THE IMPACT OF UNIVERSITY PEDAGOGY
Abstract
Article visualizations:
Keywords
Full Text:
PDFReferences
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
DOI: http://dx.doi.org/10.46827/ejes.v12i3.5869
Refbacks
- There are currently no refbacks.
Copyright (c) 2025 Chara Kottara

This work is licensed under a Creative Commons Attribution 4.0 International License.
Copyright © 2015-2026. European Journal of Education Studies (ISSN 2501 - 1111) is a registered trademark of Open Access Publishing Group. All rights reserved.
This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms. All authors who send their manuscripts to this journal and whose articles are published on this journal retain full copyright of their articles. All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).