With the booming development of higher education around the world and the wave of educational reforms, the issue of “teaching and learning in higher education” has become an important discipline, and how to effectively promote the performance of teachers and students has received the attention of many international scholars. Psychological perspectives on related topics have also become the mainstream of research in the field, as psychological theoretical perspectives can microscopically help higher education teachers to better understand their own teaching performance and to enhance or promote students' learning performance and effectiveness with higher quality, thereby equipping students with core literacies and competencies required in the 21st century.
There are many empirical studies that confirm the significant influence of emotion and cognition in the higher education context. However, with the rapid development of technology, and the changes of teaching philosophy during epidemic, many of the original known results may change due to different situations. Therefore, an ongoing understanding of emotional and cognitive factors is necessary for teaching and learning environments at the higher education level. Moreover, among the issues of teaching and learning in higher education, there is still much to explore in curriculum development, instructional design, innovative teaching, online learning, blended learning, and learner-centered learning. Therefore, the main objective of this research topic is to compile articles on the contribution of affective and cognitive factors to students' learning performance or teachers' teaching performance at the higher education level in order to help expand the understanding of teaching and learning in higher education programs.
Taken together, this research question aims to investigate the emotional and cognitive factors that interfere with or facilitate teachers' performance related to students at the higher education level. We also solicit original and research articles from various aspects such as theoretical research, practical application, and experimental design. More specifically, this research topic encourages the submission of relevant quantitative or qualitative empirical and synthesis papers covering, but not limited to, the following topics:
- Emotional and cognitive factors for the curriculum design in higher education.
- Emotional and cognitive factors affecting the effectiveness of learning and teaching in higher education.
- Emotional and cognitive factors affecting the innovative teaching and learning in higher education.
- Changes in the teaching and learning in higher education in the Covid-19 post-epidemic era.
- The mechanism of academic counseling in higher education.
With the booming development of higher education around the world and the wave of educational reforms, the issue of “teaching and learning in higher education” has become an important discipline, and how to effectively promote the performance of teachers and students has received the attention of many international scholars. Psychological perspectives on related topics have also become the mainstream of research in the field, as psychological theoretical perspectives can microscopically help higher education teachers to better understand their own teaching performance and to enhance or promote students' learning performance and effectiveness with higher quality, thereby equipping students with core literacies and competencies required in the 21st century.
There are many empirical studies that confirm the significant influence of emotion and cognition in the higher education context. However, with the rapid development of technology, and the changes of teaching philosophy during epidemic, many of the original known results may change due to different situations. Therefore, an ongoing understanding of emotional and cognitive factors is necessary for teaching and learning environments at the higher education level. Moreover, among the issues of teaching and learning in higher education, there is still much to explore in curriculum development, instructional design, innovative teaching, online learning, blended learning, and learner-centered learning. Therefore, the main objective of this research topic is to compile articles on the contribution of affective and cognitive factors to students' learning performance or teachers' teaching performance at the higher education level in order to help expand the understanding of teaching and learning in higher education programs.
Taken together, this research question aims to investigate the emotional and cognitive factors that interfere with or facilitate teachers' performance related to students at the higher education level. We also solicit original and research articles from various aspects such as theoretical research, practical application, and experimental design. More specifically, this research topic encourages the submission of relevant quantitative or qualitative empirical and synthesis papers covering, but not limited to, the following topics:
- Emotional and cognitive factors for the curriculum design in higher education.
- Emotional and cognitive factors affecting the effectiveness of learning and teaching in higher education.
- Emotional and cognitive factors affecting the innovative teaching and learning in higher education.
- Changes in the teaching and learning in higher education in the Covid-19 post-epidemic era.
- The mechanism of academic counseling in higher education.