Education Conference 2025: Student Voices on Learning, Community, and the Future: Insights for HE Staff

By Leanne Ingram

I recently attended the student panel discussion as part of the University’s Education Conference. Listening to the candid perspectives of Grace (Biomedical Science), Danica (Business Management), Katie (History), and Viven (Electrical Engineering) gave rich insights into how we, as staff, can shape a more effective and supportive student-centred experience. This post reflects on some key themes that resonated with me around teaching, assessment, AI, community, and their future aspirations after graduation.

Crafting Engaging, Purposeful, and Supportive Learning Journeys

Moving beyond passive knowledge transmission, the students highlighted a desire for active and varied learning experiences underpinned by strong support structures. Effective teaching, they noted, involves more than bland content delivery. It requires creating environments where students feel empowered to participate, led by passionate and curious facilitators.  Grace highlighted the possibility and importance of this in large programmes; “what makes teaching really effective when it's done at that large of a scale is when you have a lecturer who actually is passionate”, and as Danica emphasised when discussing effective teaching; "the environment should be welcoming of any types of questions," - the psychological safety of students in their learning environments and communities was a clear thread running through the discussions - students need to know that it is ok to speak up, and where, when, and how to do so.

Our student panel also advocated for purposeful assessment and questioned the relevance of traditional, in-person, closed-book exams, advocating instead for methods that genuinely reflect real-world skills and application. Viven asked, "how do I know for sure that these exams are what's preparing me... [for work]?" and Katie compellingly argued “[in a work role] I would not be asked to write a paper… using only my memory”. The panel valued alternative assessments, like creating an exhibition (Katie, History) or tackling practical group challenges (Viven, Engineering, You’re Hired), but stressed the need for clarity on why specific methods are used. Complementing this is the need for approachable support from tutors and clear, diverse communication methods that cut through the noise of crowded email inboxes.

Building Belonging as the Heart of Engagement

Perhaps the most resonant theme for me was the importance of community and belonging that includes staff, not just peers. This wasn't just a 'nice-to-have'; it was presented as fundamental to engagement, well-being, and the overall learning environment. Students are navigating complex social change alongside their academic work. As Viven noted when asked how we could engage disengaged students, when moving to new a new city and managing academic and social life; “this is our first time being adults”, so if learning spaces are calm and safe environments where students can get to know the lecturers it reduces the overall pressure and increase motivation to attend - even the 9am lectures.

A positive community environment can mitigate negative aspects of university life, like potential competitiveness. Danica observed that "with encouraging and welcoming spaces that degree of competitiveness that we have is dissolved." Conversely, a lack of engagement from peers doesn't just affect the individual; it tangibly impacts the group dynamic and the experience for everyone. Katie described the feeling when few attend a session: "sometimes it's just awkward. So like if you're supposed to have a full... seminar, and there are like five of you." Fostering this sense of community requires conscious effort. Staff play a key role, not just academically but socially. Grace suggested proactive initiatives like early-semester events with a School’s student society where staff members get to know new students, helping to build those connections and rapport so that students are more comfortable seeking guidance or asking critical questions later. It involves creating those welcoming spaces Danica mentioned, ensuring tutors are approachable, and recognising that every interaction could contribute a sense of belonging or deepen isolation.

Navigating AI: Guidance is Needed

Artificial Intelligence was seen as becoming impossible to ignore.  They see AI's potential but are aware of the ethical grey areas and would like more embedded guidance. There was a clear consensus that prohibition isn't the answer. Grace believed; "students are going to use it whether you tell them to or not” and highlighted that Biosciences tutors have put together a useful guide for how to use AI well. The panel uses it as a tool – for breaking down 17-page engineering project briefs, helping to plan time for bunched assessment deadlines, or to have a back-and-forth discussion as a way of quizzing their knowledge of a topic.  They also worry about crossing lines into academic misconduct, with one student sharing that they don’t use AI because it feels like cheating. My sense was that as staff we need to maintain an open discussion of the use of AI across the whole University community, but also within the curriculum to cover the specifics of different disciplines and where it can be a powerful tool when used appropriately.

Thinking about the Future

Finally, the students emphasised the importance of seeing clear links between their studies and their future. Experiences like Katie's (History) placement year were highlighted as transformative, not just for skills but for confidence and direction: "...being able to try it out for a year - there was no pressure… the world is my oyster [or lobster!]...it's made me feel confident about finishing University." Confirming that a change of direction was needed after a placement or a more involved research project, was also valuable information before launching into a career they might not enjoy and could prevent enrolment onto a Panic Masters through indecision.  Whether through practical lab work giving realistic insights (Grace), dedicated employability modules (Danica), or developing transferable skills to become a desirable candidate in internships and graduate roles (Viven), students valued seeing how their current efforts connect to life beyond graduation.

Listening, Reflecting, Acting

The insights shared by Grace, Danica, Katie, and Viven offer valuable perspectives for reflection. Their experiences underscore the need for purposeful teaching and assessment, proactive engagement with technologies like AI, clear links to future careers, and crucially for me, the deliberate cultivation of supportive, engaged learning communities. What steps can we all take, inspired by these student voices, to enhance the Sheffield experience?

Leanne Ingram is an Academic Skills Adviser in Education Development Services.