Teaching European power
The Case for an Integrated Approach
Dados Bibliográficos
| ID | 7989601 |
|---|---|
| Autores | Kamil Zwolski (0000-0001-6043-8790, University of Southampton, autor correspondente) |
| Ano | 2025 |
| Volume | 26 |
| Fascículo | 5 |
| Páginas | 1292-1307 |
| Data de publicação | 2025-05-18 |
| Peer Reviewed | Sim |
| Open Access | Sim |
| Tipo | ARTICLE |
| Periódico | European Politics and Society (JOURNAL) |
| Identificadores do periódico | ISSN: 2374-5126 • E-ISSN: 2374-5118 |
| Editora | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/23745118.2025.2500580 |
| OpenAlex | W4410473520 |
| Idioma | EN |
| Referências citadas | 30 |
This paper advocates the integrated approach to higher education pedagogy, especially in EU Studies. The integrated approach is defined across two dimensions: the integration of space, which includes in-person and online sessions, as well as the integration of delivery method, which includes traditional lecture/seminar format and the more innovative, high-impact pedagogies such assimulations or technology-enhanced teaching. The paper illustrates this argument with the experience of delivering an undergraduate module on European power at a UK university. The integrated approach works well with EU Studies because of the timely and policy-oriented nature of the subject, with the history and structure of the EU encouraging simulation games and other innovative, high impact pedagogies, in order to get students more engaged. Conversely, the paper cautions against hastily moving towards either side of the spectrum, noting that, for example, eliminating lectures and organising a module entirely around student-led sessions can be ineffective if the wider institutional practice and culture does not follow a similar pathway. This paper is primarily aimed at advanced PhD students and early-career academic teachers. It intends to reassure them that one can have a systematic and well-grounded approach to teaching without becoming unnecessarily restrictive about what’s ‘innovative’ or ‘student-centric
Physics · Political science · Power (physics · Educator Training and Historical Pedagogy · Innovative Teaching Methodologies in Social Sciences · Political Science Research and Education
The effect of games and simulations on higher education
Exploring Student and Teacher Experiences in Hybrid Learning Environments
Post-Covid-19 Adaptations; the Shifts Towards Online Learning, Hybrid Course Delivery and the Implications for Biosciences Courses in the Higher Education Setting
To Flip or Not to Flip? A Meta-Analysis of the Efficacy of Flipped Learning in Higher Education
Emerging technologies in education for innovative pedagogies and competency development
Teaching and learning with EU simulations
Teaching EU Foreign Policy via Problem-Based Learning
Problem-based learning and the relevance of teaching and learning European Studies in times of crises
Using Facebook As an Interactive Learning Environment in European Political Studies
Learning from Peers
Beyond descriptions and good practices
The European Union Simulation
Introduction
Teaching European Studies
Hyflex and hybrid teaching and learning in higher education
Teaching the European Union
Constructing Effective Simulations of the European Union for Teaching
Simulating the European Union
How Dangerous Are Virtual Worlds Really? A Research Note on the Statecraft Simulation Debate
Signature pedagogies in the professions
| Velocidade de citação | historical |
|---|---|
| Altamente citado | Não |