A Systematic Review of the Literature on Living Labs in Higher Education Institutions: Potentials and Constraints

Tercanli, Hacer; Jongbloed, Benjamin W.A.

doi:10.3390/su141912234

Cited by 8 publications

(1 citation statement)

References 148 publications

(299 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…It has been argued that active learning is lacking in higher education [2]. The term "living laboratories" has been used when such active learning activities involve collaboration with companies, citizens, and non-profit and government organizations [9]. It has been highlighted how the needs for active learning and living laboratories are critical as societies transition from being production-based to being composed of knowledge-and informationbased enterprises [10].…”

Section: Introductionmentioning

confidence: 99%

Active Learning, Living Laboratories, Student Empowerment, and Urban Sustainability

Nansen

2024

Sustainability

View full text Add to dashboard Cite

In schools and universities, we instructors carry the responsibility of informing and inspiring students. Traditional and more theoretical educational programs (here referred to as passive learning) may be tied to projects and activities (active learning), in which students gain hands-on practical experience with planning, development, implementation, maintenance, and presentation of different solution-focused activities. Complementary to passive learning, the needs for active learning activities and living laboratories have become more pertinent as global trends, such as climate change, weigh heavily on the shoulders of young people. Unless properly guided and given tangible sources of inspiration, the sense of being overwhelmed and incapable of effectively contributing to a more sustainable future may cast a dark shadow over students, their ability to engage in active learning, and their long-term career aspirations. Schools and universities are being evaluated for their “greenness”. Accordingly, operational improvements (carbon, water, waste, and nutrient footprints) to meet sustainability targets are being implemented. Structural sustainability improvements represent unique opportunities for students and instructors to engage in active learning. As a broader message to school and university administrators, it is argued that efforts to plan and implement sustainability initiatives should also involve transformations of educational curricula. It is argued that educational institutions could and should be more than sums of buildings and infra-structure and represent living laboratories. Descriptions of topics taught, learning outcomes, and links to examples of student assignments of a specific course, Urban Food and Society, are included and discussed in the broader contexts of urban food sustainability and active learning. The main purpose of this article is to promote the notion that active learning activities and the need for improved sustainability of schools and universities can go hand in hand and provide compelling educational opportunities.

show abstract

Section: Introductionmentioning

confidence: 99%

Active Learning, Living Laboratories, Student Empowerment, and Urban Sustainability

Nansen

2024

Sustainability

View full text Add to dashboard Cite

show abstract

Schools as living labs for the new European bauhaus

Katikas,

Sotiriou

2023

Univ Access Inf Soc

View full text Add to dashboard Cite

Towards Creativity and Innovation in Universities: Study on Central and Eastern Europe

2023

View full text Add to dashboard Cite

Universities have a pivotal role to play in the challenging restructuring process that economies are undergoing due to higher education’s critical role in the information age. Universities can contribute to this process of change by creating new knowledge as well as by shaping new skills, which are necessary for exploiting modern technologies and understanding how technology interacts with society. The aim of this paper is to compare universities from Central and Eastern Europe (CEE) in terms of creativity related to research and educational activity. The knowledge triangle concept is employed to compare involvement of universities in education, research, and innovation. The divisive hierarchical clustering was used to group countries by knowledge triangle performance. Five clusters have been identified regarding research-education-innovation interactions. The study contributes by shedding light on education as the missing link between research and innovation in the CEE countries and extends knowledge about heterogeneity of this region in terms of creativity. It also contributes to the discourse how innovation policies can support universities’ structural transformations towards integration of their education, research, and innovation activities that will enable to confront an array of societal challenges.

show abstract

A Systematic Review of the Literature on Living Labs in Higher Education Institutions: Potentials and Constraints

Cited by 8 publications

References 148 publications

Active Learning, Living Laboratories, Student Empowerment, and Urban Sustainability

Active Learning, Living Laboratories, Student Empowerment, and Urban Sustainability

Schools as living labs for the new European bauhaus

Towards Creativity and Innovation in Universities: Study on Central and Eastern Europe

Contact Info

Product

Resources

About