ABSTRACT
The chapters in the four sections of this book have each focused on different aspects of active learning: re-imagining ourselves as learners; inquiry-based methods; new spaces of learning; and learning beyond the classroom. They are written from the premise that students who are encouraged to take responsibility for their own learning will be more readily engaged. This premise is in line with the first of the goals of the INLT, which is concerned with “critical reflection on learning and teaching of geography”. In this concluding chapter we seek to reflect critically on the future of student engagement. We do this first by revisiting the concept as it has been understood in the past, and then discuss the results of national surveys of student engagement which give a picture of the extent of engaged behaviours amongst students today. We then consider the ways in which the changing dynamics of higher education might shape the future of active learning and engagement.
