Adapting teaching-learning strategies in higher education to student diversity: A qualitative study
DOI:
https://doi.org/10.21814/rpe.32511Keywords:
ECTS credits; Higher education; Diversity and quality.Abstract
The heterogeneity of contemporary societies and the massification of higher education underscore the necessity for quality higher education to adapt to the diversity of students by mobilising teaching-learning strategies integrated into the curriculum development process.
Under this framework, the political relevance of student-centred teaching-learning perspectives has assumed a central role in Europe, in conjunction with the implementation of the European Credit Transfer System (ECTS) promoted by the Bologna process, to the extent that it matters to understand, the extent to which teaching and learning strategies developed with the implementation of ECTS credits are suitable for student diversity. With this objective, this article seeks to answer the following research question: How do the perceptions of students and professors from two scientific areas on the implementation of ECTS reflect the adequacy of teaching-learning strategies to the diversity of students?
A qualitative approach based on thematic analysis of data collected through four focus groups with students and eight semi-structured interviews with teachers was employed. The findings identify that the relationship between assessment, programme content, and learning outcomes is of great importance. This relationship is mediated by an inclusive pedagogical relationship that contributes to the quality of learning.
Downloads
References
Afonso, A. J. (2012). Para uma conceção alternativa de accountability em educação. Educação & Sociedade, 33(119), 471–484. https://doi.org/10.1590/S0101-73302012000200006
Becher, T., & Trowler, P. R. (2001). Academic tribes and territories: Intellectual enquiry and the cultures of disciplines (2nd Ed.). Open University Press; Society for Research into Higher Education.
Biggs, J. (1996). Enhancing teaching through constructive alignment. Higher Education, 32(3), 347–364. https://doi.org/10.1007/bf00138871
Biggs, J. (1999). What the student does: Teaching for enhanced learning. Higher Education Research & Development, 18(1), 57–75. https://doi.org/10.1080/0729436990180105
Biggs, J. (2003). Aligning teaching for constructing learning. The Higher Education Academy, 1-4. https://www.advance-he.ac.uk/knowledge-hub/aligning-teaching-constructing-learning
Biggs, J., & Tang, C. (2010). Applying constructive alignment to outcomes-based teaching and learning. In Training material for “Quality Teaching for Learning in Higher Education” workshop for master trainers, Ministry of Higher Education, Kuala Lumpur (pp. 23–25).
Biggs, J., & Tang, C. (2011). Teaching for quality learning at university: What the student does (4th Ed.). Open University Press; Society for Research into Higher Education.
Blumberg, P., & Mccann, A. L. (2009). Developing learner-centered teaching: A practical guide for faculty. Journal of Dental Education, 73(9), 1125-1126. https://doi.org/10.1002/j.0022-0337.2009.73.9.tb04801.x
Booth, T., & Ainscow, M. (2002). Index for inclusion: Developing learning and participation in schools. Centre for Studies on Inclusive Education. https://index-for-inclusion.org/en/
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706QP063OA
Comissão Europeia. (2017). Comunicação da Comissão ao Parlamento Europeu, ao Conselho, ao Comité Económico e Social Europeu e ao Comité das Regiões sobre uma nova agenda da UE em prol do ensino superior. https://op.europa.eu/pt/publication-detail/-/publication/1383b270-4544-11e7-aea8-01aa75ed71a1/language-pt Creswell, J. W. (2003). Research design: Qualitative, quantitative, and mixed methods approaches (2nd Ed.). Sage Publications. https://cumming.ucalgary.ca/sites/default/files/teams/82/communications/Creswell%202003%20-%20Research%20Design%20-%20Qualitative%2C%20Quantitative%20and%20Mixed%20Methods.pdf
Decreto-Lei n.º 42/2005, de 22 de fevereiro. Diário da República, Série I-A — N.º 37. https://diariodarepublica.pt/dr/detalhe/decreto-lei/42-2005-606304
Decreto-Lei n.º 74/2006, de 24 de março. Diário da República, Série I-A — N.º 60. https://diariodarepublica.pt/dr/detalhe/decreto-lei/74-2006-671387
European Association for Quality Assurance in Higher Education. (2015). Standards and guidelines for quality assurance in the European higher education Area. European Association of Institutions in Higher Education. https://www.enqa.eu/wp-content/uploads/2015/11/ESG_2015.pdf
