Educational policies and guidance

All policies are available in the policy centre.

LJMU Learning and Teaching Plan 2023-2030

The Learning and Teaching Plan outlines the University's priorities for the enhancement of academic practice. It reflects the renewal of LJMU vision and values in the broader institutional strategy. The Learning and Teaching Plan underlines commitment to supporting innovative and creative practices that ensure student success in a dynamic, competitive environment. The Plan outlines ongoing efforts associated with effective curriculum development and management, excellence in academic, research informed teaching, student engagement, and employability. In addition, it presents four areas for development across LJMU. These are: inclusive curriculum, education for sustainable development. Digital education, and education for wellbeing.

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LJMU Framework for High Quality Teaching and Learning

The LJMU Framework for High-Quality Teaching and Learning is a central strategic priority. It recognises that outstanding teaching is more than the delivery of content; it is about how learning happens, the relationships that shape the educational experience, and the achievement of meaningful outcomes. At LJMU, this involves engaging students as active partners through research-informed, inclusive, and reflective practices. The Framework promotes a supportive and developmental culture that values self-reflection and a personal commitment to continuous enhancement, underpinned by a sustained institutional focus on improvement.

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Using Generative AI for teaching and assessment

Generative Artificial Intelligence (GenAI) can enhance the way that we learn, teach and assess. It is vital that such use must be managed in a responsible and ethical manner. The guidance provided on these pages is designed to support the effective use of Gen AI in teaching and assessment related activities.

Please see the staff guide on AI.

Please see this section of the Assessment and feedback Guidance that focuses on AI considerations.

Active Blended Learning

Learning is characterised by students having both cognitive and social presence in the learning environment. Cognitive presence reflects both the value and amount of critical thinking, problem-solving and construction of meaning in students’ interactions with their peers and academic staff. Social presence is the extent to which students are ‘connected’. This is critically important in the early stages of courses when students need to get to know and trust their peers and tutors. Students who are able to make interpersonal networks are more likely to engage and succeed. Current approaches tend to the classroom as the ‘location’ of presence, with the VLE in a supporting role to offer materials for independent learning. The future approach has to ensure that cognitive and social presence is a feature of both online and face-to-face teaching. Active blended learning is offered as an approach.

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Assessment and Feedback Guidance

Our Assessment and Feedback Guidance, collaboratively created with input from TLA, registry, and academic experts, offers a comprehensive framework and resources to support academics in developing effective strategies. Discover best practices, expert advice, and tools to ensure consistency, transparency, and student achievement.

Access the Assessment and Feedback Guidance, aligning your practices with the institutional policy.

Curriculum Design Guide

This LJMU guide is designed to help programme teams plan, review and design their programmes. The guide will help teams develop programmes that are inclusive, research-informed and encourage active learning in both campus-based and online environments.

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Learning Analytics Framework

The Teaching and Learning Academy have developed a Learning Analytics Framework which aims to provide guidance around practice in the development of effective Learning Analytics. The Framework recognises the rise in digital learning and the increased utility of analytics data with this, whilst also acknowledging that analytics data has limitations and reflects an important part of the student learning experience, but by no means the totality. The framework has been based on recent literature and examination of other frameworks and policies in the sector.

The framework is comprising four key areas:

  • Data Quality
  • Values and Ethics
  • User Acceptance and Digital Capability
  • Alignment with Institutional Aims

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Access the Assessment and feedback guidance, aligning your practices with the institutional policy (PDF, 238KB).