Despoina Georgiou
Biographic Data
| ID | 9630675 |
|---|---|
| NAME | Despoina Georgiou |
| GIVEN NAMES | Despoina |
| FAMILY NAME | Georgiou |
| SIGNATURE | GEORGIOU D |
| AFFILIATIONS | Utrecht University |
| ORCID | 0000-0002-3376-4192 |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 7 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Integrating Generative AI in Higher Education
Generative AI (GenAI) in education has become a divisive topic. While some teachers view GenAI as a transformative tool, others caution against harms and impacts on teaching and learning. Since the usefulness of a tool depends on the user, how teachers view and use GenAI and their perceptions of its role in teaching and learning may influence its benefits and risks. The study adopts a qualitative approach, interviewing 23 higher education teacher…
From perception to policy
Purpose As key figures in curriculum design and implementation, course coordinators operate at the intersection of institutional goals, the needs of students, institutional policy and classroom practice, balancing educators alike (Stark and Lattuca, 1997). Their perspective is especially valuable in understanding the broader implications of GenAI integration, as they are often responsible for shaping educational experiences and adapting course co…
Dealing with the unexpected
In today’s rapidly changing society, professionals across domains, including education, must demonstrate flexibility and adaptability. This study aimed to compare perceptions on adaptive performance in teaching among novice ( n = 18) and experienced ( n = 20) university teachers. The methods included interviews regarding perceptions on adaptive performance in teaching and lived examples of situations that required adaptive performance. Results sh…
The role of academic and extra-academic actors in transdisciplinary challenge-based learning
To solve societal, sustainability-related issues, higher education requires new and innovative didactical concepts in learning. We introduce the concept of transdisciplinary-CBL (T-CBL) to explicate the role of diverse disciplinary and extra-academic actors in learning processes where students work in teams to co-create innovative solutions to societal challenges. To increase our understanding of how students learn from different actors in T-CBL,…
VET leaders’ collaborative problem-solving skills
Vocational education and training (VET) structures are ecosystems bound to collaboration. As VET leaders’ roles become increasingly diverse and demanding, challenges must be addressed through collaborative efforts within teams. Leaders’ collaborative problem-solving (CPS) skills remain unexplored despite the importance of CPS in VET settings. This single case study investigates the CPS skills that VET leaders use in addressing tasks and challenge…
The Cambridge Handbook of Technological Disruption in Labour and Employment Law
Whether through gig work, remote work, or platforms such as Uber, new technologies are reshaping the very fabric of employment relations. This handbook offers a comprehensive, international overview of how institutions, countries, and legal systems are responding to the technological disruption of the work world. Chapters outline the reform agendas driven by the International Labour Organization and the European Union and detail the public policy…
Evidence-Based Practice in Teacher Education
European educational reforms call for the implementation of evidence-based teaching (EBT) in universities. Based on the evidence-based research paradigm in medical education, this study investigates the relationship between teacher educators' research experience, practical knowledge, self-efficacy beliefs, and frequency of EBT implementation. We report on survey data from N = 243 teacher educators from Germany, Austria, Switzerland, and the Unite…
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Evidence-Based Practice in Teacher Education
European educational reforms call for the implementation of evidence-based teaching (EBT) in universities. Based on the evidence-based research paradigm in medical education, this study investigates the relationship between teacher educators' research experience, practical knowledge, self-efficacy beliefs, and frequency of EBT implementation. We report on survey data from N = 243 teacher educators from Germany, Austria, Switzerland, and the Unite…
The Cambridge Handbook of Technological Disruption in Labour and Employment Law
Whether through gig work, remote work, or platforms such as Uber, new technologies are reshaping the very fabric of employment relations. This handbook offers a comprehensive, international overview of how institutions, countries, and legal systems are responding to the technological disruption of the work world. Chapters outline the reform agendas driven by the International Labour Organization and the European Union and detail the public policy…
VET leaders’ collaborative problem-solving skills
Vocational education and training (VET) structures are ecosystems bound to collaboration. As VET leaders’ roles become increasingly diverse and demanding, challenges must be addressed through collaborative efforts within teams. Leaders’ collaborative problem-solving (CPS) skills remain unexplored despite the importance of CPS in VET settings. This single case study investigates the CPS skills that VET leaders use in addressing tasks and challenge…
The role of academic and extra-academic actors in transdisciplinary challenge-based learning
To solve societal, sustainability-related issues, higher education requires new and innovative didactical concepts in learning. We introduce the concept of transdisciplinary-CBL (T-CBL) to explicate the role of diverse disciplinary and extra-academic actors in learning processes where students work in teams to co-create innovative solutions to societal challenges. To increase our understanding of how students learn from different actors in T-CBL,…
Integrating Generative AI in Higher Education
Generative AI (GenAI) in education has become a divisive topic. While some teachers view GenAI as a transformative tool, others caution against harms and impacts on teaching and learning. Since the usefulness of a tool depends on the user, how teachers view and use GenAI and their perceptions of its role in teaching and learning may influence its benefits and risks. The study adopts a qualitative approach, interviewing 23 higher education teacher…
From perception to policy
Purpose As key figures in curriculum design and implementation, course coordinators operate at the intersection of institutional goals, the needs of students, institutional policy and classroom practice, balancing educators alike (Stark and Lattuca, 1997). Their perspective is especially valuable in understanding the broader implications of GenAI integration, as they are often responsible for shaping educational experiences and adapting course co…
Dealing with the unexpected
In today’s rapidly changing society, professionals across domains, including education, must demonstrate flexibility and adaptability. This study aimed to compare perceptions on adaptive performance in teaching among novice ( n = 18) and experienced ( n = 20) university teachers. The methods included interviews regarding perceptions on adaptive performance in teaching and lived examples of situations that required adaptive performance. Results sh…
Engineering (3 works) · Mathematics education (3 works) · Perception (3 works) · Political science (3 works) · Psychology (3 works) · Computer Science (2 works) · Higher education (2 works) · Medical education (2 works) · Medicine (2 works) · Pedagogy (2 works)