The ITLN matters
Global higher education is facing unprecedented challenges. More than ever before areas such as financial fragility, student expectations, imperatives to improve student outcomes and embed inclusivity and AI are driving the need for change. Some of these challenges are being addressed locally and regionally as institutions re-anchor around purpose and values, and in this context there is significant opportunity to pool knowledge in relation to global challenges for the sector.
It’s important not to lose sight of what makes universities so valuable. They are, at their heart, human-centred spaces - places where people grow, belong and discover new possibilities. We can all agree that we are seeking to enhance the holistic student experience, yet doing so within increasingly complex systems means that those of us leading or driving teaching, learning and student experience are juggling an extraordinary number of priorities, pressures and expectations. This makes it more important than ever to create external opportunities for collective reflection among peers: spaces where we can step back, think strategically, share practice and regain clarity amid the noise.
It was against this backdrop that the International Teaching & Learning Network (ITLN) was launched in 2025, building on its initial iteration in 2023. The network emerged as a direct response to the sector’s transition out of the pandemic - creating a space to reconnect, share insight and collectively reimagine teaching and learning for a changed world.
We are stronger together
The ITLN was founded on a simple, common sense yet powerful principle, that good practice already exists across institutions, but it is often developed in isolation. Many colleagues work in roles in HE that span leadership, academic development, scholarship and professional services, addressing similar challenges but at times this can be siloed, or feel isolated, without regular external opportunities to connect across institutional or national/ international boundaries.
This network provides space for collaboration that values shared expertise, transparency and inclusivity, and one that recognises professional development as a collective endeavour rather than an individual responsibility. It deliberately foregrounds learning with peers across contexts, rather than positioning enhancement as something done to colleagues.
Why the ITLN is necessary now
Conversations with members of the ITLN regularly highlight a set of shared challenges felt across the sector. A recurring theme is the difficulty of sustaining engagement with continuing professional development (CPD) when staff are already stretched for time and managing heavy workloads. This pressure inevitably affects how visible and accessible CPD opportunities are, as well as how clearly staff can navigate development pathways and therefore address the ‘wicked problems’ of the day.
There’s therefore a growing need to carve out space for meaningful, pedagogy-first experimentation where innovation is guided by educational purpose, not just technological possibility. The real opportunity, however, lies in connecting these efforts: building ecosystems that align people, practices, and structures so that change is not only innovative, but coherent and sustainable.
The ITLN provides that space. Rather than seeking to provide quick wins or one size fits all solutions, the network gives colleagues the space and time to learn from different approaches, understand common barriers, and avoid reinventing the wheel and duplication. In doing so, it creates meaningful opportunities for longer term thoughtful, sustainable collaboration and enhancement.
What sets the ITLN apart from other networks
There are many networks and professional communities in HE, but members have identified several features that distinguish ITLN. The network is:
- intentionally designed as a safe and supportive peer space. It operates on trust, collegiality and generosity, allowing members to act as critical friends, network and connect to share emerging ideas, as well as ongoing challenges. This emphasis is framed on honesty and mutual support to create dialogue with like-minded HE professionals.
- practice‑led rather than policy‑led. Discussions are often grounded in institutional experience: showcasing initiatives and case studies, frameworks and tools that colleagues are developing and currently using in practice. Therefore, the focus is on what works, what can be adapted elsewhere, and what still needs further exploration.
- focused on collaborative action. This is needed to ensure it is meaningful time spent with Task‑and‑Finish groups to bring members together around specific projects, including the development of toolkits, guiding frameworks and joint publications. These outputs are designed to be shared beyond the network and have a role in supporting wider sector learning and impact.
- deliberately inclusive of roles and career stages. It values the contributions of academic staff, professional services colleagues, and those in hybrid or leadership roles, recognising that learning and teaching enhancement is strengthened through diverse perspectives and forms of expertise.
Supporting colleagues in practice
Through regular online meetings and opportunities to engage in collaborative projects, the ITLN supports colleagues with practice-focused discussions on staff induction, pedagogical development, assessment and feedback, scholarship and technology integration. Its international scope enables members to explore how shared challenges play out in different contexts, while maintaining a strong focus on practical relevance.
At its heart, the network is shaped by a strong, shared ethos among its chairs: a commitment to reflection, collaboration and evidence-informed practice. This grounding ensures that ITLN is not just a place for conversation, but an active force in shaping and advancing learning and teaching across higher education.
An invitation to connect - come join us and the conversation
The ITLN exists to inspire, innovate and support. It is an evolving community, one that has been shaped by its members and is responsive to the realities of contemporary HE. It’s for colleagues who are committed to collaborative learning and share a desire to purposefully improve teaching and learning and the wider student experience. The ITLN offers a digital space to connect, contribute and learn together.
We are looking forward to welcoming members new and old to our network – if you would like to join us register your interest here: International Teaching and Learning Network Contact List – Fill out form
You can also find us on LinkedIn: International Teaching and Learning Network | Groups | LinkedIn
Tina Byrom is Head of Enhanced Academic Practice at Loughborough University.
Jaya Kumar Karunagharan is Director of the Nottingham Recognition Scheme at the University of Nottingham Malaysia.
Kate Strudwick is Professor of Student Engagement/Dean of Teaching and Learning at Lincoln University.
Jess Power is a Senior Higher Education Leader.