@alinacongreve
Sustainability and climate change professional with 20 years experience working in higher education, public policy and innovation. Currently freelance conducting research, policy analysis and education design.
Join us for next week’s #LTHEchat which will explore “Talking About GenAI in Higher Education As If Education Came First” with @rmforsyth.bsky.social on Wednesday 1tth March 8-9pm BST.
Read the blog post at: lthechat.com/2026/03/06/l...
#LTHEChat A6 Students may increasingly encounter second-order knowledge: AI summarising human content and then AI commenting on AI summaries. The problem is no longer just algorithmic bias, but algorithmic synthesis. Students need to ask: why its appearing in my feed? and was it created by a human?
#LTHEChat A4 Historically we taught:how peer review works; how publishing incentives shape research; how media framing operates. Algorithms are the new knowledge gatekeepers. Students now encounter information through: recommender systems, search ranking algorithms. If we don;t we are out of date.
#LTHEchat A5
Students search the same question in:
Google
YouTube
Facebook
an academic database
Example question:
“Is biodiversity net gain effective?” (or urban density, or Electric vehicles etc.).
Students compare:
what appears first
who the sources are
framing of the issue
evidence quality
A3 #LTHEChat I think there is a reduction in listening skills - active listening to someone else's point of view. Its not that you are expected to change your view - but to carefully listen to and respect that someone else takes a different one and that is valid.
Don’t forget to join us tomorrow, Wednesday 8-9pm BST, for #LTHEchat, which will explore "Algorithmic Bias of Social Media: Should Educators Teach Students How Social Media Bias Shapes Knowledge?" with @oliviakellyou.bsky.social
Read the blog post at: lthechat.com/2026/02/27/l...
Been reflecting on using generative AI in a recent grant proposal ahead of a Vitae workshop. The most useful function was “reviewer 2 mode”. It kept pushing to sharpen the theoretical framing, sometimes in contradictory ways. However, too many caveats weaken a central argument. #HigherEd
Hello Paul. Yes it was me on LTHEChat this week! Greetings from an exceptionally wet London.
One thing I’m carrying from #LTHEchat: climate change exposes the limits of surface realism. Making something “more real” isn’t always more authentic. Sometimes it’s about careful framing, space for emotion, and not pretending we (or our students) can solve everything. Grateful for the conversation.
Thank you everyone for such rich reflections on authenticity, climate and professional learning. It’s clear this isn’t about bolt-ons, but about how we work together over time.
Let’s keep the dialogue going.
#LTHEchat
I've LOTS of time for Paul and all the people he has inspired with his book! #LTHEchat
I like that, starting somewhere and staying open feels important. Perhaps the key is not starting alone, but starting in conversation with others so that learning becomes shared rather than individual.
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That’s a fantastic idea, an interdisciplinary action learning set could create space to think and plan together, rather than working in isolation. It feels like the kind of collective professional learning we’ve been circling around tonight.
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Yes, that suggests this is less about adding content with a token session and more about shifting professional culture over time.
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Yes and perhaps part of collective professional learning is supporting colleagues at many career stages to feel confident facilitating difficult conversations on challenging topics without slipping into defensiveness.
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I really appreciate that framing, especially the idea of hope as something authentic rather than naïve. I wonder too about how we share that responsibility, so it doesn’t rest solely on individual educators.
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Oh yes... and at a less serious scale we don't want students wasting the time of small business and local charities. Its better for everyone they explore a simulation first to develop their skills. #LTHEchat
That’s a very fair concern and curriculum space is finite. I wonder, though, whether climate change is less an additional topic and more a context shaping many of the others. The question may not be “add it in”, but “how does it intersect with what we already teach?”
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That’s such an important point, disciplinary identity can shape what feels relevant or legitimate. Perhaps part of the work is helping students see how climate intersects with their future professional role, not just with “the environment”.
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Q6. Looking ahead, what kinds of collective professional learning would you like to see to help educators develop confidence and expertise in teaching climate change authentically?
Reply with A6 #LTHEChat and your response
That’s a crucial point. It raises questions about our responsibility as educators, how do we work with emotional reality without either amplifying fear or retreating from complexity?
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Yes, and that aligns with the data from SOS and several other other larger scale surveys of social attitudes among younger people. #LTHEChat
That’s such an important point, interdisciplinarity often makes sense pedagogically, but the logistics can be the hardest part. It reminds us how much authenticity is shaped by institutional structures as well as intent.
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That’s interesting, maybe collective professional learning is what helps move sustainability from “add-on” to something more woven into practice.
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That’s such an important point, climate change cuts across systems, but students often encounter it through disciplinary lenses. How do we respect disciplinary depth while still helping them see connections?
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That’s a really important distinction perhaps the challenge isn’t student engagement, but curricular space and permission. What creates (or limits) that space in different disciplines?
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I like that provocation. Perhaps “authentic learning” is less about whether learning occurs, and more about how learners are positioned in relation to purpose, context and consequence.
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That’s interesting maybe authenticity is precisely what helps here. If a task feels meaningful or connected to students’ futures, engagement may follow more naturally.
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I love the “a-ha” factor. That suggests authenticity isn’t only about realism, but about seeing the world differently. Frameworks can make something feel more real by helping students make sense of it.
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Q5. What kinds of spaces, conversations, or communities help educators engage with climate change authentically over time?
Q5. What kinds of spaces, conversations, or communities help educators engage with climate change authentically over time?
Reply with A5 #LTHEChat and your response