Emotions as pedagogical tools: the role for educational developers in university learning and beyond

Abstract

In light of concern about student mental well-being and pressure for universities to take action, we present an approach for increasing awareness and challenging assumptions around the importance of emotion in learning and teaching. We draw on Barrett’s (2017) and Pekrun’s (2006) theories and our experience to explore how, as educational developers, we can inform the ways academics and students make sense of and regulate emotions inherent in education. Key areas of focus include educational development activities to reconceptualise the role of positive and negative emotions in learning (Pekrun & Perry, 2014).