https://hdl.handle.net/20.500.11984/476 Thu, 09 Jul 2026 03:12:39 GMT 2026-07-09T03:12:39Z https://hdl.handle.net/20.500.11984/14612 Developing Soft Skills through Dual Higher Education: A Comparison of Education and Business Master’s Students Alvarez-Huerta, Paula; Imaz Aguirre, Ainara; Urkia-Basterra, Iraia This exploratory study examines changes in selected soft skills among master’s students participating in Dual Higher Education (DHE) programmes and investigates whether these changes differ between fields of education and business. Using a pre–post design, data were collected from a convenience sample of 17 students enrolled DHE master’s programmes in education and business. Students completed a questionnaire before and after participating in the programme, and repeated-measures analysis of variance was conducted to analyse changes over time, differences between fields of study, and interaction effects. The results indicated a significant improvement over time in oral and written communication skills, with a medium-to-large effect size. Education students reported consistently higher efficacy beliefs than business students at both measurement points, suggesting stable field-related differences. In addition, a significant interaction between time and field of study was found for social competence, with education students scoring higher than business students at post-test. These findings suggest that DHE master’s programmes may effectively support the development of communication skills, while other soft skills appear to be shaped by disciplinary context and prior experiences. This underscores the need for discipline-sensitive and pedagogically intentional programme design. Fri, 12 Jun 2026 00:00:00 GMT https://hdl.handle.net/20.500.11984/14612 2026-06-12T00:00:00Z https://hdl.handle.net/20.500.11984/14601 University-City learning for sustainable and inclusive urban futures: Two community-based action research experiences in Europe Zuberogoitia, Aitor Universities face growing pressure to align teaching with urgent social, economic, and environmentalchallenges in their territories. This articleexamines how community-based action research (CBAR) pedagogies can foster reciprocal university-citylearning through two initiatives at Roskilde University and Mondragon University. Drawing on documents, student work, surveys, interviews and fieldnotes, the comparative analysis shows how CBAR principles were enactedthrough project-oriented and challenge-based work, design thinking, and shared civic infrastructures. The article shows how CBARcan reposition universities as civic partners in urban transformation while exposing tensions around time, power, and participation.; Las universidades afrontan una presión creciente para que su docencia e investigación respondan a retos sociales, económicos y ambientales de su entorno más cercano. Este artículo analiza cómo las pedagogías basadas en la investigación-acción comunitaria pueden favorecer un aprendizaje recíproco universidad-ciudad, mediante el análisis de dos iniciativas desarrolladas en la Universidad de Roskilde y la Universidad de Mondragón. A partir del análisis realizado de documentos, trabajos estudiantiles, encuestas, entrevistas y notas de campo,el artículo muestra cómo se han articulado los principios de la investigación-acción comunitaria mediante proyectos basados en problemas y retos, el pensamiento de diseño y el uso de infraestructuras cívicas compartidas. El artículo sostiene que las pedagogías basadas en la investigación-acción comunitaria pueden reposicionar a las universidades como agentes de transformación urbana, al tiempo que hace visibles tensiones en torno a los tiempos, las relaciones de poder y la participación. Fri, 01 May 2026 00:00:00 GMT https://hdl.handle.net/20.500.11984/14601 2026-05-01T00:00:00Z https://hdl.handle.net/20.500.11984/14585 El modelo educativo de Antzuola: Una experiencia de renovación pedagógica Arregi-Murgiondo, Xabier; Barandiaran-Arteaga, Alexander; Martinez-Gorrotxategi, Agurtzane En este documento se da cuenta del trabajo de investigación desarrollado por los autores, en su intento por desvelar el trasfondo pedagógico de una realidad educativa global, la escuela pública de Antzuola (Guipúzcoa, España), un trabajo impulsado por el afán de caracterizar experiencias formativas enmarcadas en un concepto exigente de renovación pedagógica. A través de un estudio de caso intrínseco e instrumental, se desvela el modelo que guía y orienta la práctica educativa llevada a cabo en la escuela, es decir, la naturaleza de su experiencia. Los resultados de la investigación sitúan dicho arquetipo en la perspectiva sociocultural del aprendizaje y el paradigma de la complejidad, y muestran, así mismo, la coherencia y la consistencia entre los principios pedagógicos que definen el modelo del centro docente y las prácticas que desarrolla. Se destaca el valor de este trabajo de cara a la comunidad educativa, tanto por el modelo estudiado y su implementación como por el de investigación desarrollado, un modelo interactivo y progresivo.; En aquest document s’hi presenta el treball de recerca desenvolupat pels autors en el seu intent per revelar el rerefons pedagògic d’una realitat educativa global, l’escola pública d’Antzuola (Guipúscoa, Espanya), una tasca impulsada per l’afany de caracteritzar experiències educatives emmarcades en un concepte exigent de renovació pedagògica. A través d’un estudi de cas intrínsec i instrumental, s’hi revela el model pedagògic que guia i orienta la pràctica educativa a l’escola, és a dir, la naturalesa de la seva experiència. Els resultats de la investigació situen aquest arquetip en la perspectiva sociocultural de l’aprenentatge i el paradigma de la complexitat, i mostren, així mateix, la coherència i la consistència entre els principis pedagògics que defineixen el model del centre docent i les pràctiques que desenvolupa. Cal destacar el valor d’aquest treball de cara a la comunitat educativa, tant pel model estudiat i la seva implementació com pel de recerca desenvolupat, un model interactiu i progressiu.; This document is an account of the research work carried out by the authors in their attempt to reveal the pedagogical background of an educational reality in its entirety: the public school of Antzuola (Gipuzkoa, Spain). The work is driven by the desire to characterise educational experiences framed in a demanding concept of pedagogical renewal. Through an intrinsic and instrumental case study, the pedagogical model that guides and orients the educational practice in the school is revealed; that is, the nature of its pedagogical experience. The results of the work place the model in the sociocultural perspective of learning and the paradigm of complexity, and also show the coherence and consistency between the pedagogical principles that define their model and the educational practices that they carry out. The value of this work for the educational community is highlighted, both for the characteristics of the model studied and its implementation, and for the research model developed, an interactive and progressive model. Tue, 16 Jun 2026 00:00:00 GMT https://hdl.handle.net/20.500.11984/14585 2026-06-16T00:00:00Z https://hdl.handle.net/20.500.11984/14584 Student engagement and creative confidence beliefs in higher education Alvarez-Huerta, Paula; Larrea, Inaki The fostering of creativity in higher education has been linked to enhanced professional competences and personal development among students. The main aim of this study was to examine the relationship between student engagement and creative self-concept in undergraduates. The sample comprised 775 students (51.61 % female, 46.32 % male, 2.07 % other) from two Spanish universities, ranging in age from 17 to 43 years (M = 20.78, SD = 2.65). Students from the first and final year of various degree programs completed the National Survey of Student Engagement and a measure of creative self-concept. Results showed a positive relationship between student engagement and creative self-concept, as well as differences by gender, field of study, and academic year with regard to the dimensions of engagement that contributed most to enhanced creative confidence beliefs. The study highlights the importance of ensuring that students in higher education have the opportunity to participate in collaborative learning, meaningful interactions with faculty, higher-order learning, reflective and integrative learning, and high-impact practices. Higher-order learning and reflective and integrative learning appear to be particularly important in the early stages of a degree program, whereas with senior students, greater emphasis should be placed on reflective and integrative learning and high-impact practices. Fri, 01 Jan 2021 00:00:00 GMT https://hdl.handle.net/20.500.11984/14584 2021-01-01T00:00:00Z