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 |
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MDPI AG
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| Acceso en línea: | Citation/Abstract Full Text Full Text - PDF |
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| 024 | 7 | |a 10.3390/educsci15121681 |2 doi | |
| 035 | |a 3286276174 | ||
| 045 | 2 | |b d20250101 |b d20251231 | |
| 084 | |a 231457 |2 nlm | ||
| 100 | 1 | |a Mangas Catarina |u Interdisciplinary Centre of Social Sciences, Centre for Studies in Education and Innovation, School of Education and Social Sciences, Polytechnic University of Leiria, R. Gen. Norton de Matos Ap. 4133, 2411-901 Leiria, Portugal | |
| 245 | 1 | |a Enhancing Student Success Through a Multi-Dimensional Approach: The OPSA 2.0 Project at the Polytechnic University of Leiria | |
| 260 | |b MDPI AG |c 2025 | ||
| 513 | |a Journal Article | ||
| 520 | 3 | |a 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. | |
| 651 | 4 | |a Portugal | |
| 653 | |a Teaching | ||
| 653 | |a Pedagogy | ||
| 653 | |a Higher education | ||
| 653 | |a Students | ||
| 653 | |a Success | ||
| 653 | |a Curricula | ||
| 653 | |a Training | ||
| 653 | |a Accreditation | ||
| 653 | |a Quality control | ||
| 653 | |a Tuition | ||
| 653 | |a Labor market | ||
| 653 | |a Cooperation | ||
| 653 | |a Academic achievement | ||
| 653 | |a Critical thinking | ||
| 653 | |a Learning | ||
| 653 | |a Social innovation | ||
| 653 | |a Academic Failure | ||
| 653 | |a Dropout Programs | ||
| 653 | |a Dropout Rate | ||
| 653 | |a Influence of Technology | ||
| 653 | |a Learning Strategies | ||
| 653 | |a Dropout Prevention | ||
| 653 | |a Cultural Activities | ||
| 653 | |a Innovation | ||
| 653 | |a Institutional Evaluation | ||
| 653 | |a Job Skills | ||
| 653 | |a Community Resources | ||
| 653 | |a Access to Education | ||
| 653 | |a Expectation | ||
| 653 | |a Evaluative Thinking | ||
| 653 | |a Educational Assessment | ||
| 653 | |a Hidden Curriculum | ||
| 653 | |a Compulsory Education | ||
| 653 | |a College Science | ||
| 653 | |a Graduation Rate | ||
| 653 | |a Career Guidance | ||
| 653 | |a Educational Needs | ||
| 700 | 1 | |a Monteiro Susana Sardinha |u Portucalense Legal Institute, Centre for Studies in Education and Innovation, School of Education and Social Sciences, Polytechnic University of Leiria, R. Gen. Norton de Matos Ap. 4133, 2411-901 Leiria, Portugal | |
| 773 | 0 | |t Education Sciences |g vol. 15, no. 12 (2025), p. 1681-1703 | |
| 786 | 0 | |d ProQuest |t Education Database | |
| 856 | 4 | 1 | |3 Citation/Abstract |u https://www.proquest.com/docview/3286276174/abstract/embedded/75I98GEZK8WCJMPQ?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text |u https://www.proquest.com/docview/3286276174/fulltext/embedded/75I98GEZK8WCJMPQ?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text - PDF |u https://www.proquest.com/docview/3286276174/fulltextPDF/embedded/75I98GEZK8WCJMPQ?source=fedsrch |