Embedding student-centred active learning environment with upside-down pedagogies in teaching practice: What works for psychology?

This article evaluates the implementation of Student-Centred Active Learning Environment with Upside-down Pedagogies (SCALE-UP), a collaborative learning approach, in a level-four Psychology module at London South Bank University (LSBU) to assess its impact on reducing awarding gaps between Black, Asian, and Minority Ethnic (BAME) students and White students. While no statistically significant differences in grades or awarding gaps were observed in this single-module pilot, qualitative feedback indicated that students and tutors found SCALE-UP seminars more enjoyable and engaging, fostering collaboration, participation, and peer interaction. Challenges included low attendance, limited adoption of formal group roles, and mixed student attitudes toward assigned groups, highlighting the need for consistent implementation across multiple modules and enhanced staff training. The study suggests that SCALE-UP has potential benefits for inclusive education and recommends further research with broader application to better evaluate its effect on closing awarding gaps.