THE IMPACT OF UNIVERSITY PEDAGOGY

Autors/ores

  • Chara Kottara Fulltime Lecturer, Department of Business Administration, University of West Attica, Athens, Greece

DOI:

https://doi.org/10.46827/ejes.v12i3.5869

Paraules clau:

university, pedagogy, professors, student, Greece

Resum

University Pedagogy focuses on improving teaching skills and learning outcomes. As an interdisciplinary discipline, it draws on evidence from psychology, education, and social sciences to provide empirical evidence for effective teaching practices. In recent decades, there have been various discussions about innovative teaching methods and the importance of critical reflection for academics. All of these issues pose challenges for researchers, as technological and economic developments directly affect the role of universities and all involved members of the academic community. This research focuses on the impact of university pedagogy through data that highlight, on the one hand, its significant contribution and, on the other, the challenges it is called upon to address directly. University institutions are experiencing a new normal, where professors and students are deemed necessary to cope with the complex nature of modern university teaching with consistency and efficiency.

 

Article visualizations:

Hit counter

Biografia de l'autor/a

  • Chara Kottara, Fulltime Lecturer, Department of Business Administration, University of West Attica, Athens, Greece

    Dr. Chara Kottara is Economist – Accountant A’ Class. She is a Fulltime Lecturer, Dpt. of Business Administration, University of West Attica, Greece. She holds PhD in Social Sciences with a specialization in Economics, Management and Accounting. She has a Pedagogical qualification and specialization in Special Education. She holds certification from the National Organization for the Certification of Qualifications and Professional Guidance. Her main research interests include Accounting and Finance, Technology, University Pedagogy, E-learning, Blended Learning and Sustainable Development.

Referències

Felder, R. M. (2004). Teaching engineering at a research university: problems and possibilities. Educación química, 15(1), 40-42. http://dx.doi.org/10.22201/fq.18708404e.2004.1.66214

Gougoulakis, P., Kedraka, K., Oikonomou, A., & Anastasiades, P. (2020). Teaching in Tertiary Education - A reflective and experiential approach to University Pedagogy. ACADEMIA, 20-21, 101-137. https://doi.org/10.26220/aca.3443

Grek, S., & Russell, I. (2024). Beyond Bologna? Infrastructuring quality in European higher education. European Educational Research Journal, 23(2), 215-236.

Illeris, K. (2007). Pedagogical approaches to work-related learning with special reference to the low-skilled. In World Yearbook of Education 2007 (pp. 286-295). Routledge. Retrieved from https://www.taylorfrancis.com/chapters/edit/10.4324/9780203962664-31/pedagogical-approaches-work-related-learning-special-reference-low-skilled-knud-illeris

Kaltsidis, C., Kedraka, K., & Grigoriou, M. E. (2021). Training Higher Education Bioscience Students with Virtual Reality Simulator. European Journal of Alternative Education Studies, 6(1): 138-150. doi: http://dx.doi.org/10.46827/ejae.v6i1.3748

Kamtsios, S., & Karagiannopoulou, E. (2016). Validation of a newly developed instrument establishing links between motivation and academic hardiness. Europe's journal of psychology, 12(1), 29. Retrieved from https://ejop.psychopen.eu/index.php/ejop/article/view/997/793

Kedraka, K., & Rotidi, G. (2017). University Pedagogy: A New Culture Is Emerging in Greek Higher Education. International Journal of Higher Education, 6(3), 147-153. http://dx.doi.org/10.5430/ijhe.v6n3p147

Kivunja, C. (2015). Exploring the pedagogical meaning and implications of the 4Cs" super skills" for the 21st century through Bruner's 5E lenses of knowledge construction to improve pedagogies of the new learning paradigm. Creative education. http://dx.doi.org/10.4236/ce.2015.62021

Kokkos, A. (2016). Discussing with “theoretical friends” on art-based learning. The Role, Nature and Difficulties of Dialogue in Transformative Learning, 181. Retrieved from https://www.researchgate.net/profile/Eugenie-Panitsides/publication/304704923_ESREAa/links/57779c6908ae1b18a7e4381d/ESREAa.pdf?origin=publication_list

