1) Πανεπιστημιακή Παιδαγωγική: Θεωρία και Σύγχρονες Προσεγγίσεις

• Bale, R., & Seabrook, M. (2021). Introduction to University Teaching. SAGE.

• Biggs, J. & Tang, C. S.-K. (2011). Teaching for quality learning at university: What the student does. (4th ed). McGraw-Hill, Society for Research into Higher Education & Open University Press. 

• Burke, P. J., & Crozier, G. (2013). Teaching inclusively: Changing pedagogical spaces. Report submitted to the Centre of Excellence for Equity in Higher Education (CEEHE), University of Newcastle, Australia.

• Γαβριηλίδου Ζ. (Επιμ.). (2023). Η εργαλειοθήκη του Πανεπιστημιακού. Εκδόσεις της Οριζόντιας Δράσης ΚΕΔΙΜΑ.

• Hoffman, A. M., & Spangehl, S. D. (Eds.). (2011). Innovations in higher education: Igniting the spark for success. Rowman & Littlefield.

• Huijser, H., Kek, M. Y. C. A., & Padró, F. F. (Eds.). (2022). Student support services. Springer. https://doi.org/10.1007/978-981-16-5852-5 

• Hunt, L., & Chalmers, D. (Eds.). (2021). University Teaching in Focus: A Learning-Centred Approach (2nd ed.). Routledge.

• Lattuca, L. R. & Stark, J. A. (2009). Shaping the college curriculum: Academic plans in context. Jossey-Bass. 

• Λιντζέρης, Π. (2008). Η σημασία του κριτικού στοχασμού και του ορθολογικού διαλόγου στη θεωρία του Jack Mezirow για τη μετασχηματίζουσα μάθηση. Επιστημονική Ένωση Εκπαίδευσης Ενηλίκων.

• Liu, X. (Ed.). (2024). Innovation and Evolution in Higher Education. IntechOpen. https://doi.org/10.5772/intechopen.1002171

• Magnússon, G., & Rytzler, J. (2022). Towards a Pedagogy of Higher Education: The Bologna Process, Didaktik and Teaching. Routledge. https://doi.org/10.4324/9781003054160 

• O'Donoghue, T. (2024). The Development of University Teaching Over Time: Pedagogical Approaches from 1800 to the Present. Routledge. https://doi.org/10.4324/9781003481027 

• O’ Neill, G. (2015). Curriculum Design in Higher Education: Theory to Practice. UCD Teaching & Learning. http://www.ucd.ie/t4cms/UCDTLP0068.pdf 

• Parrish, D., & Joyce-McCoach, J. (Eds). (2020). Innovations in Higher Education - Cases on Transforming and Advancing Practice. IntechOpen. https://doi.org/10.5772/intechopen.78409

2) Ακαδημαϊκή Ανάπτυξη, Κέντρα Υποστήριξης Διδασκαλίας και Μάθησης, Κοινότητες Πρακτικής

• Blackwell, R., & Blackmore, P. (2003). Towards strategic staff development in higher education. Society for Research into Higher Education and the Open University Press.

• Costa, M. J., & Peterbauer, H. (Eds.). (2024). Development and strategic benefits of learning and teaching centres. European University Association. https://www.eua.eu/images/site1/publications/eua%20tpg%20report_%20lt%20centres%20final.pdf 

• Gavriilidou, Z. (Εd.). (2023). Teaching Transformation in Higher Education: Success Stories from Learning and Teaching Centers. Publications of the Network of Learning and Teaching Centers in Greek Universities.https://ctl.uom.gr/wp-content/uploads/2023/10/Teaching-Transformation-in-Higher-Education.pdf

• Neisler, O. J. (Ed.). (2022). The Palgrave Handbook of Academic Professional Development Centers. Palgrave Macmillan. https://doi.org/10.1007/978-3-030-80967-6 

• Pleschová, G., Simon, E., Quinlan, K., Murphy, J., Roxa, T., & Szabó, M. (2012). The professionalisation of academics as teachers in higher education: science position paper. European Science Foundation. http://archives.esf.org/fileadmin/Public_documents/Publications/professionalisation_academics.pdf 

3) Διδασκαλία στην Τριτοβάθμια Εκπαίδευση: Μέθοδοι και Προσεγγίσεις

• Ambrose, S. A. et al. (2010). How learning works: Seven research-based principles for smart teaching. John Wiley & Sons. 

