Good practices for improving the quality of education at Lodz University of Technology

This catalog is a collection of good practices applied to improve the quality of education at Lodz University of Technology. They have been developed based on experiences from the functioning of the Internal Quality Assurance System for Education. These practices add value to improving the quality of education at both the university-wide level and that of individual units.


At Lodz University of Technology, a good practice is considered to be:

  1. continuous, cyclical improvement of study programs, taking into account the verification of learning outcomes, confirmed by documentation (minutes, reports, notes) regarding implemented quality-enhancing actions;
  2. regular meetings, at least once per semester, between the Vice-Dean for Education and/or Student Affairs and student representatives to discuss quality-enhancing actions in the area of education;
  3. conducting an external evaluation that takes into account the specific nature of the subjects taught in order to obtain feedback from students;
  4. systematic improvement of the teaching infrastructure, including in cooperation with partners from the socio-economic environment;
  5. regular meetings of academic teachers in the form of open discussions on aspects of the quality of studying;
  6. participation of academic teachers in short forms of training to improve teaching, interpersonal, and social competencies at least once every two years;
  7. involving the student community in scientific research;
  8. developing interdisciplinary aspects in the education process through the organization of educational-scientific and sports activities, implemented among others in cooperation between students of different fields of study;
  9. implementing quality assurance procedures for short forms of education, also confirmed by micro-credentials;
  10. conducting surveys of acquired competencies among students in their diploma semester;
  11. university-wide teaching support units expand the resources of their internal knowledge base in a pro-quality manner – publications/teaching materials supplementing the content of education for students on the WIKAMP platform;
  12. providing students with psychological support within a dedicated university-wide unit;
  13. analyzing interest and taking into account student needs regarding demand for soft skills training supporting the education process;
  14. using modern teaching methods by academic teachers to activate students in the process of responsible learning;
  15. sharing knowledge and practices, especially in the area of innovative teaching methods, by enabling peer observations and internal training;
  16. conducting classroom observations of selected classes with the involvement of external stakeholders;
  17. implementing a system for certifying classes by external stakeholders;
  18. reserving at least one hour per week in the timetable free from teaching activities for the entire faculty in order to provide students with good conditions for self-government, organizational and scientific activities;
  19. conscious use of artificial intelligence tools in the education process, resulting in the development of critical analysis skills, information verification, and credibility assessment;
  20. conducting activities to build awareness of the principles of responsible use of artificial intelligence systems in the education process, in particular maintaining high standards, trust, transparency, and academic integrity, recognizing both the potential and challenges arising from the use of AI-based tools;
  21. informing teachers and students about the purpose and scope of using artificial intelligence in the education process in order to strengthen trust, promote reliability and support academic integrity;
  22. a graduate student planning to use artificial intelligence systems in the preparation of their thesis should make arrangements with their supervisor regarding the purpose, scope and manner of their use;
  23. monitoring compliance of diploma theses with statutory and program requirements;
  24. increasing awareness in the academic community regarding sustainable development;
  25. developing and continuously updating a database of academic teachers' achievements;
  26. taking active measures to reduce dropout rates, e.g. organizing remedial classes for students in selected basic subjects, mentoring programs.