Public Talk - Designing Hybrid and Mobile Learning for Inclusive Teacher Education: Lessons from International Research Partnerships

Teacher education based on hybrid and mobile learning offers a range of potential benefits, including greater accessibility, scalability, flexibility, personalisation, enhanced support and improved peer learning. These approaches hold promise for making teacher education more equitable and inclusive. Emerging innovations such as learning analytics dashboards and the use of generative AI can further enhance learning but may also introduce additional layers of pedagogical, technical and ethical complexity. Drawing on experience leading several international research projects with teachers in East and South Asia, as well as recent work designing a new professional development course on blended learning, this seminar will highlight key lessons related to both the affordances and constraints of hybrid and mobile learning designs for advancing equity and inclusion in teacher education.

Agnes Kukulska-Hulme is Professor Emerita of Learning Technology and Communication in the Institute of Educational Technology at The Open University, UK. Her expertise encompasses online distance education, mobile learning, migrant/refugee learning, and self-directed language learning. She is on the Editorial and Advisory Boards of several journals and is Past-President of the International Association for Mobile Learning. In addition to well over 300 academic publications and papers, she has co-edited several books and authored policy and practice reports for UNESCO, British Council, Commonwealth of Learning, International Research Foundation for English Language Education and Cambridge University Press. Professor Kukulska-Hulme has served as an external evaluator in several formal departmental reviews of research and teaching, and as an external examiner of over 40 doctoral theses. She has designed online Masters programmes and has led and contributed to numerous research projects in the UK and internationally, focusing on migrants’ language learning, future roles of digital/AI-enabled and mobile learning and the English language in Higher Education, language-mediated access to essential online services, and teachers’ professional development.