Episode 12 of Talking Transformation brings together Professor Harriet Dunbar-Morris and Dr Helen Murphy to explore the evolving purpose of lifelong learning in higher education.

The conversation spans terminology – with Harriet proposing "lifelong scholar" as a term that respects adult learners' multiple identities. Curriculum co-design – where both advocate genuine partnership with learners, employers and community groups rather than tokenistic consultation; and the broader purpose of learning itself. They also push back against narrowly workforce-focused approaches, arguing that universities must preserve the fuller human purpose of education – learning not simply to be productive, but to be.

In this episode of Talking Transformation, host Charles Knight speaks with Kerry-Jane Packman, chief executive of Learning on Screen, about the charity's new research report, Teach Beyond Text.

Drawing on responses from more than 1,100 post-16 students, the report finds that over 80% say film and television make learning more engaging. Kerry-Jane argues this reflects how naturally students already consume video content and how screen-based storytelling aids memory and recall in ways that text alone cannot.

The conversation also explores a persistent gap between what students want and what institutions provide. Budget pressures, staff workloads and confusion over copyright all discourage educators from embedding screen content into their teaching. Neurodivergent students and those for whom English is a second language show the greatest gains, with the findings consistently pointing to a more inclusive experience when moving image and sound are used.

In part two of our discussion of lifelong learning, Fiona Lennoxsmith speaks with Professor Ang Davies, the University of Manchester's academic lead for lifelong learning.

Ang describes how Manchester is rethinking its provision across three strands: civic and social responsibility, personal upskilling and employer-responsive programmes. Initiatives include a Bank of England-backed economics teaching project and industry co-designed micro-credentials in areas such as net zero and digital sustainability. She highlights key barriers – cost, confidence, inflexible funding, and fragmented digital infrastructure, and calls for greater credit transferability between institutions. AI-assisted personalised learning pathways and reform of the lifelong loan entitlement are identified as critical future priorities.