ΑΡΘΡΟΓΡΑΦΙΑ

Πανεπιστημιακή Παιδαγωγική

Ανδρούσου, Α., Ασκούνη, Ν., Κορτέση-Δαφέρμου, Χ., Σφυρόερα, Μ. & Τσάφος, Β. (2015). Οι θεματικές εργαστηριακές βδομάδες στο ΤΕΑΠΗ: μια εναλλακτική πρακτική στο πλαίσιο της πανεπιστημιακής κατάρτισης των εκπαιδευτικών. Στο Μ. Τζεκάκη &Μ. Κανατσούλη (Επιμ.), Πρακτικά Πανελλήνιου Συνεδρίου με Διεθνή Συμμετοχή: Αναστοχασμοί για την παιδική ηλικία, (σσ. 89-102). ΤΕΠΑΕ – ΑΠΘ.
Asimakopoulos, G., Karalis, T., & Kedraka, K. (2021). The role of centers of teaching and learning in supporting higher education students learning. Journal of Higher Education Theory and Practice, 21(13). https://articlegateway.com/journals/index.php/JHETP/article/view/4789/4563
Bovill, C., Felten, P., Cook-Sather, A., & Millard, L. (2015). Addressing potential challenges in co-creating learning and teaching: overcoming resistance, navigating institutional norms, and ensuring inclusivity in student-staff partnerships. Studies in Higher Education, (37), 195-208.
Chickering, A. W., & Gamson, Z. F. (1987). Seven principles for good practice in undergraduate education. AAHE Bulletin, 39(7), 3–7. https://files.eric.ed.gov/fulltext/ED282491.pdf
Ciolan, L., & Manasia, L. (2026). Picturing innovation in higher education: A photovoice study of innovative pedagogies. Active Learning in Higher Education, 27(1), 167-197. https://doi.org/10.1177/14697874241245350
Γουγουλάκης, Π., & Οικονόμου, Α. (2014). Πανεπιστημιακή Παιδαγωγική. eκπ@ ιδευτικός κύκλος, 2(1), 9-48. https://journal.educircle.gr/images/teuxos/2014/teuxos1/teuxos1_1.pdf
Eaves, M. (2011). The relevance of learning styles for international pedagogy in higher education. Teachers and Teaching, 17(6), 677-691. https://doi.org/10.1080/13540602.2011.625143 https://www.tandfonline.com/doi/full/10.1080/13540602.2011.625143
Jamieson, P., Dane, J., & Lippman, P. (2005). Moving beyond the classroom: Accommodating the changing pedagogy of higher education. In Refereed forum proceedings of the Australian Association for Institutional Research (pp. 17-23). http://www.aair.org.au/app/webroot/media/pdf/AAIR%20Fora/Forum2005/Jamieson.pdf
Karalis, T. (2020). Planning and evaluation during educational disruption: lessons learned from COVID-19 pandemic for treatment of emergencies in education. European Journal of Education Studies, 7(4), 125-142.
Κατσαμποξάκη-Hodgetts, Κ. (2023). Η εξέλιξη της πανεπιστημιακής αγωγής στην Ελλάδα και διεθνώς. Στο Κ. Κατσαμποξάκη-Hodgetts (Επιμ.), Πανεπιστημιακή αγωγή: Διδακτική μεθοδολογία στην τριτοβάθμια εκπαίδευση (σσ. 1–24). Δίσιγμα.
Katsampoxaki-Hodgetts, K. (2023). The ‘naked’ syllabus as a model of faculty development: Is this the missing link in higher education? International Journal for Academic Development, 28(4), 451–467. https://doi.org/10.1080/1360144X.2022.2025814
Katsampoxaki-Hodgetts, K., Katsarou, E., Sipitanos, K., & Vavouraki, G. (2023). Identifying faculty competences and needs in a research-intensive university in Europe. In K. Katsampoxaki-Hodgetts (Ed.), Developing academics’ pedagogical acuity: Proceedings of the 1st International Conference on Higher Education Pedagogy and Faculty Development, University of Crete, Rethymnon. University of Crete. https://tott.uoc.gr/conference/proceedings-2023/
Katsarou, E. & Tsafos, V. (2013). Student-teachers as researchers: towards a professional development orientation in teacher education. Possibilities and limitations in the Greek university, Educational Action Research, 21(4), 532-548, https://doi.org/10.1080/09650792.2013.851611
Kedraka, K., & Rotidi, G. (2017). University Pedagogy: A New Culture Is Emerging in Greek Higher Education. International Journal of Higher Education 6(3), 147-153. https://doi.org/10.5430/ijhe.v6n3p147 https://eric.ed.gov/?id=EJ1146581
Khedkar, P. D., & Nair, P. (2016). Transformative pedagogy: A paradigm shift in higher education. In Proceedings of the Third International Conference on Multidisciplinary Research & Practice (pp. 332–337). https://www.academia.edu/30686354/Transformative_Pedagogy_A_Paradigm_Shift_in_Higher_Education
Ράικου, Ν., Καραλής, Θ., & Κεδράκα, Κ. (2023). Το διδακτικό προσωπικό ως μοχλός αλλαγής στο ελληνικό πανεπιστήμιο. Στο Μάθηση και Αλλαγή. Πρακτικά 8ου Συνεδρίου ΕΕΕΕ. (σσ. 241–245). https://adulteduc.gr/wp-content/uploads/2024/09/%CE%A0%CF%81%CE%B1%CE%BA%CF%84%CE%B9%CE%BA%CE%AC-8%CE%BF-%CF%83%CF%85%CE%BD%CE%AD%CE%B4%CF%81%CE%B9%CE%BF-F-1.pdf
Shulman, L. S. (1993). Forum: Teaching as Community Property: Putting an End to Pedagogical Solitude. Change: The Magazine of Higher Learning, 25(6), 6–7. https://doi.org/10.1080/00091383.1993.9938465
Thomas, M. B., Muscat, A., Zuccolo, A., Luguetti, C. N., & Watt, A. (2025). Navigating pedagogical innovation in higher education: Education academics’ experiences with active and inquiry-based learning in intensive teaching. Innovative Higher Education, 50(6), 1917–1943. https://doi.org/10.1007/s10755-025-09807-y
Vereijken, M. W. C., & van der Rijst, R. M. (2023). Subject matter pedagogy in university teaching: how lecturers use relations between theory and practice. Teaching in Higher Education, 28(4), 880–893. https://doi.org/10.1080/13562517.2020.1863352 https://www.tandfonline.com/doi/full/10.1080/13562517.2020.1863352
Walkington, H., Dyer, S., Solem, M., Haigh, M., & Waddington, S. (2018). A capabilities approach to higher education: geocapabilities and implications for geography curricula. Journal of Geography in Higher Education, 42(1), 7-24. https://scispace.com/pdf/a-capabilities-approach-to-higher-education-geocapabilities-52jw7zmaue.pdf