• Anderson, L. W. & Krathwohl, D. R. (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom's taxonomy of educational objectives. Longman. 

• Blumberg, P. (2019). Making Learning-Centered Teaching Work. Practical Strategies for Implementation. Stylus Publishing Bookstore.  

• Flowerdew, J. & Peacock, M. (Eds.) (2001). Research Perspectives on English for Academic Purposes. Cambridge University Press. https://doi.org/10.1017/CBO9781139524766 

• Katsampoxaki-Hodgetts K. (2023). Coaching Instructors as Learners: Considerations for a Proactively Designed Inclusive Syllabus. Education Centre for Higher Education, Marijampoles Kolegija. 

• Herrington, J. (2005). Authentic learning environments in higher education. IGI Global. https://doi.org/10.4018/978-1-59140-594-8 

• Κατσαμποξάκη-Hodgetts, Κ. (Επιμ.). (2023). Πανεπιστημιακή Αγωγή. Διδακτική μεθοδολογία στην τριτοβάθμια εκπαίδευση. Εκδόσεις ΔΙΣΙΓΜΑ https://drive.google.com/file/d/1-JagQqQXh2ioOlx8Ymg-XsXmSsyX1Sg8/view Knowles, M. S. (1970). The Modern Practice of Adult Education; Andragogy versus Pedagogy. New York Association Press

• Κόκκος, Α., Βαϊκούση, Δ., Βεργίδης, Δ., Κουλαουζίδης, Γ., Κωσταρά, Ε., Παυλάκης, Μ., & Σακκούλης, Δ. (2021). Η εκπαίδευση και κατάρτιση ενηλίκων στην Ελλάδα. διαΝΕΟσις – Οργανισμός Έρευνας & Ανάλυσης.

• Κοντάκος, Α., & Γκόβαρης, Χ. (2011). Εκπαίδευση Ενηλίκων. 3. Διδακτική στην εκπαίδευση ενηλίκων. Ινστιτούτο Διαρκούς Εκπαίδευσης Ενηλίκων (ΙΔΕΚΕ).

• Kember, D. & C. McNaught, C. (2007). Enhancing University Teaching. Routledge https://doi.org/10.4324/9780203962947

• O’Neill, G., Moore, S. and McMullin, B. (Eds.) (2005). Emerging Issues in the Practice of University Learning and Teaching. AISHE. https://eprints.teachingandlearning.ie/id/eprint/2917/1/McCarthy%20and%20Higgs%202005.pdf

4) Συμπεριληπτική Πανεπιστημιακή Εκπαίδευση, UDL και Φοιτητική Συμμετοχή

4.1 Συμπεριληπτική και Universal Design for Learning

• Addy, T. M., Dube, D., Mitchell, K. A., & SoRelle, M. (2023). What Inclusive Instructors Do: Principles and Practices for Excellence in College Teaching. Routledge. https://doi.org/10.4324/9781003448655

• Behling, K. T. & Tobin, T. J. (2018). Reach everyone, teach everyone: Universal design for learning in higher education. West Virginia University Press.

• Burgstahler, S. & Cory, R. (2008). Universal design in higher education: From principles to practice. Harvard Education Press. 

• Cardon, L. S., & Womack, A.-M. (2023). Inclusive college classrooms: Teaching methods for diverse learners. Routledge.

• CAST. (2024). Universal Design for Learning Guidelines version 3.0. CAST.

• Cornish, T. & Jones, P. (2013). Unconscious bias in Higher Education: Literature Review. Equality Challenge Unit. 

