Ensuring Quality Education and Good Learning Environments for Students: Improving the quality of higher education through good teaching practices
Bernardo, Ana B. (editor)
Castro-López, Adrián (editor)
Almeida, Leandro (editor)
Rivas, Sílvia F. (editor)
The ever-growing information and communications within society require us to continuously update our knowledge. For this reason, higher education must provide students and lecturers with the opportunity to implement new learning approaches in the classroom. In this sense, teaching is adapting to a fast-changing world, and achieving a high-quality standard for our educational systems will ensure that the education standard appropriately adapts to both the current times and to new teaching–learning processes. This topic captures the attention of different socio-educational actors in order to achieve an education style that develops individuals and provides them with the necessary strategies to assist their learning throughout their lifetime.
Keywordshigher education; inclusive education; disability; technological platforms; faculty members; international students; service quality evaluation; perceived satisfaction; sustainable higher education system; China; active learning; career adaptability; Hong Kong; human resources management; university students; university teaching; mobile-assisted language learning; foreign language learning; productive-receptive skills; technology acceptance model; WhatsApp; Line App; VET; European; validation principles; Spain; virtual meeting platform; technology readiness; social presence; course satisfaction; sustained use intention; serial mediation; science scenario; collaborative problem solving; behavioral transition patterns; lag sequential analysis; disadvantaged students; higher education SPROUT project; learning effects; qualitative changes; distance learning; university authorities; lecturers; students; cross-cultural pragmatic competence; social context; communicative dynamics in classroom situations; EFL context; online instruction; students’ perceptions; education quality; online learning; socioemotional competence; models; emotional intelligence; social intelligence; TAM Model; learning analytics; academic performance; COVID-19; middle school students; parenting style; self-esteem; academic achievement; academic engagement; social emotions; performance; performance enhancement; performance anxiety; psychological flexibility; ACT; transdiagnostic approach; transdiagnostic assessment; transdiagnostic interventions; transdiagnostic dimensions; psychopathology; mental health; health conditions; emotional disorders; implementation; dissemination; cost-effectiveness; prevention; evidence-based psychological interventions; sustainable education; learning environments; active learning classrooms; informal learning; student perceptions; educational quality; dropout; permanence; public policies; institutions; modelling; learning stories; early childhood curriculum; program evaluation; workstation design; online classes; user preference; conjoint analysis; grade retention; psychosocial outcomes; school retention composition; quasi-experimental methods; multilevel modelling; PISA; teacher self-regulation; student self-regulation; secondary education; quantitative study; engagement; sense of belonging; social support; freshmen; university; virtual campus; quality; virtual education; digital environments; first-year students; student adjustment; marketing research; evolution; university subject; professors; professionals; data; technology; critical thinking; assessment; quality education; n/a
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Publication date and placeBasel, 2023