Research undertaken in 2022 on the impact of the global pandemic on approaches to curriculum design across the UK higher education (HE) sector (Beetham & MacNeill, 2022) identified a range of factors requiring greater attention in curriculum and learning design practice. These reflected changing student needs and expectations, alongside an increasingly complex and evolving HE landscape across the UK and internationally.

The research highlighted the need to consolidate both perceptions of, and practical understanding around, the benefits and challenges of online learning, alongside the continuing value of place‑based learning, where learners and educators are physically present in the same space. It also emphasised the importance of aligning these perspectives with established research and practice on the effective integration of digital technologies into curriculum design, content creation, and teaching methodologies.

Building on this work, a period of stakeholder and community engagement was undertaken to develop a set of resources that responded to these shifts. This resulted in the creation of an online curriculum and learning design toolkit. Centred on the six pillars ‘beyond blended learning’ model (place, pace, platform, support, flex, and blend), the toolkit comprises a range of open‑licensed resources designed to support both strategic and practice‑based curriculum development.

From October 2024 to July 2026, Jisc is working with 17 higher education providers (17 in phase 1 and 15 in phase 2, from the UK,Ireland, and Australia) in a research pilot programme exploring how these resources can support curriculum and learning design. Pilot teams have been encouraged to use the materials as a starting point for dialogue, enabling shared understanding and clarity around terminology aligned to local contexts. Some institutions have adopted the resources directly, while others have adapted them to develop locally relevant approaches, particularly in relation to curriculum frameworks and wider strategic conversations involving diverse stakeholders.

This presentation provides an overview of the initial research, introduces the toolkit, and shares emerging findings from the pilot projects, (MGill et al, 2025) highlighting implications for future curriculum and learning design in higher education.

References

Beetham, H; MacNeill,S; (2022) Approaches to curriculum and learning design across UK higher education. Jisc

Beetham, H; MacNeill,S, (2023) Beyond Blended. Jisc

McGill, L; MacNeill, S; Beetham, H; Knigh, S; Newall, E, Birkett, S; (2025 )Beyond Blended in Action transforming curriculum and learning design in changing landscape. Jisc.