This paper explores how the adoption of Team-Based Learning (TBL) is responding to sector-wide challenges around student engagement, belonging, critical thinking, academic integrity and the accelerating impact of artificial intelligence. TBL is a structured, student-centred pedagogical approach that focuses on readiness checks, team accountability and applied, real-world problem-solving. It supports a deeper approach to learning and helps students strengthen transversal skills such as communication, critical thinking, and teamwork, which are becoming increasingly significant given the rapid developments in Artificial Intelligence (AI) and evolving graduate attributes.

Key initiatives to support TBL integration include adopting a dedicated Learning Activity Management System (LAMS) that enables seamless integration of TBL and other teaching strategies to support active and collaborative learning across face-to-face, online, and hybrid environments. An overview of LAMS will be presented, including features such as focused tracking, AI-enabled lesson development, real-time analysis of student work, instant feedback to the lecturer, and peer review. In addition, to support professional development, TUS has developed a Certificate in Team-Based Learning (15 ECTS at level 9). This is supplemented by the creation of open-access resources and a TBL101 workshop.

National Forum Pathfinder funding has led to a partnership approach between the Technological University of the Shannon (TUS) and South East Technological University (SETU), laying the groundwork for a scalable, future-focused ecosystem of Team-Based Learning (TBL) in Irish higher education. The project team has conducted a cross-institutional scoping process to assess staff readiness for large-scale pedagogical change. A pivotal moment involved bringing academic leaders from TUS and SETU to the National TBL Hub at the University of Manchester, where they observed a mature, institution-wide TBL ecosystem in action. Introductory TBL workshops and the integration of LAMS software have enabled staff across both universities to experience how TBL can be delivered consistently and seamlessly.

Meaningful pedagogical transformation requires relational, sustained, ecosystem-level academic development rather than one-off interventions. This paper concludes by outlining a shared ambition to collaboratively develop national support structures that enable active learning at scale and prepare graduates for a world where human collaboration and critical reasoning matter more than ever.