This concise paper emphasises and amplifies the themes of this year’s ASCILITE Conference by elaborating on their importance contributing to higher education’s vital agenda of advancing human rights, democracy, justice and sustainability. We address the conference themes —learning spaces, pedagogies, and technologies— from a macro perspective, considering a range of urgent global issues with which higher education is entangled. These issues shape the possibilities and risks of higher education everywhere, as well as technology enhanced learning in particular. In the paper, we consider a range of challenges posed by the current global polycrisis, present a framework for confronting these challenges within higher education, and offer a set of questions for collective consideration in order to strengthen the higher education community’s ability to cope with a threatening and unstable future.

This study explores the impact of gamification on student engagement in a first-year Managerial Communication unit at a large Australian university. Gamified elements such as points and leaderboards were integrated into online and classroom activities, aiming to enhance academic, cognitive, social, and affective engagement. Using a quasi-experimental design, the study employed pre- and post- gamification surveys and thematic analysis of student reflections. Results indicated significant improvements in cognitive engagement and social engagement with teachers, with students reporting increased motivation and satisfaction. While academic and social engagement with peers showed no significant differences, qualitative data revealed that competition and rewards fostered a sense of achievement and collaboration. These findings align with existing literature, suggesting that gamification can create a more interactive and supportive learning environment. This study contributes to the growing evidence on the efficacy of gamification in education.

ABSTRACT This inaugural interview in the new Stanislavski Studies artist interview series features Sharon Marie Carnicke and Dassia N. Posner in conversation about Carnicke’s Stanislavsky Institute for the 21st Century, its structure and innovations, Carnicke’s practical approach to teaching Active Analysis, her new book on the subject, and her vibrant, integrated practice as an actor, translator, and scholar.

ABSTRACT Background The interaction between plants and mycorrhizal fungi is one of the most important and well-studied in ecology. However, the manner in which ecological communities of plants and arbuscular mycorrhizal (AM) fungi are structured by both deterministic and stochastic processes remains unclear. Aims To quantify the role of deterministic and stochastic assembly processes in both plant and arbuscular mycorrhizal (AM) fungal communities along with environmental filters in the assembly of communities in areas subject to flooding. Methods We studied phylogenetic relationships and diversity measures in plants and arbuscular mycorrhizal fungi in three tropical coastal wetland communities with contrasting landscapes and soil properties. Results We found that non-random processes were dominant in plant communities, while mycorrhizal communities appeared to be determined by stochastic processes. Clustering trends were predominant in plant communities in areas subject to flooding. Conclusion Environment filters and limiting similarity drive the plant community assembly, whereas ecological drift and/or dispersal limitations were determinants in the assembly of mycorrhizal communities. Environmental filters were found to be the main driver of plant community assembly in in areas subject to flooding.

Entrusting GenerativeAI (GenAI) to complete tasks that require critical engagement with content can have wide-spread implications to the integrity of student learning outcomes. This paper presents the preliminary findings of a mixed-methods survey of Australian university students (n=399) on their use of GenAI in their studies. Preliminary findings suggest student GenAI use in universities is common, with approximately one third of students using GenAI and 53% engaging with ChatGPT alone. In open-ended responses, stigma and judgement towards students utilising GenAI to complete their assignments is evident. Stigma may entrench a culture of secrecy around integrating GenAI into the student workflow, which may work against any initiatives to increase citation or transparency in the sanctioned use of GenAI. Students also discussed implications for employability, skill development, and the originality of their work, with 80% of students concerned that GenAI is devaluing their degrees. These findings require universities to critically engage with either: building a culture of engagement with, or increasing surveillance against the use of GenAI in student assessments (reflecting the GenAI stance of each university).

In this study, we examine the use of ChatGPT as a team member to enhance code review education and promote self-regulated learning among programmers of varying experience levels. A case-study approach was used to answer three research questions about code quality, perceived benefits, and challenges. Participants reported diverse perspectives on the quality and utility of ChatGPT-generated code, with novice programmers gaining a deeper understanding of code interactions and experienced programmers refining their code through iterative prompt optimisation. Despite the benefits, challenges emerged, such as concerns about the potential negative impact of generative AI on learning experiences and the difficulties posed by foundational knowledge gaps in effectively interacting with ChatGPT. The findings suggest that ChatGPT is a promising tool for supporting code review education, especially for novice programmers, and for fostering self-regulated learning strategies like elaboration and metacognition. Future research should validate these results with larger sample sizes and address the identified challenges to better integrate generative AI tools in educational contexts.

Students undertaking professional degrees are often expected to step into the workplace fully formed, with unrealistic expectations around their experience and capabilities. Universities, facing an increasingly competitive market in a neoliberal context, are focused the student experience, attraction and retention metrics, as students demand return on their investment of money and time. Alongside this, criticism of work readiness and employability comes from graduates and the industries that need them. It is in this space that technology and innovation can offer simple, albeit disruptive ways of increasing the possibility of connecting tertiary students with industry partners to facilitate authentic learning. Early workplace experience, undertaken while still studying, provides both students and employers an opportunity to understand their respective needs within a temporary low risk and low stakes environment. A platform for connecting students with industry for paid employment experiences that sit outside the ubiquitous and often unpaid internships and practicums, offers authentic ways of preparing graduates for the workforce. It also has the potential to improve the way industry connects with the university enabling a richer experience for all; students, universities and industry partners.