• Hogan, K. A., & Sathy, V. (2022). Inclusive Teaching: Strategies for Promoting Equity in the College Classroom. West Virginia University Press.

• Hurford, D., & Read, A. (2022). Bias-aware teaching, learning and assessment. Routledge.

• Kelly, A. M., Padden, L., & Fleming, B. (Eds.). (2023). Making Inclusive Higher Education a Reality: Creating a University for All. Routledge.

• Meyer, A., Rose, D., & Gordon, D. (2014). Universal Design for Learning: Theory and Practice. CAST Professional Publishing

• Rossi, V. (2023). Inclusive Learning Design in Higher Education: A Practical Guide to Creating Equitable Learning Experiences. Routledge.

• Shah, M., Bennett, A., & Southgate, E. (2016). Widening higher education participation: a global perspective. Elsevier/Chandos Publishing. 

4.2 Φοιτητική Φωνή, Συν-δημιουργία και Students as Partners 

• Cook-Sather, A. (2022). Co-Creating Equitable Teaching and Learning: Structuring Student Voice into Higher Education. Harvard Education Press.

• Cook-Sather, A., Bovill, C., & Felten, P. (2014). Engaging students as partners in learning and teaching: a guide for faculty. Jossey-Bass

• Healey, M., Flint, A., & Harrington, K. (2014). Engagement through partnership: Students as partners in learning and teaching in higher education. Higher Education Academy.   

• Werder, C. & Otis, M.M. (Eds.). (2020). Engaging Students Voices in the Study of Teaching and Learning. Stylus. 

4.3 Κριτικές, Συμμετοχικές και Πολυτροπικές Παιδαγωγικές

• Αποστολίδου, Α., Ανδρούσου, Α., Laffitte, J.-P., & Iliev, I. (2025) (Επιμ.). Εκτοπισμένες Φωνές: Πολυτροπικές παιδαγωγικές γύρω από τη μαρτυρία. Εκδόσεις Εθνικού και Καποδιστριακού Πανεπιστημίου Αθηνών. https://repository.volare-project.eu/wp-content/themes/volare/images/ebook-Displaced%20Voices.pdf

5) Αξιολόγηση στην Τριτοβάθμια Εκπαίδευση

• Ajjawi, R., Tai, J., Boud, D., & Jorre de St Jorre, T. (Eds.). (2022). Assessment for Inclusion in Higher Education: Promoting Equity and Social Justice in Assessment (1st ed.). Routledge. https://doi.org/10.4324/9781003293101

• Bearman, M., Dawson, P., Ajjawi, R., Tai, J., & Boud, D. (Eds.). (2020). Re-imagining university assessment in a digital world. Springer

• Γαβριηλίδου, Ζ., Μαρσίδου, Σ., & Γκαβάκη, Σ. (Επιμ.). (2022). 2005–2021: Διασφάλιση ποιότητας στα ελληνικά ΑΕΙ: Από την αξιολόγηση στις συμφωνίες προγραμματικού σχεδιασμού: Προκλήσεις και προοπτικές. Μονάδα Διασφάλισης Ποιότητας, Δημοκρίτειο Πανεπιστήμιο Θράκης.

• Διγγελίδης, Ν. (2009). Αξιολόγηση, βαθμολόγηση και μάθηση στην τριτοβάθμια εκπαίδευση. ΤΕΦΑΑ, Πανεπιστήμιο Θεσσαλίας.

• European Higher Education Area (ESG) (2015). Standards and guidelines for quality assurance in the European Higher Education Area (ESG). European Association of Institutions in Higher Education. https://www.eqar.eu/assets/uploads/2018/04/ESG_2015.pdf

• Forsyth, R. (2022). Confident Assessment in Higher Education. SAGE.

• Gibbs, G. (1995). Assessing student centred Courses. Oxford Centre for Staff Learning and Development.

