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This paper aims to identify and evaluate resolutions to key learning and teaching challenges in very large courses that involve practical mathematics, such as foundational finance.

A design-based research approach is used across three semesters to iteratively identify practical problems within the course and then develop and evaluate resolutions to these problems. Data are collected from both students and teachers and analysed using a mixed-method approach.

The results indicate that key learning and teaching challenges in large foundational finance courses can be mitigated through appropriate consistency of learning materials; check-your-understanding interactive online content targeting foundational concepts in the early weeks; connection points between students and the coordinator to increase teacher presence; a sustained focus on supporting student achievement within assessments; and signposting relevance of content for the broader program and professional settings. Multiple design iterations using a co-design approach were beneficial to incrementally improve the course and consider multiple perspectives within the design process.

This paper develops a set of design principles to provide guidance to other practitioners who seek to improve their own courses.

The use of design-based research and mixed-method approaches that consider both student and teacher perspectives to examine the design of very large, foundational finance courses is novel.

Universities strategically organize themselves around sustainability, including transformative goals in teaching and learning. Simultaneously, the role of online education has become more prominent. This study aims to better understand the purpose and process of creating online sustainability education (OSE) and to identify challenges and opportunities for implementing these courses and programs to achieve universities’ broader transformative sustainability goals.

This study uses a multiple case study design to research three universities in diverse geographical and institutional contexts (Finland, the USA and Colombia). Qualitative data was collected by interviewing program-related experts (n = 31) and reviews of universities’ strategic documents.

The findings suggest that despite important advances, further attention is merited regarding aligning the purpose of OSE with student learning outcomes, clarifying the values underlying the process of online program/course creation and developing transformative and process-oriented approaches and pedagogies to implement OSE. The authors also highlight emerging challenges and opportunities in online environments for sustainability education in different institutional contexts, including reaping the benefits of multilocality and diverse student experiences regarding sustainability issues.

There is a paucity of studies on university-level sustainability education in relation to online environments. This research expands on the existing literature by exploring three different geographical and institutional contexts and shedding light on the relationship between the practical implementation of OSE and universities’ broader sustainability goals.

This chapter delves into sustainability-related competences in innovation management for further education as part of the European lifelong learning initiative. Despite extensive research in primary and secondary education, adult education often remains overlooked. Competence-based learning is a favored approach to integrating knowledge, skills, and attitudes across various domains. Through thematic analysis and deductive coding, the study examines 72 innovation management-related further education programs conducted in Baden-Württemberg, Germany, between June and December 2022. The findings unequivocally demonstrate the inclusion of sustainability competences in innovation-related further education. Notably, Strategic Competence emerges as the most prevalent, while Normative Competence appears least frequently. This research significantly advances the convergence of further education in innovation management, responsible management education, and competence-based learning, emphasizing the importance of sustainability competences in adult learning contexts. By shedding light on this underexplored domain, the study prompts further exploration and development of sustainable educational practices for lifelong learning.

Higher education institutions and their lecturers are strategic agents and main drivers that contribute to circular economy transition. This requires them to understand the key circular economy competencies and how to integrate circular economy holistically into their curricula with the suitable teaching and learning approaches. This study aims to support them by providing an overview on the characteristics of education for the circular economy (ECE) and suggestions to lecturers to further develop their curricula.

The data consisted of scientific articles (n = 22) describing circular economy courses in higher education. Qualitative content analysis with quantitative features was performed on the selected articles to answer the research question.

The findings confirm that the system’s focus is the key issue in ECE. However, to integrate circular economy holistically into the curricula, ECE should be implemented more widely in the context of different industries and market contexts to find innovative teaching and learning approaches. The demand side needs to be incorporated in the courses, as systemic transformation is also about transforming consumption. All levels of implementation and circular economy objectives should be included in courses to promote systems thinking. In addition, innovative forms of real workplace interaction should be increased.

As ECE has started to emerge as a new field of study, this article provides the first integrated overview of the topic.

The purpose of this study is to explore a gendered perspective on how learners' intrinsic psychological motivators: valence, technology-innovativeness, self-development and self-efficacy as well as extrinsic social and institutional motivators, such as social norms and management commitment, collectively influence learners' behavioral intention to adopt asynchronous EdTech tools such as MOOCs.

