Flexible Learning Schedules

Two-thirds of students now work in term time, but one-third are effectively doing 50+ hour weeks. So what does “full-time study” even mean anymore? The Student Academic Experience Survey (SAES 2025) from Advance HE and HEPI revealed that over 68% of students now work alongside their studies, up 12 percentage points since 2024. Even more concerning, 30% of students are clocking 50+ hours a week when you combine study and paid work, with 18% exceeding 60 hours. And that’s before we add unpaid caring responsibilities (reported by 15% of students). The result? We’re asking students to live two full-time lives: 1) as an employee and 2) as a learner. It’s not just unsustainable; it’s inequitable. Students who work longer hours are also more likely to say they wouldn’t choose higher education again. So this is negatively impacting both sides of the classroom! When we talk about employability, let’s not confuse exhaustion with experience. Students gain valuable skills from part-time work, yes, but it shouldn’t come at the cost of academic engagement or wellbeing. With these points in mind, it’s time for me to bang my 🥁 and ask colleagues to consider redesigning courses and assessments for the students we actually have, not the ones we imagine. This means adding.... 💭 Credit for work-based learning. 💭 Flexible assessment timelines (any flexibility would help, but this would hugely support working students!). 💭 And maybe even a student-friendly employer charter for businesses hiring during term. If 2025 is the year of employability, then flexibility has to be part of that definition. What do you think should we be doing to design higher education around the reality of students’ working lives? Add your comments below! #SAES2025 #AdvanceHE #StudentExperience #Employability #HigherEducation #FlexibilityInLearning #HEPI (Photo made by Dalle showing the number of students juggling more working hours outside of their studies)

Revolutionary Changes Proposed by UGC: A Step Toward Flexibility and Innovation in Indian Higher Education The University Grants Commission (UGC) has introduced progressive draft guidelines for undergraduate and postgraduate programs, signaling a transformative shift in India's academic landscape. Key changes include biannual admissions, which will allow students to enroll twice a year (July/August and January/February), reducing waiting time and improving access. The provision for multiple entry and exit will enable learners to exit with relevant certifications and rejoin later, fostering lifelong learning. Credit-based flexibility will give students the opportunity to earn credits across disciplines, skill-based courses, and internships, aligning education with real-world needs. Accelerated and extended degree programs (ADP/EDP) will provide fast-track graduation options, allowing students to earn up to 50% of their credits through alternative modes. Additionally, the relaxation of minimum attendance requirements will empower higher education institutions (HEIs) to design attendance policies tailored to the needs of students and programs. To implement these changes effectively, private universities must act proactively. Adopting robust technological solutions, such as Learning Management Systems (LMS), will help manage credit transfers, continuous assessments, and alternative learning pathways. Collaboration with industry partners will be crucial in creating internship and apprenticeship programs that enhance employability. Universities should also focus on redesigning curricula to accommodate biannual admissions and multidisciplinary credit transfers while maintaining academic standards. Supporting accelerated degree programs will require mechanisms to recognize prior learning and integrate online courses, offering students flexible pathways to graduation. Finally, student counseling services must play a central role in guiding learners through flexible entry, exit, and re-entry options, ensuring they make informed choices. These reforms are an opportunity for private universities to lead the way in flexible, innovative, and student-centric education, aligning with the National Education Policy (NEP) 2020. By embracing these changes, private institutions can set benchmarks for quality and accessibility, ultimately preparing students for a dynamic and multidisciplinary future. What are your thoughts on these changes and their impact on Indian higher education?

A recent survey completed by over 200 educators from #ISPIndia schools identified, unsurprisingly, time constraint as one of the biggest barriers for engaging meaningfully in professional learning. The same survey also revealed the features they most value in a learning platform. I am optimistic about our soon-to-launch #ISPLearningHub, a flexible, user-friendly learning platform which offers a practical approach that can seamlessly integrate with our teachers' learning aspirations and schedules. Here are 10 reasons why: 1. Self-Paced Learning: Allows teachers to access learning content anytime, anywhere, and complete it at their own pace. Teachers can fit learning into their schedules as they deem fit, engaging when it's most convenient for them. 2. Micro-learning: Offers short, focused learning modules (5-15 minutes) that cover key concepts or skills in bite-sized chunks. Teachers can engage in professional development during short windows of time. 3. On-Demand Access: The content includes recorded webinars and downloadable resources that can be accessed at any time. 4. Flexible Completion Deadlines: Teachers can pace themselves, aligning their learning with other professional and personal commitments. 5. Mobile-Friendly Platform: The platform is mobile-optimized, increasing accessibility and allowing teachers to learn on the go from smartphones or tablets. 6. Modular and Customisable Learning Paths: Offers modular learning paths where teachers can select specific courses or modules  most relevant to their needs, rather than committing to a lengthy  programme. 7. Just-in-Time Learning Resources: It is loaded with resources like research articles, instructional videos, and toolkits that offer solutions to immediate classroom challenges. 8. Embedded in Classroom Practice: Encourages learning by doing, where teachers are encouraged to implement concepts in their classroom and reflect on their experience. 9. Collaborative Learning Opportunities: Offers opportunities for asynchronous discussion boards, forums, or peer-to-peer learning groups where teachers can engage at their convenience. 10. Progress Tracking and Reminder Features: Has inbuilt system for tracking progress, setting reminders for deadlines, and resuming learning from where one left off. To all the teachers out there...whatever you do, never give up on the power of a #goodstruggle and never stop learning! International Schools Partnership Limited Sancta Maria International School, Hyderabad Manthan International School CS Academy Cambridge University Press & Assessment

How can we create a dynamic and flexible learning environment that fosters personalized, competency-based learning, maximizes student engagement, and nurtures creativity and innovation both indoors and outdoors? #1 Learner-Centered Approach As Eric Sheninger states more emphasis on the “who” we are teaching than the “what” we are teaching! - Emphasize the individual learner's strengths, interests, and needs, shifting from a focus on content delivery to personalizing learning experiences. This includes fostering student agency and choice, where learners have a voice in shaping their educational journey. #2 Interdisciplinary Competencies What learning habits do we want life long learners to possess? - Develop transferable, whole-learner competencies that integrate content knowledge with real-world skills and dispositions. Move from teaching discrete grade-level standards to fostering higher-level competencies that prepare students for diverse challenges. #3 Mastery-Based Progression How are we moving from accountants of points to mentors of young people? Right Devin Vodicka! - Shift from traditional seat-time measures to proficiency-based progression. Students advance upon demonstrating mastery of key learning outcomes, allowing for personalized pacing and ensuring genuine understanding before moving forward. #4 Flexible Learning Environments How are we making education more geographically fluid? - Create adaptable learning environments that support individual learning paths. This includes flexible seating, schedules, virtual courses, and self-paced mastery, promoting a more engaging and accommodating educational setting. #5 Effective Pedagogy and Data-Driven Personalization How do we know if what we are doing is working? - Employ effective pedagogical techniques such as cooperative learning, differentiation, scaffolding, and innovative assessments like portfolios to empower learners. SpacesEDU uses evidence of learning data not just for collection, but to personalize and celebrate learning to meet each student's unique needs. Sierra Holtzheuser These five principles collectively create a personalized, competency-based learning environment that is flexible, engaging, and focused on the individual learner's growth and mastery. What would you add? What does your ideal learning environment look like? Your Friend, Danelle Almaraz InnovateEd #onthemove