A3 Refereed book chapter or chapter in a compilation book
Educators' Experiences in Enabling Students Learning for the VUCA World
Authors: Hänti Sirpa, Veermans Koen
Editors: Ma Will W. K.
Publisher: Springer Nature Singapore
Publishing place: Singapore
Publication year: 2024
Book title : Engaged Learning and Innovative Teaching in Higher Education : Digital Technology, Professional Competence, and Teaching Pedagogies
Series title: Lecture Notes in Educational Technology
First page : 13
Last page: 28
ISBN: 978-981-97-2170-2
eISBN: 978-981-97-2171-9
ISSN: 2196-4963
DOI: https://doi.org/10.1007/978-981-97-2171-9_2
Web address : https://link.springer.com/chapter/10.1007/978-981-97-2171-9_2
Abstract
Working life has seen accelerated change during the past decades. This change has been described as volatile, uncertain, complex, and ambiguous (VUCA). The critical role of Higher Education Institutions in preparing the students for working life has also gained some recognition, but studies on educators in HEIs are still very rare. The aim of this study is to investigate educators' experiences in designing learning environments that aim to prepare students for the future working life in HEIs across 13 different learning environments in 5 countries. This article brings new insight on how the educators experience enabling student's learning. Three educator profiles could be derived, and the study shows differences among educators in both experiences and perceived importance of design elements. However, more research is needed on how educators perceive these learning environments, and how these may or may not support their role in enabling students' learning for the VUCA world.
Working life has seen accelerated change during the past decades. This change has been described as volatile, uncertain, complex, and ambiguous (VUCA). The critical role of Higher Education Institutions in preparing the students for working life has also gained some recognition, but studies on educators in HEIs are still very rare. The aim of this study is to investigate educators' experiences in designing learning environments that aim to prepare students for the future working life in HEIs across 13 different learning environments in 5 countries. This article brings new insight on how the educators experience enabling student's learning. Three educator profiles could be derived, and the study shows differences among educators in both experiences and perceived importance of design elements. However, more research is needed on how educators perceive these learning environments, and how these may or may not support their role in enabling students' learning for the VUCA world.
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