Publications of the Education and Learning Sciences Group
Researchers of the Education and Learning Sciences Group publish on a regular basis in scientific journals, professional journals, scientific and popular books, and proceedings. On this page, a list of recent publications is listed. An overview of all publications of the Education and Learning Sciences Group can be found via 'Research@WUR'.
Our publications
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Fostering University Students’ Entrepreneurial Opportunity Identification Capability: A Systematic Literature Review
Entrepreneurship Education and Pedagogy (2025) - ISSN 2515-1274 -
Fostering students’ competencies in sustainability in vocational agriculture education in Burundi: Effects of a Participatory Integrated Planning (PIP) module
International journal of training and development (2025), Volume: 29, Issue: 2 - ISSN 1360-3736 - p. 108-123. -
Research as a Mangrove: Emancipatory Science and the Messy Reality of Transdisciplinarity
International Review of Qualitative Research (2025), Volume: 18, Issue: 2 - ISSN 1940-8447 - p. 237-259. -
Regenerative Business Practices: Supporting Micro, Small and Medium Enterprises’ Transition to a Net-Positive Circular Economy
Journal of Circular Economy (2025), Volume: 3, Issue: 1 - ISSN 2752-163X -
Investigating the Status of a Competency-Based Agricultural Higher Education System in Iran
Journal of Agricultural Education (2025), Volume: 66, Issue: 1 - ISSN 1042-0541 -
Does perception mean learning? Insights from an online peer feedback setting
Assessment & Evaluation in Higher Education (2025), Volume: 50, Issue: 1 - ISSN 0260-2938 - p. 83-97. -
Developing early career teachers’ professional digital competence : a systematic literature review
European journal of teacher education (2025), Volume: 48, Issue: 3 - ISSN 0261-9768 - p. 644-666. -
Enriching online flipped classrooms with feedback strategies
Innovations in Education and Teaching International (2025) - ISSN 1470-3297 -
VET Teacher Professional Development in Formative Assessment Using Learning Progressions
Journal of Formative Design in learning (2025) - ISSN 2509-8039 -
(Re-)learning time use and perception for sustainable development in schools—Qualitative results from a self-inquiry-based learning intervention
Time and Society (2025) - ISSN 0961-463X