Evaluation of the Importance Given to the Various Teaching Subjects Within Study Programmes, of the Same or Different Scientific Discipline Departments in Higher Education Institutions: a Criteria-based Approach

Chris Lamprou^1, , Sofia Papazoglou², Dimitrios Foteinos², Nikitas Nomikos³, Alina Terzi⁴, Costas Mountakis⁵ and Kostas Mylonas²

¹School of Philosophy & School of Physical Education and Sports Sciences, National and Kapodistrian University of Athens, Greece

²School of Philosophy, National and Kapodistrian University of Athens, Greece

³School of Health Sciences & School of Physical Education and Sports Sciences, National and Kapodistrian University of Athens, Greece

⁴School of Economics and Political Sciences, National and Kapodistrian University of Athens, Greece

⁵School of Human Movement and Quality of Life Science, University of Peloponnese, Sparta, Greece

Cite this paper:
Chris Lamprou, Sofia Papazoglou, Dimitrios Foteinos, Nikitas Nomikos, Alina Terzi, Costas Mountakis and Kostas Mylonas. Evaluation of the Importance Given to the Various Teaching Subjects Within Study Programmes, of the Same or Different Scientific Discipline Departments in Higher Education Institutions: a Criteria-based Approach. American Journal of Educational Research. 2026; 14(3):81-89. doi: 10.12691/education-14-3-1

Abstract

The purpose of this article is to describe an updated version of a previous specific study, as well as the creation and implementation of a criteria-based approach that was applied to it. Above all, the goal of this paper is to give necessary additional information and instructions, so that the same criteria-based process, as well as the accompanying methodology, can be easily used by researchers for other related aims regarding Higher Education Institutions (HEIs), after applying appropriate amendments or adjustments.

Keywords:
evaluation higher education study programmes scientific discipline digital transformation

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