Διδασκαλία στην Τριτοβάθμια γενικά (μέθοδοι και προσεγγίσεις διδασκαλίας)

Clark, L. B. (2018). Critical pedagogy in the university: Can a lecture be critical pedagogy? Policy Futures in Education, 16(8), 985–999. https://doi.org/10.1177/1478210318787053 https://journals.sagepub.com/doi/full/10.1177/1478210318787053
Clementson, T. (2026). Writing Groups: Staff-Student Co-Creation of a Transformative Learning Space. Compass: Journal of Learning and Teaching in Higher Education, 19(1). https://doi.org/10.21100/compass.v19i1.1660
Cloke, H. (2026, June 30). What is Bloom’s Taxonomy? The 6 levels, verbs, and how to use them. Growth Engineering.
Gavriilidou, Z. Dosi, I. Katsampoxaki-Hodgetts, K. et al. (2023). Teaching and Learning in Higher Education: A toolkit to guide teaching practice transformation. In Proceedings of the 1st International Conference of the Network of Learning and Teaching Centers in Greek Universities: Transforming higher education teaching practice. Democritus University of Thrace.
Hart, C. S. (2012). The capability approach and education. Cambridge Journal of Education, 42(3), 275–282. https://doi.org/10.1080/0305764X.2012.706393
Kaye, M. P., & Hanzalik, S. M. (2026). Student engagement and accountability in flipped and traditional classrooms: A comparison of concept map and question and answer homework strategies. Active Learning in Higher Education, 27(1), 105-121. https://doi.org/10.1177/14697874241270441
Kedraka, K., & Kaltsidis, C. (2020). Effects of the covid-19 pandemic on university pedagogy: students 'experiences and considerations. European Journal of Education Studies, 7(8). https://doi.org/10.46827/ejes.v7i8.3176
Kirschner, P. A. (2017). Stop propagating the learning styles myth. Computers & Education, 106, 166-171.
Neochoritis, C.G., Zarganes-Tzitzikas, T. Katsampoxaki-Hodgetts, K. and Dömling A. (2020). Multicomponent Reactions: “Kinderleicht”; Active Learning for Chemistry students, Journal of Chemical Education, 97 (10), 3739-3745 https://doi.org/10.1021/acs.jchemed.0c00290
Noah, T. (2023, February 13). Microlectures 101: What, Why, & How? Faculty Focus. https://www.facultyfocus.com/articles/online-education/online-course-delivery-and-instruction/microlectures-101-what-why-how/
Murtonen, M., Gruber, H., & Lehtinen, E. (2017). The return of behaviourist epistemology: A review of learning outcomes studies. Educational Research Review, 22, 114–128. https://doi.org/10.1016/j.edurev.2017.08.001
Πασσά, Ε. Ε., & Κουγιουρούκη, Μ. Μ. (2020). Η συμβολή του ρόλου των εκπαιδευτικών στην εφαρμογή των σύγχρονων διδακτικών μεταρρυθμίσεων: Η σημασία της επαγγελματικής τους ανάπτυξης. Παιδαγωγική Επιθεώρηση, 70(37), 136–142. https://ojs.lib.uom.gr/index.php/paidagogiki/en/article/view/9689
Paulson, D. R., & Faust, J. L. (n.d.). Active learning for the college classroom. California State University, Los Angeles. https://www.calstatela.edu/dept/chem/chem2/Active/main.htm
