Teaching Model
The URV's teaching model places the student at the centre of the action in a collective project in which the teacher is the driving force who provides innovation and quality.
The URV has long considered all aspects related to improving its teaching to be of strategic importance. This commitment to achieving excellence in its teaching and learning processes resulted in the Strategic Teaching Plan (2003).
The plan was revised in 2024, leading to the Second Strategic Teaching Plan.
The Second Strategic Teaching Plan defines the URV's teaching model as placing the student at the centre of the process and providing them with a comprehensive education and personalised support.
It develops key strategic lines to address various issues, in particular:
Academic Framework for Teaching Development
The teaching model of the Universitat Rovira i Virgili defines the principles, criteria and guidelines that guide its teaching practice. It is implemented in line with the Academic Framework for Teaching Development (MDAD), which sets out the guidelines for the professional development of teaching staff and establishes shared standards of teaching quality.
The MDAD aligns with the DOCENTIA programme and features training pathways such as initial teacher training (FID), further teacher training (FAD) and the generation of evidence for the assessment and recognition of teaching quality.
More information on FID and FAD:
Learning outcomes
URV qualifications are based on learning outcomes, as established by Royal Decree 822/2021.
Learning outcomes are statements of what the student is expected to know, understand and be able to demonstrate at the end of a learning period. They are formulated in terms of knowledge, skills and competencies.
Information and resources about learning outcomes are available on the intranet for programme coordinators.
URV Cross-Disciplinary Student Profile
The URV Cross-Disciplinary Student Profile refers to the set of key cross-disciplinary skills and competencies that will maximise the student's employability and ensure their holistic development across all areas.
These skills and competencies foster the student's academic, professional and personal development, and help them adapt to changing environments.
They are a hallmark of the URV's teaching model, are central to all its degree programmes and must be acquired by all students during their course of study.
Teaching staff and students have access to information and resources on the intranet.
Planning
The URV's degree programmes is planned to ensure that the student achieves the desired learning outcomes (i.e. the acquisition of knowledge, skills and competencies).
In accordance with the profile of the degree programme, each year the lecturer prepares and publishes the teaching guides for each module. The aims are to:
- Create a training commitment with the student.
- Provide transparent information so that the student is clear about what they will learn, what they will need to do to achieve it and how they will need to demonstrate it during assessment.
- Ensure coordination among the teaching staff during the design of the training processes.
Active methodologies and training activities
The URV model for teaching methodologies and training activities has the following characteristics:
- It is agreed upon by all URV centres.
- It emphasises the alignment of learning outcomes, teaching methodologies, training activities and assessment (AQU's FOCUS 2).
- It defines approaches, teaching methodologies, training activities and assessment systems.
Teaching staff have access to information and resources on the intranet.
Tutorial Action Plan. Monitoring and support for the student
The URV teaching model provides the student with personalised support, is defined and implemented through the Tutorial Action Plan and aims to:
- Facilitate the student's integration into the University.
- Support the student's daily academic work.
- Help the student resolve issues related to their academic progress and university life.
- Facilitate the student's personal and professional development.
- Ensure that the student develops holistically in all areas.
Each teaching centre has designed and approved its Tutorial Action Plan (PAT), which outlines which actions are to be carried out. The PAT for each centre can be found in the "Quality" section on its website.
Staff and students have access to information and resources on the intranet.
Technologies for Learning and Communication. Teaching face-to-face and virtual
The URV promotes the integration of Learning and Knowledge Technologies (TAC) in teaching activities, and comprehensive answers are offered to improve the teaching and learning process and make it more efficient and effective through face-to-face teaching and virtual teaching.
Regarding virtual teaching, the URV has a teaching virtualization model whose objective is to guarantee the quality of the qualifications offered in a semi-classroom or virtual mode.
In accordance with the principles of the teaching model of the URV and using the possibilities offered by Learning and Communication technologies, the URV focuses on virtualization of learning and not merely content, easing the role of the student and allowing him to take the direction of his learning with the support and continuous monitoring of the teaching staff.
Equality, diversity, well-being and the environment
The URV's teaching model aims to implement inclusive and flexible teaching that incorporates a universal design for learning and is aligned with the Sustainable Development Goals. For this reason, it focuses in particular on the following lines of work:
