Welcome to the open-access proceedings of the Biennial Threshold Concepts Conference, a gathering that continues to push the boundaries of teaching, learning, and disciplinary understanding. This collection represents the vibrant conversations, innovative research, and reflective practices shared by scholars and educators from around the globe, all united by a common interest: exploring how threshold concepts transform learners’ ways of thinking and being.
Threshold concepts, first articulated by Meyer and Land, have become a powerful lens for examining the complexity of learning. They invite us to consider not only what students learn, but how they cross conceptual frontiers that reshape their identities and open new epistemological spaces. These ideas challenge educators to design curricula and pedagogies that support learners through liminal states—those uncertain, often uncomfortable moments that precede deep understanding.
The papers in this volume reflect the diversity and dynamism of this field. They span disciplines, methodologies, and contexts, offering insights into how threshold concepts are identified, enacted, and experienced. Some contributions interrogate theoretical foundations, while others share practical strategies for fostering transformative learning. Together, they illuminate the interplay between knowledge, identity, and power in educational spaces.
As an open-access resource, this book embodies the conference’s commitment to inclusivity and collaboration. By making these proceedings freely available, we aim to extend the dialogue beyond the conference walls, inviting educators, researchers, and students to engage with and build upon this work. We hope these pages inspire you to reflect on your own practice, challenge assumptions, and imagine new possibilities for teaching and learning.
Thank you for joining us in this ongoing exploration. May these proceedings serve as both a record of our shared inquiry and a catalyst for future conversations.