Empowering Future HR Professionals: A Design-Based Research Approach to Project-Based Learning in Work and Organizational Psychology
I tiakina i:
| I whakaputaina i: | Education Sciences vol. 15, no. 10 (2025), p. 1337-1367 |
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| Kaituhi matua: | |
| Ētahi atu kaituhi: | |
| I whakaputaina: |
MDPI AG
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| Ngā marau: | |
| Urunga tuihono: | Citation/Abstract Full Text + Graphics Full Text - PDF |
| Ngā Tūtohu: |
Kāore He Tūtohu, Me noho koe te mea tuatahi ki te tūtohu i tēnei pūkete!
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MARC
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| 024 | 7 | |a 10.3390/educsci15101337 |2 doi | |
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| 245 | 1 | |a Empowering Future HR Professionals: A Design-Based Research Approach to Project-Based Learning in Work and Organizational Psychology | |
| 260 | |b MDPI AG |c 2025 | ||
| 513 | |a Journal Article | ||
| 520 | 3 | |a This study reports on a Design-Based Research (DBR) project that implemented Project-Based Learning (PjBL) in an undergraduate psychology course on Human Resource Development (HRD). The purpose was to move beyond lecture-based instruction and explore how open pedagogy can create authentic, student-centered learning experiences that bridge theory and practice. Over two course iterations (n = 31), students co-designed, implemented, and evaluated HRD interventions for their peers, supported by peer and instructor feedback and complemented by a co-created open-book exam. Quantitative pre- and post-tests revealed significant improvements in students’ knowledge of HRD methods, learning theories, and application competencies, as well as enhanced confidence in their professional qualifications. Students valued the openness of the design, its practical orientation, and the error-friendly learning environment, though challenges emerged regarding workload, communication, and intrinsic motivation. Educators reported a transformation of their role from knowledge transmitter to facilitator and co-learner, while also identifying opportunities to use AI for generating authentic case tasks. The findings suggest that PjBL, combined with open pedagogy, fosters self-directed learning, transparency, and collaboration, thereby contributing to cultural change in higher education toward openness, participation, and innovation. | |
| 653 | |a Pedagogy | ||
| 653 | |a Higher education | ||
| 653 | |a Principles | ||
| 653 | |a Students | ||
| 653 | |a Psychology | ||
| 653 | |a Collaboration | ||
| 653 | |a Human resources | ||
| 653 | |a Motivation | ||
| 653 | |a Reflective teaching | ||
| 653 | |a Educational objectives | ||
| 653 | |a Knowledge | ||
| 653 | |a Presentations | ||
| 653 | |a Design | ||
| 653 | |a Project-based learning | ||
| 653 | |a Independent study | ||
| 653 | |a Innovations | ||
| 653 | |a Authentic Learning | ||
| 653 | |a Learning Activities | ||
| 653 | |a Educational Benefits | ||
| 653 | |a Instructional Innovation | ||
| 653 | |a Achievement Need | ||
| 653 | |a Experiential Learning | ||
| 653 | |a Learning Strategies | ||
| 653 | |a Active Learning | ||
| 653 | |a Learning Processes | ||
| 653 | |a Educational Innovation | ||
| 653 | |a Learning Experience | ||
| 653 | |a Communication Skills | ||
| 653 | |a Interpersonal Relationship | ||
| 653 | |a Feedback (Response) | ||
| 653 | |a Educational Assessment | ||
| 653 | |a Educational Experience | ||
| 653 | |a Educational Environment | ||
| 653 | |a Course Content | ||
| 653 | |a Achievement Gains | ||
| 653 | |a Learner Engagement | ||
| 653 | |a Constructivism (Learning) | ||
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| 773 | 0 | |t Education Sciences |g vol. 15, no. 10 (2025), p. 1337-1367 | |
| 786 | 0 | |d ProQuest |t Education Database | |
| 856 | 4 | 1 | |3 Citation/Abstract |u https://www.proquest.com/docview/3265873063/abstract/embedded/7BTGNMKEMPT1V9Z2?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text + Graphics |u https://www.proquest.com/docview/3265873063/fulltextwithgraphics/embedded/7BTGNMKEMPT1V9Z2?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text - PDF |u https://www.proquest.com/docview/3265873063/fulltextPDF/embedded/7BTGNMKEMPT1V9Z2?source=fedsrch |