We are excited to share the successful applicants of the Vice-Chancellor's Fund for 2025-26.
Established to develop innovation and excellence in Learning and Teaching through Research and Scholarship (LTRS), this year applicants from across Regent's academic community were invited to undertake and propose a collaborative LTRS project aligned to one or more of the University's strategic priorities.
The panel for the Vice-Chancellor's Fund for 2025-26 consisted of Associate Provost Learning & Teaching Prof. Maria Charalambous, Associate Head of School (Business) Prof. Vincent Ong, and was convened by Director of Programmes (Psychology) Prof. Maria Kordowicz.
Here are the seven projects awarded funding from the Vice-Chancellor's Fund for 2025-26 and the academics and staff who will be exploring them:
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Parallels in Contemporary Practice – submitted by: Joshua Waterstone
Parallels in Contemporary Practice is a practice-based architectural research project documenting two built works: Highgate Mews House (London) and Charlottenlund Terrace House (Copenhagen).
Both operate as live research artefacts, demonstrating how material intelligence, environmental performance and contextual sensitivity can be evidenced through construction. The project values multiple forms of contribution — visual, organisational, written — allowing students with different strengths and communication styles to participate meaningfully.
Inclusive Spaces: The Role of Gen Z in Reimagining Exclusive Spaces. A Cross-Cultural Examination - submitted by: Dina Khalifa, Kathryn Jones, and Dr Bhavini Desai
This project adopts a critical theory of spatial inequality to examine Gen Z perception of exclusive luxury spaces.
The work seeks to explore how space can be reimagined through inclusive design which considers the needs and capabilities of diverse populations to decrease the actual or perceived mismatch between the user and the design object.
Utilising AI to Enhance Postgraduate Business Education: Bringing Applied AI Learning to the Fore - submitted by: John Mantikas and Francesco Gauldi
This project aims to enhance postgraduate business education by integrating applied, discipline‑specific AI tools and critical AI literacy into teaching, learning, and the creation of dynamic assessments.
Through the project, a small team consisting of the two project leads and a small, selected, group of postgraduate students will design, pilot, and evaluate a suite of AI‑enhanced learning interventions.
Co-Creational Game Design with Students for Knowledge Retention and Module Reconstruction - submitted by: Karolina Szpyrko, Jacqui Swift, Dr Ernesto Gallo, Dr Cristina Constantini, Dr Eric Chan, Robert Johnson, Oliver Sterland, and Josefina Garcia
This project proposes an upscaling of a co-creative, game-based learning (GBL) framework across multiple modules to test how collaborative game design can enhance knowledge retention, reflective learning, and curriculum development.
In this activity, students design a game based on what they have learned throughout the module.
Student-Centred Approach to AI: Constructing Evaluative Judgement - submitted by: Dr Maria Rikitianskaia and Cecile Ogufere
This project seeks to develop and deliver two comprehensive workshops on AI and digital literacy through a student-centered approach. This programme will include one workshop for academic and professional services staff at Regent's University London, and another for students.
The aim is to operationalise constructive, critical, and pedagogically sound approaches to AI in teaching and learning, moving beyond the current landscape of institutional anxiety towards educational opportunity of building critical evaluative judgement.
A Pilot Study Investigating Emotional Awareness Using an Innovative Media-Driven Method in Young Male Adults Studying in Higher Education – submitted by: Dr Cristina Constantini, Karolina Szpyrko, Doris Chavez, and Manasi Chonkar
This pilot study seeks to examine emotion recognition and acceptance among young adult men from diverse ethnic and cultural backgrounds within a higher education context. A mixed-methods approach - incorporating videos, interviews, and questionnaires - will be used to gain a comprehensive understanding of emotional processes in this group.
Findings from this study will inform the development of an educational intervention designed to support young men in recognising, sharing, and accepting emotions in themselves and others.
Factors Shaping Epistemic Trust in AI-Generated Information - submitted by: Chris Robus, Dr Angels Trias - I - Valls, Robert Johnson, and Stephen Taylor
The project aims to generate a deeper understanding of students’ motivations for using generative AI and the factors that shape the perceived believability of AI-generated information.
These insights will inform evidence-based pedagogical practices and support the development of targeted initiatives to enhance students’ digital literacy within their academic work.
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We look forward to learning and sharing more about these projects and their progress over the coming months.