Izvorni znanstveni članak
https://doi.org/10.13044/j.sdewes.d14.0726
The Role of Scientific Empathy and Learning Preferences in Shaping Innovative and Sustainable Learning in European Higher Education
Andreja Abina
; Jožef Stefan International Postgraduate School, Ljubljana, Slovenia
Aleksander Zidanšek
; Institute Jozef Stefan, Ljubljana, Slovenia
Alenka Temeljotov Salaj
; NTNU, Trondheim, Norway
Mara Gabriela Diaconu
; NTNU, Trondheim, Norway
Cristina Canal
; UPC, Barcelona, Spain
Francesco Tampieri
; UPC, Barcelona, Spain
Anton Nikiforov
; Ghent University, Gent, Belgium
Rino Morent
; Ghent University, Gent, Belgium
Tatiana Banderova
; Mines Nancy, Nancy, France
Alexandre Nomine
; Mines Nancy, Nancy, France
Uroš Puc
; Jožef Stefan International Postgraduate School, Ljubljana, Slovenia
Sažetak
Understanding learning preferences and empathetic needs remains a key challenge in developing aligned learning strategies in higher education, particularly within science, technology, engineering, arts, and mathematics. The study explores how learning content can address diverse cognitive, metacognitive, and emotional student preferences. It assumes that integrating students’ learning preferences can improve alignment between learning approaches and sustainability- and innovation-oriented education. An empathetic questionnaire was used to examine visual, auditory, hands-on, and emotionally driven learning preferences among students from five European higher education institutions. The results suggest a strong preference for visual and hands-on learning approaches. Subject-specific differences indicate that visual and practical methods are preferred for sustainability topics, whereas auditory and experiential methods are preferred for entrepreneurial learning. The findings highlight the potential importance of empathy-based learning design in developing inclusive, adaptable, and student-centred learning approaches that may better prepare students to address complex sustainability challenges.
Ključne riječi
Tailored learning content design; Scientific empathy; Higher education; Sustainability innovation; Entrepreneurial innovation; Learning preferences.
Hrčak ID:
351304
URI
Datum izdavanja:
28.9.2026.
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