Search Results for
"Students"

Rethinking the Academic Experience explores the collective experiences of everyone in higher education settings, from students to those who teach and support them. Malcolm Tight presents the academy as a single but highly complex and interconnected entity, examining its individual stakeholders and elements to better understand these institutions. © Malcolm Tight 2025. All rights reserved.

In connection with Russia’s withdrawal from the Bologna Process, approaches to the organization of domestic higher education are being revised. But this mainly concerns the issue of level-based education. At the same time, Russia’s entry into the Bologna Process has led to changes not only in the levels of higher education, but also in some of its other aspects. One of these aspects is the competency-based approach to learning. This article examines the question of whether it is subject to revision in connection with a possible future reorganization of higher education in Russia. To answer this question, the authors assess the current state of the competency-based approach to learning in higher education in Russia. This assessment is determined on the basis of a study of the current level of interpretation of the essence of the competency-based approach and related concepts in scientific and regulatory literature, the degree of development of competency systems used in Russian universities, the current state of the criteria used to assess the formation of competencies, as well as the perception of the competency-based approach by students and university teachers. As a result of the conducted research, both positive and problematic aspects of the application of the competence-based approach to training in higher education in Russia at the current stage of its development are identified and systematized. The article substantiates and brings up for discussion three possible scenarios for the future use of the competence-based approach in the process of further development of higher education in Russia. The opinion on the most appropriate and probable of these scenarios is argued. Recommendations for the implementation of this scenario are substantiated. This article may be of interest to the organization of higher education in universities, as well as to developers of higher education standards. © Дружиловская Т.Ю., Дружиловская Э.С., 2025. This work is licensed under a Creative Commons Attribution 4.0 License.

The fundamental impact of human capital on innovative performance is a consensual finding in the innovation literature. Universities play a pivotal role in fuelling innovation across various industries, providing students with essential knowledge and skills to generate new products, processes, and business models. However, while the crucial role of the university is undeniable, it should be remembered that human capital formation is a complex and multifaceted phenomenon, influenced not only by factors such as institutional context and culture but also by the prevailing secondary education system. Since 1999, the Bologna Process has resulted in numerous reforms aimed at ensuring comparability among standard and quality of higher education qualifications in Europe. However, secondary school education systems vary significantly among countries. One of the most striking differences is the relevance attributed to vocational training programmes. Vocational training is essential for preparing students for specific careers and industries and focuses on the development of practical skills and knowledge that are directly applicable in the workplace. This paper analyses the impact of secondary school education on innovation performance in European regions. The rationale is that, despite a widely held belief that innovation requires workers with an academic education, vocational education and training is a major driver of innovation performance. We employ Eurostat data for the last two programming periods to and determine the extent to which secondary school systems and European Commission policy, specifically the European Social Fund Educational and Vocational Training theme, can contribute to innovation performance in European regions. © 2025 International Conference on Higher Education Advances. All rights reserved.

As graduating students transition into the professional world, they often find that their college education did not teach them the skills businesses demand. This disconnect between the skills learned during college and the skills needed to succeed within the workforce has led to increasing levels of unemployment and underemployment. Implementing entrepreneurial education in colleges could resolve many of the skill deficiencies both at the undergraduate and graduate levels. By training students entrepreneurial skills, colleges empower these students to think beyond conventional boundaries and develop productive economic activities. This paper reviews the positive impacts of entrepreneurial education in shaping the next generation of workers while also delving into theoretical frameworks, such as human capital and social cognitive theories, to understand the reasoning behind the success of entrepreneurial education. This research further addresses the steps and requirements for a successful implementation, the role of technology in the implementation process, and possible challenges faced which might impede on effective implementation. © The Author(s), under exclusive license to Springer Nature Switzerland AG 2025.

—This paper presents the teaching of an educational innovation and digital technology course using project-based learning in an online learning environment. The objective of this research was to examine the efficiency of teaching using project-based learning in an educational innovation and digital technology course. A total of 470 students in a graduate diploma program in teaching at the Faculty of Industrial Education, Rajamangala University of Technology, Phra Nakhon, Bangkok, Thailand, participated in this study. A mixed methods design was used to collect data from the students. Data from the students’ projects, questionnaires, and grades were analysed. The results indicate that project-based learning is an effective teaching method in an online learning environment. © 2025 by the authors.

In recent years, there has been a growing emphasis on the application of project-based learning and differentiated instruction within educational environments, as educators increasingly acknowledge their significance in motivating students and creating more interactive learning experiences. This study aims to explore the perspectives of art teachers on the effectiveness of combining differentiated instruction with project-based learning to support students’ understanding in art. Using a sequential mixed-methods design, data were collected through a questionnaire completed by 190 art teachers, followed by a group discussion involving eight selected participants. The findings reveal that art educators view project-based learning as a valuable teaching approach that promotes greater student involvement, strengthens social interaction in the classroom, encourages cultural appreciation, and supports the practical application of differentiated instruction strategies. These results have broader implications in areas such as teacher training, academic leadership, curriculum development, and educational policy. Additionally, the insights derived from this study may have relevance beyond art education, offering meaningful contributions to other academic disciplines. The findings also serve as a useful reference for researchers and educators pursuing deeper explorations into the integration of project-based learning and differentiated instruction in both art education and wider pedagogical contexts. © 2025, Universidade Estadual de Maringa. All rights reserved.

Background/purpose. The contemporary educational landscape, shaped by technological advancements, demands that pre-service teachers cultivate creative thinking to design engaging learning experiences. This study addresses this need by investigating the efficacy of a pedagogical model that integrates Project-Based Learning (PjBL) and e-modules. The research specifically evaluated the model's impact on four key dimensions of creative thinking: fluency, flexibility, elaboration, and originality. Materials/methods. This study utilized a mixed-methods convergent parallel design involving a cohort of 45 pre-service physics teachers at a public university in Indonesia. Data were collected concurrently using: (1) pre- and post-tests to measure creative thinking skills; (2) direct observation of the learning process; (3) rubric-based analysis of student-produced projects (videos, websites, games, and posters); and (4) feedback from student and lecturer questionnaires. Quantitative data were analyzed using paired-sample t-tests, while qualitative data underwent thematic analysis; both were integrated for a comprehensive understanding. Results. The results indicate a statistically significant improvement across all four dimensions of creative thinking post-intervention (p < 0.05). While fluency demonstrated the most substantial gain, elaboration showed the least pronounced, yet still positive, development. Qualitative analysis further revealed that the PjBL framework successfully fostered collaboration, communication, and critical thinking skills, with high-quality project outcomes and positive perceptions from both students and the lecturer. Conclusion. This study concludes that the synergistic integration of PjBL and e-modules offers a robust framework for enhancing the creative thinking skills of pre-service physics teachers. The model provides an authentic learning environment that not only cultivates creative competencies but also prepares future educators for the technological demands of the modern classroom. These findings advocate for the adoption of similar integrated pedagogical approaches in teacher education programs. Future research should investigate the long-term retention of these skills and the model's adaptability across different disciplinary contexts. © The Author(s), 2025.