Editorial

Abstract

This Issue offers lively insights on innovative efforts, carried out at different stages of Higher Education teaching, learning, and research paths. In our May 2016 Issue, we reported about echoes from micro and macro processes, which occur in the epochal paradigm shift regarding Higher Education, from teacher-centred to student-centred education. Here we report about a new set of micro processes and experiences. In more detail, two contributions concern curriculum and course units’ design in the domain of architecture; three deal with teaching and learning experiences within a classroom context; and the last one offers a model approach to employability of students in Agricultural Sciences.