8:00–9:00 | Registration
9:00–9:15 | Opening
prof. RNDr. Jiří Zima, CSc., Rector, Charles University
9:15–10:45 | From Intention to Action: Good Curriculum Requires More Than Good Ideas
a. Building Curriculum with Intention: Making Curriculum Decisions through Evidence and Educational Inquiry
Irma Meijerman, Irma Meijerman Consultancy & Training, the Netherlands
It often starts with a curriculum review or an upcoming reaccreditation. What begins as a conversation about updating the curriculum soon turns into much bigger questions. What should change? What should stay? How do we balance competing priorities? And how do we make those decisions with confidence?
The challenge is not simply deciding what to change. It is knowing when to step back and look at the curriculum as a coherent whole. This keynote invites participants to look at curriculum through that different lens, exploring how educational inquiry, together with different forms of evidence, can support more intentional curriculum decisions. Participants will leave with a different lens for curriculum development— one that helps them move beyond individual curriculum components, navigate curriculum complexity, and make more coherent and confident curriculum decisions.
b. Designing Future-Ready Curricula: Future Skills, AI and Competency-Based Higher Education
Ulf-Daniel Ehlers, DHBW Karlsruhe, Germany
How can universities intentionally design curricula for a future shaped by AI and rapidly changing competency needs? This keynote places competency-based curriculum design at the centre and explores how Future Skills can help translate emerging societal and professional demands into coherent programme goals, learning outcomes, learning activities and assessment. It examines how AI changes the competencies graduates need and what this means for curriculum design at programme level. Collaborative development and Centres for Teaching and Learning are discussed as important enablers for translating these future-oriented competency profiles into educational practice.
c. Curriculum Development as a Collective Endeavour
Nuria López, Copenhagen Business School, Denmark
Curriculum development has traditionally been led by academic staff, but large-scale national reforms can challenge this model. Drawing on the context of a Master’s reform at Copenhagen Business School, this keynote examines a shift towards institution-wide collaboration, where diverse expertise (academic, pedagogical, organisational and strategic) is brought together. It explores what this enables and complicates in practice. The session invites participants to reconsider how curriculum development is organised and what aspects of collective approaches can be applied beyond large-scale transformations.
10:45–11:15 | Coffee Break
11:15–12:45 | Panel Discussion (in Czech)
Role center podpory výuky při tvorbě a rozvoji kurikula
The Role of Teaching and Learning Centers in Curriculum Design
Karel Kouba, Charles University
Jana Martincová, Tomas Bata University in Zlín
Karolína Zlámalová, Masaryk University
Jakub Otáhal, Charles University
12:45–13:45 | Lunch
13:45–15:00 | Parallel Workshops and Presentation Session I
Parallel Workshops I
a. Curriculum design: against, around, with AI?
Jakub Czernik, Jagiellonian University in Kraków, Poland
The development and accessibility of AI in recent years have become some of the factors most strongly driving changes in higher education. For some time now, academic educators have been asking not only how AI alters student learning and expands the creation of teaching materials, but also what its availability means for curricula across various fields of knowledge. During this workshop, we will explore what the latest research reveals about the changing spectrum of student skills, what global solutions for redesigning study programs are currently being proposed and adopted, and what practical approaches can be applied in our specific educational context. Is AI an enemy, a partner, or a new minefield we must skilfully navigate?
b. Intention at the Centre: What Organises Our Educational Encounters?
Jarosław Jendza, University of Gdańsk, Poland
Every educational encounter has a centre of gravity – and every centre has a reason to be there. A syllabus offers continuity and comparability, yet can turn study into coverage. Outcomes support evaluation and accountability, yet may reduce education to what can be measured. Teacher-centred approaches honour expertise, yet can silence other voices. Student-centred approaches attend to students’ needs, yet may weaken the common world that gathers us. Thing-centred pedagogy puts the question, problem or subject matter first, yet may overlook who can enter that encounter and how. Each centre therefore produces a different mode and quality of meeting. This workshop asks: what intention is expressed when we place something at the centre – and what kinds of encounters for study become possible, or impossible, as the centre shifts?
Presentation Session I
a. Accreditation as a Tool for Deep Faculty Transformation: What We Learned in Two Years
Kristýna Vltavská, Prague University of Economics and Business, the Czech Republic
The last two years of a faculty management term. A time when one typically expects stability and the completion of ongoing projects. At the Faculty of Informatics and Statistics, Prague University of Economics and Business, however, this period brought about one of the most fundamental transformations shaping the future direction of the faculty: a large-scale overhaul and accreditation of its degree programs.
