Nine new EDLAB education innovation grant winners for 2026

Enhancing coding education through personalised feedback: an intelligent multi-agent system approach

This project supports skill learning in PBL by developing a multi-agent feedback platform for coding education. It strengthens self-directed and constructive learning by delivering scalable, personalised, just-in-time feedback to students in large cohorts, addressing the persistent challenge of skill development within UM's PBL environment.

The Limburg Fresh Chain immersive roleplay

Design, pilot, and evaluate an immersive theatre-inspired roleplay, “The Limburg Fresh Chain Crisis,” to teach supply chain management principles. The roleplay is to be developed with the help of theatre professionals and students, including a main script, role cards, a facilitator guide, assessment rubrics, and an evaluation report for dissemination.

Proactive LLM-based course feedback agent

Interactive course feedback agent, see the demo of our prototype, can help to get accurate real-time input from students, which is difficult in current systems like IWIO. The project develops the concept further by introducing a more reactive and interactive design and tests it in a course in 2026.

Experience to expertise: Virtual Reality in clinical skill development

Students need real-life professional tasks to acquire complex skills, such as clinical observation, to enhance transfer of learning to practice. Although internships serve to this effect, many institutes face problems offering such internships. Interactive 360-degree videos in WARP VR can facilitate this transfer of learning to practice within classroom activities. 

Cultivating co-creation in education: developing the Co-Creation Tree Tool for collaborative educational design

The newly developed Co-Creation Tree Tool (CCTT) supports educators, students, and other stakeholders in collaboratively (re)designing education. By guiding key decisions on why, what, who, where, when, and how to co-create, it fosters meaningful and effective collaboration, strengthens learner-centered and inclusive educational design, and advances Maastricht University’s vision for learning

Legal Rule Tagger 2.0

This project introduces a digital platform where students can collaboratively unpack the elements of rules and visualise legal positions. It is designed for use across all core first-year skills. It will support students’ active participation, strengthen digital fluency, and foster reflective learning within and beyond the classroom. 

Crypture the flag

Cryptography is pivotal for digital security. Our escape-room-style environment introduces an innovative teaching method designed to enhance students’ understanding of security concepts. The project targets our courses Cryptography, Computer Security, and Information Security (roughly 300 students yearly), but it is well-suited for other study programmes and outreach. 

AI tutor trainer: a chatbot and scenario database for practising communication and conflict resolution in research supervision

This project develops an AI-powered chatbot and scenario database to help tutors and students practice managing communication and group dynamics in research supervision. It supports experiential, reflective learning in DACS tutor training for both bachelor and master projects, and in UTQ modules on supervision, feedback, and group dynamics.

Developing a handbook for the “Positioning Game”: an interactive teaching method for PBL tutorials

This project translates an embodied and interactive learning method - rarely systematised within PBL - into a transferable teaching tool. The handbook will combine pedagogical grounding (drawing on active learning) with concrete classroom applications. The innovation lies in its simplicity, adaptability, and potential to enhance engagement, especially in bridging conceptual debates and case studies in tutorial settings.