• Hillen, S., Wolcott, P., Schaffer, C., Lazareva, A., & Gray, R. (Eds.). (2022). Assessment Theory, Policy, and Practice in Higher Education: Integrating Feedback into Student Learning. Waxmann.

• Masters, G. N. (2013). Reforming educational assessment: Imperatives, principles and challenges (Australian Education Review No. 57). Australian Council for Educational Research. https://research.acer.edu.au/cgi/viewcontent.cgi?article=1021&context=aer

• Rutherford, S., Ehlers, U. D., & Zhang, T. (2022). Curriculum and assessment: Thematic Peer Group report (Learning & Teaching Paper No. 16). European University Association. https://www.eua.eu/publications/reports/learning-teaching-thematic-peer-groups-2021.html

• Winstone, N. E., & Carless, D. (2020). Designing effective feedback processes in higher education: A learning-focused approach. Routledge.

6) Ψηφιακός Μετασχηματισμός, ΤΠΕ και Τεχνητή Νοημοσύνη στην Ανώτατη Εκπαίδευση

6.1 Ψηφιακή και Υβριδική Διδασκαλία

• Aagaard, T. & Lund, A. (2020). Digital agency in higher education: Transforming teaching and learning. Routledge. https://doi.org/10.4324/9780429020629

• Anstey, L. M. A. & Watson, G. P. L. (2018). Rubric for eLearning Tool Evaluation. Centre for Teaching and Learning, Western University. teaching.uwo. ca/pdf/elearning/Rubric-for-eLearning-Tool-Evaluation.pdf    

• Gaebel, M., Zhang, T., Stoeber, H., & Morrisroe, A. (2021). Digitally enhanced learning and teaching in European higher education institutions. European University Association ABSL. https://eua.eu/resources/publications/954:digitally-enhanced-learning-and-teaching-in-european-highereducation-institutions.html

• European Agency for Special Needs and Inclusive Education (2022). Inclusive digital education. https://school-education.ec.europa.eu/en/insights/publications/inclusivedigital-education

• Kampylis, P., Punie, Y., & Devine, J. (2023). Προώθηση της αποτελεσματικής μάθησης στην ψηφιακή εποχή: Ευρωπαϊκό πλαίσιο για ψηφιακά ικανούς εκπαιδευτικούς οργανισμούς (Ελληνική έκδοση). Εθνικό Κέντρο Τεκμηρίωσης και Ηλεκτρονικού Περιεχομένου & Παιδαγωγικό Ινστιτούτο Κύπρου.

• Sengupta, E., & Blessinger, P. (Eds.). (2022). ICT and innovation in teaching learning methods in higher education. Emerald Publishing Limited. https://www.emerald.com/books/book-pdf/9428947/9781800432659.pdf

• Staring, F., Brown, M., Bacsich, P., & Ifenthaler, D. (2022). Digital higher education: Emerging quality standards, practices and supports (OECD Education Working Papers No. 281). OECD Publishing. https://doi.org/10.1787/f622f257-en

6.2 Τεχνητή Νοημοσύνη, Διδασκαλία, Μάθηση και Αξιολόγηση

• European University Association. (2023). Artificial intelligence tools and their responsible use in higher education learning and teaching. EUA.

• Tertiary Education Quality and Standards Agency. (2023). Assessment reform for the age of artificial intelligence. TEQSA.

• UNESCO. (2023). Guidance for generative AI in education and research. UNESCO.

7) Έρευνα για τη Διδασκαλία και τη Μάθηση – Scholarship of Teaching and Learning (SoTL)

• Boyer, E. L. (1990). Scholarship reconsidered: Priorities of the professoriate. Carnegie Foundation for the Advancement of Teaching

• Hutchings, P., Huber, M. T., & Ciccone, A. (2011). The scholarship of teaching and learning reconsidered: Institutional integration and impact. Jossey-Bass.

• Kreber, C. (Ed.). (2001). Scholarship revisited: Perspectives on the scholarship of teaching. Jossey-Bass.