Katrien Struyven

Professor

Universiteit Hasselt

Belgium

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Katrien Struyven is a Professor at Universiteit Hasselt in Belgium. Her research areas focus on transformative learning in education, data literacy, and inclusive excellence in higher education. Recent publications include studies on integrating sustainability in economics education and the impact of professional learning networks on educational outcomes. She is also interested in the dynamics of teacher education and the use of technology in blended learning environments.

Katrien Struyven

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Articles (21)

How do they like it? Higher education teachers’ professional development preferences for blended learning and technology acceptance profiles

Integrating sustainability in economics education: understanding moments of transformative learning in secondary schools in Belgium

Unlocking Tomorrow’s Classrooms: Attitudes and Motivation Toward Data-Based Decision-Making in Teacher Education

Investigating block teaching at Hasselt University: benefits and challenges for disadvantaged students

Exploring learning outcomes: the impact of professional learning networks on members, schools, and students

Chinese version of the teachers’ attitudes towards differentiated instruction scale: an adaptation study

Intersectional cognitive schemas of diversity and inclusion in higher education

Co-designing inclusive excellence in higher education: Students’ and teachers’ perspectives on the ideal online learning environment using the I-TPACK model

Transformative learning in business economics education: The development of a measurement instrument to detect student perspectives

From perception to practice: how Chinese teachers perceive and implement differentiated instruction in primary and secondary schools

How Professional Learning Networks Can Support Teachers’ Data Literacy: In Conversation with Experts

Responding to students’ learning needs: how secondary education teachers learn to implement differentiated instruction

Evaluating professional development for blended learning in higher education: a synthesis of qualitative evidence

Social Integration in First-Year Undergraduates: The Role of Peer Learning

Exploring pre-service teachers’ beliefs and practices about two inclusive frameworks: Universal Design for Learning and differentiated instruction

Serious Games in Secondary Education to Introduce Circular Economy: Experiences With the Game EcoCEO

Toward More Inclusive Education: An Empirical Test of the Universal Design for Learning Conceptual Model Among Preservice Teachers

Creating inclusive classrooms in primary and secondary schools: From noticing to differentiated practices

Experts speaking: Crucial teacher attributes for implementing blended learning in higher education

Connecting beliefs, noticing and differentiated teaching practices: a study among pre-service teachers and teachers

Professional vision of inclusive classrooms: A validation of teachers’ reasoning on differentiated instruction and teacher-student interactions

Collaborators (10)

BRAM BRUGGEMAN

Nadine Engels

Wouter Smets

Tom KUPPENS

jie jack yang

Sarah Howard

Elke EMMERS

Wendelien Vantieghem

Júlia Griful-Freixenet

Chang Zhu

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