2026 Pedagogy Certification

Enrollment for the 2026 PRME Pedagogy Certificate Series has closed.

The 2026 PRME Pedagogy Certificate Series is a global professional development opportunity for educators seeking to advance and certify their pedagogical practice in responsible management education. Designed for those looking to deepen their teaching beyond content delivery, the programme focuses on how we teach: equipping faculty with the tools, mindsets, and approaches needed to cultivate meaningful, future-oriented learning environments.

Through a five-week programme, participants will engage with pedagogical approaches shaping business education today, including systems thinking, regenerative business, cultural intelligence, active and experiential learning, student agency, and the design of reflective and regenerative learning communities. The series emphasizes practical application, enabling educators to translate these approaches directly into their classrooms while engaging with a global community of peers navigating similar challenges and opportunities.

Offered in two cohorts to support global participation, the programme will feature five, two-hour sessions that combine structured learning with flexibility. Participants follow a consistent weekly journey, engaging in live sessions designed to foster dialogue, exchange, and community, alongside on-demand access to support continuity. Throughout the series, the focus remains on building pedagogical confidence, expanding instructional practice, and contributing to a broader shift toward more responsible, inclusive, and innovative management education.

This programme is designed for educators and practitioners at different stages of their teaching journey, including:

• Faculty seeking to strengthen or refresh their pedagogical approach

• Early-career educators building confidence in the classroom

• Experienced instructors redesigning courses or programmes

• Programme directors and curriculum leads embedding responsible management education

• PRME Champions, Working Group members, and engaged community participants, as well as those looking to deepen their engagement in the PRME community

By the end of the programme, participants will be able to:

• Design learning experiences that integrate systems thinking and regenerative approaches

• Facilitate active, experiential, and culturally responsive classroom environments

• Apply creative and reflective pedagogical methods to support student engagement

• Foster student agency and co-creation in learning processes

• Critically engage with AI and emerging tools in educational settings

• Translate pedagogical innovation into their own institutional contexts

The series runs over five weeks, with participants following a consistent cohort experience. Each week explores a core area of pedagogical practice:

• Week 1: Systems Thinking and Regenerative Business

• Week 2: Designing Learning for Cultural and Creative Intelligence

• Week 3: Active and Experiential Learning

• Week 4: Student Agency and Innovative Learning (including AI integration)

• Week 5: Reflective and Regenerative Learning Communities

Participants register for one cohort and attend a weekly two-hour session throughout the programme. To support global participation, sessions are offered in two time options.

Live participation is strongly encouraged to support dialogue and peer learning. If a session cannot be attended live, recordings are made available within the same week. All sessions are offered weekly on Thursdays with the AM cohort sessions running from 9:00 - 11:00am ET (convert to your local timezone) and the PM cohort sessions running from 6:00 - 8:00pm ET (convert to your local timezone). Each live session will also offer an optional 15 minute question and answer session with the hosts to help support your certificate journey.

See more details about each session below.

1: From Systems Thinking to Regenerative Business

30 April, 2026

How can educators help students see the bigger picture? This session introduces systems thinking as a foundational lens for sustainability in business education. Grounded in PRME Pedagogy and the SDGs, participants will explore how to teach students to identify interconnections, feedback loops, and unintended consequences across social, environmental, and economic systems. Faculty will gain practical tools: from systemic design frameworks to classroom activities for helping students move beyond linear thinking and understand how the decisions they make as future leaders ripple across complex systems.

What does it mean to design a business that restores rather than depletes? This session will also explore circular economy principles and regenerative business models as essential content for contemporary management education. Participants will examine frameworks for teaching students to envision business models built on principles of regeneration, resource efficiency, and long-term value creation.

2: Designing Learning for Creative and Cultural Intelligence

7 May, 2026

Business education that prepares students for a globalized world must engage meaningfully with diverse knowledge traditions and cultural perspectives. This session explores practical strategies for embedding cross-cultural awareness into your teaching, including approaches that draw on decolonizing pedagogies to broaden what counts as knowledge in the classroom. Participants will work with activities designed to develop intercultural competence, cultural humility, and systemic awareness, equipping students to navigate diverse workplaces and global challenges.

How do we cultivate the creative and relational capacities that responsible leadership demands? This session will also explore the intersection of creative intelligence and emotional intelligence as essential competencies for business education. Participants will examine practical approaches for developing students' creativity, self-awareness, empathy, and interpersonal skills, recognizing that innovation and collaboration are deeply interconnected. We'll explore how to integrate creative problem-solving and social-emotional learning into your curriculum through design challenges, collaborative activities, and real-world scenarios. You'll leave with strategies for creating learning environments where students build both the imaginative and relational capacities needed for responsible, human-centered leadership.

3: Active and Experiential Learning in Business Education

14 May, 2026

Teaching large or diverse groups doesn’t have to mean passive learning. This session equips educators with creative strategies to activate student participation and deepen engagement in any classroom setting. We’ll explore how tools like live polling, structured peer dialogue, and collaborative exercises can cultivate critical thinking and openness to new perspectives. You’ll leave with a toolkit of adaptable strategies, from low-tech approaches to digital tools designed to make learning dynamic and participatory.

Play is a rigorous pedagogical strategy for helping learners navigate uncertainty and complexity. This session will also explore how structured playful pedagogical approaches, such as scenario-based games, simulations, and design challenges can foster creativity, build comfort with ambiguity, and develop adaptive problem-solving skills. Participants will experience these approaches firsthand and gain practical methods for integrating playful pedagogy into their courses.

4: Student Agency and Innovative Learning

21 May, 2026

What happens when students become co-creators of their own learning? This session explores practical approaches for increasing student agency in business education: from co-designed curricula to learner-led projects. Participants will examine how giving students voice and ownership in the learning process develops the leadership, initiative, and self-direction they’ll need as responsible managers.

