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Innovative Pedagogy for Online, Face-to-Face (F2F) and Hybrid Delivery Modes...
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Innovative Pedagogy for Online, Face-to-Face (F2F) and Hybrid Delivery Modes in Higher Education

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

Deadline for manuscript submissions: 30 October 2025 | Viewed by 3911

Special Issue Editor

Dr. Shivanand Balram

E-Mail Website
Guest Editor
Department of Geography (Faculty of Environment), Simon Fraser University, 8888 University Drive, Burnaby, BC V5A 1S6, Canada
Interests: spatial decision support systems; collaborative GIS; quantitative and statistical geography; environmental decision-making; teaching and learning in higher education
Special Issues, Collections and Topics in MDPI journals

Special Issue Information

Dear Colleagues,

The evolution of higher education has been significantly disrupted and influenced by the recent 2020 pandemic. Various delivery modes such as online, face-to-face (F2F) and hybrid learning have quietly established themselves as convenient with minimal examination of their capabilities to enhance learning and teaching. In addition, accelerated advancements in educational technology, as well as changing student demographics and geopolitical challenges continue to reshape the higher education landscape. Consequently, there is an urgent need to reimagine traditional pedagogy to accommodate diverse learning preferences, integrate emerging technologies and prepare students with the skills needed for the fast-changing world of tomorrow. Innovative pedagogical approaches across various delivery modes provide a foundational means to deliberately design the higher education transformation process where learning is at the forefront. By grounding pedagogical innovations in evidence-based principles of how learning occurs, this Special Issue contributes to enhancing the quality and relevance of higher education, even as changes continue to occur.

The Special Issue will draw on a collection of empirical, theoretical, case study and review research to examine the multiple ways in which innovative pedagogies can improve the efficacy of learning and teaching in higher education. In addition, it will address the affordances created from the adoption of these pedagogical approaches for online, F2F and hybrid delivery modes. Contributions are welcome in, but are not restricted to, the following areas:

  • Problem-based learning for critical thinking and problem-solving;
  • Inquiry-based learning for scientific thinking and problem-solving;
  • Flipped classrooms to improve access to learning;
  • Collaborative and cooperative learning;
  • Service learning and field trips for experiential learning;
  • Game-based learning to improve engagement and motivation;
  • Artificial intelligence in teaching and learning;
  • Management of plagiarism and academic integrity;
  • Learning analytics for pedagogy improvements;
  • Evaluations and assessments for improved learning and teaching;
  • Instructional design and technologies for personalized learning;
  • Equity, inclusion and accessibility of various learning environments. 

Thank you for contributing to this important research area through your manuscript submission. 

Dr. Shivanand Balram
Guest Editor

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • active learning
  • assessments
  • blended learning
  • educational technology
  • higher education
  • instructional design
  • learning analytics
  • online learning
  • pedagogy
  • teaching and learning strategies

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Further information on MDPI's Special Issue policies can be found here.

Published Papers (5 papers)