For us, accreditation was far more than an administrative exercise. It sparked deep reflection on which degree programs truly make sense to offer in the coming years, what kind of graduates with what knowledge and skills we want to prepare, how the content and format of courses should look, what kind of learning environment we want to foster, and how to harness the potential of active study.
In this presentation, I will outline our approach to this transformation; what succeeded, where we hit dead ends, and what we learned along the way. I will also highlight the questions and challenges that lie ahead now that the accreditation process is complete.
b. Competency-Based Medical Education: From Vision to Practice
Štěpán Havránek & Jana Tuková, Charles University, the Czech Republic
Competency-based medical education (CBME) represents a shift from traditional content-driven teaching towards clearly defined competencies required for clinical practice. Translating this concept into everyday teaching, however, remains challenging and requires not only curriculum redesign, but also changes in learning outcomes and teaching practices.
Using examples from several medical specialties, the presentation will explore different approaches to implementing CBME in practice. Particular attention will be given to the experience of redesigning a pediatric curriculum, from analysing the baseline situation and defining the principles of the new curriculum to faculty training, integration into clinical teaching, and redesign of assessment methods.
The presentation will highlight differences across disciplines, common barriers, and conditions supporting sustainable curriculum change.
c. The Journey of Implementing Professional Portfolios in the Primary School Teacher Education Program
Petra Vallin, Charles University, the Czech Republic
The main impulse for introducing portfolios in our study program was the effort to strengthen the reflective practice of future teachers, connect theoretical preparation with the real environment of primary schools, and support student autonomy in mapping their own professional growth. From the very beginning, we have also strived to make the student portfolio a dynamic tool for formative assessment and self-reflection.
We will share the reasons that led us to introduce pedagogical portfolios, how the implementation process took place, and what changes it required at the level of study programs and particular courses. Furthermore, we will identify the positive impacts on both students and educators, as well as address the challenges we face. The paper will also include concrete examples of ongoing portfolio assignments, authentic samples of student work, and teachers` feedback.
15:00–15:30 | Coffee Break
15:30–16:45 | Parallel Workshops and Presentation Session II
Paralles Workshops II
a. Internationalisation by Design: Building Curricula for Global Learning
Lucie Weissová, Halmstad University, Sweden
How can international and intercultural learning become an intentional part of curriculum design rather than an additional activity? In this hands-on workshop, participants will explore practical tools for embedding international and intercultural dimensions into learning outcomes, teaching and learning activities, assessment, and the wider learning environment. Working with practical examples and reflecting on their own context, participants will identify realistic opportunities for curriculum development and create concrete next steps for implementation.
b. Designing Curriculum Together: A Hands-On Exploration of Collaborative Roles
Nuria López, Copenhagen Business School, Denmark
This interactive workshop explores how diverse expertise can be mobilised in the early stages of curriculum development. Drawing on a case from Copenhagen Business School, participants engage in role-play and small-group discussions to examine how different actors contribute to design processes. The workshop focuses on identifying challenges in cross-expertise collaboration and developing strategies to address them. It also highlights the role of educational developers in facilitating shared understanding, including through practices such as curriculum mapping.
Presentation Session II
a. PROFFORMANCE Design Your Course: Lessons Learnt from International Peer Learning Activity
Jan Beseda, Centre for Higher Education Studies, Czech Association for Professional Higher Education, the Czech Republic
This presentation introduces a peer-learning educational and mentoring concept developed in response to the need for systematic support for higher education faculty in innovating and structuring their courses. The author will outline the program’s genesis, theoretical foundations, and practical methodology. The main focus will be on sharing specific lessons learnt from its implementation. Best practices, key success factors in course design (including the integration of digital technologies and formative assessment), and typical challenges faced by educators will be discussed. Participants will gain practical inspiration for developing pedagogical skills.
b. ABC Learning Design: Building Blocks for Curriculum Architecture
Lucie Poslušná & Kamila Panešová, Charles University, the Czech Republic
We share practical lessons learned from facilitating ABC Learning Design workshops for faculty across different departments and formats (internal seminar, off-site retreat, Inspiration Café). While the underlying design framework stayed constant, each run required adaptation to participants’ experience and needs, which brought various challenges. We reflect on what this means for educational developers: Ultimately, effective facilitation requires understanding each educator’s toolkit, their available building blocks, and the specific environment in which they construct their courses.
c. to be determined
16:45–17:00 | Closing
prof. PaedDr. Michal Nedělka, Dr., Vice-Rector for Lifelong Learning, Charles University