Department of Educational Affairs

Journal Article
A2
open access

SIMON : supporting at-risk students through evidence-based personalized guidance

Lot Fonteyne (UGent) and Simon Acke (UGent)

(2026) JOURNAL OF PERSPECTIVES IN APPLIED ACADEMIC PRACTICE. 14(2 (part 1)). p.159-173

Validating GULS : an open-access Dutch language proficiency test

Mona Bassleer (UGent) , Stijn Schelfhout (UGent) , Lot Fonteyne (UGent) , Mit Leuridan (UGent) , Wouter Duyck (UGent) and Nicolas Dirix (UGent)

(2026) BEHAVIOR RESEARCH METHODS. 58(5).

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Journal Article
A2
open access

Artificial Intelligence : objective or tool in the 21st-century higher education strategy and leadership?

Lucien Bollaert (UGent)

(2025) EDUCATION SCIENCES. 15(6).

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The role of feedback self-efficacy in student feedback engagement

Mona Bassleer (UGent) , Stijn Schelfhout (UGent) , Lot Fonteyne (UGent) , Wouter Duyck (UGent) and Nicolas Dirix (UGent)

(2025) STUDIES IN EDUCATIONAL EVALUATION. 87.

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Journal Article
A1
open access

Effects of the COVID-19 pandemic on academic success in higher education

Mona Bassleer (UGent) , Stijn Schelfhout (UGent) , Lot Fonteyne (UGent) , Maya Caen (UGent) , Ilse De Bourdeaudhuij (UGent) , Nicolas Dirix (UGent) and Wouter Duyck (UGent)

(2025) EDUCATIONAL ASSESSMENT EVALUATION AND ACCOUNTABILITY. 37(3). p.411-436

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Miscellaneous

Validiteitsrapport universitaire ijkings- en starttoetsen 2023

Lot Fonteyne (UGent) , Simon Acke (UGent) , Katrien Vandenbroeck, Tinne De Laet, Anna Marconato, Jochen Schütz, Bart Tambuyzer and Julie Lippens

(2024)

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“If you want to be a writer, you have to be a reader first” : effectiever en efficiënter leren lezen met het UGent-leerpad ‘Academisch lezen in een notendop’

Fieke Van der Gucht (UGent) and Mit Leuridan (UGent)

(2024) 37ste Conferentie Onderwijs Nederlands. p.118-125

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Generatieve AI als partner voor taalontwikkelend lesgeven in het hoger onderwijs

Jan Bleyen and Mit Leuridan (UGent)

(2023) 36ste Conferentie Onderwijs Nederlands. p.106-112

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How does studying Latin in secondary education predict study achievement in academic higher education?

Cathy Hauspie (UGent) , Stijn Schelfhout (UGent) , Nicolas Dirix (UGent) , Lot Fonteyne (UGent) , Mark Janse (UGent) , Arnaud Szmalec (UGent) , Alexandra Vereeck (UGent) and Wouter Duyck (UGent)

(2023) EARLI 2023 : education as a hope in uncertain times, Abstracts. p.362-362

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Journal Article
A1
open access

Interactions of gender with predictors of academic achievement

Cathy Hauspie (UGent) , Stijn Schelfhout (UGent) , Nicolas Dirix (UGent) , Lot Fonteyne (UGent) , Arnaud Szmalec (UGent) and Wouter Duyck (UGent)

(2023) CONTEMPORARY EDUCATIONAL PSYCHOLOGY. 75.

Academic Bibliography

Department of Educational Affairs

SIMON : supporting at-risk students through evidence-based personalized guidance

Validating GULS : an open-access Dutch language proficiency test

Artificial Intelligence : objective or tool in the 21st-century higher education strategy and leadership?

The role of feedback self-efficacy in student feedback engagement

Effects of the COVID-19 pandemic on academic success in higher education

Validiteitsrapport universitaire ijkings- en starttoetsen 2023

“If you want to be a writer, you have to be a reader first” : effectiever en efficiënter leren lezen met het UGent-leerpad ‘Academisch lezen in een notendop’

Generatieve AI als partner voor taalontwikkelend lesgeven in het hoger onderwijs

How does studying Latin in secondary education predict study achievement in academic higher education?

Interactions of gender with predictors of academic achievement

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