Imagine the Future of Higher Education: Challenges and Opportunities for Teaching and Learning

A special issue of Education Sciences (ISSN 2227-7102). This special issue belongs to the section "Higher Education".

Deadline for manuscript submissions: closed (30 June 2024) | Viewed by 22439

Special Issue Editors


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Guest Editor
SDA Bocconi School of Management, Bocconi University, 20100 Milano, MI, Italy
Interests: blended educational models; learning styles; effective design of online and blended learning experiences

E-Mail Website
Guest Editor
SDA Bocconi School of Management, Bocconi University, 20100 Milano, MI, Italy
Interests: learning and development; learning styles; generational differences; creativity in teams

Special Issue Information

Dear Colleagues,

The impact of education on our lives in shaping beliefs, intentions, behaviors and, in general, our understanding of social phenomena is very evident. Consequently, the quality of educational processes must be at its best, anytime and in any context. As stated by sustainable development goal number four, the concept of quality of education relates to the capacity of education to “ensure inclusive and equitable quality education and promote lifelong learning opportunities for all”. Within that context, every educational system plays a pivotal role. This Special Issue intends to focus on the higher education (HE) level. Many changes have occurred at this level, particularly in the last three years. Some of these changes have strongly facilitated the “openness to explore new ways to make education happen” both in HE and at individuals’ levels as well. This exploration stage represents a kind of unique opportunity for widely rethinking what our higher education will look like in the near future. This cannot be missed. There are many drivers and variables to consider when rethinking the entire educational system, e.g., discussing how to lead and drive learning and teaching innovations within higher education institutions, redefining educational models, getting ready for embracing the continuous technological evolution, fostering innovations, the lifelong learning process of faculty and staff members and the role of students’ learning styles and approaches.

Thus, this Special Issue intends to bring together a set of high-quality contributions to figure out the future of higher education through different lenses of analysis: pedagogical, innovation management, technological and organizational. We would like to include perspectives from multiple stakeholders, such as students, faculty members, staff and administrators of HEIs, policy makers, national and international educational agencies and institutions.

We encourage scholars to submit both qualitative and quantitative contributions based on research projects already completed or still in progress. Interdisciplinarity is more than welcome.

Given the above, this Special Issue welcomes articles examining topics such as, although not exclusively:

  • Facing the intergenerational learning differences of HE students;
  • Developing new skills for the job market and better integrating with the job market players;
  • Motivating and facilitating the continuous development process of faculty members;
  • Designing high-value educational experiences;
  • Fostering innovations within, and outside, higher education institutions;
  • Fostering partnerships with multiple stakeholders outside HE institutions to develop richer educational experiences
  • Sharing best practices oriented towards the creation of new learning contexts and environments;
  • Measuring the impact of learning experiences at different levels;
  • Assessing the effectiveness of different learning models and methods for different targets.

Prof. Dr. Leonardo Caporarello
Dr. Beatrice Manzoni
Guest Editors

Manuscript Submission Information

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Keywords

  • future of education
  • innovative learning
  • new educational models
  • higher education institutions

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Published Papers (7 papers)

