We are currently undertaking peer review. Further information about the program and registrations will be shared soon.
Higher education is undergoing significant transformation as universities respond to rapid technological advancement, changing student expectations, and increasing accountability within institutional and governmental policy environments (Carmo et al. 2025; Tharapos, 2022; Tharapos et al. 2023). In this evolving landscape, the Scholarship of Teaching and Learning (SoTL) provides an important framework for systematically investigating and improving teaching and learning practice while ensuring that innovation is supported by evidence and aligned with broader educational priorities (Poole & Simmons, 2013).
This conference presents a multidisciplinary approach to advancing SoTL through three interconnected streams: Education, Technology, and Policy.
Focuses on systematic inquiry into learning and teaching through evidence-based approaches that enhance student outcomes. This theme promotes data-informed, reflective practice to strengthen engagement, equity, and authentic learning practices. Submissions in this category can also introduce transdisciplinary approaches or highlight multidisciplinary collaborations.
Focuses on the design and development of technology-enabled learning artefacts, including AI-responsive assessment approaches, gamified learning environments, and secure assessment innovations. Submissions in this category can also share field-specific AI integrations and multilevel analysis of industry changes.
Focuses on the evolving role of educators within the higher education sector, examining how educational scholarship informs institutional performance frameworks and contributes to policy and governance discussions, shaping higher education at both institutional and governmental levels.
To submit a presentation for SoTL 2026, please complete the online form and provide the required details of your submission. All submissions will undergo a double-blind peer review process conducted by the conference committee.
If your submission is accepted, you will be required to present in person at the SoTL 2026 Conference in Melbourne on Wednesday, 7 October 2026, at Storey Hall.
We understand that there may be nuances and different interpretations depending on local context. For this reason, submissions will be reviewed with consideration to the Vietnamese and Australian environment where applicable.
When submitting, please select the submission type that best aligns with your work and indicate your preferred presentation format.
A brief, focused presentation designed to communicate ideas, concepts, or projects quickly. Lightning talks are ideal for sharing succinct insights or works-in-progress, and are best suited to topics that can be distilled into a clear, concise message.
Emerging papers showcase work in its early stages, including initial project development or preliminary analysis of findings. These presentations provide a concise introduction to a research idea, early results, or an emerging innovation. If your project is still in progress or your paper is at an early draft stage, an emerging paper session offers a valuable opportunity to share your work and gain feedback from an expert audience.
A structured session in which presenters share completed research with an expert discussant and audience. Each presenter delivers a presentation of their full paper (published or unpublished), followed by a formal response from a designated discussant who provides critical commentary, questions, and reflections. The session then opens to the floor for broader Q&A and discussion. This format is designed to offer presenters meaningful, expert feedback while fostering rich and substantive scholarly exchange.
A dynamic, table-based session in which presenters remain at their tables while attendees rotate between them at timed intervals. Each presenter delivers a concise overview of their work to a small group, responds to questions, and then repeats the process as new participants arrive, moving on when the bell signals the next rotation. This format enables presenters to share their research with multiple audiences, encouraging broad engagement and diverse perspectives. It is particularly well suited to work that sparks conversation and benefits from focused, small-group discussion. Please note that no projector or screen will be available; presenters should bring their own laptop and any required materials.
A printed poster provides an engaging way to showcase innovative approaches to SoTL. Attendees can explore posters at their own pace and engage in live, in-person Q&A with presenters.
A structured discussion featuring multiple speakers who bring diverse insights to a shared topic, designed to challenge assumptions, provoke new thinking, and stimulate debate. Each panellist contributes a distinct perspective, offering complementary or contrasting views on the issue. This format is particularly suited to topics that benefit from multiple viewpoints or informed, expert discussion. If your topic invites debate or varied perspectives, a panel may be an ideal choice. A single extended abstract should be submitted on behalf of the panel.
All queries in relation to the conference should be directed to: educator.connect@rmit.edu.au
We are excited to welcome you all to RMIT Melbourne for what promises to be an engaging and enriching experience.
Associate Professor Meredith Tharapos, Dr Huan Vo-Tran and Dr Ebony Coletu
Carmo, J. E. S., Lacerda, D. P., Klingenberg, C. O., & Piran, F. A. S. (2025). Digital transformation in the management of higher education institutions. Sustainable Futures, 9, 100692.
Poole, G., & Simmons, N. (2013). Contributions of the scholarship of teaching and learning to quality enhancement in Canada. In Enhancing quality in higher education (pp. 118-128). Routledge.
Tharapos, M. (2022). Opportunity in an uncertain future: Reconceptualising accounting education for the post-COVID-19 world. Accounting Education, 31(6), 640-651.
Tharapos, M., Peszynski, K., Lau, K. H., Heffernan, M., Vesty, G., & Ghalebeigi, A. (2023). Effective teaching, student engagement and student satisfaction during the Covid‐19 pandemic: Evidence from business students' qualitative survey evaluations. Accounting & Finance, 63(3), 3173-3192.
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