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The purpose of this paper is to present design principles for holistic design of online degree programmes (ODPs) in higher education (HE). The study adds to previous research on online programme design by examining how the digital competence and pedagogical strategy of a HE organisation can inform holistic ODP design.

This paper presents a case study placed in the context of a Finnish applied HE organisation. Design-based research (DBR) process is used to create holistic design principles for new ODPs. Theoretical framework for the study is digitally competent organisation (Kampylis et al., 2015) and pedagogical strategy is innovation pedagogy (Kettunen et al., 2013).

Design principles for pedagogically informed holistic design of ODPs are presented as a three-tiered model comprising organisational, pedagogical and ODP layers. Each layer includes various principles for holistic design to integrate an organisation's pedagogical strategy in a digitally competent context to create quality ODPs.

The paper presents a case study from a HE organisation in Finland, but results are applicable to a wider global audience.

As a contribution to practitioners, this paper presents a three-tiered holistic design of ODP in HE organisation, where the design principles are categorised in organisational, pedagogical and ODP design layers. In addition, suggestions to managers, instructional designers and educators are made for the holistic design of ODPs.

Building the sense of community in ODPs and offering continuous support in pedagogy and technology are valuable for the well-being of the staff, students and the wider society.

The paper draws relationships between holistic design of ODPs, digital competence and pedagogical strategy. The paper provides managerial and operational viewpoints to managers, administrators and educators of HE organisations that plan to create new ODPs with a holistic focus on the educational organisation, its pedagogical strategy and digital competence. Recommendations for further development, possible applications and research of ODP education are made.

This paper tries to propose a pedagogical training program starting from the Romanian mandatory curriculum for higher education (HE) teachers, integrating education for sustainable development (ESD) competencies (UNECE, 2012) through infusion as a technique of curricular design dealing with cross-curricular subject integration. The purpose of this paper is to show how new ESD competencies can be implemented and integrated into the existent curricular formulations and how the current state of affairs can be improved and set toward sustainability.

A qualitative research design is utilized, using desk research, content analysis, case study and, as validation for the new curriculum, structured interviews with key experts. First, an assessment of the quality of the Romanian HE pedagogical training program will be presented based on teaching quality assessments from international rankings. Second, integration of ESD competencies into the existing pedagogical professional development program, through a curriculum design, will be proposed.

The present Romanian teacher training curriculum does not nurture ESD competencies, and it does not have this purpose at all. However, it can be affirmed that this curriculum is in accordance with the newest pedagogical theories. It will be shown (through curriculum design) that it is possible to infuse ESD competencies into the present curriculum without many costs. The present architecture of the teacher training system can be described as a good practice example concerning HE professional development or as an alternative that is worthy to be taken into consideration for other countries with similar educational systems or by countries/universities that believe that pedagogical training addressing ESD should be completed early in one’s teaching career.

As a general rule, many generalizations cannot be made based on qualitative research. Case studies have their limitations: they provide in-depth research on particular situations, and only some of their findings can be extrapolated. All HE curricula represent a particular vision and are all perfectible and subject to debate. The author hopes to have provided sufficient cause for the proposed curriculum.

The new curriculum has clear and practical implications, providing the answer to the question “how can we make pedagogical training better?”. Infusing ESD into the present teacher training program constitutes a practical solution, which carries great social impact.

A new curricular architecture is proposed, a new perspective on the efficiency of pedagogical training, in general, is taken into account and, as a good practical example, the present research is a token of inspiration.

This chapter focuses on a unique partnership made possible by Kazan Federal University, which has one of the largest teacher preparation programs in the Russian Republic. The partnership sponsors a scientific-practical conference known as the International Forum on Teacher Education (IFTE), arguably the most influential conference in the field of education in Eastern Europe and post-Soviet countries. Thousands of papers about different educational themes have been presented since 2015. Researchers share their views and their research results on the issues of modernization and development of the content of teacher education. Most recently, international guests have been playing a larger role. For example, ISATT partnered with IFTE and an ISATT regional conference flew under the IFTE banner in 2019. Many ISATT regional representatives attended. Since then, more researchers from the western world – including those from Europe and the United States – have been regularly attending IFTE, which is gaining an international reputation for being one of the most comprehensive teacher education conferences in the world.

