Smith, Carol2021-05-192021-020545-7904https://hdl.handle.net/10182/13818Teaching pedology and soil science in the field to students is one of my great joys. Sharing a passion for understanding the interaction between soils and the landscape and witnessing that lightbulb moment of realisation in the students, is indeed wonderful. And I have been fortunate to have met many colleagues on this journey who have inspired me and shared their passion for soils. But increasingly, there are pressures on what and how we teach, and external disruptors. Whether it is internal pressures in universities to cut time in the field due to cost and compliance; or the shrinking of soil science courses due to pressures of budget cuts and student numbers. We are under pressure to deliver our teaching in different ways, often with shrinking resources. This is compounded by outside disruptive forces which have included earthquakes and more recently, COVID-19. In my lecture I will focus on one approach we have researched and developed to teach pedology and field based skills in more “effective” ways – via the soil judging framework. Then I will share some personal reflections on the impacts of disruption and the challenges we all face; now and into a changing future world.12-18en© The authorJournal Article