See How Transformation Works in Practice

• Active learning

  In a meta-analysis of 225 studies of undergraduate science, engineering and mathematics courses, exam performance improved by almost half a standard deviation under active learning, and failure rates were 55% higher under traditional lecturing.

  Freeman et al. (2014)
• Feeling versus learning

  In randomised classes, students learned more from active learning but felt they learned less, because the effort felt like confusion. Explaining this to students protects engagement.

  Deslauriers et al. (2019)
• Project-based learning

  Across 30 studies covering 12,585 students in nine countries, project-based learning had a medium-to-large positive effect on academic achievement compared with traditional instruction.

  Chen and Yang (2019)
• Flipped classrooms

  Across 114 studies, flipping produced a small positive effect on learning, with larger gains when face-to-face time was kept and quizzes checked preparation.

  van Alten et al. (2019)
• High-impact practices

  Internships, capstone projects, collaborative projects and undergraduate research are associated with deeper learning and persistence, when they are done well.

  Kuh (2008)
• Retrieval and feedback

  Practice testing and spaced practice are among the most effective learning techniques, and feedback about the task and how to improve helps more than praise.

  Dunlosky et al. (2013); Hattie and Timperley (2007)
• Skills employers need

  Employers expect 39% of workers' core skills to change between 2025 and 2030, with analytical thinking the most sought-after core skill.

  World Economic Forum (2025)
• Barriers to change

  Lack of training, time and incentives are the most commonly cited barriers to faculty changing how they teach.

  Brownell and Tanner (2012)

References

1. Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., & Wenderoth, M. P. (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences, 111(23), 8410-8415. doi:10.1073/pnas.1319030111
2. Deslauriers, L., McCarty, L. S., Miller, K., Callaghan, K., & Kestin, G. (2019). Measuring actual learning versus feeling of learning in response to being actively engaged in the classroom. Proceedings of the National Academy of Sciences, 116(39), 19251-19257. doi:10.1073/pnas.1821936116
3. Chen, C.-H., & Yang, Y.-C. (2019). Revisiting the effects of project-based learning on students’ academic achievement: A meta-analysis investigating moderators. Educational Research Review, 26, 71-81.
4. van Alten, D. C. D., Phielix, C., Janssen, J., & Kester, L. (2019). Effects of flipping the classroom on learning outcomes and satisfaction: A meta-analysis. Educational Research Review, 28. doi:10.1016/j.edurev.2019.05.003
5. Kuh, G. D. (2008). High-impact educational practices: What they are, who has access to them, and why they matter. Washington, DC: Association of American Colleges and Universities.
6. Dunlosky, J., Rawson, K. A., Marsh, E. J., Nathan, M. J., & Willingham, D. T. (2013). Improving students’ learning with effective learning techniques. Psychological Science in the Public Interest, 14(1), 4-58. doi:10.1177/1529100612453266
7. Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81-112. doi:10.3102/003465430298487
8. World Economic Forum (2025). The Future of Jobs Report 2025. Geneva: World Economic Forum. weforum.org
9. Brownell, S. E., & Tanner, K. D. (2012). Barriers to faculty pedagogical change: Lack of training, time, incentives, and tensions with professional identity? CBE Life Sciences Education, 11(4), 339-346. doi:10.1187/cbe.12-09-0163