STEP projects drive forward innovation across Scotland’s tertiary sector

Scotland’s Tertiary Enhancement Programme (STEP), a sector-owned initiative funded by the Scottish Funding Council, is continuing to deliver ambitious, sector-wide collaboration and innovation across colleges and universities. The current cycle focuses on Supporting Diverse Learner Journeys, exploring how institutions can better understand and respond to learners at key transition points. As projects gather momentum across the sector, we are pleased to share the latest updates from the programme. 

Launched in March 2026, the Language Accessibility Promise marks a major milestone for the STEP Language Accessibility Project team, as they officially introduced their new sector-wide pledge – the first significant output from this STEP project. The Promise champions a shared commitment across the sector to clearer, more inclusive and more compassionate communication with students. Developed collaboratively with partners across colleges, it sets out practical principles to support institutions in reviewing and improving student-facing content. Early engagement has been very positive, with several institutions already signed up and growing interest following a successful launch and a student-led logo competition that helped bring the initiative to life. 

Co-led by Heriot-Watt University and Dundee and Angus College, the Appreciating Belonging and Enabling Change project identifies and shares effective practice that strengthens students’ sense of belonging and mattering - key factors in engagement, achievement and retention. The project is reviewing case studies of successful approaches and developing a growing network of staff and students to support enhancement activity across the sector. 

Led by the University of Aberdeen and North East Scotland College, the Supporting Neurodivergent Students with Professional Dialogue in Work-Based Learning Settings project is progressing well with strong partnership working in place. Ethical approval has been secured, student interns recruited, and interviews are now underway to explore student experiences and inform practical resources supporting neurodivergent learners in work-based settings. 

The REACTS (Regional Enhancement and Collaboration in Tertiary Scotland) project is developing and testing a framework to strengthen regional collaboration across the tertiary sector. Through pilot networks in the South-West and North-East, the project is examining how institutions can work more effectively together to support learner mobility, skills alignment and regional priorities, with a strong focus on student partnership and cross-sector collaboration. 

The SAPSO (Student Access, Progression and Success Outcomes) project amplifies the voices of disabled students across Scotland’s tertiary sector, exploring their experiences, barriers and successes to improve outcomes. Pilot interviews have now been completed across several institutions, generating valuable insights despite challenges linked to capacity and coordination across a large partner network. The project continues to build momentum through collaborative working and shared learning. 

Exploring staff development across the sector, the Understanding the Staff Development Landscape Required to Support Diverse Learner Journeys in the Tertiary Sector project recognises that those who teach and support learning bring with them diverse experiences, backgrounds and developmental needs. Through mapping current approaches and identifying effective practice, the project aims to strengthen how staff are equipped to support diverse learner journeys. Led by Glasgow School of Art, City of Glasgow College and the University of the West of Scotland, the project brings together partners across the sector to shape a more strategic approach to staff development. 

The Pathways to Personal Support: A Collaborative Model for Tailored Guidance for STEM Students across the Scottish Tertiary System project is developing a collaborative model to provide tailored guidance for STEM students across Scotland’s tertiary system. Following mobilisation in March 2026, governance structures are in place and early activity is focused on gathering evidence, scoping evaluation frameworks and recruiting student researchers. The team are seeking new partner institutions as the project moves into its engagement phase. 

Across two strands, the Strategies to support student engagement and partnership within an increasingly time-poor and cash-poor student population project is progressing work on student voice, representation and pre-arrival information. Strand 1 workshops are underway across participating institutions, supporting students and staff to identify barriers to engagement and co-develop action plans. Strand 2 is gathering and analysing pre-arrival materials to inform upcoming focus groups. 

A cross-sector collaboration led by Edinburgh Napier University and City of Glasgow College, the Transforming Assessment Policy and Practice in Scotland (TAPPS) project is exploring how assessment policy and practice can better support a diverse student population. The project is developing case studies, gathering evidence of effective practice and promoting inclusive assessment approaches that support innovation and flexibility. A key aim is to build a sustainable community of practice that strengthens collaboration, enhances staff development and improves student experience, attainment and progression. 

As the current STEP cycle continues, these projects highlight the strength of collaboration across Scotland’s tertiary sector and the shared commitment to enhancing the learner experience. Further updates will be shared as projects progress. 

We are also delighted to welcome staff and students from across the Scottish tertiary sector to the 2026 STEP Conference, which is now fully booked and operating a waiting list due to high demand. This one-day event will focus on belonging, inclusion and the transitional thresholds that shape learner journeys, alongside sector enhancement work under the theme Supporting Diverse Learner Journeys. Attendees will also hear from external speakers and have opportunities to network and share practice across the sector.