Presentations: Teaching students
| Title | Description | Authors |
|---|---|---|
| Motivational profiles among honours students | In our research we found that different motivational profiles exist among honours students, which we called ‘Overall High’, ‘Knowledge oriented’, and ‘Controlled’. The results show that students can simultaneously be motivated by both intrinsic and extrinsic motives. Moreover, student background variables predict profile membership. We like to use the opportunity to reflect with honors scholars and students on the potential implications for honours. | Elenor Kamans, Roorda, Langeloo, Vugteveen and Canrinus, Netherlands |
| Taking perspective to support personal growth | Personal development is a defining feature of honours programs, often demanding pedagogical strategies that differ from those in mainstream education. We explored the role of perspective taking – the ability to empathize by understanding others’ thoughts, emotions, and motivations – as a key mechanism in fostering personal growth among honours students. Through qualitative analysis of focus group data, we identified four distinct modes that facilitate perspective change: 1) confrontation with different cultures or target groups, 2) confrontation with unknown domains or cognitive frameworks, 3) shifts in task or role, 4) self-insight. We will use these outcomes to highlight educational practices that can support personal development within honours settings and offers inspiration for regular curricula.. | Annegien Langeloo, Yvonne Zijlstra, Elanor Kamans, Hans Conijn, Netherlands |
| Gaming Literacy for Higher Education | As systemic challenges grow, design education must foster new literacies for situated, collaborative, and reflective thinking. Gaming literacy—engaging with systems through play and design—offers a powerful framework. This presentation showcases how students develop such literacy through hacking and redesigning games to model complex systems, showing how material engagement, metaphor, and spatial reasoning foster agency and systems thinking through embodied co-design | Sarit Sarit Youdelevich and Adeline Hvidsten, Norway |
Presentations: Organizing Education
Title |
Description |
Authors |
| Interdisciplinary Sparks: Student-Centered Learning at the School for Talents | School for Talents at the University of Stuttgart offers an interdisciplinary honors program co-designed with students, 10 faculties, and partners from industry and society. Participants explore an annual theme from multiple perspectives through workshops and excursions, which inspire group projects that strengthen collaboration, critical thinking, and communication. The program fosters student agency and empowers them to shape their educational environment, sparking institutional change. | Lisa Kohler and Julia Simon, Stuttgart, Germany |
| A trans-national talentprogram |
We plan to develop a national talent program for teacher students from all six university colleges in Denmark. Transdisciplinarity strengthen the students’s collaborations on wicked problems and socio scientific issues in activities like case competitions and journal clubs, and courses in topics such as networking and project management. The presentation discusses ambitions and challenges in a national talent program. |
Nina Troelsgaard Jensen, Denmark |
| Extra curriculum track to explore five Honours Programs goals | An extracurricular track of six sessions was designed for Honours students at Rotterdam Business School to explore the five HP goals. In collaboration with an art student, observation skills were integrated into the learning process. Activities included workshops where students pretended to be a tree to playing Fish Tank and engaging in Socratic dialogue. Pre- and post-session reflections suggest the track helped students develop key skills and attitudes aligned with the HP learning outcomes. | Isabel Solé Subirats and Vera Adriaanse, Netherlands |
Presentations: Supporting Inter- and Transdisciplinary Education
| Title | Description | Authors |
|---|---|---|
|
Unlocking talent: The role of honours education in Dutch Vocational Education and Training |
Over the past decade, interest in honours programs has grown in the Netherlands and developed across the entire educational system—from primary education to university. In 2015, Vocational Education and Training (VET), also known as senior secondary vocational education, was the last sector to be encouraged by the government to develop honours education. Honours education is particularly relevant in this context, as the Dutch educational system often evaluates students based on their deficiencies rather than their strengths, with schools focusing on meeting diploma requirements instead of fostering broader talent development. Since access to VET requires a lower entry level than higher education—primarily in terms of cognitive demands—the development of honours education is both important and challenging in this sector. Such programmes enable VET students to demonstrate a wider range of talents connected to the skills they are building for their future careers. This presentation will provide insights into the characteristics, history, and benefits of honours education in Dutch VET. |
Leontien Kragten, Netherlands |
| Making a new TRAIL in Education: innovating higher education with STEAM+ pedagogy |
Across Europe and particularly in the Netherlands universities are launching innovative educational projects that embrace transdisciplinary collaboration. However, many of these pioneering initiatives operate in isolation, lacking structured knowledge exchange and shared frameworks. As a result, recurring challenges, questions, and duplicated efforts often emerge (Tijsma, Urias & Zweekhorst, 2023). To address this gap, the newly developed TRAILtool website is presented in this poster. The TRAILtool builds on insights from STEAM+, a large-scale European project involving 18 partners from 9 countries. One of its key outcomes is the STEAM-TRAIL map (TRAnsdisciplinary Innovation Lab): an online resource designed to foster deeper collaboration, showcase practical examples, and offer concrete steps for implementation in transdisciplinary education. In the new TRAILtool teachers, students, researchers and societal partners can find their way towards transdisciplinary education. |
Jan-Peter Sandlera, Belgium |
| Interdisciplinary Facilitator Program (TFP) | The Interdisciplinary Facilitator Program (TFP) supports student assistants in developing skills to create effective learning environments for collaborative knowledge sharing among educators and students. Participants become interdisciplinary facilitators, learning interdsiplinary methods to support student groups and facilitate collaboration while integrating diverse perspectives. This program consists of pedagogical training and biweekly meetings throughout the semester, with a certificate awarded upon completion. | Martine Nyheim, INTED, University of Oslo, Norway |