About me
Jayne Quoiani
BSc(Hons), MRes, PGCE, PgCAP, SFHEA
Jayne Quoiani is a senior STEM educator and systems thinker with experience across higher education, pre-university transition, and science engagement. Her career has included roles in classroom teaching, STEM coordination, education resource development, science engagement, centre management, and lecturing.
Her work has focused on how learning systems are designed, governed, and sustained, and on the long-term consequences that design decisions have for learners, educators, and institutions. She has worked across widening participation, postgraduate education, and international outreach, and is the author of science education textbooks for major academic publishers.
Jayne’s professional interests centre on inclusive access to higher education and the ways in which structural barriers related to neurodivergence, disability, language, caregiving responsibilities, and financial constraint are embedded in institutional systems. Her work is grounded in the principle that human variability should be treated as expected rather than exceptional.
She is autistic and ADHD, with lived experience at the intersection of neurodivergence and other marginalised positions. This perspective informs her writing and systems analysis, particularly in identifying where assumptions, incentives, or modes of communication unintentionally exclude.
Her approach is grounded in reflective practice, ongoing evaluation, and engagement with emerging research and technological change, including the implications of AI and digital systems for equity, clarity, and institutional responsibility.
How I approach my work
Driven by values
This platform is grounded in real educational contexts and informed by research, practice, and lived experience of institutional complexity. The writing here treats inclusion as a design challenge rather than an individual adjustment problem, and systems change as an ongoing process rather than a one-off intervention.
Focused on inclusion
The perspective taken here centres on understanding how systems currently operate and where structures, incentives, or norms create unnecessary friction or exclusion. Rather than focusing on retrofit solutions, the emphasis is on design choices that shape access, participation, and belonging from the outset. The intention is to surface approaches that are rigorous, accessible, and sustainable across diverse contexts, rather than to prescribe fixed solutions.
Grounded in lived & professional experience
This work is informed by sustained experience within complex educational institutions, alongside personal experience of navigating systems that are often misaligned with human variability.
Together, these perspectives shape writing that is attentive to power and context, realistic about constraints, and focused on the long-term consequences of design decisions.
Experience and perspectives
My experience spans a range of educational contexts and scales, including widening participation, educational transitions, and systems-level work related to inclusion and governance. This background informs how I analyse learning systems and institutional design, rather than serving as a basis for service delivery through this platform.
These strands shape writing that moves between policy and pedagogy, and between design intentions and lived experience, with a focus on long-term impact rather than isolated interventions.
Writing and publications
I write about education, leadership, inclusion, and systems design, with a particular focus on authenticity, learning, and the human consequences of institutional structures. This includes practitioner-facing essays as well as longer-form non-fiction.
Selected writing is available via this site, with longer reflections and publications appearing elsewhere.
Independence and affiliation
Authentic Learning Systems is an independent professional writing and facilitation platform. All work, writing, and resources offered here are developed independently and outside of my employment. No University of Edinburgh teaching materials, funded project outputs, student data or branded resources are used or reproduced.
Views expressed are my own and do not represent the views, policies, or positions of the University of Edinburgh or any other affiliated organisation. No services are provided on behalf of the University.
This platform does not provide institutional services or consultancy.
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