The aim of this study is to explore the extent to which a transnational pedagogical training affected university teachers' approaches to teaching, as well as their efficacy beliefs and cultural perceptions, and to examine how such training could stimulate teachers' pedagogical-development processes beyond the specific context.

An explanatory sequential mixed-methods design was adopted for the study. Quantitative data were collected through an online self-reported questionnaire from two-independent samples, both before (n = 119) and after (n = 110) the training. Qualitative data were collected after the training through episodic narrative interviews with five teachers.

The quantitative and qualitative findings indicate contradictory aspects of the teaching approach and perceived culture. While the questionnaire responses highlighted the dominance of teacher-centred teaching approaches and an individualistic culture, a thematic analysis of the interview data showed that teachers experienced pedagogical development as (1) increasing student engagement, (2) improving their own teaching practices, (3) a community activity and (4) an institutionalised process.

The design of the current research may have limited the authors’ potential to deeply investigate the effect of the transnational pedagogical training, as only snapshots of the teachers' perceptions were elicited. Future studies might consider a within-subject longitudinal design to thoroughly follow teachers' trajectories in learning and development over time.

The research findings suggest that transnational pedagogical training initiatives are to be promoted amidst these uncertain times. Even though the focus of the study was not to explore the teachers' perceptions of teaching development during the pandemic, the current results imply that the mentioned training helped teachers in tailoring their pedagogical practices to suit the unexpected online teaching settings.

The study adds to the relatively new literature on the perceived effect of transnational pedagogical training initiatives. This study’s findings contribute to the body of knowledge related to pedagogical development in fragile and conflict-affected contexts.

The aim of this study is to obtain a broader knowledge of innovative pedagogical practices in higher education, by analysing the particular case of the Higher Institute of Administration and Languages (ISAL). The literature review reveals a gap in this scientific field, and filling this gap is as imperative as the need to articulate higher education with the Students' Profile by the End of Compulsory Schooling.

This research adopts a qualitative methodological approach, in order to analyse the students and teachers' perceptions of the active learning methodologies implemented at ISAL. Data were collected from a closed-ended questionnaire, aimed at a population composed of students and teachers.

The literature review reveals a gap in this scientific field, particularly in Portugal. Filling this gap is as imperative as the need to articulate higher education with the Students' Profile by the End of Compulsory Schooling.

With the adoption of this methodological approach, this research intends to verify not only whether the innovative pedagogical practices addressed in the literature review are implemented in this institution, but also to identify obstacles to their implementation. With regard to the results, several pedagogical innovation practices are already implemented, even though some limitations to their implementation are identified.

This research allows identifying indicators that are essential to outline an intervention plan in the pedagogical practices implemented at ISAL or other higher education institutions and contributes to assessing the current state of pedagogical practices in higher education.

The present study aims to reveal common and diverging trends in the development of pedagogical competences of vocational education and training (VET) teachers and trainers in Italy and Lithuania.

A structured survey was administered to Italian and Lithuanian teachers. The collected data were analysed and compared.

Results show that there are many common challenges and problems in the development of pedagogical competencies of the VET teachers in both countries; e.g.: the marginalisation of the VET teacher's work and working conditions, especially the dissatisfying wages and poor career opportunities, and the absent or weak institutionalisation of the VET teacher's qualifications and training.

The emerged results can be useful for directors of VET-centres and VET-schools to manage training and pedagogical growth of teachers both in Italy and in Lithuania. Moreover, the outputs can be considered as a set of suggestions also by the policymakers both at national and European level.

