BEGIN:VCALENDAR PRODID:-//github.com/rianjs/ical.net//NONSGML ical.net 4.0//EN VERSION:2.0 BEGIN:VEVENT DESCRIPTION:The Central University of Technology\, Free State (CUT)\, Sout h Africa\, invites scholars\, academic developers\, postgraduate research ers\, and higher education leaders to submit contributions to the 12th In ternational Conference on the Scholarship of Teaching and Learning (SoTL) . The conference theme\, Advancing Student Success through SoTL and Curri culum as Praxis\, positions SoTL as a rigorous\, evidence-informed vehicl e for enhancing learning through curriculum renewal\, purposeful pedagogy \, and context-responsive educational innovation. SoTL&rsquo\;s distincti ve contribution lies in making teaching and learning public\, transparent \, and improvable through theoretically grounded inquiry that is both dis ciplinary and interdisciplinary. A coherent conceptualisation of SoTL is therefore essential to strengthen the quality\, communicability\, and imp act of scholarly teaching investigations across diverse fields (Miller-Yo ung &\; Yeo\, 2015). Within this frame\, curriculum as praxis emphasis es curriculum as lived\, enacted\, and continually reworked through refle ctive action that links what is valued\, what is taught\, how learning is supported\, and how success is interpreted in real institutional context s.Download the Call for PapersDownload the Call for Papers (PDF) | 27 May 2026Download the Call for Papers - special issue (PDF) | 27 May 2026Abst ractStudent success is not produced by curriculum structure or teaching t echnique alone but emerges through an educational interface in which inst itutional conditions\, learning design\, relationships\, student identiti es\, and academic emotions interact to shape engagement and achievement ( Kahu &\; Nelson\, 2018). This conference foregrounds the value of SoTL as a rigorous way of making these interacting mechanisms visible and imp rovable\, particularly when curriculum is approached as praxis rather tha n as a static plan. Framing curriculum as praxis strengthens the link bet ween theory\, evidence\, and reflective action\, enabling institutions to design learning pathways that cultivate belonging\, academic momentum\, and meaningful learning. In this sense\, the conference advances a SoTL a genda that moves beyond generic claims about &ldquo\;what works&rdquo\; t o develop transferable principles\, context-sensitive evidence\, and acti onable implications for module\, programme\, and institutional improvemen t.Assessment for learning and feedback are positioned as central levers i n this praxis-oriented approach because they powerfully shape what counts as knowledge\, how standards are interpreted\, and how students regulate their learning over time. Throughout the learning process\, students are formatively assessed to give them and their lecturers information that p romotes better learning and student growth. The importance of this focus is amplified by the recognition that feedback only becomes educationally valuable when students can interpret\, evaluate\, and use it to improve f uture work. Strengthening student feedback literacy is therefore integral to advancing student success\, as it supports learners&rsquo\; capacity to engage productively with evaluative information and to develop agency and judgement in their learning (Carless &\; Boud\, 2018). By elevatin g assessment and feedback as curriculum\, the conference highlights how S oTL can reconfigure assessment practices to support progression\, deepen learning\, and build sustainable learning capabilities.The conference als o treats AI-enabled teaching and learning as a pedagogical and curricular question that requires scholarly scrutiny rather than instrumental adopt ion. While AI tools are rapidly entering educational spaces\, systematic evidence suggests that research in this area has often been technology-dr iven\, underlining the need to reconnect AI applications to educator pers pectives\, robust pedagogy\, and ethical considerations (Zawacki-Richter et al.