Conclusions: key pedagogic issues in global higher education

In this book I have set out to explore what kinds of progressive strategies are being implemented in higher education teaching, learning and assessment within the international context. I nevertheless recognise that there are few absolute pedagogic innovations, only practices that are new to the context, the mode of delivery, the students’ level of study, the subject area, the university or the nation. These innovations are being put in place at a time when the very nature of teaching, and indeed learning, is changing beyond recognition, spurred by rapidly shifting perspectives on knowledge production and assimilation, especially in the light of the ubiquitous availability of information and technologies to access and process it.