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Research

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17 pages, 315 KiB  
Article
Pre-Service Science Teachers’ Beliefs About Creativity at School: A Study in the Hispanic Context
by Leidy Dahiana Rios-Atehortua, Tarcilo Torres-Valois, Joan Josep Solaz-Portolés and Vicente Sanjosé
Educ. Sci. 2024, 14(11), 1194; https://doi.org/10.3390/educsci14111194 - 31 Oct 2024
Viewed by 260
Abstract
The present study examines the beliefs of pre-service science teachers on creativity in science teaching and learning and identifies factors in the school environment that, in their view, can influence students’ creativity. A total of 152 Colombian prospective science teachers participated in this [...] Read more.
The present study examines the beliefs of pre-service science teachers on creativity in science teaching and learning and identifies factors in the school environment that, in their view, can influence students’ creativity. A total of 152 Colombian prospective science teachers participated in this study. A questionnaire, with an open and a closed part, was administered to participants. Descriptive and inferential statistical analysis of the qualitative and quantitative data collected was carried out. The results revealed that (a) the concept of creativity held by the participants was incomplete and significantly diverged from expert definitions; (b) they viewed creativity as a universal potential that can be nurtured within the school system; (c) the ability to identify problems and ask challenging questions was rarely selected as a creative personality trait; (d) they demonstrated unclear ideas about the relationship between creativity and intelligence and the role of prior knowledge in students’ creativity; and (e) the subject or curricular domain was seen as an important factor influencing students’ creativity. From all this, it could be concluded that Colombian future science teachers exhibited flawed concepts of creativity based on poorly articulated beliefs, which is consistent with findings in other international studies. Full article
11 pages, 231 KiB  
Article
Strategies for Integrating Generative AI into Higher Education: Navigating Challenges and Leveraging Opportunities
by Gila Kurtz, Meital Amzalag, Nava Shaked, Yanay Zaguri, Dan Kohen-Vacs, Eran Gal, Gideon Zailer and Eran Barak-Medina
Educ. Sci. 2024, 14(5), 503; https://doi.org/10.3390/educsci14050503 - 7 May 2024
Cited by 6 | Viewed by 12951
Abstract
The recent emergence of generative AI (GenAI) tools such as ChatGPT, Midjourney, and Gemini have introduced revolutionary capabilities that are predicted to transform numerous facets of society fundamentally. In higher education (HE), the advent of GenAI presents a pivotal moment that may profoundly [...] Read more.
The recent emergence of generative AI (GenAI) tools such as ChatGPT, Midjourney, and Gemini have introduced revolutionary capabilities that are predicted to transform numerous facets of society fundamentally. In higher education (HE), the advent of GenAI presents a pivotal moment that may profoundly alter learning and teaching practices in aspects such as inaccuracy, bias, overreliance on technology and algorithms, and limited access to educational AI resources that require in-depth investigation. To evaluate the implications of adopting GenAI in HE, a team of academics and field experts have co-authored this paper, which analyzes the potential for the responsible integration of GenAI into HE and provides recommendations about this integration. This paper recommends strategies for integrating GenAI into HE to create the following positive outcomes: raise awareness about disruptive change, train faculty, change teaching and assessment practices, partner with students, impart AI learning literacies, bridge the digital divide, and conduct applied research. Finally, we propose four preliminary scale levels of a GenAI adoption for faculty. At each level, we suggest courses of action to facilitate progress to the next stage in the adoption of GenAI. This study offers a valuable set of recommendations to decision-makers and faculty, enabling them to prepare for the responsible and judicious integration of GenAI into HE. Full article
20 pages, 346 KiB  
Article
Development of Essential Competences for the Success of Inclusive Quality Teaching–Learning Processes in Higher Education
by Eduardo García-Toledano, Andrea Gracia-Zomeño, Ángel Luis González-Olivares and Ascensión Palomares-Ruiz
Educ. Sci. 2023, 13(12), 1243; https://doi.org/10.3390/educsci13121243 - 16 Dec 2023
Viewed by 1390
Abstract
Currently, the development of key competences has become a fundamental priority to ensure the success of inclusive quality teaching–learning processes at all levels of education. This research proposes a quantitative observational study that involved 446 Spanish, Chilean and Mexican individuals, using the INNOVAPRENDE [...] Read more.
Currently, the development of key competences has become a fundamental priority to ensure the success of inclusive quality teaching–learning processes at all levels of education. This research proposes a quantitative observational study that involved 446 Spanish, Chilean and Mexican individuals, using the INNOVAPRENDE questionnaire. Education is fundamental to provide citizens with the skills inside and outside the classroom. For this reason, the research focuses on the teachers’ perception of university students’ skills to develop Personal, Social and Learning to Learn (PSLL) competence: initiating learning, managing time, managing information and managing self-regulated learning. It was found that women (vs. men), older participants (vs. younger participants) and participants with 16–25 years of experience (vs. those with 0–5 years of experience) perceive that university students have greater knowledge and skills to deploy PSLL. The conclusion highlights the importance of teacher guidance and support, as well as expectations in relation to learners’ development of the skills that make up PSLL. Full article
16 pages, 319 KiB  
Article
Purpose in Life in Higher Education: Is There a Role for Service-Learning?
by Luísa Mota Ribeiro, Alexandra Doroftei, Francisca Miranda, Carmo Themudo, Paulo Dias, Ricardo Peixoto, Ana Oliveira, Maria Correia, Pilar Aramburuzabala, Pedro Rosário and Robert G. Bringle
Educ. Sci. 2023, 13(12), 1170; https://doi.org/10.3390/educsci13121170 - 22 Nov 2023
Cited by 3 | Viewed by 2175
Abstract
The current study analyzed university students’ purpose in life in the context of service-learning (SL) courses developed in a university in Portugal. Briefly, 112 graduation and master students, from different areas, involved in 15 SL courses (82 female; 73.2%; age ranging from 18 [...] Read more.
The current study analyzed university students’ purpose in life in the context of service-learning (SL) courses developed in a university in Portugal. Briefly, 112 graduation and master students, from different areas, involved in 15 SL courses (82 female; 73.2%; age ranging from 18 to 51; M = 23; SD = 6.51) participated in this study. Questionnaires included an open-ended question about students’ purpose in life. Four closed-ended questions were included to understand student’s perceptions of change in their purpose in life arising from the SL courses and other perceptions about their SL course. Qualitative data were analyzed via content analysis with NVivo. Results indicated that students’ purpose in life ranged from social-related goals, such as helping or caring for others, to personal-related goals, including personal growth and well-being. Most of the students (71.4%) reported that their purpose in life changed moderately or a lot after participating in a SL course. Findings are discussed in light of the literature, identifying implications for the development of SL courses in higher education, considering the contribution of this pedagogic methodology to the definition and reconfiguration of young people’s purpose in life. Full article
16 pages, 943 KiB  
Article
Courage, Honesty, and Evaluation in the Apprehensive University
by John M. LaVelle, Kathleen Doll and Heidi Barajas
Educ. Sci. 2023, 13(11), 1157; https://doi.org/10.3390/educsci13111157 - 19 Nov 2023
Viewed by 1289
Abstract
A consistent question in education is how to evaluate the degree to which universities and their programs are meeting the claims they make on their webpages and other materials, which entice students and faculty alike to join their collegiate community. Misalignments between what [...] Read more.
A consistent question in education is how to evaluate the degree to which universities and their programs are meeting the claims they make on their webpages and other materials, which entice students and faculty alike to join their collegiate community. Misalignments between what is promised and what is provided harm all community members but have disproportionate effects on students of color. It is therefore an ethical imperative for the higher education sector to undertake system wide evaluations because of the ever-rising financial and emotional costs of graduate education. For educators and administrators alike, this means systematically interrogating data to identify unseen patterns, challenge assumptions, and ask both critical and highly uncomfortable questions; for educators, this may include a truthful assessment of our own practices and assumptions. We propose drawing from the field of program evaluation and using theory-driven evaluation as a specific framework to understand graduate education process and outcomes. This conceptual paper links together existing literatures and is augmented by the authors’ reflection and dialogue about their experiences designing and implementing graduate education across several institutions. We end with a call for courage and honesty in carefully evaluating graduate education for the betterment of all students, faculty, and administrators. Full article
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16 pages, 2802 KiB  
Article
Enhancing Collaborative Learning in Higher Education through Podcast Production: An Experiential Approach with Anthropology and Tourism Students
by Isabel González Enríquez, María Soledad Cutuli and Olga I. Mancha-Cáceres
Educ. Sci. 2023, 13(9), 898; https://doi.org/10.3390/educsci13090898 - 6 Sep 2023
Cited by 1 | Viewed by 2914
Abstract
The podcast in higher education is becoming widespread as a pedagogical tool that empowers students to take ownership of their own learning. In this article, we analyze a didactic experience carried out with undergraduate students at the Complutense University of Madrid and reflect [...] Read more.
The podcast in higher education is becoming widespread as a pedagogical tool that empowers students to take ownership of their own learning. In this article, we analyze a didactic experience carried out with undergraduate students at the Complutense University of Madrid and reflect on its potential for the development of curriculum content and student competencies. Using both quantitative and qualitative anthropological methodologies, we documented the process of podcast creation of undergraduate students by comparing their learning outcomes with those of students who received podcasts only as subject materials but did not engage in any creative process. Data from participant observation were supplemented with questionnaires administered to the same groups of students. The main findings indicate that the use of podcasts enhances the motivation and involvement of students in the learning process, helping them to relate in a meaningful way and to better understand theoretical content. Full article
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Review

