This project introduced Socratic dialogues as a pedagogical construct for ESOL tutors to use to develop their critical thinking skills by drawing on the lived experiences of BAME learners.

This project investigated the barriers preventing vocational trainers from embedding digital skills in their course delivery.

This project evaluates the use of simulations to support learners in developing digital skills in practical contexts previously excluded in prisons, for example, performing online transactions, accessing social media. It also considers how prisoners with digital design skills can be involved as ‘learner-designers’ in the production of simulation prototypes.

This project was designed to encourage learners to read a wider range of non-fiction texts outside of the classroom and to view English not so much as a barrier, but as a gateway to vocational achievement.