A. Abina et al. The Role of Scientific Empathy and Learning Preferences in Shaping Innovative and Sustainable Learning in European Higher Education. Journal of Sustainable Development of Energy Water and Environment Systems

A. Abina, A. Zidansek, A. Temeljotov Salaj, M. G. Diaconu, C. Canal, F. Tampieri, A. Nikiforov, R. Morent, T. Baderova, A. Nomine, U. Puc. The Role of Scientific Empathy and Learning Preferences in Shaping Innovative and Sustainable Learning in European Higher Education. Journal of Sustainable Development of Energy Water and Environment Systems 14(4):1-27 (2026). OPEN ACCESS.

doi: doi.org/10.13044/j.sdewes.d14.0726

Abstract

Understanding learning preferences and empathetic needs remains a key challenge in developing aligned learning strategies in higher education, particularly within science, technology, engineering, arts, and mathematics. The study explores how learning content can address diverse cognitive, metacognitive, and emotional student preferences. It assumes that integrating students’ learning preferences can improve alignment between learning approaches and sustainability- and innovation-oriented education. An empathetic questionnaire was used to examine visual, auditory, hands-on, and emotionally driven learning preferences among students from five European higher education institutions. The results suggest a strong preference for visual and hands-on learning approaches. Subject-specific differences indicate that visual and practical methods are preferred for sustainability topics, whereas auditory and experiential methods are preferred for entrepreneurial learning. The findings highlight the potential importance of empathy-based learning design in developing inclusive, adaptable, and student-centred learning approaches that may better prepare students to address complex sustainability challenges.