifted beyond academic integrity towards redesigning assessment, developing AI literacy, creating richer learning experiences and preparing graduates to work responsibly with AI technologies.

Student engagement and belonging remained central themes. Speakers like Rachel Whitsed, Sanaa Zaki and Louise Kuchel explored changing student expectations following the pandemic, the importance of authentic and experiential learning, and the need to balance flexibility with maintaining high academic standards and student responsibility.

Doune McDonald argued that universities’ “social licence to operate” depends increasingly on successfully supporting students through transition, building trust, responding to community expectations and demonstrating the continuing public value of university science. Her presentation reinforced a broader discussion about leadership beyond individual faculties and classrooms and challenged science leaders to become effective “boundary spanners”, working across disciplines, institutions and sectors to strengthen partnerships and improve student outcomes 

Elizabeth Yuriev gave an interesting talk on Discipline-based education research (DBER), which is one of three emerging areas our T&L Centre will be focussing on in the coming year.  

Liz Johnson’s keynote included an optimistic call to action, arguing that disruption should be viewed as an opportunity for leadership rather than a threat. She emphasised the importance of investing in teaching capability, embedding ongoing professional learning for university educators, preserving the teaching–research nexus, and embracing distributed leadership and collaboration to strengthen science education into the future. 

Teaching leadership itself emerged as a strategic priority. Delegates and speakers alike discussed stronger recognition for education-focused academics, clearer promotion pathways, investment in the Scholarship of Teaching and Learning, and creating career structures that position educational leadership as central to institutional success rather than secondary to research.