Ahead of the publication of Advance HE’s Employability Case Studies 2026 – The 3 Es: as easy as A, B, C? –next week, Lindsey Munro and Trish Linton from Manchester Metropolitan University reflect on how active learning literacy is critical.
Imagine walking into a classroom that feels more like a buzzing innovation hub than a traditional lecture theatre. Round tables invite collaboration, write-on walls spark creativity, and screens beam ideas across the room. We, along with many other universities, have embraced new active learning spaces designed to mimic the professional environments our graduates will soon enter. And the results? The rumblings of a seismic shift in how students engage with their learning and career development. In short, active learning looks as if it could be the bridge between academic theory and real-world success. But how can we effectively turn this rumbling to a quantum leap in the student learning ecosystem?
The world our graduates are stepping into is unpredictable. We can’t anticipate every skill they’ll need by 2030, but we can prepare them to thrive amid constant change. That means moving beyond passive note-taking and into dynamic, authentic learning experiences that build communication, teamwork and adaptability. Active learning can boost motivation, narrow achievement gaps, and cultivate transferable employability skills, the skills that employers crave – but only if students and staff fully engage.
There have been lots of opportunities for staff to learn more about active learning methods through workshops, monthly cross-faculty webinars, and communities of practice that share strategies for authentic assessments and interactive teaching.
The physical environment also matters. Think round tables for group work, write-on walls for brainstorming, and tech-enabled rooms that scale for different activities. These spaces aren’t just aesthetically pleasing – they’re catalysts for a mindset shift. When students walk into a room that looks and feels like a professional setting, they start behaving like professionals. However, active learning isn’t just about activities and furniture – it’s about culture.
Take our Year 1 Chemistry cohort. Timetabled in active learning spaces throughout Semester 1, these students experienced a radical departure from the lecture model. Instead of passively absorbing content, they worked in groups, applied their knowledge to a range of problems, and engaged in discussions that mirrored professional practice. The result? Higher engagement, stronger skill development, and a growing confidence in articulating their abilities – all critical for future job applications …which was the experience for some students. Other students found it more challenging to maximise the active learning opportunity for a variety of reasons including lack of confidence and feeling overwhelmed.
How can we get all students to reap the benefits of this approach? At the heart of the solution is improving their active learning literacy. We need to train students how to engage with the active learning approach – explaining the underpinning research, scaffolding activities to build their confidence in communication, problem-solving, teamwork (being an effective group member), and encouraging them to identify and articulate the progress they have made. By making active learning the default and supporting students to make the most of this learning approach, we’re ensuring that every student – not just the most motivated – has the chance to develop the skills they need. Effective active learning helps break down barriers by creating inclusive, supportive environments where every voice matters.
Our call to action
- Active learning literacy isn’t optional – it’s essential.
- Embed student active learning training from Day 1 of the learning journey.
- Scaffold learning and convince students that actively engaging with all learning activities, even when this feels like it is outside their comfort zone, will enable them to find their pathway to success. This could be by using peers and alumni to advocate for this approach to help minimise reluctance of some students to actively engage.
- Let’s work together in higher education to share best practice – what active learning training methods do you use with students?
The future belongs to those who learn actively. Let’s make sure that’s all of us.
Lindsey Munro and Trish Linton are both Readers at Manchester Metropolitan University focused on Chemistry / Bioscience education. They have both been involved in a range of leadership roles, including at departmental level and for graduate outcome initiatives.
