Presentation Summary
In a time of complexity and compelling change, fostering learner agency in higher education is essential to preparing students to navigate and thrive in an uncertain world. This abstract introduces a framework based on five key principles designed to enhance student agency through self-awareness, human-centred learning, and reimagined roles. The framework integrates entangled pedagogy, self-determination theory, and universal design for learning to support students in feeling connected, effective, and motivated to take ownership of their learning journey.
1. What Matters to You, Matters:
At the core of learner agency is the recognition that personal values drive motivation. By centring students’ lived experiences, educators can create a classroom culture where each voice is valued, making education a shared, meaningful journey.
2. Who Has the Control:
Reframing teacher and student roles empowers learners by giving them choices and ownership. The educator’s role shifts from content delivery to designing inclusive, relational learning experiences that encourage self-regulation and critical thinking.
3. How to Model an Agentic Mindset:
Empowering students requires educators to model behaviours that encourage agency. By fostering a growth mindset, creating safe spaces for exploration, and embracing learning’s challenges, educators nurture autonomy, competence, and relatedness—key elements of agency.
4. Why the Human Matters in Self-Directed Learning:
A human-centred approach recognises the emotional and social dimensions of learning. By emphasising relationships, empathy, and collaboration, educators support deep, self-directed learning, equipping students with the skills needed in an uncertain world.
5. When and Where to Scale Up:
Scaling agency-building practices calls for strategic integration of universal design for learning principles. By making small, deliberate modifications to course design, educators ensure that agency is accessible and sustainable, helping students become confident, autonomous learners.
By prioritising relational, inclusive, and human-centred teaching practices, educators and learners collaboratively shape educational journeys, enabling learners to make meaningful decisions and contributions within an interconnected, cyber-physical world.
Meet the Speaker
Dr Max Mitchell
Lead, Teaching Futures, Edith Cowan University
Dr Maxine (Max) Mitchell is a transformative learning scholar with 25 years in higher education, focusing on technology-enhanced learning and professional learning that fosters individual agency and identity. Her teaching experience spans varied higher education contexts, from large undergraduate courses in management and marketing to postgraduate courses in leadership and teaching practice, adapting to diverse learning modes.
Max’s passion is to co-create innovative, impactful teaching practices that drive personalised learning, professional growth, and practical application. Her influence extends beyond the classroom, designing interdisciplinary programs that encourage educators and support staff to explore new approaches, build resilience, and cultivate a strong sense of professional autonomy. Through these programs, she provides a courageous space for colleagues to stretch, grow, and claim ownership of their professional learning journeys, fostering a liberated, empowered identity in teaching and learning. Her work consistently advances institutional practices and promotes holistic educational transformation.
