GenAI and beyond: inventing and re-imagining Higher Education practice

The twenty-third Academic Practice and Technology (APT2025) conference will take place on Tuesday 1^st July 2025. The conference will be hosted at the Coin Street Conference Centre, Waterloo.

Following the success of the in-person 2024 conference, this year’s conference will run again as an ‘in-person’ event. This year’s conference design will maximise the benefits of face-to-face interactions using highly engaging and participatory activities such as workshops and round tables to discuss and reflect on ideas and further develop our APT community.

Registration for APT2025 is now open. APT is open to all within the academic community, from across the sector. Don't delay, get your ticket today!

You can benefit from our Early Bird rate until 11th June 2025. Please check our registration page for links and details!

Find out more information about APT here. 

Conference Theme

GenAI and beyond: inventing and re-imagining Higher Education practice

Conference Sub-Themes

The sub-themes invite participants to critically reflect and explore ways in which they are developing their practice in response to growing use of AI. Through a range of discussion and interactive formats, the event will showcase and celebrate examples of academic practice that can inspire academic and professional services staff.

APT2025 seeks research papers/work in progress, case studies, and workshops that interpret the conference theme of ‘Implication of the use of Artificial Intelligence in teaching, learning and assessment’, aligned to one or more of the following sub- themes:

• Transforming assessment and feedback using Generative AI
  

  Work submitted in this sub-theme may explore methods for evaluating the impact and effectiveness of AI in education, ensuring its alignment with learning outcomes and assessment criteria. Work could also explore the challenges and opportunities of using AI in assessment, marking and feedback, and the HE-policy landscape regarding the use of AI within assessment structures.

• Generative AI for inclusion and accessibility
  

  Work within this sub-theme could demonstrate how AI can enhance inclusion and accessibility of education, and how to provide personalised and adaptive learning experiences for diverse learners. It may also explore how AI can support equity in education, and how to overcome the barriers and challenges of using AI for all learners. It may also consider questions of equity of access, both for students and educators.

• Responsible and ethical considerations of Generative AI in education
  

  Work within this sub-theme may address the phenomenon of data-centricity and the kinds of knowledge it privileges. Mindful use of AI in higher education would be relevant for this category, particularly given its resource-intensity and considerations of ethical practice. This sub-theme may include ethical procurement in a growing and increasingly concentrated market, how ‘big tech’ is conceived and promoted as a solution to problems in higher education, and practitioners’ transparency in using tools with their students . As above, this sub-theme may also consider questions of equity of access.

• Generative AI in teaching practice
  

  Work presented in this sub-theme may focus on individual initiatives or wider projects on activities, strategies, policies, or designed activities that have utilised AI. We welcome work that has utilised AI in applied ways, within new pedagogies, or that has involved teaching students how to use AI tools.

  The evaluation of, and critical reflection on, such work should be emphasised. Work involving students in co-production or design of the teaching would also be particularly welcome.

• Academic technologies and digital pedagogies (non-AI)
  

  The inclusion of this sub-theme would allow participants to submit for consideration work that may not fit within work related to AI, but is relevant to APT’s overarching aims to offer a platform for contributions to the broader discussions. This is to ensure that work on academic technologies and associated practices that are not related to AI can be highlighted and disseminated at this time.

We invite practitioners and researchers to submit proposals reflecting both the challenges and the opportunities in teaching, learning and assessment that are presented by AI. These may be individual or co-authored. We especially value proposals which include student authors/contributors.

For more information and to submit.