Abstract:

This virtual presentation presents, reflects and conceptualizes the experiences of three higher education institutions in Europe (Karelia University of Applied Science, Finland, Carinthia University of Applied Sciences, Austria, Technische Universität Darmstadt, Germany) in a transnational Blended Intensive Programme (BIP) funded by Erasmus + in 2023. It is based on a discussion paper (Pichler et al., 2024). The objective of this presentation is to examine advantages and challenges of implementing Phenomenon-Based-Learning as a framework in a diverse student body in order to facilitate group learning with students from different cultural and scientific backgrounds. This is discussed especially for short term mobilities in higher education with blended and on-site exchange.

The need for transnational collaboration in the educational context in Europe has been acknowledged in practice and strategies. Higher education institutions are on the frontline to develop international and interdisciplinary networks and joint modules. The main features of sustainable transnational collaborations include connected locations, pursued objectives, and addressed subjects and implementation. Reflecting on challenges and strategies encountered in the collaborations can support transnational sustainability research and education. Successful factors for transnational collaboration, are combining local and global considerations; making effective use of digital technologies; capitalizing on cultural and national differences; and making the best of available resources.

In this respect, many important aspects have been argued, but a minor focus has been given to practical-level issues of implementing PBL. Therefore, it is important to focus more on the contents of PBL and analyze how to handle these issues in a diverse and respectful way.

The implemented BIP entitled “Diversity in a digitized world – challenges and opportunities for (re-)establishing social justice” provides an opportunity not just to develop new ideas and concepts for (re-)establishing social justice through interdisciplinary and transnational discussion. It also offers the chance to consider opportunities and challenges of PBL in a diverse group of students and teachers.

Within our hermeneutical approach and inductive thematic analysis our results show that based on students feedback, workflow observations and presentations, it can be concluded that PBL provides an inspiring but challenging framework for Blended Intensive Programmes. Students created their own learning journeys within international and transdisciplinary teams, which required group processes as well as team-building in order to work collaboratively.

This presentation will focus on methodological approaches of PBL, empirical research of experiences with this BIP, the main results of the research as well as their theoretical and practical implications.

Keywords:

Blended Intensive Programme, Diversity, Problem-based learning, transdisciplinarity, transnational collaboration.