Enhancing Integrated Learning in Higher Education: Affective and Psycho-Social Dimensions of Creative Learning
Saved in:
| Title: | Enhancing Integrated Learning in Higher Education: Affective and Psycho-Social Dimensions of Creative Learning |
|---|---|
| Language: | English |
| Authors: | Tara Winters (ORCID |
| Source: | Journal of Further and Higher Education. 2025 49(4):467-479. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 13 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Descriptive |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Higher Education, Psychological Patterns, Affective Behavior, Learning Processes, Interdisciplinary Approach, Studio Art, Failure, Problem Solving, Self Concept, Learner Engagement |
| DOI: | 10.1080/0309877X.2025.2465495 |
| ISSN: | 0309-877X 1469-9486 |
| Abstract: | Re-examinations of knowledge, learning and learners are increasing as part of moves to evaluate the goals of 21st century university education in a world of increasing complexity and uncertainty. Interest in integrated learning and transdisciplinary approaches signify that contemporary education is shifting its focus to "how" to think and shifting beyond disciplines to transdisciplinary approaches in order to do this. To further develop such approaches, a fuller understanding of the affective dimensions of pedagogical practice is needed. This includes attention to affective, psycho-social aspects. This conceptual paper draws attention to this using the example of creative arts studio learning, a model of increasing interest across disciplines. Five themes are identified and discussed. A key idea to emerge is that affective, psycho-social dimensions resonate at a critical level within the highly relational, dialogically based studio learning experience and are vital to efforts of integrative learning that seek to draw on the strengths of creative arts pedagogies to fulfil the multiple purposes of contemporary, transdisciplinary higher education. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1498246 |
| Database: | ERIC |
| Abstract: | Re-examinations of knowledge, learning and learners are increasing as part of moves to evaluate the goals of 21st century university education in a world of increasing complexity and uncertainty. Interest in integrated learning and transdisciplinary approaches signify that contemporary education is shifting its focus to "how" to think and shifting beyond disciplines to transdisciplinary approaches in order to do this. To further develop such approaches, a fuller understanding of the affective dimensions of pedagogical practice is needed. This includes attention to affective, psycho-social aspects. This conceptual paper draws attention to this using the example of creative arts studio learning, a model of increasing interest across disciplines. Five themes are identified and discussed. A key idea to emerge is that affective, psycho-social dimensions resonate at a critical level within the highly relational, dialogically based studio learning experience and are vital to efforts of integrative learning that seek to draw on the strengths of creative arts pedagogies to fulfil the multiple purposes of contemporary, transdisciplinary higher education. |
|---|---|
| ISSN: | 0309-877X 1469-9486 |
| DOI: | 10.1080/0309877X.2025.2465495 |