European Higher Education Area. (2018, May 24–25). Paris communiqué [Présentation de conférence]. Conférence ministérielle européenne pour l'enseignement supérieur, Paris, France. https://ehea.info/page-ministerial-conference-paris-2018
European Students’ Union. (2020). Bologna with student eyes 2020. European Students’ Union. https://esu-online.org/bologna-with-students-eyes-2020/
European Students’ Union. (2024). Bologna with student eyes 2024. European Students’ Union. https://esu-online.org/publications/bwse-2024/
Fernandes, D. (2021). Rubricas de avaliação. Direção-Geral da Educação. https://afc.dge.mec.pt/sites/default/files/2021-04/Folha%205_Rubricas%20de%20Avaliação.pdf
Fischman, G. E., & Sales, S. R. (2010). Formação de professores e pedagogias críticas: É possível ir além das narrativas redentoras?. Revista Brasileira de Educação, 15(43), 7–20. https://doi.org/10.1590/s1413-24782010000100002
Freire, L. G. L. (2009). Auto-regulação da aprendizagem. Ensaio: Ciências & Cognição, 14(2), 276–286. http://pepsic.bvsalud.org/pdf/cc/v14n2/v14n2a19.pdf
Gergen, K. J., Estrada Mesa, A. M., & Diazgranados Ferráns, S. (2007). Construccionismo social: Aportes para el debate y la práctica (A. M. Estrada Mesa & S. Diazgranados Ferráns, Trads.). Ediciones Uniandes. https://doi.org/10.57784/1992/8050
Hailikari, T., Virtanen, V., Vesalainen, M., & Postareff, L. (2022). Student perspectives on how different elements of constructive alignment support active learning. Active Learning in Higher Education, 23(3), 217-231. https://doi.org/10.1177/1469787421989160
Higgs, B., & McCarthy, M. (2005). Active learning: From lecture to field work. In G. O’Neill, S. Moore & B. McMullin (Eds.), Emerging issues in the practice of university learning and teaching (pp. 37–45). All Ireland Society for Higher Education. https://www.aishe.org/aishe-readings-2005-1-emerging-issues-in-the-practice-of-university-learning-and-teaching-geraldine-oneill-sarah-moore-and-barry-mcmullin-editors/
Huet, I., Oliveira, J. M., Costa, N., & Oliveira, J. E. (2009). The effectiveness of curriculum: Maps of alignment in higher education. In C. Nygaard, C. Holtham & N. Courtney (Eds.), Improving students’ learning outcomes (pp. 275-287). Copenhagen Business School Press.
Impola, J. (2024). European credit transfer and accumulation system as a time-based predictor of student workload. Higher Education Research & Development, 44(2), 417–430. https://doi.org/10.1080/07294360.2024.2406490
Iturbe-LaGrave, V. (2018, April 13–17). Formative assessment and critical self-reflection in the inclusive teaching practices faculty video consultation protocol [Conference presentation]. American Educational Research Association Annual Meeting, New York, NY, United States.
Lea, S. J., Stephenson, D., & Troy, J. (2003). Higher education students’ attitudes to student-centred learning: Beyond ‘educational bulimia’. Studies in Higher Education, 28(3), 321–334. https://doi.org/10.1080/03075070309293
Lei n.º 49/2005, de 30 de agosto. Diário da República, Série I-A — N.º 166. https://diariodarepublica.pt/dr/detalhe/lei/49-2005-245336
Machado, E. A. (2021). Feedback. Direção-Geral da Educação. https://www.researchgate.net/publication/340940671_Feedback
Ministros da Educação Europeus. (1999, June 18–19). Declaração de Bolonha [Declaração em conferência]. Conferência Ministerial de Bolonha, Bolonha, Itália. http://www.ehea.info/media.ehea.info/file/Ministerial_conferences/05/3/1999_Bologna_Declaration_Portuguese_553053.pdf
Neave, G., & Veiga, A. (2013). The Bologna process: Inception ‘take up’ and familiarity. Higher Education, 66(1), 59–77. https://doi.org/10.1007/s10734-012-9590-8
Nóvoa, A. (2009). Professores: Imagens do futuro presente. Educa. https://pibid.unespar.edu.br/noticias/antonio-novoa-2009-professores-imag-do-futuro-presente.pdf/view
Nunes, C., & Madureira, I. (2015). Desenho Universal para a Aprendizagem: Construindo práticas pedagógicas inclusivas. Da Investigação às Práticas, 5(2), 126–143. http://hdl.handle.net/10400.21/5211
O’Neill, G., & McMahon, T. (2005). Student-centered learning: What does it mean for students and lecturers?. In G. O’Neill, S. Moore & B. McMullin (Eds.), Emerging issues in the practice of university learning and teaching (pp. 27–36). All Ireland Society for Higher Education. https://www.aishe.org/aishe-readings-2005-1-emerging-issues-in-the-practice-of-university-learning-and-teaching-geraldine-oneill-sarah-moore-and-barry-mcmullin-editors/
OCDE. (2022). Resourcing Higher Education in Portugal. OECD Publishing. https://doi.org/10.1787/a91a175e-en
Perrenoud, P. (1999). Avaliação: Da excelência à regulação das aprendizagens – Entre duas lógicas (P. C. Ramos, Trad.). Artmed.