Ρακιτζή, Κ., Μπότσογλου, Κ., & Ρουσσάκης, Γ. (2020). Η εφαρμογή του μοντέλου της ανεστραμμένης τάξης (flipped classroom) στην τριτοβάθμια εκπαίδευση: Ο λόγος στους φοιτητές. Ανοικτή Εκπαίδευση:Το περιοδικό για την Ανοικτή και εξ Αποστάσεως Εκπαίδευση και την Εκπαιδευτική Τεχνολογία, 16(1), 132–144. https://ejournals.epublishing.ekt.gr/index.php/openjournal/article/view/22477
Raikou, N. (2019). Teacher education at the forefront: Long-term study through the prism of university pedagogy and transformative learning theory. European Journal of Education Studies, 6(3), 88–102. https://doi.org/10.5281/zenodo.3243470 https://oapub.org/edu/index.php/ejes/article/view/2477/5115
Rizos, I., Kolokotronis, G., & Papanikolaou, A. M. (2023). Investigating the effectiveness of Flipped Classroom model in a Mathematics Education course in Greece. Journal of Mathematics and Science Teacher, 3(1), em021. https://doi.org/10.29333/mathsciteacher/12608
Sánchez-Díaz, M.-N., Morgado, B., & Cabeza-Ruiz, R. (2025). ‘How can I do it?’ Inclusive faculty members make recommendations for carrying out inclusive teaching practices. Active Learning in Higher Education, 26(2), 279-293. https://doi.org/10.1177/14697874241230456
Smeltzer, S., Poli, A., Pieber, D., Rockandel, H., Ferrucci, G., & Spraggon, M. (2026). A critical mapping of community engaged learning in Canadian public universities. Canadian Journal of Higher Education, 56(1), 1–14. https://doi.org/10.47678/cjhe.v1i1.190501
Stefanova, E., Sendova, E., Nikolova, I., & Nikolova, N. (2007). When I teach means I learn: Developing and implementing an innovative methodology for building ICT-enhanced skills. In D. Benzie & M. Iding (Eds.), Informatics, mathematics, and ICT: A “golden triangle” (IMICT 2007) proceedings: Joint IFIP Conference, WG 3.1 Secondary Education & WG 3.5 Primary Education.
Stonehouse, P., Allison, P., & Carr, D. (2011). Aristotle, Plato, and Socrates: Ancient Greek perspectives on experiential learning. In T. E. Smith & C. E. Knapp (Eds.), Sourcebook of experiential education: Key thinkers and their contributions (pp. 18–25). Routledge.
Su, F. (2019). Blended learning pedagogy in higher education. In M. A. Peters & R. Heraud (Eds.), Encyclopedia of educational innovation. Springer. https://doi.org/10.1007/978-981-13-2262-4_19-1
Tsafos, V. (2013). Developing Inquiry and Reflection Skills in Student-Teachers: The Use of Action Research. Journal of Teaching and Teacher Education, 1(1), 45-57.
Τσάφος, Β. (2019).Αφήγηση, δράση και στοχασμός στην εκπαίδευση των εκπαιδευτικών: υποστηρίζοντας τους υποψήφιους εκπαιδευτικούς να στοχαστούν σχετικά με τις επιλογές τους. Στο Σ.Αυγητίδου, Ε., Κατσαρού, Ε. & Τσάφος, Β. (επιμ.) (2019). Εκπαιδευτική Έρευνα-Δράση: Ζητούμενα, Συγκρούσεις, Προοπτικές. Πρακτικά του 2ου Πανελληνίου Συμποσίου για την Εκπαιδευτική Έρευνα-Δράση, Φλώρινα, 01- 04-2017, σσ. 325-366.http://www.actionresearch.gr/sites/default/files/2o_symposio_0.pdf
Zhu, X. (2026). A text-mining analysis of mission statements of centers for teaching and learning at community colleges. Innovative Higher Education. https://doi.org/10.1007/s10755-026-09938-w

