Educating for innovation: students’ perceptions of the learning environment and of their own innovation competence

Abstract

Developing students' innovation competence is becoming increasingly important in higher education, yet few studies have actually investigated whether current learning environments are aimed at promoting this competence and whether students perceive that they have mastered this competence. This study aimed to map students' perceptions of the learning environment in terms of whether their schools' curricula were directed towards developing innovation competence and their perceptions of their own innovation competence. A survey was created and administered to 130 students of Built Environment programs at eight Universities of Applied Sciences in the Netherlands. Students perceived a supportive learning environment for innovation competence only to a limited degree. On the other hand, students rated their own innovation competence moderately highly. Despite positive perceptions of students' own innovation competence, the learning environment was only to a limited degree aimed at developing innovation competence. The results suggest that universities might need to focus more explicitly and structurally on the teaching and assessment of innovation competence.

Promoting Students’ Well-Being and Inclusion in Schools Through Digital Technologies: Perceptions of Students, Teachers, and School Leaders in Italy Expressed Through SELFIE Piloting Activities

“…(ii) Students’ perceptions most closely correlate with teachers’ perceptions with respect to school leaders’ perceptions at all education levels, except for iVET. These findings confirm Hypothesis 3 and are in line with the literature that highlights relationships between students, teachers, and school leaders’ perception (e.g., Castaño-Muñoz et al, 2018 ) on students’ well-being and inclusion through technologies ( Walker and Logan, 2009 ; Soutter et al, 2014 ; Ovbiagbonhia et al, 2019 ). In particular, the strong relationships that emerged between students and teachers, and between teachers and school leaders highlight the importance of considering the perceptions of all the three main actors in the school community to promote well-being and inclusion ( Kampylis et al, 2015 ; OECD, 2019 ).…”

Lesson Study in Schools Components Perception: The Challenge of Transforming Teaching and Learning

“…Innovation competence is not limited to learning outcomes, but teachers provide opportunities for students to further develop their personality. In line with the results of Bas & Perry (2019), states that the increase in the values of student innovation can be supported by the conditions of the learning environment. The independence of learning in gaining knowledge (Lewis & Perry, 2017).…”

Nano-MOOC: Public Finance Techno-Pedagogy-Learning Resource at Universidad Técnica del Norte

“…Results based on micro-learning practices were key to the traditional classroom innovation. In this context, Nano-MOOC innovates traditional processes for enhanced academic performance [15], [11]; findings regarding the importance of learning environment designs from university students perspective validated the concept for better learning competencies applied to formal and informal educational processes [30].…”

“…Authors confirm that environmental educations support sustainable development objective-ODS-since it protects the natural environment, creates awareness and the innovation of revolutionary technological resources and also the creation of new learning environments offering new learning opportunities so that formal and informal education is supported [31], [10], [23], [30]; microlearning is taught by technological resources including key-topic short video-clips having the potential to enhance professional development and the innovation of traditional methodologies to improve academic performance [8], [15], [11].…”