Author:
Dryjanska Laura,Kostalova Jana,Vidović Davorka
Abstract
AbstractSocial innovation and sustainable development should constitute learning objectives in higher education across disciplines, while encouraging collaboration among future professionals. The theoretical framework of the multidisciplinary theory of social representations applies the training model of scientist-practitioner-advocate to education aimed at social innovation. The contribution considers sustainable development in the light of the United Nations’ Sustainable Development Goals (SDGs). This chapter discusses some higher education practices from two different countries and fields of study. In the Czech Republic, innovative ways of involving students in practical work experience consist of participation in existing community projects, creation of publicly presented content or involvement in real-life situations. These practices and examples of activities lead towards enhanced civic engagement and responsibility; and a sustainable approach of students. In Croatia, innovative interactive practices include rural pop-up hubs and action research projects. They have been applied in both public and private higher education institutions to boost students’ engagement and critical thinking.
Publisher
Springer International Publishing
Reference47 articles.
1. Abric, J.-C. (1993). Central system, peripheral system: Their functions and roles in the dynamics of social representations. Papers on Social Representations, 2, 75–78.
2. Aji, C. A., & Khan, M. J. (2019). The impact of active learning on students’ academic performance. Open Journal of Social Sciences, 7, 204–211. https://doi.org/10.4236/jss.2019.73017
3. Aleixo, A. M., Azeiteiro, U. M., & Leal, S. (2020). Are the sustainable development goals being implemented in the Portuguese higher education formative offer? International Journal of Sustainability in Higher Education, 21(2), 336–352. https://doi.org/10.1108/IJSHE-04-2019-0150
4. Bowyer, J., & Chambers, L. (2017). Evaluating blended learning: Bringing the elements together. Research Matters: A Cambridge Assessment Publication, 23, 17–26.
5. Cavanagh, M. (2011). Students’ experiences of active engagement through cooperative learning activities in lectures. Active Learning in Higher Education, 12(1), 23–33.
Cited by
4 articles.
订阅此论文施引文献
订阅此论文施引文献，注册后可以免费订阅5篇论文的施引文献，订阅后可以查看论文全部施引文献