About me
Hi, my name is Inge Rozendal. I work as an educational consultant and curriculum specialist in higher education, focusing on curriculum redesign, assessment and educational innovation.
For the past 10 years, I have worked at HU University of Applied Sciences Utrecht, where I have been involved in assessment innovation, competency-based education, curriculum redesign and the didactics and assessment of new educational initiatives. Alongside that, I started freelancing remotely in 2020.
Over the years, I noticed that many programmes want to move towards more meaningful and innovative forms of education, but often struggle once those ideas need to translate into actual curriculum, assessment and daily practice.
That is the space where I work.
Why Learner Ecologies?
The name Learner Ecologies reflects a simple belief:
Learning never happens in isolation.
Students develop within complex ecosystems of people, technologies, institutions, cultures, opportunities and constraints. Their learning is shaped not only by curriculum and assessment, but also by identity, relationships, values, ambitions and the rapidly changing world around them.
This perspective has increasingly influenced my work.
When programmes struggle with assessment, curriculum coherence, AI integration or educational innovation, the challenge is rarely a single course, assignment or policy. More often, it is about understanding how different parts of the educational ecosystem interact and whether they collectively support the kind of learner, professional and person a programme hopes to develop.
What this means in practice
My work sits at the intersection of:
curriculum redesign
assessment and feedback
AI and learning
professional identity development
educational innovation
While these themes may appear different, they are connected by a common question: What kind of learning ecosystem are we creating, and what kind of professionals does it help develop? This perspective underpins much of my work, including frameworks such as the assessment quick scan, the assessment profiles, purpose-driven coaching, and the 5C-Model for Human-AI Learning.
Beyond curriculum and assessment
I am especially interested in education that helps students not only prepare for a profession, but also understand who they are in relation to their field, other people, AI, society and the complexity of the world they are entering.
The past years, I have been living and working remotely from countries including India, Thailand and currently Indonesia. Through my family's connection to international K12 education, I have also been exposed to a wide range of educational philosophies and international school systems. While my professional work remains rooted primarily in higher education, these experiences have broadened my perspective on questions around identity, autonomy, belonging, systems, wellbeing and what it actually means to prepare students for life in an interconnected world. My work is therefore not only about assessment or curriculum design in a technical sense. It is about helping programmes create educational structures that remain academically rigorous while also making space for complexity, humanity, responsibility and meaningful professional development.