\, 2019). A SoTL lens is essential here because it anchors AI adopt ion in evidence\, values\, and educational purpose\, and it supports prin cipled approaches to curriculum design\, learning activities\, assessment practices\, feedback processes\, academic integrity\, and student suppor t. In doing so\, the conference frames AI not as a substitute for teachin g expertise\, but as a site for scholarly inquiry into how learning can b e enhanced in equitable\, transparent\, and human-centred ways.Conclusive ly\, the theme &lsquo\;Advancing Student Success through SoTL and Curricu lum as Praxis&rsquo\; explicitly connects student success to decolonising and diversifying learning\, recognising that epistemic access and belong ing depend on whose knowledge is legitimised\, whose languages are valued \, and which identities are recognised in curriculum and pedagogy. Decolo nising the university requires confronting the politics of knowledge and the institutional conditions that shape what can be taught and learned (M bembe\, 2016). From a complementary perspective\, SoTL framed through soc ial justice insists that scholarly teaching must attend to equity\, recog nition\, and participation\, not only to effectiveness in the abstract (L eibowitz &\; Bozalek\, 2016). Through bringing these concerns into con versation with curriculum as praxis\, the conference positions SoTL as a vehicle for transforming learning environments so that student success is advanced through inclusive\, context-responsive\, and socially just curr iculum and pedagogy.Submissions are invited under the following sub-theme s:SoTL and Curriculum Renewal: Exploring how scholarly inquiry informs cu rriculum transformation\, coherence\, alignment\, and responsiveness to d iverse student needs.High Impact Pedagogy: Investigating evidence-informe d teaching strategies that promote deep learning\, engagement\, belonging \, and academic momentum.Assessment for Learning: Reframing assessment an d feedback as curriculum practices that develop feedback literacy\, agenc y\, and sustainable learning capabilities.Student Success Pathways: Exami ning institutional\, programmatic\, and classroom-level interventions tha t strengthen retention\, progression\, and epistemic access.AI Enabled Te aching and Learning: Critically exploring AI integration through a SoTL l ens\, including pedagogy\, assessment\, AI ethics\, governance and policy .Decolonise and Diversify Learning: Interrogating curriculum\, pedagogy\, and assessment practices to advance epistemic justice\, inclusion\, and socially just student success.We welcome research papers\, reflective pra ctice papers and posters that clearly articulate a teaching and learning problem\, situate it within relevant theory\, present appropriate evidenc e\, and offer implications for curriculum and pedagogy that advance stude nt success in diverse higher education contexts. Please contact the SoTL office if you would like to conduct a workshop during the conference.&nbs p\;Submissions \;DeadlinesDatesCall for Abstracts15 March 2026Closing date for Abstract09 May 2026Notification for Accepted Abstracts17 &ndash \; 20 June 2026Registration closing date15 August 2026Conference Dates7 - 9 October 2026Full Papers for Special Issue20 October 2026Conference Reg istration FeeCategoryPhysical AttendanceOnline AttendanceAcademic Staff / ProfessionalsR3750R1500Postgraduate Students (Full-time or Part-time)R15 00R1500Communication LogisticsFor any inquiries\, please contact Ms Dineo Mopeli  \;sotlconference@cut.ac.za \; DTEND:20261009T160000 DTSTAMP:20260531T165618Z DTSTART:20261007T090000 SEQUENCE:0 SUMMARY:12th International Conference on Scholarship of Teaching and Learn ing (SoTL) UID:260941aa-7112-4e60-a875-3ab3d7c26c48 X-ALT-DESC;FMTTYPE=text/html:

