Abbasi mosleh, Z. , taqavi, H. , & roshani ali benasee, H. (2026). Predicting innovative behaviors in students based on participation in exploratory communities and academic identity: Modeling. Journal of Educational Planning Studies, 14(28), 217-234. https://doi: 10.22080/eps.2025.30284.2378
Aghaei, S., Shokrpour, N., & Bazrafkan, L. (2022). The relationship between reflectivity and self-regulated learning in MA medical education students of Shiraz University in 2018 and 2019. Journal of Medical Education and Curricular Development, 32(5), 1065–1072.
https://doi.org/10.1007/s40670-022-01615-9
Ali, M. G. (2025). Introducing and evaluating key performance indicators and generating awareness of competence among inter-departments for quality performance and quality assurance in large academic and research multidisciplinary institutions. International Journal of Educational Research Review, 10(1), 287-360.
Amado-Mateus, M., Guzmán Rincón, A., Juarez, F., & Ramos, I. (2024). Validity of the multidimensional reputation perception scale in private universities. Frontiers in Education, 9, 637-739. https://doi.org/10.3389/feduc.2024.1365210
Anonymous. (2024). A sector in crisis? Insights from how English higher education apprenticeships are weathering the storm. Higher Education, Skills and Work-Based Learning, 14(1).
Baog, I. W., Ongcoy, M. T. P., Roferos, J. L., Talo, M. R. L., & Sardido, J. R. A. (2024). School innovation climate and educational technology integration of elementary teachers: A mediation role of engagement to professional development. International Journal of Creative Research Thoughts, 12(3).
Bellhäuser, H., Dignath, C., & Theobald, M. (2023). Daily automated feedback enhances self-regulated learning: a longitudinal randomized field experiment. Frontiers in Psychology, 14, 1125873. https://doi.org/10.3389/fpsyg.2023.1125873
Biggs, J., Tang, C., & Kennedy, G. (2022). Teaching for quality learning at university 5e. McGraw-hill education (UK).
bin As-Siddiqi, H., & El-Bukhary, A. (2025). Comparative studies on educational governance: Balancing centralization and decentralization in global contexts. Innovative Journal of Educational Research and Insights, 2(3), 123-134.
Borozan, M., & Bushnaq, T. (2025). Professional competences for the innovation of education in the 21st century from the perspective of pedagogical action research. Annals of the University of Craiova, Psychology-Pedagogy Series, 24(47), 46-59.
Bransford, J. , Brown, A. , & Cocking, R. (eds) (2000). How People Learn. Washington, D. C. : National Academy Press.
Caliskan, A., & Zhu, C. (2021). Organizational culture barriers and facilitators for instructional innovations at the Faculty of Education. Eurasian Journal of Educational Research, 92, 137-166.
Carr, O. G., & Cravens, X. (2023). Teaching without boundaries: Interviews exploring the adaptation of collaborative inquiry to the American context. Gates Open Research, 7, 70.
CHARM-EU. (2025). CHARM-EU Annual Conference 2025 Utrecht University Poster Proceedings. Utrecht University.
Darabi, M. (2013). Design and validation of a faculty teaching proficiency scale based on the 7E learning cycle (Master's thesis). University of Shiraz, Shiraz, Iran. [In Persian]
Davis-Singaravelu, S. (2022). The potential to build collective capacity for organisational learning in the context of teachers’ use of digital technology for school improvement. Education Sciences, 12(1), 33.
Dennis, J. L., & Somerville, M. P. (2022). Supporting thinking about thinking: Examining the metacognition theory-practice gap in higher education. Higher Education, 84, 1–25. https://doi.org/10.1007/s10734-022-00904-x
Diaz-Ducca, J. A., & Cleveland-Innes, M. (2023). Affordances of the CoI model and Freire’s pedagogy for critical thinking in EFL teacher training. In 29th ICDE World Conference: Conference Proceedings (pp. 274–288).
