Emerging and Innovative Pedagogies in Geography Higher Education (RGS-IBG AIC 2026)
September 1 – September 4
*This event is part of the RGS-IBG Annual International Conference 2026. Exact session time and location will be confirmed in due course and updated here.
Convenors:
- Dr Harry West (University of the West of England)
- Dr Alan Marvell (University of Gloucestershire)
- Professor Jennifer Hill (Visiting Professor, University of the West of England)
- Dr Sonja Rewhorn (Open University)
Format: In-person paper session
Sponsored by the Geography & Education Research Group
The evolving landscape of geography higher education demands pedagogical innovation that is responsive to the diverse needs of students and the challenges of the 21st century. This session invites paper contributions that explore emerging and transformative approaches to teaching, learning, and assessment, offering a platform to share ideas and discuss emerging and innovative HE pedagogies.
Central to the discussion is the integration of inclusive and equitable teaching practices that address the diverse needs of students. By rethinking traditional teaching and learning approaches and exploring alternative assessment models, educators are fostering accessible and engaging learning experiences. These practices are further enhanced by advances in technology, including the use of generative AI. Tools such as AI-driven writing aids, data analysis platforms, and virtual simulations are being leveraged to personalise learning, create innovative assessment opportunities, and prepare students for a digitally-literate world, while also prompting critical discussions about ethics and academic integrity.
The session also explores how pedagogies adapted during the COVID-19 pandemic, such as digital and hybrid teaching, have evolved into powerful tools for the post-pandemic era. Innovative uses of digital platforms and immersive technologies, such as GIS, augmented reality, and online collaborative tools, are changing how students interact with geographical content and their peers and tutors. This transition to flexible and technology-rich learning environments is complemented by a renewed focus on authentic and sustainable fieldwork. By emphasising local contexts, virtual field experiences, and ethical community engagement, educators are balancing pedagogical rigour with social, environmental and financial responsibility.
Recognising the holistic nature of education, this session also considers the affective dimensions of learning. Emotionally supportive pedagogies are emerging as crucial tools in fostering student and staff wellbeing, resilience, and motivation. Equally transformative are student-staff partnerships, where students are empowered as co-creators in curriculum design, assessment practices, and research, ensuring that educational practices remain inclusive, relevant, and reflective of diverse perspectives.
By integrating these themes, the session aims to provide a collaborative space for sharing innovative practices that advance the discipline of geography, preparing students to navigate and address the complex challenges of a changing world.