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Veira, P. N., Correia Leal, C. & Morais, R. (2023). UNIVERSITY EUROPEIA'S ACADEMIC MODEL: NEW TRENDS AND EXPERIENCES. 17th annual International Technology, Education and Development Conference.

P. N. Vieira et al.,  "UNIVERSITY EUROPEIA'S ACADEMIC MODEL: NEW TRENDS AND EXPERIENCES", in 17th annual Int. Technology, Education and Development Conf., Valência, 2023

@misc{vieira2023_1732221837958,
	author = "Veira, P. N. and Correia Leal, C. and Morais, R.",
	title = "UNIVERSITY EUROPEIA'S ACADEMIC MODEL: NEW TRENDS AND EXPERIENCES",
	year = "2023",
	doi = "10.21125/inted.2023.1396",
	howpublished = "Digital"
}

TY  - CPAPER
TI  - UNIVERSITY EUROPEIA'S ACADEMIC MODEL: NEW TRENDS AND EXPERIENCES
T2  - 17th annual International Technology, Education and Development Conference
AU  - Veira, P. N.
AU  - Correia Leal, C.
AU  - Morais, R.
PY  - 2023
DO  - 10.21125/inted.2023.1396
CY  - Valência
AB  - One of the most innovative and differentiating elements of Universidade Europeia is its Academic Model, through which students learn experientially, integrating knowledge to ensure their success in the professional world. Unlike traditional education, Experiential Learning is a methodology that includes Pedagogical and Scientific components. This methodology is skill-oriented and student-focused, including formative assessments and training skills through experiences in flexible structures. 
This paper aims to describe how this Academic Model is implemented, from the conceptual point of view to the operationalization in classroom throughout the different curricula.
The Academic Model is divided into six pillars: 
(1) Integrated Curriculum, based on holistic knowledge of the profession, integrating knowledge and skills, and relating concepts and areas of action that allow going beyond the isolated curricular unit; (2) Simulated Environments, in which we create learning in safe and controlled environments, with different levels of complexity and fidelity; (3) Professional Environments, in which learning takes place in the professional world or with professional challenges for students work in the classroom; (4) Multidisciplinary Training, based on interprofessional work in different scenarios, with students being able to work in teams, with the participation of other agents or professions; (5) Research, based on continuous questioning and critical thinking, developing research skills, such as the systematic analysis of information, the ability to make decisions in complex situations based on data and scientific evidence, fostering entrepreneurship, innovation and creativity; finally, (6) the One World dimension, in which student develops a commitment to the world in which we live, from his or her profession, integrating environmental sustainability and social responsibility.
The operationalization of the Academic Model is accomplished through the construction of learning scenarios: (a) Problem-based learning, which involves real practical cases, elaborated together with experts; (b) Challenge-based learning, which involves professional challenges, built from problems defined by partner organizations; (c) Research-based learning, which involves data and technical or scientific information, developing skills in the scientific method; (d) Simulation-based learning, which involves professional scenarios with actors hired to play a particular role and allowing students to experience professional scenarios in a safe and controlled way. 
These scenarios must be meaningful to students' learning, representative of professional life, challenging, and include reflection, as this is how students will integrate theory and practice. Planning throughout the curriculum in a coherent and progressively more complex manner is one of the critical aspects for the effectiveness of this Academic Model. Other decisive factors are the role of teachers, for which it is held basic and advanced training in each of the four methodologies used, and the evaluation of the process and the final product by teachers and students. 
This academic proposal meets students' expectations, giving them the leadership to construct their personal knowledge according to different learning rhythms, promoting autonomy and skills in problem-solving, communication, group work, and research.

Keywords: Academic Model, Experiential Learning, Pedagogical Practices


ER  -