Higher Education Practices for Social Innovation and Sustainable Development
Laura Dryjanska (),
Jana Kostalova () and
Davorka Vidović ()
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Laura Dryjanska: Biola University, Rosemead School of Psychology
Jana Kostalova: University of Pardubice
Davorka Vidović: Faculty of Political Science University of Zagreb
Chapter Chapter 6 in Social Innovation in Higher Education, 2022, pp 107-128 from Springer
Abstract Social innovation and sustainable development should constitute learning objectives in higher education across disciplines, while encouraging collaboration among future professionals. The theoretical framework of the multidisciplinary theory of social representations applies the training model of scientist-practitioner-advocate to education aimed at social innovation. The contribution considers sustainable development in the light of the United Nations’ Sustainable Development Goals (SDGs). This chapter discusses some higher education practices from two different countries and fields of study. In the Czech Republic, innovative ways of involving students in practical work experience consist of participation in existing community projects, creation of publicly presented content or involvement in real-life situations. These practices and examples of activities lead towards enhanced civic engagement and responsibility; and a sustainable approach of students. In Croatia, innovative interactive practices include rural pop-up hubs and action research projects. They have been applied in both public and private higher education institutions to boost students’ engagement and critical thinking.
Keywords: Scientist-practitioner-advocate; Social representations; Sustainable development goals; Multidisciplinary collaboration (search for similar items in EconPapers)
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Persistent link: https://EconPapers.repec.org/RePEc:spr:innchp:978-3-030-84044-0_6
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