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20 pages, 752 KiB  
Review
A Literature Review on Digital Creativity in Higher Education—Toward a Conceptual Model
by Venera-Mihaela Cojocariu and Ioana Boghian
Educ. Sci. 2024, 14(11), 1189; https://doi.org/10.3390/educsci14111189 - 30 Oct 2024
Viewed by 204
Abstract
The present study relies on the assumption that in today’s knowledge society and the use of online knowledge, learning, and communication mechanisms, pre-university and university teachers, students of all ages, those preparing for teaching careers or other careers, parents, managers, and administrators have [...] Read more.
The present study relies on the assumption that in today’s knowledge society and the use of online knowledge, learning, and communication mechanisms, pre-university and university teachers, students of all ages, those preparing for teaching careers or other careers, parents, managers, and administrators have become increasingly interested in acquiring proficiency, capitalization, and stimulation of digital creativity. As such, research must provide, primarily for teachers and those preparing for this career, systematic results on digital creativity. This study aims to identify the current state-of-the-art in scientific knowledge on the comprehensive topic of digital creativity: conceptual frameworks and theoretical highlights, elaborating a model of digital creativity, and identifying and formulating future research opportunities. The investigation relies on the key concept of digital creativity and aims to cover two aspects: 1. basic meanings of the concept of digital creativity, specifying its applicability in the educational process at pre-university and university levels, and 2. identifying a set of concepts that are complementary to digital creativity. The research is a conceptual literature review, implying the use of literature review and bibliographic analysis methods. The study relies on a comprehensive literature review of papers selected from the three international databases WEB of SCIENCE, Science Direct, and Scopus from 2020 to 2024. The literature search enabled us to identify an initial sample of 1848 studies in the three databases and finally select 31 relevant articles. The analysis of the relevant papers allowed us to formulate conclusions related to the two investigated aspects: 1. The concept of digital creativity has two types of definitions—explicit and implicit; 2. The concept of digital creativity is correlated with other complementary concepts: digital competence, mobile networking creativity, multi-team digital creativity, the use of artificial intelligence, and digital innovation. Our findings support us in proposing ways to effectively use and stimulate digital creativity in the educational process and build 21st-century skills and competences for students of all ages and at all levels of education. Full article
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