What colleagues took away from the UM Education Days 2026

For many participants, one of the highlights was discovering what colleagues elsewhere at Maastricht University are working on. The sessions created plenty of opportunities to exchange ideas, share experiences and meet people working on similar educational questions.

"I really liked getting to know many initiatives at UM," said Raul Pârâu, a student intern from the Departement of Advanced Computer Studies at the Faculty of Science and Engineering. "I was very happy to know that there are people I can contact for more ideas."

Many sessions started with a simple question: What has worked in your teaching?

Presenters shared examples from their own courses, covering topics such as inclusive education, Universal Design for Learning, assessment, feedback, tutoring and student guidance. Rather than presenting a single model, they explained what they had tried, what they had learned and what they would do differently next time. Several participants said they left with ideas they could apply in their own courses.

Unsurprisingly, the topic of Artificial Intelligence and Large Language Models appeared throughout the programme in discussions about assessment, feedback, academic writing, Problem-Based Learning and course design. The focus was less on the technology itself than on the choices teachers are making as AI becomes part of everyday education.

Several Education Innovation Grant and Education Research Grant projects also explored the use of AI in teaching, from feedback tools to new forms of assessment. 

This was also one of the topics participants said they would like to revisit at future editions of the UM Education Days.

Students were present throughout the programme, not only as the focus of discussions but also as presenters. Global Studies student Mathilda Salmon singled out the session on rethinking mock exams as one of the highlights. "It was particularly nice because it was led by students, so there was a bit more of a balance of the voices. It was inspiring to seeing students as agents of their own education."

Beny Cushnir reflected on the relationship between teachers and students from another angle. "As tutors, we're not all that different from the students. We have our own insecurities and our limitations and our difficulties with specific tasks, and that's okay. The more that you open up about those limitations and insecurities, the more the students will see you as one of their own and trust you more."

Several sessions showcased projects that started with an EDLAB Education Innovation grant or Education research grant. The Arcade exhibition brought many of them together. Participants could try educational games developed by UM colleagues, while other grant recipients presented projects on AI, assessment and student learning. The exhibition offered a glimpse of how ideas move from a pilot project into day-to-day teaching.

One of the new features of this year's programme was Deep thoughts & dilemmas. These conversations took a different approach. Instead of presenting projects or practical tools, they invited participants to discuss questions without straightforward answers: How should universities respond to AI? How much guidance should students receive? What is the purpose of assessment?

Many sessions began with practical examples but ended with broader questions about teaching, learning and higher education. That combination stood out for Zahraa Beydoun, a PhD candidate at the Faculty of Health, Medicine and Life Sciences. "There's always an opportunity to learn, and these two days were really good in terms of insights on what's happening and what others are doing. "I learned a lot, and I was always reflecting on how I will actually use all what I learned in class."