EsACT - Capítulos de Livros
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Browsing EsACT - Capítulos de Livros by Author "Barbedo, Inês"
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- Higher education, active learning, co-creation, innovation, and contribution to regional development: a bibliometric analysisPublication . Barbedo, Inês; Almeida-de-Souza, Juliana; Cabo, Paula; Rodrigues, Pedro M.; Costa, Cláudia S.; Pereira, Fernando A.This chapter explores how higher education institutions (HEIs) that use active learning methodologies and promote co-creative and innovative environments can contribute significantly to regional development. The authors carried out a bibliometric analysis, considering the works published in journals indexed in the Scopus database for this purpose. The study aims to measure the scientific production of active teaching and learning methodologies, such as co-creation and innovation, and their contribution to regional development. The main results denounce that there is still a long way to go in exploring and emphasizing the links between HEIs, active learning, co-creation, innovation, and regional development. This path needs the involvement of the surrounding society, and private and public organizations, to be meaningful. HEIs urgently need to promote a shift in thinking about their educational practices. In today’s world, complex challenges pose a real challenge to the future of higher education, and graduates who can meet these challenges represent added value to the higher education system.
- Learning through challenge-based innovation in a rural context: the students’ perspectivePublication . Barroso, Bárbara; Antão, Celeste; Rodrigues, Pedro M.; Costa, Cláudia S.; Barbedo, InêsThis study explores an immersive Challenge-Based Innovation experience developed in Miranda do Douro, a rural municipality in Portugal. Through interdisciplinary and multicultural student teams, the initiative promoted co-creation with local stakeholders around real-world challenges. The qualitative methodology employed a combination of evocation, symbolic representation, audiovisual reflection, and peer evaluation to capture students’ perceptions, engagement, and sense of ownership. Results revealed significant gains in autonomy, collaboration, creativity, and responsibility, particularly in culturally rooted projects such as those related to Mirandese language and music. The study also highlights the value of facilitation strategies and student appropriation in team dynamics, as well as the importance of preparatory support to improve outcomes. The UNESCO pillars of learning – learning to know, to do, to be, and to live together – provided a useful interpretive lens to assess the transformative potential of the experience. The findings support the broader adoption of challenge-based methodologies to promote innovation and engagement in higher education, particularly in rural and peripheral regions.