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A scheduling perspective on modular educational systems in Europe.

Rubén Ruiz-Torrubiano1, Sebastian Knopp2, Andreas Krystallidis1

  • 1IMC Krems University of Applied Sciences, Piaristengasse 1, Krems, 3500, Austria.

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Modular education systems enhance student motivation but pose scheduling challenges. This study introduces a framework to classify modularity, highlighting Finland

Keywords:
Modular educationSchedulingTimetabling

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Area of Science:

  • Educational Management
  • Curriculum Design
  • Operations Research

Background:

  • Modular educational systems offer students curriculum choice to boost motivation and self-responsibility.
  • Timetabling is a critical yet complex component in implementing modular educational systems effectively.

Purpose of the Study:

  • To develop a framework for classifying European modular educational systems based on student choice flexibility.
  • To analyze the impact of modularity on timetable scheduling and explore the necessity of automated solutions.

Main Methods:

  • Conducted interviews across six European countries: Austria, Germany, Finland, Switzerland, the Netherlands, and Luxembourg.
  • Applied a developed classification framework to assess the degree of modularity in each system.
  • Analyzed scheduling implications and the need for automated timetabling.

Main Results:

  • The Finnish educational system exhibited the highest degree of modularity among the studied countries.
  • Increased modularity significantly complicates timetable scheduling, necessitating advanced methods.
  • A clear link exists between the degree of student choice and the complexity of timetable generation.

Conclusions:

  • The developed framework aids educational institutions in evaluating their modularity level.
  • Automated scheduling methods are crucial for realizing the full benefits of modular education.
  • Tailoring timetabling strategies to the specific degree of modularity is essential for successful implementation.