The Central University of Technol ogy\, Free State (CUT)\, South Africa\, invites scholars\, academic devel opers\, postgraduate researchers\, and higher education leaders to submit contributions to the 12th International Conference on the Scholarship of Teaching and Learning (SoTL). The conference theme\, Advancing Student S uccess through SoTL and Curriculum as Praxis\, positions SoTL as a rigoro us\, evidence-informed vehicle for enhancing learning through curriculum renewal\, purposeful pedagogy\, and context-responsive educational innova tion. SoTL&rsquo\;s distinctive contribution lies in making teaching and learning public\, transparent\, and improvable through theoretically grou nded inquiry that is both disciplinary and interdisciplinary. A coherent conceptualisation of SoTL is therefore essential to strengthen the qualit y\, communicability\, and impact of scholarly teaching investigations acr oss diverse fields (Miller-Young &\; Yeo\, 2015). Within this frame\, curriculum as praxis emphasises curriculum as lived\, enacted\, and conti nually reworked through reflective action that links what is valued\, wha t is taught\, how learning is supported\, and how success is interpreted in real institutional contexts.

Download the Call for Pap ers

Download the Call for Pa pers (PDF) | 27 May 2026

Download the Call for Papers - special issue (PDF) | 27 May 2026

< p style="">

Abstract

Student success is not produced by curriculum structure or teaching technique alone but emerges through an educational interface in which institutional conditions\, lear ning design\, relationships\, student identities\, and academic emotions interact to shape engagement and achievement (Kahu &\; Nelson\, 2018). This conference foregrounds the value of SoTL as a rigorous way of makin g these interacting mechanisms visible and improvable\, particularly when curriculum is approached as praxis rather than as a static plan. Framing curriculum as praxis strengthens the link between theory\, evidence\, an d reflective action\, enabling institutions to design learning pathways t hat cultivate belonging\, academic momentum\, and meaningful learning. In this sense\, the conference advances a SoTL agenda that moves beyond gen eric claims about &ldquo\;what works&rdquo\; to develop transferable prin ciples\, context-sensitive evidence\, and actionable implications for mod ule\, programme\, and institutional improvement.

Assessment for lea rning and feedback are positioned as central levers in this praxis-orient ed approach because they powerfully shape what counts as knowledge\, how standards are interpreted\, and how students regulate their learning over time. Throughout the learning process\, students are formatively assesse d to give them and their lecturers information that promotes better learn ing and student growth. The importance of this focus is amplified by the recognition that feedback only becomes educationally valuable when studen ts can interpret\, evaluate\, and use it to improve future work. Strength ening student feedback literacy is therefore integral to advancing studen t success\, as it supports learners&rsquo\; capacity to engage productive ly with evaluative information and to develop agency and judgement in the ir learning (Carless &\; Boud\, 2018). By elevating assessment and fee dback as curriculum\, the conference highlights how SoTL can reconfigure assessment practices to support progression\, deepen learning\, and build sustainable learning capabilities.

The conference also treats AI-e nabled teaching and learning as a pedagogical and curricular question tha t requires scholarly scrutiny rather than instrumental adoption. While AI tools are rapidly entering educational spaces\, systematic evidence sugg ests that research in this area has often been technology-driven\, underl ining the need to reconnect AI applications to educator perspectives\, ro bust pedagogy\, and ethical considerations (Zawacki-Richter et al.\, 2019 ). A SoTL lens is essential here because it anchors AI adoption in eviden ce\, values\, and educational purpose\, and it supports principled approa ches to curriculum design\, learning activities\, assessment practices\, feedback processes\, academic integrity\, and student support. In doing s o\, the conference frames AI not as a substitute for teaching expertise\, but as a site for scholarly inquiry into how learning can be enhanced in equitable\, transparent\, and human-centred ways.

Conclusively\, t he theme &lsquo\;Advancing Student Success through SoTL and Curriculum as Praxis&rsquo\; explicitly connects student success to decolonising and d iversifying learning\, recognising that epistemic access and belonging de pend on whose knowledge is legitimised\, whose languages are valued\, and which identities are recognised in curriculum and pedagogy. Decolonising the university requires confronting the politics of knowledge and the in stitutional conditions that shape what can be taught and learned (Mbembe\ , 2016). From a complementary perspective\, SoTL framed through social ju stice insists that scholarly teaching must attend to equity\, recognition \, and participation\, not only to effectiveness in the abstract (Leibowi tz &\; Bozalek\, 2016). Through bringing these concerns into conversat ion with curriculum as praxis\, the conference positions SoTL as a vehicl e for transforming learning environments so that student success is advan ced through inclusive\, context-responsive\, and socially just curriculum and pedagogy.

Submissions are invited under the following sub-the mes:

We welcome research papers\, reflective pra ctice papers and posters that clearly articulate a teaching and learning problem\, situate it within relevant theory\, present appropriate evidenc e\, and offer implications for curriculum and pedagogy that advance stude nt success in diverse higher education contexts. Please contact the SoTL office if you would like to conduct a workshop during the conference.&nbs p\;

Submissions \;

< tr>< td valign="top" width="194">17 &ndash\; 20 June 2026
DeadlinesDates
Call for Abstracts15 March 2026
Closing date for Abstract09 May 2026
Notification for Accepted Abstracts
Registration closing date15 August 2026
Conferen ce Dates7 - 9 October 2026
Full Papers for Special Issue20 October 2026


Conference Registration Fee

Category Physical AttendanceOnl ine Attendance
Academic Staff / ProfessionalsR3750R1500
Postgraduate Students (Full-time or Part-time)R1500R1500


Communication Logistics

For any inquiries\, please contact Ms Dineo Mopeli  \;sotl conference@cut.ac.za \;

END:VEVENT END:VCALENDAR