Kottara, C., Asonitou, S., Tourna, E., Psaromiligkos, I. (2024). The Teaching, Cognitive, and Social Presence in a Blended Learning Environment for an Undergraduate Accounting Course. In International Conference for the Promotion of Educational Innovation 10th, Larisa, Greece, Conference, EEPEK 2024. Retrieved from https://www.researchgate.net/publication/385698480_The_Teaching_Cognitive_and_Social_Presence_in_a_Blended_Learning_Environment_for_an_Undergraduate_Accounting_Course

Kottara, C., Asonitou, S., Kavalieraki-Foka, D., Georgopoulou, M. S., & Brinia, V. (2025a). Blended Learning in Accounting Education: A Comparative Analysis of Learning Theories. European Journal of Education Studies, Volume 12, Issue 1 (2025) pp: 153-182. https://doi.org/10.46827/ejes.v12i1.5775

Kottara, C., & Asonitou, S. (2025b). The Impact of Human-Centered Artificial Intelligence in Higher Education. European Journal of Education Studies. Volume 12, Issue 2 (2025) pp: 1-13. https://doi.org/10.46827/ejes.v12i2.5796

Kreber, C. (2005). Charting a critical course on the scholarship of university teaching movement. Studies in Higher Education, 30(4), 389-405. https://doi.org/10.1177/14749041231170518

Kordts-Freudinger, R. (2017). Feel, Think, Teach--Emotional Underpinnings of Approaches to Teaching in Higher Education. International Journal of Higher Education, 6(1), 217-229. Retrieved from http://dx.doi.org/10.5430/ijhe.v6n1p217

Lazou Ch. & Tsinakos A. (2023). Critical Immersive-Triggered Literacy as a Key Component for Inclusive Digital Education. Education Science, 13(7), 696; https://doi.org/10.3390/educsci130706111

Li, J., & Xue, E. (2023). Dynamic interaction between student learning behaviour and learning environment: Meta-analysis of student engagement and its influencing factors. Behavioral Sciences (Basel, Switzerland), 13(1), 1. Advance online publication. https://doi.org/10.3390/bs13010059

Lynch, R. P., & Pappas, E. (2017). A Model for Teaching Large Classes: Facilitating a" Small Class Feel". International Journal of Higher Education, 6(2), 199-212. Retrieved from https://files.eric.ed.gov/fulltext/EJ1140538.pdf

Melo, G. F., & Campos, V. T. B. (2019). University Pedagogy: for an institutional teaching development policy in higher education. Cadernos de Pesquisa, 49(173), 44-62. Retrieved from https://www.scielo.br/j/cp/a/TyvzMrmKzC3M7GSsykM8NcC/?lang=en

Mezirow, J., & Taylor, E. W. (Eds.). (2009). Transformative learning in practice: Insights from community, workplace, and higher education. John Wiley & Sons. Retrieved from https://books.google.ro/books/about/Transformative_Learning_in_Practice.html?id=9wCG7XdcQ0EC&redir_esc=y

Papanikolaou, K., Avouris, N., & Tsibanis, K. (2023). Exploring Learning Management System adoption before, during, and after the COVID-19 pandemic in Higher Education in Greece. In: Z. Gavriilidou, (Ed), (2023). Transforming Higher Education Teaching Practice: Selected papers of the 1st International Conference of the Network of Teaching and Learning Centers in Greece, 24-31. Editions of the Νetwork of Learning and Teaching Centers in Greek Univerities: Komotini.

Prosser, M., & Trigwell, K. (2014). Qualitative variation in approaches to university teaching and learning in large first-year classes. Higher Education, 67, 783-795. Retrieved from https://link.springer.com/article/10.1007/s10734-013-9690-0

Toka, A., & Gioti, L. (2022). Evaluating university pedagogy: Teacher and student perspectives. European Journal of Education Studies, 9(4). Retrieved from http://dx.doi.org/10.46827/ejes.v9i4.4254

Trigwell, K. (2012). Relations between teachers’ emotions in teaching and their approaches to teaching in higher education. Instructional Science, 40, 607-621. https://psycnet.apa.org/doi/10.1007/s11251-011-9192-3

Zogla, I. (2018). Science of Pedagogy: Theory of Educational Discipline and Practice. Journal of Teacher Education for Sustainability, 20(2), 31-43. https://files.eric.ed.gov/fulltext/EJ1218220.pdf

Descàrregues

Publicat

2025-03-09

Número

Vol. 12 Núm. 3 (2025)

Secció

Articles

Llicència

Authors who publish with this journal agree to the following terms:

Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.

Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.

Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).