In a context where academic freedom is increasingly challenged and exclusionary norms are gaining renewed strength; there is a growing need for educational approaches that foster critical reflection and inclusive perspectives. Conferences have traditionally been viewed as sites for disseminating research, yet their potential as spaces for experiential and transformative learning remains underexplored. This perspective article presents a practice-based case analysis of NormDay as a student initiated educational and organisational innovation, drawing on observational material and participant survey data. Drawing on a norm-critical framework, NormDay combined keynote lectures with participatory workshops, exhibitions, and experience-based activities aimed at disrupting taken-for-granted assumptions and encouraging perspective taking. The initiative brought together researchers, educators, students, practitioners, policymakers, and civil society actors, creating a shared arena for dialogue across sectors. Participant evaluations indicated high levels of engagement and perceived relevance, as well as a self-reported increase in norm awareness. Rather than positioning NormDay as an intervention in the experimental sense, the article conceptualizes it as an awareness-oriented academic practice that may initiate processes of change over time. Key lessons include the importance of participatory formats, cross-sector collaboration, and the integration of embodied learning experiences. At the same time, challenges related to participant reach and the sustainability of impact are highlighted. The article contributes to ongoing discussions on academic freedom and norm-critical pedagogy by illustrating how higher education can create reflective spaces that address exclusionary norms and support more equitable health and healthcare practices.