diff --git a/docs/conf.py b/docs/conf.py
index 91cf56f8..27353cbb 100644
--- a/docs/conf.py
+++ b/docs/conf.py
@@ -78,4 +78,7 @@
     "user-guide/assignments/Sail_the_ship": "user-guide/_images/freepik_research_vessel.jpg",
     "user-guide/assignments/Code_of_conduct": "user-guide/_images/freepik_code_of_conduct.jpg",
 }
+
+sphinx_gallery_conf = {"default_thumb_file": "_static/virtual_ship_logo.png"}
+
 nbsphinx_execute = "never"
diff --git a/docs/user-guide/_images/ILOs.jpg b/docs/user-guide/_images/ILOs.jpg
new file mode 100644
index 00000000..81c09523
Binary files /dev/null and b/docs/user-guide/_images/ILOs.jpg differ
diff --git a/docs/user-guide/index.md b/docs/user-guide/index.md
index 6d950781..2578fbea 100644
--- a/docs/user-guide/index.md
+++ b/docs/user-guide/index.md
@@ -4,6 +4,7 @@
 :maxdepth: 1
 
 quickstart
+teacher-content/index
 tutorials/index
 assignments/index
 ```
diff --git a/docs/user-guide/teacher-content/ILOs.ipynb b/docs/user-guide/teacher-content/ILOs.ipynb
new file mode 100644
index 00000000..f17cb126
--- /dev/null
+++ b/docs/user-guide/teacher-content/ILOs.ipynb
@@ -0,0 +1,69 @@
+{
+ "cells": [
+  {
+   "cell_type": "markdown",
+   "id": "84d1c60b",
+   "metadata": {},
+   "source": [
+    "# Aligned learning outcomes\n",
+    "\n",
+    "_Aligned using the revised version of Blooms taxonomy (Anderson et al. 2001)_\n",
+    "\n",
+    "1. Identify practical challenges of planning sea-based research, such as:\n",
+    "\n",
+    "- Availability and capabilities of research vessels and equipment, e.g. ice breaker vessel needed, infrastructure for equipment available\n",
+    "- General logistics, e.g. transportation of container labs and other equipment\n",
+    "- Requesting permits\n",
+    "  - Travel permits for staff\n",
+    "  - Diplomatic clearance (EEZ)\n",
+    "  - Customs documents\n",
+    "- Safety trainings (beforehand and onboard)\n",
+    "- Preparing, testing and transporting equipment\n",
+    "\n",
+    "2. Be aware of (describe) matters during sea-based research, such as:\n",
+    "\n",
+    "- Contingency due to weather conditions and other unforeseen circumstances\n",
+    "- The need to be flexible and patient\n",
+    "- Taking notes, recording coordinates, stations, casts\n",
+    "- Measurement protocols\n",
+    "- Communication with crew, e.g. captain, winch driver\n",
+    "- Living at sea, e.g. sea legs, seasickness, relaxation, water/energy/waste footprint\n",
+    "\n",
+    "3. Give examples of uncertainty and variability of sea-based observations, such as:\n",
+    "\n",
+    "- Likely errors or wrong values, and seeing the data through the noise\n",
+    "- Time and date coordinates, e.g. UTC, local time, ship time\n",
+    "- Variability and limitations of measurements\n",
+    "- Different scales of variability, e.g. tidal, seasonal\n",
+    "- ‘Synopticity’ of measurements (i.e. not possible to measure with one ship at multiple locations at the same time; therefore mixing time and space variability)\n",
+    "- Instrument specific qualities, e.g. ADCP reflection\n",
+    "\n",
+    "4. Learn how to analyse and interpret sea-based observations. Be able to:\n",
+    "\n",
+    "- Read in different data formats, e.g. nc, csv, zarr\n",
+    "- Manipulate arrays and other data structures in python\n",
+    "- Create and interpret density/TS profiles\n",
+    "- Create spatial temperature/salinity/velocity maps, do GIS things\n",
+    "- Interpret plots and deduce ocean circulation\n",
+    "- Report findings\n",
+    "- Contribute to a cruise report with pictures or plots\n",
+    "\n",
+    "5. Plan a research cruise. Be able to:\n",
+    "\n",
+    "- Formulate research questions\n",
+    "- Select sampling sites\n",
+    "- Consider the duration of deployments, e.g. time a CTD station takes\n",
+    "- Decide on on-site measurement order\n",
+    "- Plan rest/working shifts for scientific personnel\n",
+    "- Deal with contingency, e.g. consider what sites/measurements are essential, which are ok to skip"
+   ]
+  }
+ ],
+ "metadata": {
+  "language_info": {
+   "name": "python"
+  }
+ },
+ "nbformat": 4,
+ "nbformat_minor": 5
+}
diff --git a/docs/user-guide/teacher-content/index.md b/docs/user-guide/teacher-content/index.md
new file mode 100644
index 00000000..ba1596b6
--- /dev/null
+++ b/docs/user-guide/teacher-content/index.md
@@ -0,0 +1,26 @@
+# Teacher content
+
+VirtualShip is used as part of the VirtualShip Classroom, that combines authentic tools with VR to create a virtual fieldwork experience and allows you to teach about sea-based research from your regular classroom.
+
+All VirtualShip Classroom (VSC) material is open under an MIT licence and freely available! You can use the VSC to teach anything from a 4 hour masterclass up to an open assignment of more than 40 hours. Example assignments are available below and please feel free to customize anything offline or [contribute](../../contributing/index.md) to the assignments provided here.
+
+Our core learning outcome is for students to appreciate the difficulty of measuring the ocean, making the VSC a valuable tool for students that will go into fieldwork, modelling or anything else. Additional Intended Learning Outcomes [(ILOs)](ILOs.md) were formulated in collaboration with ocean scientists from the Royal Netherlands Institute for Sea Research [(NIOZ)](https://www.nioz.nl/en) and Utrecht University [(UU)](https://www.uu.nl/en).
+
+The 360 videos are available on our YouTube channel [**_@VirtualShip Classroom_**](https://www.youtube.com/@VirtualShipClassroom) and in high resolution upon request. The videos can be viewed in the classroom or at home using:
+
+- VR Headsets – Wear a headset and look around naturally by moving your head.
+- Smartphones/Tablets – Move your device or swipe the screen to explore.
+- PC/Mac Browsers – Click and drag with your mouse to look around.
+
+The VSC design focuses on creating didactically sound, authentic learning experiences grounded in established learning theories in science education, such as constructivism [(Piaget 1954)](https://doi.org/10.4324/9781315009650) and constructionism [(Papert 1980)](https://worrydream.com/refs/Papert_1980_-_Mindstorms,_1st_ed.pdf). By integrating realistic tasks and a gamified narrative approach within Jupyter notebooks, students learn within a digital replica of the real world, constructing knowledge through ‘learning by doing’ and ‘trial and error’ as they explore oceanography concepts, research methods, and analysis tools.
+
+We evaluated in several (under)graduate courses and find that the VirtualShip Classroom is highly engaging, and students report on enhanced confidence and knowledge [(Daniels et al. 2025)](https://current-journal.com/articles/10.5334/cjme.121).
+
+```{nbgallery}
+---
+maxdepth: 1
+caption: Teaching material
+---
+
+ILOs.md
+```