The Compendium of Approaches to Integrating Digital Competencies into the Curriculum was launched by TUS President Professor Vincent Cunnane on October 7, 2026, at the Athlone Campus.
Developed by TUS’s Centre for Pedagogical Innovation and Development (CPID), the resource brings together case studies from across the university highlighting how digital tools and approaches are being incorporated into teaching, learning and assessment. It is designed as a practical guide for educators, students and other stakeholders, sharing approaches to embedding digital skills across higher education. The new guide is the fifth in CPID’s Compendia series, which was established to share teaching and learning practices within TUS and beyond.
Speaking at the launch, Professor Cunnane said:
“Technology is fundamentally changing how our students learn, how our graduates enter the world of work and how we engage with the world around us. We want TUS to be at the forefront of that change, not simply responding to it but helping to shape it.
“This compendium demonstrates that ambition in practice, showcasing the innovative work already taking place across TUS and sharing that expertise with the wider higher education community. I am immensely proud of the colleagues whose work is featured in this publication and of the team who brought it together.”
Supported through the Strategic Alignment of Teaching and Learning Enhancement (SATLE) initiative, the first four publications in the series have been accessed 4,094 times through the TUS Library Research Repository, including by users across Europe, Asia, South America, North America, Australia and Russia.
Links:
The Compendium of Approaches to Integrating Digital Competencies into the Curriculum is available through the National Forum’s Resource Hub, at: https://hub.teachingandlearning.ie/resource/compendium-of-approaches-to-integrating-digital-competencies-into-the-curriculum/
It is also available from the TUS Library Research Repository at: https://research.thea.ie/handle/20.500.12065/5044
