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An article published in Higher Education Research increasing accountability; the growth of transnational education; digital transformation; the rise of data analytics; evolving assessment philosophy and practice; work-integrated learning; the students as partners movement; the trend away from solo teaching; and new pedagogies for an unknown future. These shifts have taken place in a broader context of profound global changes including: changing economic powers and global political tensions; prevailing societal inequalities; climate change and the resulting environmental and ecological damage that puts human existence at risk; and significantly changing social norms. The global pandemic has contributed a further layer of chaos and uncertainty, including in terms of the meaning of effective higher education teaching. The article argues that given this new context, the criteria that have so successfully defined effective teaching to date now need to be re-interrogated, reconsidered, revised, and updated.
Devlin et al. (Sun,) studied this question.