Information and digital literacy in education via the digital path

Vice-chancellors and senior executives from more than 40 UK universities have contributed to a new framework, launched today, to help higher education leaders realise the benefits of a long-term strategic approach to digital technology.

The Higher Education Policy Institute (HEPI) has published a new report with original testimony and practical guidance for UK universities on decolonising higher education. The report establishes that the decolonisation of UK universities is vital for the improvement of course curricula, pedagogical practice, staff wellbeing and the student experience. 

Miseducation: decolonising curricula, culture and pedagogy in UK universities by Mia Liyanage is based on over 20 hours of interviews with leading figures in academia, student activism and higher education policy. The report’s recommendations include:

• Ensuring a better understanding of decolonisation and ending its conflation with equality, diversity and inclusion initiatives.
• Prioritising decolonisation in order to expand the curriculum and improve both teaching and course content.
• Increasing Government and university funding for BAME research and BAME-only scholarships.
• Tackling discrimination, hostility and unconscious bias against those working on decolonisation.
• Creating departmental roles to work specifically on issues relating to anti-racism and the decolonising of their department.
• Establishing channels for collaboration on these issues between students and faculty.