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Enhancing Student Success Through a Multi-Dimensional Approach: The OPSA 2.0 Project at the Polytechnic University of Leiria

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Publicado en:Education Sciences vol. 15, no. 12 (2025), p. 1681-1703
Autor principal: Mangas Catarina
Otros Autores: Monteiro Susana Sardinha
Publicado:
MDPI AG
Materias:
Portugal
Teaching
Pedagogy
Higher education
Students
Success
Curricula
Training
Accreditation
Quality control
Tuition
Labor market
Cooperation
Academic achievement
Critical thinking
Learning
Social innovation
Academic Failure
Dropout Programs
Dropout Rate
Influence of Technology
Learning Strategies
Dropout Prevention
Cultural Activities
Innovation
Institutional Evaluation
Job Skills
Community Resources
Access to Education
Expectation
Evaluative Thinking
Educational Assessment
Hidden Curriculum
Compulsory Education
College Science
Graduation Rate
Career Guidance
Educational Needs
Acceso en línea:Citation/Abstract
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Resumen:Designed as a comprehensive and innovative approach, the Observatory for Academic Success (OPSA 2.0) of the Polytechnic University of Leiria (IPLeiria), Portugal, aims to enhance academic success and reduce dropout rates, addressing the growing diversity of student profiles in higher education. Through a multi-dimensional framework, OPSA 2.0 is structured around seven pillars: a Mentoring Program; a Tutoring Program; a Pedagogical Training and Development Program; a Special Learning Support Program; an Academic Success Platform; a Together with the Community Program and a Coordination, Communication, Interaction, and Dissemination Program, ensuring the management and execution of OPSA 2.0 while promoting its activities, engagement, and results. OPSA 2.0 positions itself as a benchmark in pedagogical innovation, by integrating technology, pedagogy, and institutional collaboration, offering a holistic and transformative approach to supporting student achievement and mitigating early academic disengagement. By bridging theory and practice, this article presents the design of the OPSA 2.0 project, outlining its methodological framework, objectives, and core strategic axes.
ISSN:2227-7102
2076-3344
DOI:10.3390/educsci15121681
Fuente:Education Database