Thank you everyone for such rich reflections on authenticity, climate and professional learning. It’s clear this isn’t about bolt-ons, but about how we work together over time. Let’s keep the dialogue going. #LTHEchat

Q6. Looking ahead, what kinds of collective professional learning would you like to see to help educators develop confidence and expertise in teaching climate change authentically? Reply with A6 #LTHEChat and your response

Q5. What kinds of spaces, conversations, or communities help educators engage with climate change authentically over time? Reply with A5 #LTHEChat and your response

Q4. How do emotions like anxiety, hope, or frustration show up in climate-related learning, and what responsibility do we have to respond to them pedagogically? Reply with A4 #LTHEChat and your response

Q3. What do you find most difficult about engaging students with climate change in higher education, regardless of discipline or role? Reply with A3 #LTHEChat and your response

Q2. In your experience, what makes learning feel authentic to students: is it the task itself; the purpose behind it; or how students are involved? Reply with A2 #LTHEChat and your response

Q1. When you hear the phrase “authentic learning”, what comes to mind in your own role or context? Reply with A1 #LTHEChat and your response

Hello, I’m Alina Congreve, working on sustainability, wicked problems and authentic learning in HE and with the professional body CIEEM. Delighted to convene tonight’s #LTHEChat. Let’s explore climate change across the curriculum together

Join us tonight at 8 pm BST where we’ll be exploring Authentic Learning and Climate Change Across the Curriculum, with @alinacongreve.bsky.social Read the blog for more:

It’s barely stopped raining this year 🌧️ Climate change feels present in our daily lives and in our teaching. Tonight’s #LTHEChat (8–9pm UK) is on authentic learning and climate change. How to work with complexity, uncertainty and support each other? On Bluesky #LTHEChat. 📷 Image: S J Objio Unsplash

Don’t forget to join us tomorrow, Wednesday 8-9pm BST, for #LTHEchat, which will explore “How real is too real? Authentic learning and climate change across the curriculum” with @alinacongreve.bsky.social Read the blog post at:

A5 #LTHEChat I sometimes wonder whether learning communities emerge when we leave space for interaction and shared meaning-making, rather than tightly specifying every activity. Some of our very tightly written module specs and lesson plans have little room for adjustment.

A3 #LTHEChat It feels easier to get staff on board when learning communities grow out of existing teaching practices, rather than being introduced as something additional.

A4 #LTHEChat Inclusion feels less about demographics in the abstract and more about whose ways of participating are treated as legitimate.

A1 #LTHEChat I tend to associate learning communities with learning that feels meaningful beyond assessment — where participation matters, not just completion of an essay or exam.

#LTHEchat Hello everyone, I’m joining from a train heading back from a workshop in Leeds — looking forward to the conversation this evening. Today’s discussion about learning communities is also giving me lots to think about for next week’s chat on authenticity and climate change across disciplines…

A6 #LTHEChat Thinking about the unique contributions that people make and AI can't replicate and framing assessment around that.

A5 #LTHEChat I think there are really big differences in how it plays out in the arts and humanities compares to law, or computing or medicine. So university wide policies are not - going back to question one going to help us navigate the disruption.

A3 #LTHEChat I think we will get to this very quickly as detection and policing use is not working. That does not mean AI use is unproblematic or should be uncritically embraced - just a reality of getting into an arms race trying to stop students using it.

A2 #LTHEChat I feel really uncomfortable about the framing with an age of abundance. In very practical terms we will run short of water in southern England if we don't think more about when and how we use AI.

A1 #LTHEChat I think it is disrupting some very long-standing approaches to assessments - in particular academic essays as a written form; and software based approaches to checking student authorship - Turnitin.

#LTHEChat A3 In a month - to do these exciting new things we need to stop doing some other things to make room for them. And free up our time to do them. We should stop running so many optional modules on niche research interests for very small numbers of students. I would map out what we can stop.

@lthechat.bsky.social #LTHEChatQ1. I think the ability to cope with change and uncertainty. I'm preparing some teaching materials right now for ecologists. All that framework I'm teaching about is being changed under our feet in Parliament right now. They need to be able to cope when it changes.