As the first project output, the State of Play Report provides a desk-based analysis of existing literature, policy and research on the approaches to educator development across the tertiary sector.

It explores how educators (those who teach and / or support learning) are equipped with the knowledge, skills, and competencies required to meet the needs of increasingly diverse learner journeys. The report situates these considerations within the national policy shift toward a more coherent tertiary education system and the ongoing professionalisation of teaching.

Drawing on demographic data, stakeholder perspectives, and sector literature, the report examines the concept of diverse learner journeys and the implications for educators’ own learning and development. It analyses the critical influences shaping educator development, including national policy, institutional priorities, and evolving professional expectations, and it considers how educator development is operationalised across further, higher and tertiary education institutions.

The State of Play Report identifies shared challenges and opportunities for collaboration across the tertiary sector. Shared challenges included measuring the long-term impact of educator development, both at institutional and individual levels. Meanwhile, differences in FE and HE sector structures - particularly around professional educator development - shape how learning and teaching are supported. Emerging development needs, and how these needs are met, are explored through practice examples at individual, programme, departmental, and institutional levels. These examples illustrate how educator development can support innovation, inclusivity, and responsiveness to diverse learner needs.

The report highlights implications for tertiary educator development as well as further areas for enquiry as move into the second year of the project. These include: 

• Understanding of structural differences and coherence of staff development in the tertiary sector.
• Exploring opportunities for learning, sharing and collaboration across the tertiary sector - such as, supporting diverse learners, integrating digital technologies, and responding to policy shifts.
• Understanding how the tertiary sector delivers foundational teaching qualifications while also preparing educators to stay future oriented.
• The value, alignment, and opportunities for integration in formal qualifications.
• Approaches to identifying, evidencing and evaluating the impact of staff development at institutional, learner, and individual levels.
• Barriers and opportunities to engagement with staff development.
• The role of staff development in shaping education and educator culture, identity and practice.

The State of Play Report will be used to support strategic conversations about educator development with stakeholders including those in leadership, those who support and develop educators, and educators themselves recognising them as diverse learners.

Through stakeholder engagement, we aim to determine if the report accurately reflects educator development in tertiary education, identify any major gaps, and gather opinions on the future direction of educator development.

We are inviting stakeholders to respond to the State of Play Report through a Consultation Questionnaire. You will find a Participant Information Sheet above

How to respond:

• Read the State of Play Report
• Read the Participant Information Sheet
• Complete our Consultation Questionnaire

As part of the Scottish Tertiary Enhancement Programme (STEP) Staff Development project, we will be inviting submissions of high impact case studies showcasing effective and innovative educator development practices that enhance learning, teaching and assessment to meet the increasingly diverse needs of students.

Case studies may focus on development initiatives that have influenced: 

• Individual educators, groups or teams
• Programme or departments
• Institutions or the wider tertiary education sector 

Each case study should provide a narrative account describing: 

• What the development activity was
• How it was implemented
• Why it was effective
• The nature and extent of its impact in supporting diverse learner journeys. 

Contributors will be able to choose from a range of formats to present their case study, including, written narratives as well as photographs and video media.

Further information to follow in autumn 2026.

As part of the project, we will also co-create with students a resource exploring students’ perspectives on the 'future educator' within the tertiary context, ensuring learner voices inform the evolving narrative of professional learning. We will recruit two Student Consultants to co-create and deliver with the Research Fellow a series of student focus groups to capture students’ perspectives and ambitions as to:  

• What the future teacher will be like
• What skills / attributes they will have / need
• How they might teach / support learning differently
• The ways they might be supported to gain these

Further information to follow in autumn 2026.