Professor Linda Bradley, from the University of Gothenburg, Sweden, specialises in language learning and digital technology. Her research centres on digital literacy, mobile learning, and the role of technology in higher education and professional development. Over the past decade, she has led multiple projects addressing these areas.

Her teaching encompasses English language training for engineering and international IT students, as well as professional pedagogical development for academic staff in ICT and generative AI. She is actively engaged in the CALL and HCI research communities. Currently, she leads a research network within her department, Learning, Education, and Digitalisation of Society, reflecting her commitment to advancing knowledge and innovation at the intersection of education and technology.

1. How would you describe your overall experience speaking at the 23rd Oman International ELT Conference?

It was a true pleasure attending the conference and I thoroughly enjoyed the engaging discussions with the friendly participants. It was a very well organised conference, with high-quality, relevant with relevant and interesting presentations. I feel honoured to be invited to deliver the opening plenary speech and to host a rewarding workshop with 24 enthusiastic participants.

2. Your keynote focused on student-centred learning. In your view, what are the most essential life skills that higher education institutions should be equipping students with today?

First, teaching that empowers students to think critically and being good problem solvers is essential for life-long learning. In connection to this, both digital literacy and communication skills are central for students to master. Students should be able to collaborate and become team players, while also developing self-regulation, with motivation and curiosity as key drivers of their learning.

3. You spoke about assessment in a globalised context. What changes do you believe are most needed in current assessment practices to better support students’ development of critical life skills?

Assessment practices are shifting towards more authentic, real-world tasks that reflect complex, global challenges. Assessment should value not only language accuracy but also students’ ability to think critically and work collaboratively. Diverse methods like portfolios, group projects, and presentations can better evaluate critical thinking, collaboration, and communication. Including such elements as reflection and peer feedback foster self-awareness. To support all learners, assessments must be inclusive, culturally responsive, and adaptable to diverse needs. In addition, the evolvement of generative AI has a strong impact on assessment practices in higher education, where teachers need to re-think how best to cater for student use of generative AI in their learning.

4. How can educators balance the demands of language proficiency with the broader aim of nurturing soft skills such as critical thinking, collaboration, and adaptability?

Educators can integrate soft skills into language learning by designing tasks that require communication, problem-solving, and teamwork, such as group discussions or project-based activities and other peer work. By creating a supportive environment where mistakes are seen as part of learning, students can gain confidence in both language use and interpersonal skills.

5. Could you share an example from your own teaching or research where student-centred approaches significantly impacted learners’ personal or academic growth?

In my plenary, I shared examples of oral presentation methods I use in teaching students in an international master’s programme. The students develop step-by-step from first pitching their ideas to an audience of a few other students, to hosting a full-scale presentation in front of the entire class, where we apply a conference poster setting. In this setting, we place equal emphasis on the presentation itself and on encouraging students to engage in further communication and peer learning. I also shared how I work with students to develop their awareness of how writing can be used to share ideas and shape their own thinking and mastering new domains of knowledge and use of language specific to that field in times of generative AI.

6. Digital technologies often play a role in both student-centred learning and assessment. What role do you see for technology in supporting life skills development in the language classroom?

Technology can support life skills development in the language classroom by enabling interactive, real-world communication through tools like video conferencing, collaborative platforms, and digital storytelling. It encourages autonomy and adaptability when students navigate online resources, manage digital tasks, and engage in self-directed learning. Additionally, technology fosters global awareness and cross-cultural communication, key components of life skills in a connected world.

7. Interdisciplinary collaboration was a key theme at this year’s conference. How might language educators benefit from working closely with colleagues in other fields such as STEM or the social sciences?

Language educators can enrich their teaching by integrating authentic content from STEM or social sciences, making language learning more relevant and engaging. Collaboration across disciplines also promotes the development of critical thinking and subject-specific vocabulary in meaningful contexts. This approach prepares students to use language effectively in diverse academic and professional settings.

8. From your perspective, what challenges do institutions face when trying to shift towards more learner-centred models, and how might they overcome them?

Institutions often face challenges, such as rigid curricula, resistance to change, and traditional power dynamics. However, the most important challenge is how to cater for faculty training which entails embracing learner-centred models. It requires professional development, flexible policies, and support for co-creation with students. Building a culture of collaboration and continuous feedback can help overcome institutional inertia and ensure meaningful change.

9. What advice would you offer to early-career educators who wish to embed more life skills and student-centred principles into their teaching practices?

Start small by integrating active learning strategies like discussions, real-world projects, and reflection activities that build life skills. Get to know your students’ backgrounds and goals to create more inclusive and relevant learning experiences. Seek peer support, and work with colleagues and stay open to feedback, and view your teaching as an evolving practice where experimentation is part of the journey.

10. Looking ahead, what developments or trends in higher education are you most hopeful about when it comes to preparing students for an interconnected, global future?

I am hopeful about the growing emphasis on interdisciplinary learning and global collaboration, which helps students develop skills to work across cultures and disciplines. Additionally, technological advancements like AI and digital platforms are creating new opportunities for inclusive, cross-border education. There is no denying that generative AI will have a crucial bearing on how higher education will evolve in the near and far future, as it permeates every aspect of teaching and learning in everyday life.