Effendi-Hasibuan, M. H., Harizon, Ngatijo, & Mukminin, A. (2019). The Inquiry-based Teaching Instruction (IbTI) in Indonesian secondary education: What makes science teachers successful enact the curriculum? Journal of Turkish Science Education, 16(1), 18–33. https://doi.org/10.12973/tused.10263a
Eisenkraft, A. (2003). Expanding the 5E Model. The Science Teacher, 70(6), 56-59.
Enachescu, V. A. (2025). Microlearning and lifelong learning: effects on skill acquisition and ‘learning-to-learn’ competencies in higher education. Proceedings of the Bucharest University of Economic Studies.
Eschenbacher, S., & Fleming, T. (2020). Transformative dimensions of lifelong learning: Mezirow, Rorty and COVID-19. International Review of Education, 66(5-6), 657–672. https://doi.org/10.1007/s11159-020-09859-6
Estaiteyeh, M., DeCoito, I., & Takkouch, M. (2024). STEM teacher candidates’ preparation for online teaching: Promoting technological and pedagogical knowledge. Canadian Journal of Learning and Technology, 50(4), 1–20.
Eviyanti, L., Farisi, A. N., Uyuni, Y. R., & Bachtiar, M. (2024). Problems and innovations of educational institutions. Formosa Journal of Science and Technology, 3(6), 1271-1282.
Fontell, H. (2024). Metrics for evaluating societal impact of university innovation ecosystems: A case study of Aalto University [Master’s thesis, Aalto University]. Aaltodoc.
Garner-O'Neale, L., & Bridgeman-Maxwell, Z. (2023). From crisis to classroom transformation: Unleashing the power of the flipped classroom model in a post-COVID era. In 3rd BTC Book of Abstracts & Programme (p. 11).
Ghodrati, A. , kian, M. , & Mahdavinasab, Y. (2025). Identifying digital professional competencies of teachers in the field of artificial intelligence application in education. Journal of Educational Planning Studies, 13(26), 74-95. https://doi: 10.22080/eps.2025.28512.2309
Gopo, C. F., Canillas, P. C., Nuyad, A. L., Zamora, J. E., Godin, C. T., Tagaro, S. M., & Junsay, M. D. (2026). Strategy formulation in education: A systematic literature review. World Journal of Advanced Research and Reviews, 29(2), 044-054. https://doi.org/10.30574/wjarr.2026.29.2.0284
Güven, Z. Z. (2020). Lifelong learning skills in higher education: A case study based on the students’ views. Turquoise International Journal of Educational Research and Social Studies, 2(2), 20-30.
Guzonova, V., Jakúbek, P., Rudenko, O., Shestakovska, T., & Ovramets, V. (2022). An analytical look at the management of public universities in the Slovak Republic and Ukraine. AD ALTA: Journal of Interdisciplinary Research, 12(1), XXV, 27-33.
Halasz, G. (2021). Measuring innovation in education with a special focus on the impact of organisational characteristics. Hungarian Educational Research Journal, 11(2), 189–209.
Han, J., Liu, G., Liu, X., Yang, Y., Quan, W., & Chen, Y. (2024). Continue using or gathering dust? A mixed method research on the factors influencing the continuous use intention for an AI-powered adaptive learning system for rural middle school students. Heliyon, 10(12), e33251.
Hu, Y. H., Asistido, R. L., & Villanueva, M. J. (2021). Influencing variables and implications in the teacher-student relationships. European Journal of Educational Research, 10(3), 1317-1327. https://doi.org/10.12973/eu-jer.10.3.1317
İspir, R., & Çakmak, M. (2025). A content analysis study on research articles in the field of lifelong learning. Journal for the Education of Gifted Young Scientists, 13(4), 191–203. http://dx.doi.org/10.17478/jegys.1793116
Jakob, M., Büchel, K., Steffen, D., & Brunetti, A. (2023). Participatory teaching improves learning outcomes: Evidence from a field experiment in Tanzania (Discussion Paper No. 23-10). University of Bern, Department of Economics. https://hdl.handle.net/10419/278646
Jin, Y., Yan, L., Echeverria, V., Gašević, D., & Martinez-Maldonado, R. (2025). Generative AI in higher education: A global perspective of institutional adoption policies and guidelines. Computers and Education: Artificial Intelligence, 8, 100348.
