About me
Jayne Quoiani
BSc(Hons), MRes, PGCE, PGCAP, SFHEA
Jayne Quoiani is a STEM educator and systems practitioner specialising in work design, inclusion, and complex environments.
Her work focuses on how systems are designed, communicated, and experienced in practice, and how these factors shape who is able to participate and succeed. She works across higher education, professional environments, and transitional contexts, with particular attention to cognitive load, clarity, and sustainability.
Her current work centres on identifying and addressing structural barriers embedded within systems, including those related to neurodivergence, language, and access to opportunity. She works from the principle that human variability should be expected and designed for, rather than treated as an exception.
She is autistic and ADHD, and her lived experience informs her work, particularly in understanding how environments, assumptions and communication structures can unintentionally exclude.
Her approach is grounded in reflective practice, ongoing evaluation, and engagement with emerging research and technological change, including the role of AI policy in shaping access, clarity, and institutional responsibility.
How I approach my work
Driven by values
My approach is grounded in real educational contexts and informed by research, practice, and lived experience of institutional complexity. It treats inclusion as a design challenge rather than an individual adjustment, and systems change as an ongoing process rather than a one-off intervention.
Focused on inclusion
The position I take centres on understanding how systems currently operate and where structures 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.
Grounded in lived & professional experience
My practice is informed by sustained experience within complex educational institutions, alongside personal experience of navigating systems that are often misaligned with human variability.
Together, these experiences shape work 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.
These strands shape work 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.