A theoretical model was developed by integrating insights from social cognitive theory (SCT) and the technology acceptance model (TAM). Data were collected from 622 Indian college students across different academic levels who had enrolled in at least one MOOC. Data analysis was performed using covariance-based structural equation modeling (CB-SEM). The bootstrapping method using IBM AMOS 23.0 software was adopted further for moderation analysis.

The study found that while intrinsic drivers were positively associated with behavioral intention, extrinsic drivers had a limited influence. The results of the moderation analysis showed that gender significantly influenced the relationship between self-development and perceived usefulness as well as the relationship between valence and perceived usefulness. Our study’s findings represent a significant contribution to theoretical advancements, indicating a notable shift in students' learning emphasis from social interactions to self-directed approaches. These results align closely with the principles of connectivism within the heutagogy theory framework, underscoring learners' responsibility in shaping their learning journey.

Our study findings hold significant practical implications for future applications. Based on our study’s findings on the positive impact of self-development and self-efficacy, it is crucial to offer structured and interactive learning options for guided experiences. Integrating digital skills training into MOOC curricula can enhance engagement across diverse learner levels, given the significant predictive power of technology innovativeness. Furthermore, emphasizing the benefits of MOOC certifications, such as career advancement or academic recognition, can increase their appeal and perceived value, considering the significance of “valence” as an influential factor.

Asynchronous EdTech tools, notably MOOCs, have emerged as potent catalysts for social change, providing unparalleled accessibility, flexibility and avenues for lifelong learning. Our study pioneers an investigation into the impact of valence and technology innovativeness on learners' perceptions, significantly influencing their willingness to adopt MOOCs positively. By exploring nuanced sociological dynamics across diverse societies, our research underscores the necessity of customizing EdTech solutions to encompass diverse gender perspectives.

This study examines the impact of a novel co-teaching approach, involving collaboration between university instructors and school teachers, on pre-service teachers’ (PSTs) understanding of classroom management skills, addressing the practical challenges that often exceed the university classroom’s scope.

Using a pooled cross-sectional dataset of 513 students from a Chinese teacher training university, the study employed descriptive statistics, factor analysis and ordinary least squares (OLS) regression analysis. Focus group interviews were also conducted to explore the mechanisms underlying the co-teaching impact.

The co-teaching team effectively integrates theory with practice, enhancing student engagement and learning outcomes. Most students appreciated the co-teaching format, which positively correlated with their recognition of classroom management and the teaching profession. The success of co-teaching was linked to the authenticity brought by school teachers, including exposure to real-life cases that encouraged PSTs to actively solve educational problems.

Pre-service teacher education benefits from university-school collaboration. Inviting experienced school teachers to co-teach in university classrooms offers an efficient instructional approach, improving students’ learning experiences with less time and effort.

This study empirically demonstrates the utility of co-teaching in pre-service teacher education, particularly within China, enriching the literature on school-university partnerships.

The dynamic nature of the built environment and trending smart construction project complexities demand proactive needs tailored towards architecture, engineering and construction (AEC) education. It is a task for the built environment professionals (BEP) to prepare for the future, including the quantity surveying (QS) profession. Studies are scarce in preparing QS education from Nigeria’s stakeholders’ perspective regarding digital technology. Therefore, this paper aims to investigate how to improve QS education by continually updating curriculum digitalisation to meet the construction industry requirements.

Data were sourced from elite virtual interviews across Nigeria. A total of 40 key stakeholders knowledgeable in QS education, advocating a future template for the advancement of QS education in higher institutions, were engaged, and saturation was achieved.

Findings show that improving QS education through continually updating curriculum digitalisation to meet industry requirements cannot be over-emphasised in the 21st-century-built environment industry. The outcomes of the results led to the conclusion that the current QS education curriculum was not meeting the expectations of other BEP stakeholders. Thus, for competitiveness in the future, the QS education curriculum needs to infuse more related-digital technology modules/courses to assist in the sustainability and relevance of the profession within the BEP.

This paper focussed on improving Nigeria’s QS education using digital technologies via a qualitative approach. Future study is needed via a quantitative approach for broader coverage and validation.