Joyce, B., & Calhoun, E. (2024). Models of teaching. Routledge.
Keshavarz, S. (2013). The relationship between university innovation and educational quality: A case study of Shiraz University (Master's thesis). University of Shiraz, Shiraz, Iran. [In Persian]
Kleiner-Schaefer, T., & Schaefer, K. J. (2022). Barriers to university–industry collaboration in an emerging market: Firm-level evidence from Turkey. The Journal of Technology Transfer, 47(3), 872–905. https://doi.org/10.1007/s10961-022-09919-z
Koucheki, M. (2012). Investigating the tendency toward lifelong learning among postgraduate students and its relationship with academic self-efficacy (Master's thesis). University of Shiraz, Shiraz, Iran. [In Persian]
Kozirog, K., Lucaci, S.-M., & Berghmans, S. (2022). Universities as key drivers of sustainable innovation ecosystems: Results of the EUA survey on universities and innovation. European University Association.
Lamaro, G., Ndyomugenyi, E. K., & Openjuru, G. L. (2025). From administration to transformation: The new role of managers in higher education. African Educational Research Journal, 13(4), 461-471.
Lewis, A. (2023). Enhancing classroom learning experience: A comprehensive study on the integration and influence of technology in 21st century education. In 3rd BTC Book of Abstracts & Programme (p. 76).
Li, Z., Li, Q., & Liu, W. (2023). How distributed leadership affects social and emotional competence in adolescents: The chain mediating role of student-centered instructional practices and teacher self-efficacy. Preprints.org. https://doi.org/10.20944/preprints202312.1663.v1
Mathias, T., Fertig, M. B., Zancanaro, M., Thibes, R. F., & Hahn, I. S. (2024). Defining innovation: A comprehensive analysis of types, levels, and strategic interactions. IOSR Journal of Humanities and Social Science, 29(9), 28–36. https://doi.org/10.9790/0837-2909022836
Meylani, R. (2024). Artificial intelligence in the education of teachers: A qualitative synthesis of the cutting-edge research literature. Journal of Computer and Education Research, 12(24), 600–637.
Munguiko, C., Masereka, E. M., & Sang, C. (2025). Applying learning theories to clinical teaching in contemporary settings: A conceptual analysis. South Asian Research Journal of Medical Sciences, 7(2), 16–27. https://doi.org/10.36346/sarjms.2025.v07i02.001
Ng, B. (2023). Conceptualizing lifelong learning for K-12 education. Journal of Research Initiatives, 7(2), Article 9. https://digitalcommons.uncfsu.edu/jri/vol7/iss2/9
Ni, L. B., Liang, L., & Haibao, C. (2025). Learning management systems and pedagogical innovation: Evidence from academic staff in China. International Journal of Research and Innovation in Applied Science, 10(6), 1209–1214. https://doi.org/10.51584/IJRIAS.2025.10060090
Olsson, A. K., & Bernhard, I. (2023). Transforming doctoral education: Exploring industrial PhD collaboration in Sweden. International Journal of Work-Integrated Learning, 24(4), 523–536.
Owusu-Agyeman, Y. (2019). An analysis of theoretical perspectives that define adult learners for effective and inclusive adult education policies. International Review of Education, 65(6), 929-953. https://doi.org/10.1007/s11159-019-09811-3
Papi, C., Desjardins, G., & Tjen, M. (2023). Bimodal learning: A way to adapt to students’ autonomy? In 29th ICDE World Conference: Conference Proceedings (pp. 489–503).