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Research

27 pages, 928 KiB  
Article
Flexible Learning by Design: Enhancing Faculty Digital Competence and Engagement Through the FLeD Project
by Ana Afonso, Lina Morgado, Ingrid Noguera, Paloma Sepúlveda-Parrini, Davinia Hernandez-Leo, Shata N. Alkhasawneh, Maria João Spilker and Isabel Cristina Carvalho
Educ. Sci. 2025, 15(7), 934; https://doi.org/10.3390/educsci15070934 - 21 Jul 2025
Viewed by 503
Abstract
Based on flipped learning, digital competence, and inclusive instructional design, this study employs a mixed-method approach (quantitative and qualitative) to evaluate the pilot and involves academics from six European universities. Teacher participants co-designed and implemented flexible learning scenarios using the FLeD tool, which [...] Read more.
Based on flipped learning, digital competence, and inclusive instructional design, this study employs a mixed-method approach (quantitative and qualitative) to evaluate the pilot and involves academics from six European universities. Teacher participants co-designed and implemented flexible learning scenarios using the FLeD tool, which integrates pedagogical patterns, scaffolding strategies, and playful features. Using a mixed-methods research approach, this study collected and analyzed data from 34 teachers and indirectly over 800 students. Results revealed enhanced student engagement, self-regulated learning, and pedagogical innovation. While educators reported increased awareness of inclusive teaching and benefited from collaborative design, challenges related to tool usability, time constraints, and the implementation of inclusivity also emerged. The findings support the effectiveness of structured digital tools in promoting pedagogical transformation in online, face-to-face, and hybrid learning. This study contributes to the discussion on the digitalization of higher education by illustrating how research-informed design can enable educators to develop engaging and flexible inclusive learning environments in line with the evolving needs of learners and the opportunities presented by technology. Full article
(This article belongs to the Special Issue Innovative Pedagogy for Online, Face-to-Face (F2F) and Hybrid Delivery Modes in Higher Education)
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25 pages, 295 KiB  
Article
Project-Based Learning in Social Innovation—Developing a Sense of Belonging in Online Contexts
by Mats Danielson and Ivar Björkman
Educ. Sci. 2025, 15(7), 907; https://doi.org/10.3390/educsci15070907 - 16 Jul 2025
Viewed by 212
Abstract
This study examines how students perceive factors contributing to their sense of belonging (SoB) in an online project-based master’s course in social innovation, incorporating collaboration with external stakeholders and structured around real-world challenges from external partners. SoB has been shown to impact academic [...] Read more.
This study examines how students perceive factors contributing to their sense of belonging (SoB) in an online project-based master’s course in social innovation, incorporating collaboration with external stakeholders and structured around real-world challenges from external partners. SoB has been shown to impact academic outcomes positively, but online teamwork and collaboration outside the institution walls present unique challenges. The study adopts a qualitative approach and an interpretivist standpoint to find meaningful aspects and generate an understanding of positions among the students. Data was gathered through interviews, allowing students to express their unique experiences and perspectives on SoB in the context of a master’s course, with participants from several countries. Thematic analysis of the interview data identified the following seven categories related to students’ perceived belonging: team formation and trust, personal introductions, group continuity, access to teachers, use of informal communication channels, shared tools, and digital fluency. Furthermore, working towards a common challenge or goal seems to promote SoB among team members. The results indicate that SoB was shaped by multiple interrelated factors, with team-based collaboration and structured group dynamics playing a central role. The study contributes to ongoing research on student belonging by identifying specific practices that may support SoB in digitally supported, team-oriented learning environments. Full article
(This article belongs to the Special Issue Innovative Pedagogy for Online, Face-to-Face (F2F) and Hybrid Delivery Modes in Higher Education)
19 pages, 491 KiB  
Article
Redesigning a Career Development Course in Post-Pandemic Higher Education: Integrating Blended and Cooperative Pedagogies for Enhanced Student Engagement and Employability
by Tsu-Chia Julia Hsu
Educ. Sci. 2025, 15(7), 895; https://doi.org/10.3390/educsci15070895 - 13 Jul 2025
Viewed by 337
Abstract
This study presents the redesign of a career development course at a science and technology university in Taiwan aimed at enhancing student engagement and employability through blended and cooperative learning strategies grounded in constructivist and social constructivist learning theories. Using a qualitative, practitioner-led [...] Read more.
This study presents the redesign of a career development course at a science and technology university in Taiwan aimed at enhancing student engagement and employability through blended and cooperative learning strategies grounded in constructivist and social constructivist learning theories. Using a qualitative, practitioner-led case study approach, data were collected from 94 students, including interviews with 16 participants, reflective logs, group worksheets, and classroom observations. Thematic analysis identified four key outcomes: (1) strengthened student–teacher interaction through collaborative group work, (2) enhanced self-efficacy via simulated interviews, (3) increased career motivation through real-world exposure, and (4) deeper reflection supported by digital tools. Findings suggest that integrating experiential, collaborative, and technology-enhanced pedagogies can promote meaningful engagement and transferable skill development in applied higher education. Full article