Perrenoud, P. (2001). Dez novas competências para uma nova profissão. Pátio: Revista Pedagógica, (17), 8–12.
Perrenoud, P. (2008). Construir as competências desde a escola. Artmed.
Ramos, A., Cruchinho, A., Delgado, F., Ramos, G., Pereira, P., Sapeta, P., & Afonso, P. (2012). A concretização do processo de Bolonha no IPCB. In A. Ramos, A. Cruchinho, F. Delgado, G. Ramos, P. Pereira, P. Sapeta & P. Afonso (Coords.), A concretização do processo de Bolonha em Portugal: Encontro nacional (pp. 141–152). Instituto Politécnico de Castelo Branco. http://hdl.handle.net/10400.11/1765
Rivadeneyra, J. M. (2022, June 15–17). ECTS, workload, and quality of higher education. In J. Domeceh (Ed.), 8th International Conference on Higher Education Advances (pp. 307–314). Editorial Universitat Politècnica de València. http://dx.doi.org/10.4995/HEAd22.2022.14231
Roldão, M. C., & Almeida, S. (2018). Gestão curricular: Para a autonomia das escolas e professores. Direção-Geral da Educação. https://www.dge.mec.pt/sites/default/files/Curriculo/AFC/livro_gestao_curricular.pdf
Santiago, R., Rosa, M. J., & Amaral, A. (2002). O ensino superior aberto a novos públicos. Fundação das Universidades Portuguesas.
Silva, A. E., Moreira, G. G. O., Tavares, M. I. L. A. S., & Almeida, A. M. B. F. (2012). A concretização do processo de Bolonha na Universidade de Aveiro. In A. Ramos, A. Cruchinho, F. Delgado, G. Ramos, P. Pereira, P. Sapeta & P. Afonso (Coords.), A concretização do processo de Bolonha em Portugal: Encontro nacional (pp. 77–88). Instituto Politécnico de Castelo Branco. http://hdl.handle.net/10400.11/1765
Souto-Iglesias, A., & Baeza-Romero, M. T. (2018). A probabilistic approach to student workload: empirical distributions and ECTS. Higher Education, 76(6), 1007–1025. 10.1007/s10734-018-0244-3. https://doi.org/10.1007/s10734-018-0244-3
Stentiford, L., & Koutsouris, G. (2020). What are inclusive pedagogies in higher education? A systematic scoping review. Studies in Higher Education, 46(11), 2245–2261. https://doi.org/10.1080/03075079.2020.1716322
Treleaven, L., & Voola, R. (2008). Integrating the development of graduate attributes through constructive alignment. Journal of Marketing Education, 30(2), 160–173. https://doi.org/10.1177/0273475308319352
Veiga, A. (2015). Análise do sistema de ensino após o processo de Bolonha. In M. L. Rodrigues & M. Heitor (Orgs.), 40 anos de políticas de ciência e de ensino superior (pp. 591–606). Almedina.
Veiga, A., & Amaral, A. (2009). Survey on the implementation of the Bologna process in Portugal. Higher Education, 57(1), 57–69. https://doi.org/10.1007/s10734-008-9132-6
Veiga, A., & Neave, G. (2015). Managing the dynamics of the Bologna reforms: How institutional actors re-construct the policy framework. Education Policy Analysis Archives, 23(59). http://dx.doi.org/10.14507/epaa.v23.1891
Wang, X., Su, Y., Cheung, S., Wong, E., & Kwong, T. (2013). An exploration of Biggs’ constructive alignment in course design and its impact on students’ learning approaches. Assessment & Evaluation in Higher Education, 38(4), 477–491. https://doi.org/10.1080/02602938.2012.658018
Yu, K., & Frempong, G. (2012). Standardise and individualise: An unsolvable tension in assessment?. Education as Change, 16(1), 143–157. https://doi.org/10.1080/16823206.2012.692210
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Patrícia Gonçalves, Amélia Veiga , Fernando Remião
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
1. The authors preserve their authorship and grant the Portuguese Journal of Education the right to the first publication. The work is licensed under Creative Commons Attribution License that allows sharing the work with the acknowledgment of initial authorship and publication in this Journal.
2. The authors have the right to take additional contracts separately, for non-exclusive distribution of the published version of their work (e.g. to deposit in an institutional repository or as a book chapter), acknowledging the initial authorship and publication in this Journal.
3. The authors have the permission and are stimulated to post their work online (e.g. in an institutional repository or on their personal website). They can do this at any phase of the editorial process, as it may generate productive changes, as well as increase impact and article citation (see The Open Citation Project).
The work is licensed under Attribution-ShareAlike 4.0 International (CC BY-SA 4.0)
