Eisenbart, Maximilian (2023) Boundary Crossing Within Hybrid Learning Environments in Vocational Education in the Northern Netherlands. Bachelor thesis, Global Responsibility & Leadership (GRL).
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Abstract
In an attempt to answer the call to take on a key role towards sustainable development and to adapt to a changing labour market, educational institutions are realizing that traditional ways of teaching are not sufficient anymore to satisfy the expectations of both students and the broader society. Driven by sustainability and circularity transitions vocational education institutions in the north of the Netherlands are adapting new educational concepts such as hybrid learning environments and forms of integrated learning. Meanwhile there is a growing interest within educational science regarding the concept of boundary crossing and the learning potential this holds, especially for vocational education. This thesis investigates how hybrid learning environments within a vocational education context in the north of the Netherlands are facilitating boundary crossing as well as teaching a boundary crossing potential. For this literature research into the concepts of integrated learning, boundary crossing, and hybrid learning environments was conducted. This was contrasted with the results of a series of semi-structured interviews with educators from vocational education from the north of the Netherlands, who had set up hybrid learning environments at the institutions, was held. The studied found that despite only existing for a couple of years the hybrid learning environments showed high levels of integrated learning, however subsequently expected high occurrences of boundary crossing could not be identified. Rather than being the place where boundary crossing takes place, hybrid learning environments were conceptualized as spaces in which boundary crossing can be practiced in a safe environment and boundary crossing competences can be taught. Given the limiting nature of state-mandated requirements, future research should be of transdisciplinary nature itself and include both educators, students, educational scientists as well as educational policymakers.
| Item Type: | Thesis (Bachelor) |
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| Name supervisor: | Unal, A.B. |
| Date Deposited: | 12 Sep 2023 09:58 |
| Last Modified: | 12 Sep 2023 09:59 |
| URI: | https://campus-fryslan.studenttheses.ub.rug.nl/id/eprint/287 |
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