Αξιολόγηση

Agnoli, S., Runco, M. A., Kirsch, C., & Corazza, G. E. (2018). The role of motivation in the prediction of creative achievement inside and outside of school environment. Thinking Skills and Creativity, 28, 167-176. https://doi.org/10.1016/j.tsc.2018.05.005
Boud, D., Freeman, M., James, R., Joughin, G., Sadler, R., Dochy, F., & Fitzgerald, T. (2010). Student assessment for learning in and after courses. Australian Learning and Teaching Council.
Dollinger, M., & Nieminen, J. (2026). Reimagining success and failure: equitable assessment practices in an age of AI. Journal of University Teaching and Learning Practice, 23(1). https://doi.org/10.53761/20z06b11
Evans, C. (2013). Making sense of assessment feedback in higher education. Review of educational research, 83(1), 70-120. https://doi.org/10.3102/0034654312474350
Katsampoxaki-Hodgetts, K., Terzakis, S., & Chaniotakis, N. (2019). IBSE training feedback and its impact on the design of the next training program: Insights for trainers. In S. Bevins, L. Lehane, & J. Booth (Eds.), Comparative perspectives on inquiry-based science education. IGI Global. https://doi.org/10.4018/978-1-5225-5439-4
Katsampoxaki-Hodgetts, K. (2022). Towards redesigning cumulative syllabus of HAHE in Greek universities. In Z. Gavriilidou, S. Marsidou, & S. Gavaki (Eds.), 2005–2021: Quality assurance in Greek universities: From evaluation to curriculum reform directives: Challenges and perspectives (pp. 285–299). Quality Assurance Unit, Democritus University of Thrace.
Lock, J., Kim, B., Koh, K., & Wilcox, G. (2018). Navigating the Tensions of Innovative Assessment and Pedagogy in Higher Education. The Canadian Journal for the Scholarship of Teaching and Learning, 9(1). https://doi.org/10.5206/cjsotl-rcacea.2018.1.8
Nicol, D. (2009). Assessment for learner self‐regulation: enhancing achievement in the first year using learning technologies. Assessment & Evaluation in Higher Education, 34(3), 335-352. https://doi.org/10.1080/02602930802255139
Lynch, R., McNamara, P. M., & Seery, N. (2012). Promoting deep learning in a teacher education programme through self-and peer-assessment and feedback. European Journal of Teacher Education, 35(2), 179-197. https://doi.org/10.1080/02619768.2011.643396
MM, S., & Senan, N. A. M. (2026). Miscalibrations in Self-evaluation: The Influence of Dunning–Kruger Effect Among Educators. Higher Education for the Future, 13(1), 10-24. https://doi.org/10.1177/23476311251348773
Moore, R., McSweeney, J., & Gillis, E. (2026). What and How: Investigating the Use of Student Evaluations in Scholarship of Teaching and Learning Research. Journal of University Teaching and Learning Practice, 23(1). https://doi.org/10.53761/a6hmyb53
Sadler, D. R. (2005). Interpretations of criteria‐based assessment and grading in higher education. Assessment & evaluation in higher education, 30(2), 175-194. https://doi.org/10.1080/0260293042000264262

