We are delighted to share the latest issue of Regent College London’s (RCL) Research and Scholarship Quarterly (RSQ). This publication provides a platform for RCL academics to share thought-provoking contributions – reflecting our dedication to interdisciplinary research, scholarly advancement and academic excellence.
This special issue presents the conference proceedings from our Learning and Teaching Conference 2025.
Held in person at RCL’s Fitzrovia campus on 25 April 2025, the event brought together academic staff, student support teams and external partners to showcase and share best practices in learning, teaching and assessment.
Click here to dive into our brand-new Quarterly issue or discover some of the highlights below!
Fostering impactful education
This year’s conference theme – “Inspire and Engage: Showcasing our RCL Pedagogies and Practices” – highlighted the importance of learner-centred approaches as the foundation of meaningful, impactful education.
This issue of RSQ features conference papers across three key themes, reflecting the breadth and depth of the event’s discussions:
- Pedagogy and Practice
- Student Engagement and Support
- Technology and Innovation in Learning
From inclusive, hands-on teaching strategies and reflective practice to the integration of AI and digital tools, each paper offers insight into how we can better serve an increasingly diverse student body.
Highlights from this issue include…
Learning through software: Exploring the impact of Visible Body on student experience
Humza Fazli, Senior Lecturer in our School of Health and Sports Science, examines findings from a small-scale study that strongly support the use of additional learning tools such as Visible Body in higher education.
He opines that expanding student learning opportunities beyond the classroom using software like Visible Body encourages repetition, exploration and reflection – three key elements of effective learning.
“Am I doing it right?”: Enhancing teaching through critical reflection
Dr Riadh Ghemmour, English and Academic Skills Lecturer, explores the importance of critical reflection in the classroom and beyond.
He argues that critical reflection is not about perfection, but rather about being open to discomfort, embracing uncertainty and committing to continuous growth. It allows us to see teaching not as a fixed identity but as a dynamic practice shaped by students, colleagues, contexts and evolving knowledge.
From classroom tensions to boardrooms and clinical readiness: Paradox-based learning as an active learning strategy for transitioning learners into authentic leaders
In this cross-School collaboration, RCL lecturers Dr Mohammed Yekini (Business), Dr Sana Zahabiyounn (Health and Sports Science), Dr Glory Aigbedion (Health and Sports Science) and Md Aminul Islam (Engineering and Computing) propose a unique framework for authentic leadership.
This approach offers a crucial alternative to developing leaders who can navigate the tensions of the workplace by immersing learners in contradictory scenarios to strengthen their self-awareness and cognitive complexity skills development – both of which are foundational to authentic leadership.
Ready to discover innovative, learner-centred approaches to teaching? Click here to read the latest issue of Research & Scholarship Quarterly!
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