Publication
Pedagogical relationship and teaching strategies in higher education: the students’ perspective
| dc.contributor.author | Miranda, Francisca | |
| dc.contributor.author | Santos, Inês França | |
| dc.contributor.author | Soares, Diana | |
| dc.date.accessioned | 2025-08-13T09:10:06Z | |
| dc.date.available | 2025-08-13T09:10:06Z | |
| dc.date.issued | 2025-06-01 | |
| dc.description.abstract | The pedagogical relationship and the relational climate in the classroom are dimensions identified as crucial for the academic performance and well-being of university students. Therefore, understanding the dynamics of this relationship and identifying the teaching methods most valued by students is essential to promoting more effective teaching. The present study aimed to answer the following research questions, based on university students’ perceptions: How do students characterize their pedagogical relationship with teachers?; How does teacher interaction and involvement influence the student learning experience?; Which classroom models and teaching strategies are most valued by students?; What types of materials and resources provided by teachers are most valued by students? The study involved 151 university students from a Portuguese higher education institution, mostly female (51.7%) and aged between 18 and 54 years old (M= 20.15; SD= 3.26). The students were attending a bachelor’s (94.7%) or master’s degree (5.3%) in different areas: Management (66.2%), Psychology (12.6%), double program in Law and Management (11.3%), Economics (5.3%), Accounting and Finance (2.0%), Master of Science (0.7%), Microbiology (0.7%), and Sound and Image (0.7%). They were asked to complete an online questionnaire that included, in addition to sociodemographic characterization questions, six open-ended questions. Sociodemographic data were analyzed using IBM SPSS, and NVIVO facilitated the content analysis of the open-ended questions. The results point to a positive pedagogical relationship, with teachers' availability being particularly notable. Data shows that teacher interaction and involvement are considered essential to the learning experience, as supportive and engaged teachers facilitate content understanding and increase student motivation. Students seem to value class models that combine lectures with debates, case studies, and practical projects, and they appreciate practical materials such as solved exercises and slides presentation. The results will be discussed in light of the practical implications for improving the quality of learning in higher education. | eng |
| dc.identifier.issn | 2183-1378 | |
| dc.identifier.other | d770e771-c1f1-4dbe-8851-076ff58843e8 | |
| dc.identifier.uri | http://hdl.handle.net/10400.14/54493 | |
| dc.language.iso | eng | |
| dc.peerreviewed | yes | |
| dc.rights.uri | N/A | |
| dc.subject | Higher education | |
| dc.subject | Pedagogical relationship | |
| dc.subject | Student perceptions | |
| dc.subject | Teaching strategies | |
| dc.title | Pedagogical relationship and teaching strategies in higher education: the students’ perspective | eng |
| dc.type | research article | |
| dspace.entity.type | Publication | |
| oaire.citation.endPage | 155 | |
| oaire.citation.startPage | 147 | |
| oaire.citation.title | International Symposium on Project Approaches in Engineering Education | |
| oaire.citation.volume | 15 | |
| oaire.version | http://purl.org/coar/version/c_970fb48d4fbd8a85 |
Files
Original bundle
1 - 1 of 1