(This article belongs to the Special Issue Innovative Pedagogy for Online, Face-to-Face (F2F) and Hybrid Delivery Modes in Higher Education)
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17 pages, 303 KiB  
Article
Perceptions of Students and Teachers Regarding Remote and Face-to-Face Assessments in the Evolving Higher Education Landscape
by Daniel Humberto Pozza, José Tiago Costa-Pereira and Isaura Tavares
Educ. Sci. 2025, 15(3), 360; https://doi.org/10.3390/educsci15030360 - 13 Mar 2025
Viewed by 1189
Abstract
In the post-pandemic era, characterized by rapid digital transformation, teaching and evaluation methods must evolve to meet the new reality, as students and educators continue to express concerns about fairness and integrity. The objective of this cross-sectional study was to evaluate the perceptions [...] Read more.
In the post-pandemic era, characterized by rapid digital transformation, teaching and evaluation methods must evolve to meet the new reality, as students and educators continue to express concerns about fairness and integrity. The objective of this cross-sectional study was to evaluate the perceptions of students and teachers on the introduction of remote assessments in the context of the evolving higher education landscape, which was significantly disrupted by the 2020 pandemic, but leaving methods and approaches that are still used. Data collection comprised a sample of 989 students and 266 teachers. The results demonstrated a current preference for face-to-face assessments, which were considered fairer and more equitable, with less dishonesty, stress, and time consumption. Dishonesty was the main concern related to remote assessments, both for students and teachers. Remote assessments were undervalued, likely due to the rapid adaptation that did not allow enough time for proper models to be developed. It is believed that improving remote and hybrid assessments will lead to a greater satisfaction and confidence among teachers and students. In the era of artificial intelligence and accelerated advancements in educational technology, this article exposed the limitations and advantages of remote assessment, suggested improvements, and highlighted the gap in perceptions on that evaluation between students and teachers. The findings underscore the need to reimagine traditional pedagogy to accommodate diverse learning preferences, integrate emerging technologies, and develop the skills needed for the rapidly evolving world. New teaching methodologies that help to foster critical thinking are crucial for improving student learning and initiating a necessary paradigm shift in evaluation methods to effectively prevent cheating. Full article
(This article belongs to the Special Issue Innovative Pedagogy for Online, Face-to-Face (F2F) and Hybrid Delivery Modes in Higher Education)
25 pages, 361 KiB  
Article
Assessment-Focused Pedagogical Methods for Improving Student Learning Process and Academic Outcomes in Accounting Disciplines
by Mădălina Dumitru and Voicu D. Dragomir
Educ. Sci. 2025, 15(3), 263; https://doi.org/10.3390/educsci15030263 - 20 Feb 2025
Viewed by 830
Abstract
The objective of this study is to present and validate a pedagogical method based on practice testing and student-generated questions, delivered in a blended learning environment. The research is founded on assessment-based approaches for two consecutive management accounting disciplines (management accounting and performance [...] Read more.
The objective of this study is to present and validate a pedagogical method based on practice testing and student-generated questions, delivered in a blended learning environment. The research is founded on assessment-based approaches for two consecutive management accounting disciplines (management accounting and performance measurement and control) at the most prestigious economics university in Romania. Our study is motivated by the desire to improve the student learning process, as students, in general, find management accounting difficult. The moment is especially significant given the large-scale adoption of blended learning after the COVID-19 pandemic. Data were collected for a period of two semesters, starting with the moment that marked the return to traditional learning after lockdown. A new variable labeled “consistent learning” was developed to account for student participation in these learning strategies throughout the semester. The sample comprised 107 students. Hypotheses were formulated to identify and test learning patterns within and between these disciplines using the self-determination theory. The results show that the learning outcomes are positively correlated with consistent learning, for both disciplines. Two clusters were identified: involved learners versus a voluntary non-involvement group. For all learning outcomes, the group that adopted the learning strategy had significantly better results at the end of the semester than the rest of the sample. This study provides an opportunity for professors, showing that the implementation of assessment-based learning strategies in a blended environment leads to significant improvements in student learning outcomes in related disciplines. Full article
(This article belongs to the Special Issue Innovative Pedagogy for Online, Face-to-Face (F2F) and Hybrid Delivery Modes in Higher Education)
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