Perez Carpio, J. E., López-Gonzales, J. L., Tocto-Cano, E., & Turpo-Chaparro, J. E. (2024). Implementing the SDGs in higher education: A systematic review. Academic Journal of Interdisciplinary Studies, 13(5).
Perez-Ruiz, J. C., Munares, M. L. Q., Armas-Cima, F., & Bejarano-Álvarez, P. M. (2025). Institutional factors and teaching performance at a university in southern Lima, 2025. Management (Montevideo), 3, 203.
Phelps, J. L. (2025). Investigating the relationship between discovery learning and students’ engagement and knowledge acquisition in Montessori and traditional schools [Doctoral dissertation, Bethel University]. Spark Repository. https://spark.bethel.edu/etd/1170
Pinkerton, T., Oakes, W., & Kurz, A. (2023). Using the principles of Universal Design for Learning to support students in higher education. In 3rd BTC Book of Abstracts & Programme (p. 64).
Rosales-Márquez, C., Carbonell-García, C. E., Miranda-Vargas, V., Diaz-Zavala, R., & Laura-De La Cruz, K. M. (2025). Self-confidence as a predictor of digital skills: a fundamental pillar for the digitalization of higher education. Frontiers in Education, 9, 496-569. https://doi.org/10.3389/feduc.2024.1515033
Sala, A., Punie, Y., Garkov, V., & Cabrera Giraldez, M. (2020). LifeComp: The European framework for personal, social and learning to learn key competence. Publications Office of the European Union. https://doi.org/10.2760/302967
Salimi, G., Mohammadi, M., Jahromi, R. N., Maaref, P., Safari, M., & Mirghafari, F. (2022). Meta-synthesis approach to continuity of learning in higher education by online education especially for Corona crisis. Quarterly Journal of Research and Planning in Higher Education, 28(3), 199–221. https://doi.org/10.52547/irphe.28.3.199
Samatoina, D., & Farrant, C. (2025). From learners to co-creators: Redefining teaching and assessment strategy in entrepreneurship education. Teaching and Learning Together in Higher Education, 1(46).
Sarango-Lapo, C. P., Mena, J., & Ramírez-Montoya, M. S. (2021). Evidence-based educational innovation model linked to digital information competence in the framework of Education 4.0. Sustainability, 13(18), 10034. https://doi.org/10.3390/su131810034
Scuotto, V., Magni, D., Garcia-Perez, A., & Pironti, M. (2026). The impact of innovation failure: Entrepreneurship adversity or opportunity? Technovation, 129, 102944. https://doi.org/10.1016/j.technovation.2023.102944
Sembiring, M. G., & Budiman, R. (2023). Better understanding of educational experience related to the soft-skills development in open-distance learning settings. In 29th ICDE World Conference: Conference Proceedings (pp. 316–331).
Serohina, T., Pliushch, R., Pobirchenko, N., Shulga, N., Akimova, L., & Akimov, O. (2022). Pedagogical innovations in public administration and legal aspects: The EU experience. AD ALTA: Journal of Interdisciplinary Research, 12(1), XXV, 7-13.
Sheth, A., & Sinfield, J. V. (2020). Systematic problem-specification in innovation science using language. International Journal of Innovation Science, 13(1), 1–25. https://doi.org/10.1108/IJIS-03-2020-0019
Stănescu, D. F., Frunzaru, V., & Stefanita, O. (2024). Self-regulated learning, self-efficacy and life-long learning: the mediating role of future orientation. Kybernetes. https://doi.org/10.1108/K-03-2024-0585
Stănescu, D. F., Frunzaru, V., & Stefanita, O. (2024). Self-regulated learning, self-efficacy and life-long learning: The mediating role of future orientation. Kybernetes. https://doi.org/10.1108/K-03-2024-0585
Surrey Business School. (2024). Incubating vibrant futures: 2024-2030. University of Surrey.
