Bridging Learning and International Practice for Enhancing Physics Education

César González-Pavón, Daniel Tarrazó-Serrano, Constanza Rubio, István Seres, Piroska Víg and Maria Gasque

European Journal of Education and Pedagogy, 2024, vol. 5, issue 4, 79-83

Abstract: This paper discusses the implementation and outcomes of an Erasmus+ Blended Intensive Program (BIP) focused on physics education. The program aimed to address the challenges faced by first-year engineering students in mastering physics through a combination of online and face-to-face phases. Participants included students and faculty from three European universities: the Hungarian University of Agriculture and Life Sciences (MATE), the Universitat Politècnica de València (UPV), and the Slovak University of Agriculture in Nitra (SUA). A survey was proposed to students to obtain information that would benefit future programs. Survey results revealed significant improvements in students’ social skills and a high level of satisfaction with the program’s organization and methodology. However, areas for improvement were identified, particularly in administrative processes. The study highlights the importance of international cooperation and collaboration frameworks to ensure the program’s effectiveness across diverse educational systems. Overall, the BIP provided a valuable educational experience that enhanced students’ theoretical knowledge, practical skills, and interpersonal abilities, demonstrating the benefits of integrating innovative teaching methods in higher education.

Keywords: Blended Intensive Program; international cooperation; physics; student skills development (search for similar items in EconPapers)
Date: 2024
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Persistent link: https://EconPapers.repec.org/RePEc:epw:ejedu0:v:5:y:2024:i:4:id:30865

DOI: 10.24018/ejedu.2024.5.4.865

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