“The Faculty of Pharmacy is an educational environment to be proud of”

This academic year, almost 2,000 teachers at Uppsala University are engaged in providing 52,917 students the knowledge they need to shoulder tomorrow’s challenges. The numbers correspond to the population of a normal-sized Swedish city – more specifically Östersund – and the university website states that “people with different backgrounds come here”. So, what goes on an ordinary day on an Uppsala campus in the spring semester of 2025? We asked Jörgen Bengtsson, Jakob Haglöf, Emma Lundkvist and Christian Sköld, Distinguished University Teachers at the Faculty of Pharmacy.

“We welcome so many fantastic students, but can unfortunately also see how their abilities in certain ways are declining. For example, an increasing number of students lack sufficient language skills to fully comprehend the course literature. Another challenge is to engage more students to participate in the teaching on campus. Regardless of their reason for not being at BMC, those who are more often on site are also more likely to pass their exams.”

Opting out of lectures and seminars indeed seem unlikely to increase the chances of meeting the knowledge requirements. However, a review of current course evaluations shows that it is not the lectures and labs that keep students from BMC: “High quality”, “Passionate teachers” and “Incredibly valuable” are a cross-section of the participants’ praise. So what else can a teacher do to attract students to campus?

“A simple answer would be mandatory attendance, but then we would deprive students of their own responsibility, which is an important ingredient in the professional maturity they need to bring into their professional lives. Rather, we must arouse and strengthen their individual drive to do what is required to achieve a degree. Therefor we arrange meetings where we, together with the students, reason about how they can accomplish their goals. In addition, we offer both Introduction to Higher Education and Professional Development and Skills Training, which provide opportunitis to reflect on future professional roles and approaches, so we are definitely working on it!”

A look at the statistics confirms that all efforts are needed. In a recent review of Swedish first and second cycle education, UKÄ notes that the Bachelor of Science Programme in Pharmacy is among those with the lowest graduation rate. At the other end, active work is underway to attract new students. At the Programme start in the spring of 2024, the number of applicants was so low that several seats at Uppsala's Bachelor Programme remained empty.

“The Bachelor of Science Programme in Pharmacy is facing such complex challenges that it requires action on parallel levels: We must increase general knowledge about the prescriptionist profession, open potential students' eyes to the opportunities it offers, wile also attract students with a genuine ambition to actually work as a prescriptionist. We are now taking action to broaden the eligibility to include the Social Sciences program already in 2026, which in our opinion will generate great added value.”

Motivated students equipped with a map and compass to campus. So far, the direction is clear. But what will it take to keep them – and not least their attention – once they find their way to the classroom? Already in 2016, media reported on the increasing number of students that were being warned and suspended after disrupting classes because of not being able to put down their mobile phones. A challenge that does not seem to be decreasing over the years.

“As a teacher, you need equal parts commitment and ability to inspire. Of course, you must also have an idea of ​​how you aim to convey the knowledge, but at the same time be sensitive to the students and flexible in the situation. On the other hand, what happens during the lecture is not everything. Successful pedagogy encompasses so much more than what you achieve in the classroom.”

Here we unleash the elephant in the room straight into the conversation: Generative Artificial Intelligence and its place in teaching. Brief summary: Today, with simple instructions, we can make new technology create unique texts, images, videos and other forms of data. The almost exponential development brings both opportunities and challenges into higher education. Not least in examinations, and in January 2025, Uppsala University introduced common guidelines for AI in teaching.

“We can start by stating that the initial panic has been replaced by an insight that these tools are here to stay. Now we must learn to teach students to apply the technology in their future professional lives, which in a pharmaceutical career includes, among many things, the ability to critically evaluate AI-generated data. If we look at Uppsala University's guidelines, they are generally formulated, but provide a framework to relate to.”

Teaching young people about the new technology? Anyone who has ever seen a representative of Generation Z skillfully navigate through the labyrinths of the Internet realizes that the bar is set high. Nevertheless: We are speaking with four distinguished teachers who, according to the criteria, have "a higher level of pedagogical skills" and "develop the university's teaching". They, if any, ought to know how to do it.

“Just like with all pedagogical development, it will require the courage to take the plunge and try new things without fear of failure. We need to systematically absorb, process and implement new knowledge, but also constantly evaluate and be ready to take a step back before we continue forward. Most importantly, we are on this journey together and that requires that everyone sees their role in the collegial context.”

Here, the Pedagogical Academy, which since January 2025 is providing the distinguished teachers with a forum for dialogue and knowledge exchange on pedagogical issues, is a valuable asset. The goal is set: With the management’s wholehearted support, the competencies and commitment of the distinguished teachers will be utilized and contribute to an even stronger teaching environment. In February, the entire academy gathered for the first time. In March, they will team up again to set the direction for the academy's future activities.

“Our Disciplinary Domain is the first at Uppsala University to establish a Pedagogical Academy. Together, we are close to 40 teachers who collaborate across subject boundaries. This gives us a breadth that will undoubtedly open new doors, hopefully inspiring even more colleagues to get involved in pedagogical development and contribute to its continued advancement on the academic agenda.”

Pedagogical awards, Distinguished teachers and now the Pedagogical Academy: There we have a three-stage rocket that has had an indisputable significance in elevating teaching in a traditionally research-focused culture. But is this Mission Accomplie or are there still boundaries to be moved? Well, this is Distinguished Teachers Day: They have the final say:

“It can’t be argued that we have come a long way. Today, our faculty is an environment that prioritizes qualitative education. Our new program committees are providing an important injection, everyone participates in teaching and there is an amazing commitment. That we, with the Pedagogical Academy, will also have a distinguished teacher on the recruitment committee is another important step. So accomplished or not: The Faculty of Pharmacy is definitely an educational environment to be proud of!”

Text: Magnus Alsne, photo: Mikael Wallerstedt, Edis Potoris, Magnus Alsne