ΤΠΕ

Bali, T., Mann, B., & Minosky, S. A. (2026). Student perceptions of the use and effectiveness of engagement strategies in the online learning environment. Active Learning in Higher Education, 27(1), 151-166. https://doi.org/10.1177/14697874241303154
Bennett, S., Bishop, A., Dalgarno, B., Waycott, J., & Kennedy, G. (2012). Implementing Web 2.0 technologies in higher education: A collective case study. Computers & education, 59(2), 524-534. https://doi.org/10.1016/j.compedu.2011.12.022
Campbell, M., & Uys, P. (2007). Identifying success factors of ICT in developing a learning community: Case study Charles Sturt University. Campus-Wide Information Systems, 24(1), 17-26. https://doi.org/10.1108/10650740710726464
Connor, E., & Ai, J. (2025). Using drama-based approaches with Technology Enhanced Active Learning (TEAL) Classroom to enhance undergraduate students’ engagement and learning. Compass: Journal of Learning and Teaching in Higher Education, 17(2). https://doi.org/10.21100/compass.v17i2.1555
Cook, M., & Lischer-Katz, Z. (2019). Integrating 3D and virtual reality into research and pedagogy in higher education. In K. J. Varnum (Ed.), Beyond reality: Augmented, virtual, and mixed reality in the library (pp. 69–85). American Library Association. https://books.google.gr/books?hl=el&lr=&id=HUOgDwAAQBAJ&oi=fnd&pg=PA69&dq=Emerging+Trends+in+Higher+Education+Pedagogy+%7C+WOU&ots=HOIj40V4Rw&sig=B-KV4wSoHBfjLNjjaI8fehVWNaE&redir_esc=y#v=onepage&q=Emerging%20Trends%20in%20Higher%20Education%20Pedagogy%20%7C%20WOU&f=false
Kostas, A., Paraschou, V., Spanos, D., Tzortzoglou, F., & Sofos, A. (2025). AI and ChatGPT in higher education: Greek students’ perceived practices, benefits, and challenges. Education Sciences, 15(5), 605. https://doi.org/10.3390/educsci15050605
Landers, M. (2025). Adapting to the Unsanctioned Use of AI-Supported Technologies in Student Assessments. Higher Education for the Future, 12(1), 76-96. https://doi.org/10.1177/23476311241300608
Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers college record, 108(6), 1017-1054. https://doi.org/10.1111/j.1467-9620.2006.00684.x
Petropoulos, G. (2018). The impact of artificial intelligence on employment. In M. Neufeind, J. O’Reilly, & F. Ranft (Eds.), Work in the digital age: Challenges of the fourth industrial revolution (pp. 119–132). Rowman & Littlefield International.
Rahimi, M. (2025). Advocating synergising a critical dialogic approach with competencies-trained dialoguing with GenAI tools to enhance students’ critical thinking and communication competencies. Journal of University Teaching and Learning Practice, 22(2). https://doi.org/10.53761/vaa8h214
Schmid, R. F., Bernard, R. M., Borokhovski, E., Tamim, R., Abrami, P. C., Wade, C. A., Surkes, M. A., & Lowerison, G. (2009). Technology’s effect on achievement in higher education: A stage I meta-analysis of classroom applications. Journal of Computing in Higher Education, 21(2), 95–109. https://doi.org/10.1007/s12528-009-9021-8
Vishtak, O. V. (2007). The use of the technology of distance education in a higher educational institution. Russian Education & Society, 49(1), 24-33.
Wolf, K. (2010). Bridging the distance: the use of blogs as reflective learning tools for placement students. Higher Education Research & Development, 29(5), 589-602. https://doi.org/10.1080/07294360.2010.502292

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