Reimagining postgraduate learning in a digital society
Professor Chrissi Nerantzi and postgraduate researcher Zachary Chai share their insights from the AMPS 2026 Conference in Madrid.
In June 2026, we participated in the international conference A Focus on Pedagogy: Contemporary Teaching in a Time of Change, hosted at the Universidad Politécnica de Madrid.
Bringing together educators and researchers from across disciplines, the conference explored how teaching and learning are evolving in response to rapid global change, including the rise of artificial intelligence, shifting learner needs and new pedagogical possibilities.
Set in the historic and vibrant city of Madrid, the event created a rich space for dialogue across disciplines, where diverse perspectives sparked curiosity, challenge and connection.
Our contribution
We presented our work titled Reimagining postgraduate learning: Co-designing “Education in a Digital Society” with students, Problem-Based Learning, and genAI.
Our contribution focused on a collaboratively designed postgraduate module created with Alexandra Poradowska and Maria Pavlopoulou, students on the MA in Digital Education and Zachary Farouk Chai, a PGR in the School of Education.
This work positions students as consultants and co-creators in their learning journey. The module invites critical and creative engagement with key questions around technology, education and society, while embedding generative artificial intelligence (genAI) as part of the learning ecosystem rather than treating it as an add-on.
Learning is scaffolded through Problem-Based Learning, where students engage in authentic inquiry, working from practice to theory. The module creates space for experimentation, dialogue and connection, with opportunities for students to shape the curriculum, collaborate with peers and contribute to an open, living resource beyond the module itself.
Check out the open module companion.
Emerging themes and conversations
Across the conference, several themes resonated strongly with our work. One of these was the role of story in education, not only as a way of communicating ideas, but as a way of making sense of experience, surfacing connections and imagining alternative futures.
Another key theme was the importance of human-centred approaches in the age of AI. Discussions highlighted the need to foreground human judgement, attention and ethical agency, and to create learning environments where students can question, reflect and act rather than simply adopt technological tools.
Linked to this was a shared recognition of the value of slowing down and thinking critically about AI. Rather than focusing on efficiency alone, many contributions emphasised the importance of intentional, reflective engagement that supports deeper learning.
Zachary’s contribution
As part of my doctoral research, I presented a paper titled ESL teachers navigating challenges in implementing Mobile-Assisted Language Learning (MALL) in under-resourced classrooms: Lessons from Malaysia.
Drawing on my EdD study, I shared findings from rural schools in Sabah, Malaysia, where teachers work with limited infrastructure, restricted access to devices and ongoing institutional constraints.
The talk explored how teachers navigate these conditions not by simply applying techniques, but through professional judgement, drawing on their beliefs, knowledge and experience, alongside ongoing reflection, to decide when, how and whether to use mobile technologies in their classrooms.
Presenting this work in an interdisciplinary setting was genuinely valuable. The questions and feedback I received from colleagues across different fields pushed me to think more carefully about how context shapes practice, and how teachers’ adaptive expertise can be better supported through professional development.
These conversations have already begun to inform how I frame my analysis, and I am grateful for the generosity and insight of those I spoke with along the way.
Looking ahead
Our time in Madrid reaffirmed that reimagining education is a collective endeavour.
Bringing together participants from over 40 countries and more than 30 disciplinary areas created a dynamic and energising space, where diverse perspectives sparked dialogue, curiosity and new ways of thinking together.
Reimagining education requires openness, collaboration and a willingness to experiment with new ways of working.
We hope to continue these conversations beyond the conference, to stay connected and to explore opportunities for collaboration with colleagues we met along the way.
We remain interested in how imaginative, inclusive and human-centred approaches can shape stimulating educational futures, and the new Imaginative Curriculum Centre creates a space for us to come together to systematically inquire into possibilities.
We are grateful to the School of Education for generously supporting our work and enabling us to present at this conference.
Written by Professor Chrissi Nerantzi, Director of the Imaginative Curriculum Centre for Research and Scholarship, School of Education, and Zachary Chai, School of Education Postgraduate Researcher.
