A Generation of Transition Pedagogy: Looking Back, Looking Forward

Abstract

Transition pedagogy, introduced through Sally Kift’s Australian Learning and Teaching Council Fellowship nearly 20 years ago, has profoundly influenced higher education by addressing student transitions. Grounded in inclusive curriculum design, whole-of-institution approaches, and academic-professional partnerships, transition pedagogy remains a cornerstone for fostering student success. This editorial reflects on the origins and evolution of transition pedagogy, evaluates its current applications and challenges, and explores its future potential in higher education via posing some provocations for research and practice reports. Transition pedagogy supports diverse student cohorts across the lifecycle, strongly rooted in socio-ecological frameworks. However, operational complexity and tokenistic implementation remain critical challenges. As transition pedagogy evolves, its mutability and focus on inclusive curriculum design position it to address emerging pathways. Transition remains “everybody’s business.”