Tafrihah, Utanto, Y., & Pristiwati, R. (2024). Optimizing digital literacy integration in early childhood education: A case study of Tarbiyatul Athfal Bulumanis Kidul Kindergarten. Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini, 9(4), 757-770. https://doi.org/10.14421/jga.2024.94-14
Tang, J., Huang, P., & Yan, S. (2025). Digital transformation in higher education: logical framework, practical dilemmas, and implementation approaches. Frontiers in Psychology, 16, 1565591. https://doi.org/10.3389/fpsyg.2025.1565591
Theobald, M. (2021). Self-regulated learning training programs enhance university students’ academic performance, self-regulated learning strategies, and motivation: A meta-analysis. Contemporary Educational Psychology, 66, 101976. https://doi.org/10.1016/j.cedpsych.2021.101976
Thwe, W. P., & Kálmán, A. (2023a). Lifelong learning in the educational setting: A systematic literature review. Lifelong Learning in the Educational Setting, 1–11. https://doi.org/10.1007/s40299-023-00738-w
Thwe, W. P., & Kálmán, A. (2023b). The regression models for lifelong learning competencies for teacher trainers. Heliyon, 9(2), e13749. https://doi.org/10.1016/j.heliyon.2023.e13749
Ting, F. S. T., Shroff, R. H., Lam, W. H., Garcia, R. C. C., Chan, C. L., Tsang, W. K., & Ezeamuzie, N. O. (2022). A meta-analysis of studies on the effects of active learning on Asian students’ performance in science, technology, engineering and mathematics (STEM) subjects.
Asia-Pacific Education Researcher, 31(5).
https://doi.org/10.1007/s40299-022-00661-6
Università di Macerata. (2023). 2023–2025 Strategic Plan. EUM Edizioni Università di Macerata.
University of Limerick. (2026). 3rd University Learning, Teaching and Assessment Conference: Reimagining Student Engagement – Innovate, Include, Inspire. Kemmy Business School.
Voropai, O., & Antoniouk, O. (2025). Innovation ecosystem models: Defining the role of the university in the Industry 5.0 perspective.
Humanities and Social Sciences 2025 Research Journal,
32(1), 143–152.
https://doi.org/10.7862/rz.2025.hss.11
Wen, K., & Liu, Q. (2024). Examining the relationship between teaching ability and smart education adoption in K-12 schools: A moderated mediation analysis. Journal of Pedagogical Research, 8(4), 381-396.
Wu, J., & Gu, Y. (2022). Innovation capabilities in the convergence trend of higher education from the perspective of quality management. Frontiers in Psychology, 13, 979059. https://doi.org/10.3389/fpsyg.2022.979059
Wu, J., & Gu, Y. (2022). Innovation capabilities in the convergence trend of higher education from the perspective of quality management. Frontiers in Psychology, 13, 979059.
Yang, Y., & Chang, Y. C. (2023). A study on the relationship between teacher competency and job performance under human resource management in higher education. Educational Research and Reviews, 18(8), 203-217.
Ye, J. H., Cui, Y., Nong, W., Lee, Y. S., Yang, X., Wang, L., & Ye, J. N. (2024). The development of an analysis of quantitative measurements competence disparity scale for graduate students.
Environment and Social Psychology, 9(6), 2576.
https://doi.org/10.54517/esp.v9i6.2576
Yıldırım, H., Kır, Ş., & Bozkurt, A. (2025). Towards a future of qualifications: A systematic review of micro-credentials.
Online Learning, 29(4), 535-559.
https://doi.org/10.24059/olj.v29i4.4969.
Yudianto, I., Mulyani, S., Fahmi, M., & Winarningsih, S. (2021). The influence of good university governance and intellectual capital on university performance in Indonesia. Academic Journal of Interdisciplinary Studies, 10(1), 570-636. https://doi.org/10.36941/ajis-2021-0006
Zine, M., Harrou, F., Terbeche, M., & Sun, Y. (2025). Evaluating e-learning readiness using explainable machine learning and key organizational change factors in higher education. Education and Information Technologies. https://doi.org/10.1007/s10639-025-13335-9
)