The European University Association (EUA) represents more than 800 institutions of higher education in 48 countries, providing them with a forum for cooperation and exchange of information on higher education and research policies. Members of the Association are European universities involved in teaching and research, national associations of rectors and other organisations active in higher education and research.EUA is the result of a merger between the Association of European Universities and the Confederation of European Union Rectors' Conferences. The merger took place in Salamanca on 31 March 2001.
El presente artículo analizó la obra Los Embajadores, de Hans Holbein el Joven, bajo la óptica hermenéutico-dialéctica. El objetivo consistió en investigar las tensiones entre el apogeo del conocimiento científico renacentista y la inevitabilidad de la finitud humana. Metodológicamente, se realizó una investigación cualitativa fundamentada en una revisión bibliográfica y análisis iconográfico. La discusión se estructuró en tres ejes analíticos: la Tesis, que aborda el orden y el idealismo en Platón y Kant; la Antítesis, que examina la ruptura y el perspectivismo en Nietzsche y Foucault; y la Síntese, que utiliza la fenomenología de Merleau-Ponty para demostrar la necesidad del cuerpo-sujeto en la aprehensión de la realidad. Los resultados indicaron que la mancha anamórfica del cráneo desafía la visión frontal y estática de la ciencia tradicional, exigiendo un desplazamiento físico y epistemológico del observador para la revelación de la verdad. Se concluyó que la obra funciona como un tratado visual sobre los límites de la razón, evidenciando que el conocimiento auténtico emerge de la percepción situada y de la aceptación de la propia finitud. El análisis refuerza la importancia de considerar múltiples ángulos y la presencia del sujeto en la construcción del saber contemporáneo.
Este artigo analisa as potencialidades da gamificação nos anos iniciais do Ensino Fundamental, considerando suas relações com a mediação docente, a participação discente e as tecnologias digitais. Desenvolve-se uma revisão narrativa da literatura, de abordagem qualitativa, fundamentada em publicações sobre gamificação, ludicidade, aprendizagem colaborativa, metodologias ativas e formação de professores. A análise temática organiza a discussão em quatro eixos: motivação e engajamento; colaboração; interatividade; e ludicidade. A literatura indica que desafios, narrativas, feedback e atividades cooperativas podem diversificar as oportunidades de aprendizagem, desde que articulados aos objetivos curriculares e às necessidades das crianças. Também evidencia limites associados à competição excessiva, às desigualdades de acesso e à formação docente. Conclui-se que a gamificação não produz aprendizagem automaticamente: seu valor didático depende da intencionalidade pedagógica, da mediação e da avaliação contínua.
The Bologna Process has made, among other impactful and meaningful changes, a Copernican revolution in academic learning, placing the students at the academic teaching universe’s centre. This paper examines the influence of the Bologna Process on promoting student-centred learning (SCL) in European higher education. The Bologna Process, established in 1999, aimed to standardise qualifications and create a European Higher Education Area (EHEA). While achieving these goals, it also spurred a shift towards learning outcomes, paving the way for a more student-centred approach. The paper explores the gradual integration of SCL into the Bologna Process framework, starting with a focus on learning outcomes and culminating in ministerial communiqués promoting student-centred teaching methods and inclusive learning environments. Challenges remain, particularly in measuring the effectiveness of SCL and ensuring faculty development for its successful implementation. Yet, the paper concludes that the Bologna Process has significantly impacted learning and teaching practices by promoting a cultural shift towards a student-centred approach in European universities, showcasing the active participation of higher education institutions in enhancing student engagement, learning outcomes transparency and relevance, as well as overall satisfaction and well-being.
During 2023, the European University Association brought together members of 10 Learning and Teaching Centres from 10 European countries to explore the development and strategic benefits of Learning and Teaching Centres. Through critical self-reflection and active dialogue, the group developed a consensus on the positive value of active collaboration between academic, administrative, and third space professional staff in the effective functioning of Learning and Teaching Centres. They also recognised two pan-European challenges faced by centres and those working within them, namely institutional position and trust and credibility, in light of which they proposed two lines of enquiry that should be the focus of further pan-European discourse and action.
