This article conceptualises how disruptions to conventional teaching models may lead to innovative practice. We have identified a gap in current knowledge around how innovations in higher education teaching and learning are initiated in times of crises. Disruptive Innovation Theory and Roger's Diffusion of Innovation Theory are used as lenses to…

Art disciplines such as music have continued to be marginalised in the curriculum, due to educational policies such as National Standards that have focused solely on numeracy and literacy. With growing concerns of a narrowing curriculum, there have been several developments in education, including the removal of National Standards in 2017, the…

This research overview investigates the global impact of the COVID-19 pandemic on education, focusing on challenges encountered during the shift to online learning. Drawing insights from studies in New Zealand, Oman, Malaysia, and Germany, the overview explores diverse experiences of educators and students. The abrupt transition to online learning…

In Aotearoa New Zealand, technology education is a means for teachers to introduce students to future-focused contexts and innovative approaches to learning. When viewed from this lens, there are opportunities for pedagogical practice to be responsive to student interests by developing creative and critical thinking in a variety of technological…

In many schools across Australasia, single-cell classrooms have been replaced by 'innovative learning environments' (ILEs). This redesign of education spaces has had pedagogical and physical ramifications for students and teachers. This qualitative study, conducted in New Zealand and Australia, investigated how students with disability responded…

This article illustrates how schooling Innovative Learning Environments (ILE) deploy a future-focused imaginary for a perfectly self-managing society. New building design, coupled with this imaginary, creates possibilities for new ecologies of practices in which there are reframed relationships and pedagogical opportunities. We use the theory of…

Over recent years, innovative learning environments (ILEs) have become the default style of new-build educational architecture in New Zealand. While offering potential benefits, the implementation of ILEs represents a departure from established practice in most schools and therefore requires significant change leadership support in order to…

This New Zealand Council for Educational Research (NZCER) research project explores the ways five diverse secondary schools shaped their timetables to support innovation in teaching and learning. The timetable is often a taken-for-granted presence in schools even though it plays an important role in how teaching and learning are experienced. This…

Luke Sumich is one of the founders of Ormiston Junior College in Auckland, New Zealand. In this interview, he describes how the school came into being and the philosophy behind its personalized approach to education. He explains the views of the students and their parents as well as the challenges and hurdles encountered since the inception of the…

The COVID-19 pandemic sent New Zealand universities into crisis, and as a key crisis response measure, classes were mostly moved online. While navigating national public health settings, educators simultaneously had to innovate quickly: to keep our courses in operation, students learning, and quality pedagogy present. The author has been…

A future-less orientation, as defined in this article, explores approaches to education within the context of precarious, shifting, labour markets and the uncertain future of employment trends. A future-less orientation questions the validity of traditional views of education: as a means of preparing students for an imagined future career; one…

In Australia and Aotearoa New Zealand, the impetus to create open learning spaces that afford spatial and pedagogical flexibility have disrupted the nature of teachers' work. In redesigned education facilities, teachers engage in sophisticated processes of collaboration and ongoing teacher professional learning. Moving from traditional classroom…

The long-running National Survey of Schools project is part of the New Zealand Council for Educational Research's (NZCER's) Te Pae Tawhiti programme of research, funded through the Ministry of Education. NZCER has run a national survey of English-medium secondary schools every 3 years since 2003. For the 2021 National Survey of Secondary Schools,…

What are the elements of professional learning that lead to an increase of the likelihood of new learning and understandings being embedded into teacher practices? This article details some of the strategies the author has successfully employed to establish a context whereby an innovation would be sustained past the time of the Ministry Gifted and…

This research demonstrates that cooperative inquiry (CI) offers authentic opportunities for academics to transform their teaching, paving the way for additional collaborative practices in higher education across a range of disciplines. Using data from cycles of action and reflection, a multidisciplinary group of seven tertiary teachers committed…