Innovating Teaching and Learning of European Studies: Mapping Existing Provisions and Pathways
The selection of the pedagogical approach plays a crucial role in determining the learning approaches that students engage with (e.g. surface or deep learning) and the knowledge and skill transfer. This paper maps the existing student-centred pedagogical practices in European Studies using a worldwide survey conducted within the framework of INOTLES project. This research investigates to what extent the ES teaching uses student-centred approaches worldwide and what are the factors that influence the practical application of these methods. The results do not highlight clear recurring patterns of interaction between the major indicators related to instructor’ profile, course profile and the selection of the innovative teaching approaches. A certain degree of uniformity and consistency is revealed in the practical application of innovative ES teaching worldwide across various disciplines. While this finding may represent the evidence of a high degree of exchange of practices and internationalisation of teaching ES, it requires further research.
innovative teaching, European Studies, student-centred learning, deep learning
Note: This article represents the first international peer-reviewed publication in an open access journal based on INOTLES survey results on teaching European Studies (WP2.2)
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