The research revealed the need for designing QS programmes to provide for industry demands with emphasis on digital technologies modules/courses. Nigeria’s QS education stakeholders have been stirred up to embrace the curriculum review and make the profession digitalised and relevant within the BEP. The built environment sector is trending towards digitalisation, and the QS programmes cannot afford to be behind.

This research identified the current gap regarding digitalisation of the curriculum. This study will stir QS educational providers and regulators to improve future programmes via digital technologies. It would encourage the use of digital technologies with the right enabling environment. The outcome would mitigate the gap and improve Nigeria’s QS education in the future.

Applying critical analysis as the methodological framework for assessing the literature, the review seeks to present a summary and evaluation of the existing body of knowledge. This approach helps to establish the basis for developing forthcoming recommendations.

The articles were selected through a Systematic Literature Review following the PRISMA guidelines, and utilising Scopus, Web of Science, Science Direct, and the Education Resources Information Center database. Field taxonomy is presented based on the outcomes.

Through a critical review, we offer narrative arguments that document the shortcomings in the existing literature by scrutinising study designs and highlighting suboptimal approaches. Finally, we issue a call to action for future research, envisioning its potential to reorient and reconstruct the field while enhancing the quality of future studies. This proactive stance aims to foster the development of more competent and insightful perspectives, theories, and policy recommendations within design thinking in management education and training.

The research in this field holds significant potential for providing valuable practical and policy insights, contingent upon the rigorous and thorough execution of studies.

This article presents a robust critical review of 57 state-of-the-art articles investigating design thinking in the context of management education and training.

This study’s main goal is to assess how augmented reality (AR) and virtual reality (VR) technologies affect the architectural design process in a learning environment. Enhancing spatial awareness, advancing design communication and encouraging design experimentation are the main goals. This study promotes the reform of design education by incorporating AR/VR technology into architectural programs.

The integration of advanced technologies in design, particularly AR and VR, in architectural education is examined in this theoretical paper. The approach includes a thorough literature analysis to understand the state of AR and VR in design education today. Furthermore, the research incorporates insights and findings from a semester-long course named “Advanced Technologies in Design”. Through the use of AR and VR breakthroughs in design projects, this course gave students a hands-on learning experience and a deeper knowledge of the possibilities of these technologies.

The study discovered that students’ spatial knowledge and communication abilities are greatly impacted when AR/VR technologies are included into architecture instruction. Students learned about the possibilities of these technologies for architectural design through practical experimentation and project-based learning. Furthermore, AR/VR technologies open the door to more creative and environmentally friendly building solutions with their immersive experiences and interactive displays. The results imply that incorporating these technologies into design education fully can better equip aspiring architects to successfully alter the built environment.

By investigating the integration of VR and AR in architecture education, this research sets new standards. With an extensive methodology that incorporates a survey of the literature and learnings from a semester-long course, it presents a distinctive viewpoint. The research offers informative recommendations for educators and institutions by showcasing the revolutionary potential of AR/VR technology in design education. Adopting these technologies helps students become more innovative in sustainable design and more equipped to tackle future architectural difficulties. All things considered, this study emphasizes how unique and beneficial it is to use AR/VR technologies to improve architectural practice and teaching.

Professional learning networks (PLNs) involve teachers’ collaboration with others outside of their school to improve teaching and learning. PLNs can facilitate teachers’ professional growth and school improvement. This study aims to explore the drivers for participation within PLNs, the enactment process and the impact of PLN participation on teachers, students and schools in Greece.

A descriptive phenomenological study was conducted to explore the lived experience of primary school teachers participating in PLNs.

The findings showed that individuals who were open to change were driving innovation to address a need or a lack in their daily practice that was not satisfied within their usual community of practice. The key element of the participation was peer collaboration with openness of communication without attendant accountability pressures. The change was mainly identified in teacher skills and the school climate. An individual could bring change only if the school is already open to change. In some cases, resistance to change in schools was identified before enactment or during enactment. The transformation of teachers’ and leaders’ stances is discussed, enabling the opportunity to maximise school improvement.

The study examines PLNs as European Union-funded initiatives that are developed by teachers in centralised education systems under the phenomenological research paradigm. It explores the PLNs in a different setting compared to the existing conceptual theory of change for PLNs.