Equitably Linking Integrative Learning and Students’ Innovation Capacities

Abstract

The purpose of this study was to examine the relationship between two recent currents in postsecondary education -integrative learning and undergraduate innovation. We located the rationale for this study in postsecondary educational practices and policies (e.g., inclusive makerspaces, transdisciplinary courses) which have theorized the connection between these two areas yet have not scrutinized this relationship through robust quantitative study. Drawing on a sample of 5,503 undergraduate students attending one of four Universities in the United States, we employed structural equation modeling (SEM) to test the uniqueness of measured constructs as well as examined associations between variables and overall fit in a structural setting. Results indicated the appropriateness of measuring each construct distinctively and provided evidence of a robust relationship between integrative learning and innovation intentions. Additionally, we identified consistent major-specific and identity-based patterns of realizing effects on innovation in association with integrative learning. The study concludes with discussion of findings and implications for educators and academic leaders working to equitably support efforts across these areas. Keywords Integrative learning • Innovation • College students • SEMDuring the past decade, postsecondary education has witnessed a substantial shift toward understanding the mechanisms by which students learn to effectively

Innovations in professional activity: what students of specialty “Preschool Education” think about it

“…However, as it is presented in figure 8, the survey demonstrates some tendency regarding the essential importance of innovation and the implementation of innovative activities in the structure of specialty 012 Preschool Education. Respondents' interpretation of the essence of innovative activity (1) depends on their awareness of the specifics of the pedagogical functions of the PEI teacher; determining the purpose of innovation (2) was seen in the implementation of the tasks of modernization of preschool education at the present stage; personal experience in the process of innovative activities implementation (3) is clearly fixed by the mode of study of students of speciality "Preschool Education" (see the description of the presentation of four research groups); the latter is directly dependent on the production of the best patterns -the experience of innovations implementation by PEI teachers (4); the need to innovate as a mandatory component of professional growth (5) should be provided with appropriate practical training of students; the factors that hinder the implementation of innovation activities are identified (6), which gave grounds to outline the priority lines of professional training of future PEI teachers; it is established how students of speciality "Preschool Education" characterize the image of a modern PEI teacher, capable of implementing innovations (7). We state that the respondents of all research groups have chosen different options.…”

“…Scholars express unanimity in the viewpoint that the innovative activity of a teacher ensures their professional growth [4,6,8]. This is due to the desire of an individual to self-education in search of new information, which helps to broaden knowledge; to self-improvement in the development of the ability to organize the educational process, to establish cooperation with other subjects, which ensures self-realization in professional activities.…”

“…The world community of scientists is actively studying how to reconcile higher education programs and sustainable development goals considering "education as a mechanism for social change", to provide with the formation of innovative competence in students by university education [3,4]. The organization of the educational process in the system of higher education involves the formation of student's "innovation capacities" as a result of obtaining the appropriate level of higher education [5,6]. In this context, considerable attention should be paid to improving the training of teachers who fulfill the social order of teaching, development and education of the growing generation by finding, producing and implementing various innovative pedagogical models and technologies in the educational process [7].…”

Sustainable Social Development through the Use of Artificial Intelligence and Data Science in Education during the COVID Emergency: A Systematic Review Using PRISMA

“…How should HEIs operate in the present and in the future [12]? Innovation is an evident need in academic-cultural, pedagogical-didactic, technological-educational, transdisciplinary education [13][14][15][16], organizational, investigative, institutional welfare, permanent education, and social projection aspects.…”

Developing Innovators: A Longitudinal Analysis Over Four College Years

“…Despite benefits associated with developing innovators (Wagner, 2012), and the expansion of resources associated with achieving this outcome (e.g., Wyllie, 2018), limited attention has been paid to examining the longitudinal development of students as innovators across four years of undergraduate learning. Previous efforts have considered the measurement of innovation capacities (Selznick and Mayhew, 2018); their development during the first year of undergraduate study (Selznick and Mayhew, 2019); the associations between specific collegiate interventions and innovation capacities (Mayhew et al, 2012(Mayhew et al, , 2016(Mayhew et al, , 2019(Mayhew et al, , 2021; and the connection between students' innovation intentions and integrative learning (Selznick et al, 2021a). These studies have been limited by their time horizon, with research designs unable to address the influence of a longer undergraduate career on the development of innovation capacities.…”