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3rd Paedagogium Conference on how to fan the flames of motivation

Paedagogium, Charles University’s platform dedicated to developing pedagogical competencies and supporting the professional growth of academic staff, held its third conference on December 5, 2025 at the Charles University Karolinum.

The one-day international conference, titled “Motivation Works Better Together”, explored motivation in higher education from two main perspectives: how to design learning environments that foster student motivation, and how to support and inspire teachers in developing their pedagogical competences. Its presentations and collaborative workshops tackled questions such as “What motivates students to engage deeply in their learning?” “What motivates teachers to keep growing in their teaching practice?” “How to nurture collaboration among educators?” as well as “How to help students be a more active part of the educational process?”

In her opening speech, Charles University Rector, prof. Milena Králíčková praised the work that Paedagogium has done in improving pedagogical and didactic skills across the university as well as raising awareness among not only its faculties, but also higher education institutions throughout the Czech Republic. Together with David Hurný and Bartłomiej Wróblewski, she then awarded University medals to seven people for their contributions to didactics and pedagogy in higher education institutions; silver medals for Dr. Karolina Duschinská (CU EDU), Dr. Radka High (CU EDU), doc. Tereza Pospíšilová (CU HUM), Dr. Šárka Tomová (CU 2ND MED), Dr. Martin Vejražka (CU 1ST MED), prof. Zbyněk Tonar (CU MED PILSEN), and a golden medal to Dr. Hana Svobodová (CU 3RD MED).

Three main speakers from universities around the world then offered some of their expertise. Dr. Kerrie Kephart (University of Maryland, USA) opened with the question, “why do many faculty compartmentalize their inquiry mindset away from teaching?” According to her experience, it seems that “research is about inquiry, teaching is not.” But humans are innately curious – and faculty members are professional inquirers. “Curiosity is literally our job,” she argued, so why do we see this divide? She presented a range of possible reasons, not least that “teaching to some feels ‘soft’ compared to disciplinary research”, which is seen as much more rigorous. Time constraints and competing demands feature in literature too, but Dr. Kephart also mentioned a possible lack of training in pedagogical inquiry methods – which in turns lies at the heart of Paedagogium’s endeavours. She ultimately proposed inquiry as a stance towards teaching and approaching problems as investigation rather than mere complaint.

According to Dr. Rebecca Wilson (University of St. Andrews, Scotland), the last few years have brought “the fourth industrial revolution”, or “Industry 4.0,” where the physical and digital worlds merge. Changes are happening faster, and knowledge is becoming more accessible, but less reliable. This of course poses a new challenge for education and skills in general. As Dr. Wilson said, it is now “not about creating knowledge anymore, but to be able to interpret it, make meaning out of it – and verify it.” Industry 4.0’s impact is also felt in an emerging focus on skills only humans can perform. Cultivating these vis-à-vis generative AI tools could be a major point of focus for educators, especially as current students are navigating – and preparing for – an increasingly uncertain future.

Geir Gunnlaugsson, from the University of Uppsala, Sweden, spoke about some of the possibilities of how to cultivate self-reflection of the teacher’s pedagogical process. Academics are expected not only to conduct research but also to collaborate, engage students, and stay relevant in both teaching and scholarship. In Sweden, teachers are actually required by law to formally hone their pedagogical skills; they need to undergo qualified pedagogical training. Geir Gunnlaugsson presented a model of pedagogic competence, consisting of pedagogic theory and practice (i.e., teaching skills) as well as observing and planning frameworks and perspectives. He emphasised that this is a collegial process – and one that needs pedagogic leaders to provide a forum for discussion and development.

Then, a panel discussion “Better Together: How to Create Space for Sharing Among Teachers?” followed, during which Dr. Gabriela Klečková (University of West Bohemia), doc. Michal Černý (Masaryk University), Mgr. Lucie Poslušná (Charles University), and Dr. Karolina Duschinská (Charles University) shared personal experiences in teaching and training practice at their respective institutions.

The afternoon was dedicated to two blocks of parallel workshops led by experts from the Czech Republic and abroad. These offered a model of a brainstorming process aimed to design a pedagogical research study; introduced the Universal Design for Learning as a strategic approach to fostering motivation in the university classroom; and explored the possibilities of extrinsic as well as intrinsic motivation.

Later on, three workshops continued, presenting practical tools for student-centred learning, participatory approaches, and the Students as Partners concept; fostering students’ sense of belonging; and the ways peer observation can help collaboration and teacher motivation.

This Friday’s meeting offered plentiful opportunities not only for getting new tips and knowledge from experts but also exchanging first-hand experience among colleagues from various fields and getting to know fellow educators from other institutions facing equal challenges.

Text: Jan Borek

Photo: Vladimír Šigut