Authors

Discussion

This paper presents findings from a research project conducted during the 2024–2025 academic year, which explored the integration of active and inclusive learning strategies within the Guided Writing course offered by the Russian Language Unit. 

The study employed a mixed-methods approach, combining qualitative and quantitative evaluation, and was supported by two student partners. Participants included two cohorts of Year 4 students (24 in total) enrolled in the 12-week course. 

The course design emphasised collaborative learning through team-based tasks, with students working in groups of four both in person and via Blackboard, the university’s virtual learning environment. Key pedagogic components included structured peer feedback and formative peer assessment, facilitated by the tutor in class and online. 

Our analysis focuses on the development of transferable skills essential for employability, alongside discipline-specific competencies. These include proficiency in handling knowledge, organisational and planning skills, ability to work independently, effective teamwork and collaboration, and ability to adapt to changing and challenging environments.

To assess the effectiveness of these strategies, we monitored student progress, analysed survey responses, and conducted focus group discussions. Additionally, interviews with five alumni who graduated between 2020 and 2024 helped us verify whether they have been able to apply, in their careers, the skills developed through active and inclusive learning at Bristol.  

In this paper, we discuss how initiatives that benefit the Department of Russian can also serve as a successful case study, benefiting the university, as they can be applied across various disciplines. These initiatives can facilitate collaboration among students and staff, which further underscores the project’s relevance and impact.