Creating An Empowering Learning Environment in Higher Education: A Modelization of Enhancing Student Learning Experience

Holly Many

doi:10.53103/cjess.v4i4.263

Authors

Holly Many Université de Haute Alsace, France

DOI:

https://doi.org/10.53103/cjess.v4i4.263

Keywords:

Empowering Environment, Capability, Learning, Personal Development

Abstract

This paper explores the concept of an empowering learning environment in higher education, drawing inspiration from the capability approach of Nobel Prize laureate Amartya Sen. The empowering environment prioritizes students, valuing their emotions, needs, expectations, and fulfillment, while aiming to reconcile individual freedom with available resources. This research is based on an experience conducted with Master's degree students in Education at the University of Upper Alsace in France, demonstrating how to model and establish an empowering environment that considers individual differences and ergonomic factors to overcome learning obstacles and difficulties. The research endeavors model this experience, providing insights into the levers that can be employed to foster an empowering environment. Methodologically and epistemologically aligned with the sociological and philosophical traditions of the Chicago School (John Dewey, Robert E. Park, and Ernest W. Burgess), this study adopts a qualitative, inductive research methodology grounded in practical experience. The findings shed light on the mechanisms necessary for creating conducive conditions for learning and empowering learners to flourish. Consequently, an approach known as IREM (Individual, Resources, Environment, Mindset) has been modelized to illustrate the experience and highlight four crucial levers for building an empowering environment. Overall, this research contributes to the discourse on empowering learning environments in higher education, offering practical insights and theoretical foundations to support educators and institutions in enhancing the educational experience for students. By embracing the IREM approach, educators can proactively address the diverse needs of learners and foster an environment conducive to their growth and development.

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