This chapter discusses the findings of a study at a public university in Malaysia, which reflect the country’s evolving situation regarding sustainability education. The study aimed to explore the knowledge of and attitudes to sustainability of the academic staff at the university, and the pedagogical approaches they used in curricula. Through a mixed method approach, primary data were collected through an online quantitative survey containing 90 statements related to Education for Sustainable Development Goals, knowledge, attitudes, pedagogical techniques, and learning objectives. Following the survey, a focus group discussion was conducted involving several academic staff from the university to explore their perspectives on current sustainability teaching practices and to identify emerging issues. Findings revealed that there were generally positive levels of understandings and attitudes among the academic staff toward education on sustainability development (ESD). Furthermore, the staff agreed highly with ESD learning objectives, and various pedagogical approaches were in use. These are important findings as the levels of awareness and attitudes among academics play a key role in shaping successful implementation of a range of pedagogical techniques for ESD goals. As well as the challenges identified in the study, the chapter puts forward useful insights and key aspects to enhance ESD practices at all levels in the country. Options for policy and practice to move beyond sustainable development as a goal or aspiration for teaching and learning to a practical and pedagogical reality of ESD practices in Malaysian higher education institutions are also discussed.

Even though it has already been 25 years since the collapse of the Soviet Union and the regaining of independence for the Republic of Latvia, teacher education faces various and specific problems brought forth by the experience behind the ‘iron curtain’, spanning five decades. Ever since regaining its independence, Latvia has implemented ambitious education reforms. A new education reform has been launched in Latvia, which start to implement the competency approach in general education by 2018. A vital aspect of this reform is teacher education. In preparing teachers, universities have an extra task – to promote competency of the future teachers to implement the competency approach in schools, in a student-centred study process. The organisation process must change during the university study process in order to accommodate that the future teachers acquire actual competencies by using modern technologies and modern learning strategies, thus later promoting active involvement of students in the construction of their competencies.

This study carried out a survey of 170 students of the teacher education programme at the University of Latvia and revealed problem areas that should be changed in the teacher education process to ensure that the future teachers are able to implement the competency approach in schools. IBM SPSS Statistics 22 was used to analyse data. The research objective was to learn student-teachers’ ability to implement competency approach in their pedagogical work.

This chapter aims at contributing to the literature on education for business families shedding light on some current knowledge gaps, new research directions, and future contributions. We have focused on highlighting the elements that make family business education a promising field for developing lifelong, multigenerational pedagogical strategies, becoming a field of experimentation that could be beneficial for the innovation in multidisciplinary university education. We have also explored the characteristics of various teaching methods that are new for family business education at universities, and how they relate with the different types of learning categorized by Le Breton-Miller and Miller (2015). Since education to business families is an area that is on its nascent stage, a high research potential is placed ahead.

Three different pedagogical approaches grounded in three different definitional foundations of entrepreneurship have been compared in relation to their effects on students. They are: (1) “Idea and Artefact-Creation Pedagogy” (IACP), grounded in opportunity identification and creation, (2) “Value-Creation Pedagogy” (VaCP), grounded in value creation and (3) “Venture-Creation Pedagogy” (VeCP), grounded in organisation creation.

Data were collected at 35 different sites where education was deemed to be entrepreneurial and experiential. A quantitative, smartphone app-based data collection method was used alongside a qualitative interview approach. 10,953 short-survey responses were received from 1,048 participants. Responses were used to inform respondent selection and discussion topics, in 291 student and teacher interviews. Comparative analysis was then conducted.

The three approaches resulted in very different outcomes, both in magnitude and in kind. VaCP had strong effects on entrepreneurial competencies, on student motivation and on knowledge and skills acquisition. VeCP had weaker effects on knowledge and skills acquisition. IACP had weak effects on all outcomes probed for. Differences were attributed to variation in prevalence of certain emotional learning events and to variation in purpose as perceived by students.

VaCP could serve as an escape from the potential dilemma faced by many teachers in entrepreneurial education, of being caught between two limiting courses of action; a marginal VeCP approach and a fuzzy IACP one. This could prompt policymakers to reconsider established policies. However, further research in other contexts is needed, to corroborate the extent of differences between these three approaches.

Most impact studies in experiential entrepreneurial education focus only on organisation-creation-based education. This study contributes by investigating entrepreneurial education that is also grounded in two other definitional foundations. Allowance has been made for novel comparative conclusions.