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Direct linkSaskia M. G. Weijzen; Cassandra Onck; Arjen E. Wals; Valentina C. Tassone; Wietske Kuijer-Siebelink – Journal of Vocational Education and Training, 2024
In the light of urgent global sustainability challenges, vocational education is searching for new approaches that are more just and future proof. At least a part of the answer seems to lie in so-called collaborative learning arrangements where students together with societal actors explore sustainability-related challenges. The amount of this…
Descriptors: Foreign Countries, Vocational Education, Cooperative Learning, Sustainability
Download full textHarris, Judy; Wihak, Christine – International Journal of E-Learning & Distance Education, 2018
The increasing availability of non-formal education in the form of Open Education Resources (OERs) and Massive Open Online Courses (MOOCs) gives rise to the questions of how such education can be formally recognized for credit. Prior Learning Assessment and Recognition (PLAR), and Qualification Frameworks are fields of practice actively engaged in…
Descriptors: Incidental Learning, Higher Education, Experiential Learning, Shared Resources and Services
Jiang, Lina; Kosar Altinyelken, Hülya – European Journal of Higher Education, 2020
This study aims to explore Chinese students' experiences in the Dutch higher education system with a focus on classroom pedagogy. Based on interviews with 28 Chinese students from eight higher education institutions, it analyses Chinese students' understanding and reflections of teaching and learning practices, and the challenges they encounter.…
Descriptors: Foreign Countries, College Students, Student Attitudes, Student Experience
Stracke, Christian M.; Sharma, Ramesh Chander; Bozkurt, Aras; Burgos, Daniel; Cassafieres, Cécile Swiatek; dos Santos, Andreia Inamorato; Mason, Jon; Ossiannilsson, Ebba; Santos-Hermosa, Gema; Shon, Jin Gon; Wan, Marian; Agbu, Jane-Frances Obiageli; Farrow, Robert; Karakaya, Özlem; Nerantzi, Chrissi; Ramírez-Montoya, María Soledad; Conole, Grainne; Cox, Glenda; Truong, Vi – International Review of Research in Open and Distributed Learning, 2022
In terms of scale, shock, and disenfranchisement, the disruption to formal education arising from COVID-19 has been unprecedented. Anecdotally, responses from teachers and educators around the world range from heightened caution to being inspired by distance education as the "new normal." Of all the challenges, face-to-face and formal…
Descriptors: COVID-19, Pandemics, Open Education, Distance Education
European University Association, 2024
European higher education institutions (HEIs) are facing increasing demands for more flexible learning and flexibility in learning paths. This report from a 2023 European University Association Learning & Teaching Thematic Peer Group on "Flexible learning and teaching" explores the complexity of implementing flexible learning at…
Descriptors: Higher Education, Teaching Methods, Outcomes of Education, Individualized Instruction
Chengxin Zhang; Bochen Jia – Discover Education, 2024
Background: In the contemporary recent education landscape, an inventive paradigm known as "STEAM" has emerged, which augments the erstwhile STEM framework by incorporating the dimension of "Art". STEAM endeavors to enhance students' capacities for creativity, innovation, and design thinking. Among the various forms of artistic…
Descriptors: Art Education, STEM Education, Visual Arts, Journal Articles
Julieta Marotta; Mindel van de Laar – Journal of Public Affairs Education, 2024
This paper explores the concept of e-resilience in educational systems, particularly in Public Affairs Education, in response to the COVID-19 pandemic. We investigate the drivers and challenges faced by actors from an educational system perspective, which is conceptualized by adjusting Bronfenbrenners' ecological model using dimensions of…
Descriptors: Resilience (Psychology), Stakeholders, Attitudes, Educational Practices
Moyaert, Marianne – Religious Education, 2018
In religious pedagogy focused on teaching religious diversity, two approaches are usually discussed: multireligious learning and interreligious learning. Here, I will explore both approaches and argue why I think interreligious learning is to be preferred. Interreligious learning, however, can take many forms. In academia learning tends to be…
Descriptors: Religious Education, Intergroup Education, Educational Practices, Experiential Learning
Li, Jin Hui; Enemark, Nanna Ramsing – European Educational Research Journal, 2023
This article explores how the development of mother-tongue instruction (MTI) policies in the Danish welfare state have created varying notions of difference and sameness in the schooling of migrant students and how they experience these notions locally in practice. Based on an analysis of MTI's policy history and oral history interviews with…
Descriptors: Native Language Instruction, Social Systems, Immigrants, Educational Policy
Lagrosen, Yvonne; Lagrosen, Stefan – International Journal of Educational Management, 2020
Purpose: An innovative technology called consciousness-based education (CBE) is being introduced in schools worldwide. The approach includes both an experiential and an intellectual component. However, research studies exploring learning in CBE are rare. The purpose of the paper is to explore how organizational learning takes place in schools,…
Descriptors: Foreign Countries, Consciousness Raising, Metacognition, Educational Practices
Claudia Koehler – Intercultural Education, 2025
This paper revisits and expands upon the findings of the 'Multi-country Partnership to Enhance the Education of Refugee and Asylum-seeking Youth in Europe (PERAE)' initiative, which was launched by the SIRIUS Network in 2016 to address the challenges of integrating refugee youth into European education systems. Amid the significant influx of…
Descriptors: Refugees, Partnerships in Education, Social Integration, Access to Education
de Groot, Isolde – AERA Online Paper Repository, 2017
Election simulations are considered a viable tool to instigate democratic learning in schools. This paper reports an explorative qualitative inquiry into one type of simulation project: mock-elections (ME). Main objective was to gain an insight into the organization of ME-practices in eight schools in the Netherlands in 2012. Thematic analysis of…
Descriptors: Simulation, Elections, Civics, Democracy
Admiraal, Wilfried; Kruiter, Joke; Lockhorst, Ditte; Schenke, Wouter; Sligte, Henk; Smit, Ben; Tigelaar, Dineke; de Wit, Walter – Studies in Continuing Education, 2016
It is commonly understood that teachers in secondary school should develop throughout their career in order to stay as an essential factor in student learning. Schools can offer opportunities to link teachers' professional learning to their school practice with a positive impact on teachers' motivation to learn and the effectiveness of their…
Descriptors: Secondary School Teachers, Faculty Development, Learning Motivation, Teacher Attitudes
Coenders, Fer – Chemistry Education Research and Practice, 2016
In 21st century education students should have ample opportunities to collaborate on authentic problems. Many teachers however find it difficult to make the transfer from teacher to student-centered education. Giving students autonomy can be disquieting to teachers, as they fear to lose control of student learning. Teachers in a teacher…
Descriptors: Cooperative Learning, Teamwork, Student Journals, Teaching Methods
Guile, David, Ed.; Unwin, Lorna, Ed. – John Wiley & Sons, Inc, 2019
"The Wiley Handbook of Vocational Education and Training" offers an in-depth guide to the theories, practices, and policies of vocational education and training (VET). With contributions from a panel of leading international scholars, the Handbook contains 27 authoritative essays from a wide range of disciplines. The contributors present…
Descriptors: Vocational Education, Educational Theories, Educational Practices, Theory Practice Relationship
