The University of Antwerp offers high-quality, innovative education in a socially responsible range of Bachelor and Master programmes.

Our educational vision consists of four basic characteristics that build on the quality culture within the institution:

  1. Competence-based education
  2. The nexus between education and research
  3. Internationalisation
  4. Activating and student-centred education

1. Competence-based education

University of Antwerp education develops competences as integrated wholes of knowledge, skills and attitudes.

Our graduates can function effectively at an academic level in professional settings.

The University of Antwerp:

  • Formulates its learning objectives as competences, in other words as the ability to apply knowledge, skills and attitudes to various tasks or situations in an integrated way.
  • Formulates general academic and subject-specific competences based on the diversity of graduates’ work situations/roles.
  • Develops the general outline of its programmes in such a way that students acquire the competences gradually. Programmes are also developed further in consultation with the lecturers involved.
  • Ensures that students can apply the knowledge and skills they acquire to their programme components or assignments in an integrated way.
  • Ensures that learning objectives, teaching methods and assessments are aligned with each other.
  • Sets realistic assignments, both during the academic year and in examinations.

2. The nexus between education and research

Our study programmes are based on academic research.

At our university, students acquire the knowledge, attitudes and skills they need to be able to realise their future roles in society.

Programme components and assignments are timetabled so that students develop research competences gradually.

In their courses and assignments, students can:

  • gain insight into research results (research theories, concepts, models);
  • gain insight into research methods (observing, interpreting and analysing data);
  • develop research skills (e.g. student research projects, academic writing, etc.);
  • participate in research or organise their own research (e.g. Bachelor or Master dissertation).

These four points can be elaborated using learning trajectories that span the entire study programme.

Students carry out their own research for their Bachelor and Master dissertations.

Students develop the competence to acquire new knowledge and insights independently both during their studies and in their later careers.

Students are aware of the need to act with scientific integrity throughout the entire research process, from its inception to its publication, use and valorisation.

3. Internationalisation

The international and intercultural competences that our students acquire enable them to function effectively in a globalised society.

The University of Antwerp:

  • Formulates international and intercultural competences that graduates are expected to acquire.
  • Structures its study programmes so that they facilitate international student exchanges.
  • Offers programme components taught in other languages or by international lecturers.
  • Uses foreign-language study materials.
  • Includes an international dimension in its programme components.
  • Encourages students to work in international research environments for their Master dissertations or internships.
  • Offers a selection of equivalent foreign-language programmes that are of interest to international audiences because of their content or research basis.
  • Establishes international consortia and participates in international university networks.

4. Activating and student-centred education

Our students are active, independent partners who are in charge of their own learning processes.

Our programmes stimulates students’ sense of their own accountability and active learning. They recognise and respect talent; personality; social, cultural and religious backgrounds; prior learning; and personal ambitions.

The University of Antwerp:

  • Activates students’ learning during classes.
    • In large groups this is achieved with questions, short group assignments and buzz sessions, think-pair-share, voting on a question, peer instruction, one-minute papers, and so on.
    • In small groups it can be done through group work, discussions, assignments, cases, problem-solving, pre-assignments, and so on.
  • Appeals to students’ interests and motivations to give them an active role in the learning process.
  • Gives students assignments that actively develop or apply knowledge and skills.
  • Guides students through their programme components with comprehensive study guides.
  • Uses a mix of teaching and assessment methods in its programmes.
  • Uses formative assessment to steer students' learning processes.
  • Provides individualised or standardised feedback on assignments and interim tests, and organises peer evaluation among students.
  • Organises students’ timetables so that classes, assignments, self-study periods and assessments follow a well-considered sequence and ensure the studiability of each programme.
  • Communicates clearly about the competences that new students are expected to have and organises a pathway (bridging programme, self-study materials, etc.) by which students can remedy any gaps in their prior knowledge.
  • Invites students to participate actively in discussions about their study programmes and education in general (e.g. through the Education Committees).
  • Involves students in coaching fellow students or younger students (study groups, student assistants, buddies, etc.).