Students’ perspectives of alignment between teaching-learning methods and the promotion of social innovation competencies

Bibliographic Data

ID21556155
AuthorsAdela García-Aracil (0000-0002-9745-0563, Institute of Innovation and Knowledge Management, INGENIO (CSIC-UPV), Universitat Politècnica de València, Valencia, Spain), Rosa Isusi-Fagoaga (0000-0003-3727-3865, University Institute of Educational Creativity and Innovation (IUCIE), Universitat de València Valencia, Spain), Ester Planells-Aleixandre (0000-0003-0162-3181, Institute of Innovation and Knowledge Management, INGENIO (CSIC-UPV), Universitat Politècnica de València, Valencia, Spain, corresponding author)
Year2024
Volume43
Issue7
Pages1479-1494
Publication date2024-10-02
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueHigher Education Research & Development (JOURNAL)
Journal identifiersISSN: 0729-4360 • E-ISSN: 1469-8366
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1080/07294360.2024.2354278
OpenAlexW4399824949
LanguageEN
Citations received2
References cited42

This paper analyzes students’ perceptions of how teaching-learning methods influence the promotion of higher education students’ social innovation competencies based on a sustainability framework. We focus our analysis on Spain using ‘Spanish Universities Involvement in Social Innovation Activities’ (SUISIA) data, collected in 2021. For the long list of 19 competencies available in our sample of 349 students, we identify those competencies associated with social innovation and categorize them as organizational, entrepreneurial and collaborative. We then employ different statistical models to identify which teaching-learning methods facilitate the development of social innovation competencies. We also consider variables such as student characteristics and field of study program. Our results suggest a lack of implementation of active teaching-learning approaches which leads to poor development of organizational, entrepreneurial and collaborative competencies, particularly in engineering studies in comparison to other disciplines. This suggests a gap between higher education and society’s demands in students’ preparation for and engagement in a complex and dynamic future aimed at achieving the sustainable development goals outlined in Agenda 2030

Knowledge management · Mathematics education · Pedagogy · Political science · Computer Science · Educational Innovations and Challenges · Interdisciplinary Research and Collaboration · Psychology · Sustainability in Higher Education

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