Virtual Workshop: Innovative Teaching Practices in the Age of AI

Submit your proposal here:

Registration is now open:

News

• A study with Chinese students in grades 7-12 (Strongber, Ley & Wu, 2026) finds that AI adoption raises homework scores by 18% and reduces completion time by 30%, but lowers monthly exam scores by 20% within six months.
• We are glad to announce that Dr. Marc-Oliver Gewaltig will give a keynote presentation entitled Writing with AI: Principles, Disclosure and Practical Strategies. Dr. Gewaltig's extensive experience as a neuroscience researcher, as well as his involvement in the development of tools that encourage responsible AI use (see thesify.ai), will surely inspire many of the attendees at the ITP Workshop. Have you not heard about Dr. Gewaltig? You may want to watch this very interesting interview.

Context

Artificial intelligence is rapidly transforming higher education. Students now have access to tools that can generate essays, solve problems, write code, and summarise literature. This shift challenges us to rethink what we teach, how we teach, and how we assess learning.

Across UNINOVIS, many teachers are already responding to these challenges with creative and effective approaches. This call aims to identify, document, and share these innovations across the alliance.

Who is this call for?

Any teacher, lecturer, or instructor at a UNINOVIS partner institution who has adapted their teaching practice in response to the challenges or opportunities created by AI. We are looking for practitioners at any level — from small adjustments in a single course to comprehensive programme redesigns.

What we are looking for

We want to hear about pedagogical innovations that address one or more of the following goals:

A. Fostering active student participation — strategies that shift students from passive consumers to active contributors in the learning process

B. Developing critical thinking — approaches that train students to question, evaluate, and reason independently, including evaluating AI-generated content

C. Authentic assessment — moving beyond traditional exams toward assessments that reflect real-world competences and are resilient to AI misuse

D. Learning by doing — hands-on, experiential approaches where students learn through practice and application

E. Personalised learning — adapting the learning experience to individual student needs, pace, or interests

F. Interdisciplinary and collaborative learning — breaking disciplinary silos and building teamwork skills across fields, institutions, or countries

G. Ethical awareness and social responsibility — embedding reflection on the societal impact of AI and professional practice

H. Creativity and original production — encouraging students to produce genuinely original work that goes beyond what AI can generate

How do you innovate?

We are also interested in understanding how you innovate. Your approach may involve one or more of the following strategies:

1. Redesigning the learning activity — changing what happens in the classroom (new dynamics, formats, or interactions). This may involve changing the role of the student (increasing student responsibility, autonomy, or agency), changing the role of the teacher (redefining the teacher’s function from knowledge transmitter to facilitator, mentor, or coach)
2. Designing tasks that promote creativity and critical thinking — a deep understanding of written text
3. Redesigning assessment — changing how student learning is evaluated
4. Cross-boundary collaboration — innovating through collaboration across disciplines, institutions, or countries
5. Other approaches

What to submit

Click the link to submission and answer the questions prompted in the Google Forms, it will ask for a short description (maximum 500 words) covering:

1. Your context
   1. Institution
   2. Scientific domain (Arts, Humanities, Social Sciences, Sciences, Computer Science, other engineering specialities, etc.)
   3. Course title or short description
   4. Level (bachelor/master) and approximate class size
   5. (Optional) Any other relevant information
2. The challenge — what problem or opportunity prompted you to change your practice
3. Your innovation — what you did differently and how it works in practice
4. Pedagogical goals — which of the goals above (A–H) your innovation addresses
5. Innovation strategy — which of the strategies above (1–4) best describes your approach
6. Results or observations — what impact you have observed, even if informal or anecdotal
7. (Optional) Link to resources — a link to a web page, platform, or material you use with your students that illustrates your approach

Submissions do not need to be polished academic papers. We value practical experience and honest reflection over formal research methodology. 

What happens next

The selection process will seek to ensure representation across different disciplines, so that the resulting compendium and workshop reflect the breadth of teaching contexts within the alliance.

Selected contributions will be:

• Featured in a UNINOVIS compendium of innovative teaching practices shared across all partner institutions
• Invited to make a presentation (10 minutes + 2 minutes for questions) of their proposal at UNINOVIS Virtual Workshop Innovative Teaching Practices in the Age of AI. Note that time constraints may force the organisers to limit the number of invitations.
• Considered for participation in an in-person workshop during the spring of 2027

Committees

The scientific committee will evaluate proposals and select the ones that will go forward.

Confirmed members of the scientific committee

• Zeynep Azar (Haagse Hogeschool, Netherlands)
• Fjoralba Dado (Universiteti i Tiranës, Albania)
• Claudia Diers-Lienke (Haagse Hogeschool, Netherlands)
• Clotilde Lechuga (Universidad de Málaga, Spain)
• Eleonore Lemmerich (Technische Hochschule Würzburg-Schweinfurt, Germany)
• Jeffrey Michael Taylor (Kauno Kolegija, Lithuania)
• Irene Moreno Medina (Universidad de Málaga, Spain)
• Ignacio Moreno-Torres (Universidad de Málaga, Spain)
• Marijana Prodanovic (Kauno Kolegija, Lithuania)
• Ligita Zailskaitė-Jakštė (Kauno Kolegija, Lithuania)
• Amparo Zamora (Universidad de Málaga, Spain)

Members of the organising committee

• Francisca Martín Vergara (Universidad de Málaga)
• Ignacio Moreno-Torres Sánchez (Universidad de Málaga)
• Marijana Prodanovic (Kauno Kolegija) 
• Yamina Seamari (Universidad de Málaga)
• Amparo Zamora Mogollo (Universidad de Málaga)

Timeline

Note: Due to the August summer break, we will not be able to respond to requests for information during that period.