Agile Manifesto for Teaching and Learning

Published Jun 20, 2022 · Updated Feb 28, 2026

Lesson plans rarely survive first contact with a new cohort. Agile describes a way of working in which teams define goals collaboratively, revisit plans regularly, prioritise authentic group interaction, and make space for experimentation and creativity (1).

Rather than following a rigid plan, Agile teams treat plans as permanently “under construction” throughout a project. Originally conceived for the software industry, Agile has been associated with higher development success rates, improved quality, faster time to market, and enhanced IT team motivation and productivity (2). Following its success in software development, professionals have sought to adapt and apply the key principles and concepts of Agile to group-based work in other sectors.

In their 2017 paper, Krehbiel and co-authors (3) proposed an Agile Manifesto for Teaching and Learning, modelled after the 2001 document that launched Agile in the software industry, to guide future adaptations in higher education.

They also reported integrating several collaborative, Agile-based practices in multidisciplinary classroom environments within a mid-sized public university. The aim of these implementations was to create instructional environments where learning is student-centred, self-authored, and collaborative. Finally, Krehbiel and co-authors (3) described the experiences of the students and teachers who participated in these pilots and shared a brief outline of their journey, in the hopes of guiding other educators interested in learning more about how Agile might enhance their own work.

The Agile Manifesto for Teaching and Learning is a declaration of professional and personal principles to prioritise in daily faculty work for the successful application of Agile in higher education. For educators, it works as a concise checklist for designing learning that stays responsive, collaborative, and focused on outcomes. To that end, the Agile Manifesto for Teaching and Learning proposed by Krehbiel and co-authors (3) advocates for the following value-ordering:

1. Adaptability preferred to prescriptive teaching methods. Instructors are encouraged to move away from rigid syllabi in favour of responding flexibly to the needs of students. In this way, students are prepared to thrive in an ambiguous and dynamic world.
2. Collaboration preferred to individual accomplishment. Educators are encouraged to facilitate meaningful group interactions that require everyone’s participation, cooperation, and contribution. Participation in collaborative work helps students build teamwork skills that are essential for their professional and personal lives.
3. Achievement of learning outcomes preferred to student testing and assessment. Educators should encourage students to be learning-driven rather than test-driven, and should nurture self-motivated, lifelong learners.
4. Student-driven inquiry preferred to classroom lecturing. Instructors should provide students with active-learning assignments and simulated real-world conditions for projects to foster their motivation to learn and individuality. When students engage with information and build practical skills, they evaluate contexts, develop new questions, and use their own voices, leading to deep learning.
5. Demonstration and application preferred to accumulation of information. Educators should create ongoing opportunities that allow students to apply the knowledge and skills they have attained. When students create concrete evidence of their accomplishments, they gain confidence, learn more deeply, retain information for longer periods of time, and adjust more rapidly to changing needs and demands.
6. Continuous improvement preferred to the maintenance of current practices. Instructors should frequently evaluate their teaching practices with a willingness to attempt new things.

Krehbiel and co-authors (3) reported the application of Agile in computer science and software engineering, information systems, supply chain management, English, teacher education, civic studies, and political science. In the group-based projects of the courses, a range of Agile tools and practices were adapted, including:

• ‘Project and Team Chartering’, which included the creation of social contracts to encourage students to actively share and discuss ideas, reach agreements about shared goals and desired outcomes, and work collaboratively.
• Physical and virtual ‘Story/Kanban’ boards for groups to visualise and manage their work.
• ‘Daily standups’, which call on group members to provide updates on progress and challenges. Standups proved to be a highly effective tool for instructors to monitor the mastery of project learning outcomes and the quality of interactions and collaborations within groups, enabling mid-project changes when required.
• The use of ‘showcases’ and ‘retrospectives’ aimed at highlighting completed tasks and contributions from each team member to the project, evaluating lessons learned during the project, and providing timely, constructive peer feedback. Multiple short, unrelated Agile projects are recommended so students can conduct multiple retrospectives, giving them opportunities to improve without being hindered by mistakes made in earlier projects.
• For courses outside of engineering and computer science, such as civic studies and political science, it was recommended that instructors deliberately avoid the use of Agile terminology, such as ‘Scrum’, ‘retrospectives’, and ‘Kanban’, while introducing student novices to its principles of collaboration to avoid confusion. Nonetheless, a range of Agile-inspired tools, including regular client check-ins, time-blocking, discussion of user stories, and standups, were used to foster an Agile ‘mindset’ that can usefully guide students’ collaborative work.

These adaptations of Agile practices produced positive outcomes: more efficient time management, a more effective learning experience, improved interpersonal dynamics and collaboration within teams, increased student engagement, greater ownership of learning, and high-quality deliverables that were better integrated rather than loosely compiled pieces of individual work.

Instructors also commented that the implementation of Agile techniques enhanced transparency and quickly exposed ‘free-riders’ in groups, so they could be coached to modify their behaviour.

Taken together, these experiments suggest Agile offers a practical framework for making group work more transparent, collaborative, and iterative in higher education. For an initial pilot, it may help to start with one lightweight practice, such as standups or retrospectives, and adjust based on what students report.

FAQ

Q: How do Agile practices specifically enhance Student Voice in the classroom?

A: Agile practices can enhance Student Voice by creating a learning environment that values and prioritises students’ input, preferences, and experiences. Through practices such as daily standups and retrospectives, students are encouraged to share their thoughts, progress, and challenges regularly. This helps students feel heard and take an active role in shaping classroom dynamics and project direction. By focusing on adaptability, Agile methods empower students to express needs and ideas, leading to a more tailored and responsive educational experience.

Q: What are the challenges and limitations of implementing Agile methodologies in diverse educational settings, particularly in non-STEM disciplines?

A: Implementing Agile methodologies in non-STEM disciplines can present unique challenges because content and learning objectives may not naturally align with a project-based, collaborative approach. One limitation is the potential mismatch between Agile’s focus and the traditionally more individualistic and content-focused nature of subjects such as literature or history. Educators may also face resistance from students and faculty who are accustomed to traditional teaching methods. Overcoming these challenges requires careful adaptation of Agile practices to fit the specific needs and dynamics of non-STEM classrooms, ensuring that the emphasis on Student Voice and collaboration enhances, rather than disrupts, the learning process.

Q: How can text analysis tools be used to assess and improve the effectiveness of Agile-based learning environments in enhancing Student Voice and collaboration?

A: Text analysis tools can help assess and improve Agile-based learning environments, particularly in terms of Student Voice and collaboration. By analysing student discussions, feedback, and reflections, educators can gain insight into engagement, areas of interest, and the dynamics of teamwork within the classroom. For instance, text analysis can reveal patterns in communication that indicate effective collaboration, or areas where further support is needed. It can also help identify themes and topics that resonate with students, allowing educators to adjust their approaches to better align with student interests and needs. Ultimately, text analysis can support more data-informed decisions that foster a more inclusive, responsive, and collaborative learning environment.

References

[1] Smith G, Sidky A. Becoming Agile: In an Imperfect World. Greenwich: Manning; 2009 May.

[2] Rigby DK, Sutherland J, Takeuchi H. Embracing Agile. Harvard Business Review. 2016 May;94(5):40-50.

[Source] Krehbiel TC, Salzarulo PA, Cosmah ML, Forren J, Gannod G, Havelka D, Hulshult AR, Merhout J. Agile Manifesto for Teaching and Learning. Journal of Effective Teaching. 2017;17(2):90-111.

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