Search Results for
"Higher education"

The effective integration of environmental engineering principles (EEPs) into national systems is a critical lever for achieving sustainable development goals. This study investigates the systemic barriers and enabling strategies for incorporating EEPs into a key sector—higher education—within the context of Uzbekistan. A mixed-methods approach was employed, utilizing surveys and semi-structured interviews with 300 professors, administrators, and postgraduate students. The results reveal a significant gap between awareness and implementation: while 65% of faculty and 82% of administrators demonstrated high awareness of sustainability concepts, only 8% perceived the current curriculum integration as comprehensive. Critical barriers were identified, including an overcrowded curriculum (rated 4.6/5), a deficit in faculty expertise (4.4/5), and a lack of localized teaching resources (4.2/5). Conversely, stakeholders strongly favored (92% support) solution-oriented strategies such as project-based learning addressing real-world environmental problems. The study concludes that successful integration necessitates a systemic overhaul, not merely curricular additions. Key recommendations for policymakers and institutional managers include strategic curriculum redesign, substantial investment in faculty capacity building, and the development of context-specific educational resources that address Uzbekistan's pressing environmental challenges, such as water resource management and climate change mitigation. This systemic analysis provides a transferable framework for embedding sustainability principles into national educational structures to foster environmentally literate professionals. © 2025, Ecozone, OAIMDD. All rights reserved.

This chapter focuses on the use of active learning strategies in entrepreneurial learning with an example of case-based learning to prepare university students for the future of work. The chapter aims to expand the understanding of the benefits of planning and applying a combination of active learning strategies with an example of case-based learning in the entrepreneurial learning programme of the faculty of business education. The author used a qualitative approach in terms of an exploratory systematic review of the literature concerning the role of active learning in entrepreneurial learning (EL). Based on the analysis of the findings, the author concludes that the solution to effective entrepreneurship education is the use of active learning activities to stimulate students’ mindset to develop entrepreneurial skills. The practical implications are that the use of active learning in EL can develop a spirit of creativity and empower students to become job creators instead of job seekers as HEIs prepare them for work environments in wage or self-employment after graduating. © 2026 by IGI Global Scientific Publishing. All rights reserved.

Introduction: This study assesses an andragogical teaching model, INSPIRA, deployed in continuing education (CE) programs at a private university in Mexico. Workshops have been conducted to train CE facilitators (instructors) on this model, which was first implemented in 2016. This research aims to evaluate the effectiveness of these teaching model workshops and to identify areas for improvement based on facilitators’ perceptions, drawing on the theories of competency development and job satisfaction. Methods: A mixed-methods approach was utilized, incorporating historical data, surveys, and focus groups. Historical data were gathered from institutional records, including teaching evaluations for 536 facilitators conducted both before and after their training on the teaching model. From this group, 158 facilitators completed a researcher-developed survey assessing the impact of the training. Furthermore, two focus groups were held with 16 facilitators in total. Results: The results indicated a statistically significant enhancement in teaching evaluations following the training, with mean evaluation scores increasing by 0.82 points on a 10-point scale (p ≤ 0.001). More than 60% of facilitators reported improvements in teaching clarity, relevance, and practicality. Approximately 65% expressed that the topic became more applicable to their work, while only 30% observed increases in visibility, recognition, or income. Qualitative feedback indicated that facilitators appreciated the model’s clarity, structure, and focus, but suggested that workshops should be tailored to specific continuing education programs, supplemented with ongoing support, and regularly updated. Discussion: In conclusion, the workshops effectively improved facilitators’ teaching competency. However, there is a need to enhance the components of job satisfaction. Significant increases in teaching evaluations are associated with facilitators’ improvements in structuring sessions, applying adult learning principles, and using technology, boosting their confidence and professional identity. However, these benefits didn’t always lead to recognition or income, requiring institutional support. Tailoring workshops to different modalities and providing certifications could further enhance implementation and facilitator engagement. The reliance on self-reported data and the study’s singular institutional context limit the applicability of its findings. © © 2025 Torres Mata, Miranda Becerra and Vázquez-Villegas.