Blended
Learning
(BL)
with
Flipped
Classroom
(FC)
approach
could
be
considered
as
very
useful
teaching
and
learning
method
for
higher
education,
in
particular
master's
technical
studies.
There
are
different
possible
paths
e-learning
tools
available
teachers
students
to
organize
this
kind
of
courses,
classes,
lectures.
This
paper
presents
several
case
studies
focused
on
the
practical
implementation
use
various
types
interactivities
both
lectures
laboratory
classes.
The
author
describes
development
ideas
process
activating
interactive
collaboration
groups
well
implemented
educational
video
materials
used
by
self-study.
Moreover,
a
project-based
project-oriented
is
proposed
discussed
maintain
high
level
activity
involvement
BL
techniques.
Finally,
some
experiences
general
reflections
gathered,
future
works
briefly
described
well.
International Journal of Learning Teaching and Educational Research,
Journal Year:
2024,
Volume and Issue:
23(1), P. 519 - 548
Published: Jan. 30, 2024
The
present
investigation
delves
into
the
complex
interconnections
among
digital
learning
environment,
academic
achievement,
psychological
empowerment,
motivation
for
sustainability,
and
context
of
universities
in
Saudi
Arabia.
Students
from
various
fields
were
selected
a
comprehensive
study
employing
multilevel
sampling
technique.
A
holistic
understanding
variables
was
obtained
through
quantitative
surveys.
study's
findings
indicate
that
well-functioning
environment
notably
impacts
achievement.
This
is
consistent
with
Arabia's
Vision
2030
objectives,
which
aim
to
revolutionize
education
sector
by
integrating
technology.
While
impact
sustainability
on
achievement
moderately
positive,
it
remains
critical
factor
fostering
conscientious
individuals
global
scale.
Furthermore,
correlation
between
empowerment
highlights
criticality
education,
fundamental
principle
2030.
current
research
results
provide
strategic
plan
improving
standard
Arabia,
environmental
responsibility,
cultivating
diverse
equipped
confront
forthcoming
challenges.
makes
scholarly
contribution
functions
as
pragmatic
manual
Arabia
ensuring
its
alignment
Sustainable
Development
Goal
4.
Frontiers in Education,
Journal Year:
2023,
Volume and Issue:
7
Published: Jan. 4, 2023
Recent
research
suggests
that
design
thinking
practices
may
foster
the
development
of
needed
capabilities
in
new
digitalised
landscapes.
However,
existing
publications
represent
individual
contributions,
and
we
lack
a
holistic
understanding
value
digital
world.
No
review,
to
date,
has
offered
retrospection
this
research.
In
response,
bibliometric
aim
shed
light
on
intellectual
structure
multidisciplinary
literature
related
relevant
world
higher
education
business
settings,
highlight
current
trends
suggest
further
studies
advance
theoretical
empirical
underpinnings.
Our
study
addresses
using
methods—bibliographic
coupling
co-word
analysis
as
they
are
particularly
suitable
for
identifying
future
priorities
at
forefront
Overall,
analyses
dealing
with
topics
published
last
10
years
(extracted
from
Web
Science
database)
expose
six
two
possible
developments
highlighting
expanding
scope
scientific
field
required
(more
sustainable
human-centric)
Relatedly,
becomes
approach
be
included
curricula
human
resources
training
prepare
students
workers
changing
work
demands.
This
paper
is
well-suited
practitioners
seeking
embed
their
other
scholars
wanting
understand
directions
Anatolia,
Journal Year:
2025,
Volume and Issue:
unknown, P. 1 - 15
Published: Jan. 16, 2025
Design
Thinking
(DT)
has
become
an
increasingly
popular
tool
in
higher
education.
However,
more
empirical
evidence
is
needed
to
support
its
effectiveness
predicting
industry
skills
and
application
online
learning
environments.
With
these
limitations,
this
study
employs
a
quasi-experimental
sequential
explanatory
design
on
the
case
of
272
tourism
hospitality
students
explain
whether
how
DT
enhances
learners'
intercultural
competence.
The
findings
revealed
that
interventions
empathizing,
defining,
ideating,
prototyping,
testing
developing
empathy,
problem-solving,
collaboration
influence
As
implication
for
pedagogy,
proposes
integrating
activities
blended
setups
enhance
develop
their
competitiveness
highly
globalized
service
industry.
European Journal of Educational Research,
Journal Year:
2025,
Volume and Issue:
14(2), P. 381 - 391
Published: Jan. 31, 2025
This
study
examines
the
research
trends
of
Design
Thinking
(DT)
in
education
during
period
2014–2024
through
a
systematic
literature
review.
aims
to
analyze
annual
publication
patterns,
implementation
across
educational
levels,
methodologies,
authorship
distribution,
geographical
spread,
journal
type
and
key
themes
from
highly-cited
publications
DT
research.
The
results
show
significant
increase
publications,
especially
2023–2024,
reflecting
growing
academic
interest
as
an
innovative
approach
developing
21st-century
skills.
Qualitative
methods
dominate,
with
most
studies
involving
collaborative
authorship.
application
was
initially
focused
on
higher
but
expanded
secondary
while
remaining
limited
primary
education.
Asia
leads
contribution,
Africa
shows
lower
output.
Publications
are
distributed
educational,
design-focused,
interdisciplinary
journals.
These
findings
underscore
importance
cross-disciplinary
global
collaboration
accelerate
adoption
equitably.
recommends
strengthening
educator
training,
holistic
evaluation
methods,
expanding
quantitative
for
more
inclusive
implementation.
Journal of Applied Business and Technology,
Journal Year:
2024,
Volume and Issue:
5(2), P. 67 - 71
Published: May 31, 2024
This
study
explored
the
assessment
of
students'
critical
thinking
skills
in
programming
courses
by
considering
individual
cognitive
styles.
We
apply
inquiry
collaborative-based
V-Lab
model
as
a
learning
approach,
allowing
students
to
participate
virtual
experiments
and
interactive
simulations.
approach
is
applied
class,
taking
into
account
student's
style
determining
factor.
use
measurement
methods
that
include
solution
analysis,
problem-solving,
students.
The
results
showed
based
on
collaborative
was
effective
improving
skills,
with
variations
its
effect
depending
individual's
style.
implications
these
findings
are
presented
for
development
more
adaptive
approaches
courses,
well
further
research
interaction
between
styles
technology-based
learning.