How can educators harness AI and emerging technologies to enhance responsible management education? This session will also provide practical frameworks for integrating AI tools into teaching while maintaining critical engagement with questions of bias, ethics, and the evolving role of technology in education. Participants will explore how to use AI as a catalyst for reflection, simulation, and deeper engagement ensuring students learn not only to use these tools, but to critically evaluate their implications.

5: Building Reflective, Connected, and Regenerative Learning Communities

28 May, 2026

Sustained pedagogical growth requires connection and community. This session prepares participants for ongoing peer exchange and mutual support by exploring how communities of practice, storytelling, and sensemaking can sustain collective impact. Participants will build the relational foundations for lasting faculty networks and discover how shared narratives can strengthen commitment to responsible management education.

How can mindfulness, reflective inquiry, and regenerative thinking enhance business education? This session will also introduce contemplative pedagogies as tools for cultivating inner resilience, ethical discernment, and the capacity for deep, sustained engagement with complex challenges. Participants will experience these practices firsthand and explore how to weave contemplative moments into their teaching, creating spaces for reflection and renewal alongside rigorous academic content.

The programme offers two certificate pathways designed to recognize different levels of Participation and Applied Practice. Both pathways support educators in engaging with the full five-week learning journey while providing flexibility for those who wish to deepen their learning through reflection and implementation.

Certificate of Participation

Awarded to participants who:

• Complete the introductory session

• Attend all five sessions within their scheduled weekly timeframe

This pathway recognizes active engagement in the full learning experience and is well suited for those looking to strengthen their pedagogical knowledge and practice through participation and exchange.

Certificate of Applied Practice

Awarded to participants who:

• Complete the introductory session

• Attend all five sessions, either live or on-demand, within their scheduled weekly timeframe

• Engage in weekly discussion and reflection through PRME Commons, completing the requirements within their weekly timeframe

• Submit a final capstone demonstrating application of learning (by December 1, 2026)

This pathway is designed for educators who want to move beyond engagement and demonstrate how they are applying and reflecting on pedagogical approaches in their own teaching. It provides an opportunity to document practice and contribute to a shared body of knowledge within the PRME community.

Certification Requirements: Certificate of Participation

The Certificate of Participation is awarded to participants who demonstrate consistent, high-quality engagement across the series.

Participants are expected to engage fully with all five sessions, either live or through complete review of session recordings within their weekly timeframe.

Engagement should be sufficient to:

• Support informed and thoughtful contributions to discussion

• Engage critically with the pedagogical approaches introduced

Certification Requirements: Certificate of Applied Practice

The Certificate of Applied Practice is awarded to participants who demonstrate consistent, high-quality engagement across the series and clear evidence of applied pedagogical practice.

This certificate reflects the substance, integrity, and credibility of a participant’s contributions. Requirements are assessed based on how participants engage with the learning environment and how clearly that learning is translated into practice.

Participants must meet all of the following requirements.

1. Complete Engagement with Weekly Sessions

Participants are expected to engage fully with all five sessions, either live or through complete review of session recordings within their weekly timeframe.

Engagement should be sufficient to:

• Support informed and thoughtful contributions to discussion

• Engage critically with the pedagogical approaches introduced

• Inform the development of applied teaching practice

2. Contribute Consistently to PRME Commons

Participants must engage in the PRME Commons discussion space across the duration of the programme. This includes completeing mandatory engagement posts and responses weekly before the next session begins.

At minimum, this includes:

• One original post

• Three responses to peers

Contributions should reflect ongoing participation across weeks and align with the progression of the series.

3. Demonstrate Substantive Engagement in Discussions

Discussion contributions are assessed on their substance, relevance, and contribution to the learning community.

Contributions should:

• Demonstrate clear engagement with session content

• Reflect on application within a defined teaching context

• Introduce considered perspectives, questions, or examples

• Engage with peers in ways that develop and extend discussion

Strong contributions often:

• Connect pedagogical approaches to disciplinary or institutional contexts

• Surface tensions, challenges, or implementation considerations

• Build on peer contributions to deepen shared understanding

Contributions that lack depth, specificity, or clear connection to the series content will not meet the required standard.

4. Submit a Capstone Teaching Artifact

Participants must submit a capstone artifact that demonstrates applied pedagogical practice informed by the series.

Submissions should clearly demonstrate:

• A defined teaching intervention, design, or adaptation

• The reasoning behind key pedagogical choices

• Alignment with responsible management education principles

• How the approach functions, or is intended to function, in practice

Acceptable formats include, but are not limited to:

• Course or module redesigns

• Lesson plans or structured teaching sessions

• Classroom exercises or experiential learning activities

• Assessment strategies or evaluation approaches

• Teaching materials with accompanying explanation

• Reflections grounded in concrete examples of implementation

Submissions should communicate how pedagogical decisions are made and how they translate into practice.

5. Apply Learning in Practice

Participants are expected to demonstrate that learning from the series has been:

• Engaged with in a sustained way

• Considered critically

• Applied intentionally within a teaching context

Evidence of application should be visible across both discussion contributions and the capstone submission.

Assessment

All requirements are assessed on a pass/fail basis.

The Certificate of Applied Practice is awarded to participants who:

• Meet all minimum thresholds

• Demonstrate sustained, high-quality engagement

• Provide credible evidence of applied teaching practice

Participants whose engagement does not meet the expectations outlined above may receive the Certificate of Participation where applicable. Participants who do not meet minimum thresholds will not receive certification.

Reach out to comms@windedvertigo.com for any individual-specific evidencing questions not answered in the FAQs.