Co-Creation and Blended Research Training: A Pedagogical Innovation for Early-Stage Researchers in Higher Education

Abstract

Higher education institutions are under growing pressure to design pedagogical approaches that help early-stage researchers develop more than methodological knowledge alone. They also need to build collaboration, communication and project development skills. Responding to this challenge, this paper examines an international blended intensive programme for Master’s and PhD students, as well as other early-stage researchers, focused on research development and co-creation in the social sciences. The programme was proposed and hosted by the Polytechnic Institute of Setúbal, Portugal, and developed in collaboration with the Politehnica University of Timisoara, Romania, Fulda University of Applied Sciences, Germany, and the University of Foggia, Italy, within an international partnership framework. The programme combines online sessions and a physical mobility week built around expert-led workshops, tutor matching, collaborative project work and research proposal presentations. Its activities address literature review, scientific collaboration, researcher profiling, communication, dialogue with reviewers, quantitative research insights and proposal development. Together, these elements offer participants a structured and supportive environment in which research training is closely connected with peer learning, co-creation and international academic exchange. The study adopts a case study approach to explore the pedagogical value of this format as an innovation in higher education. Particular attention is given to how the programme integrates blended learning, collaborative knowledge production and milestone-based research development. Rather than treating research training as an individual and isolated process, the programme creates a shared learning space where participants develop their research ideas through expert guidance, peer interaction and international dialogue. The findings show that this pedagogical design supports the development of research competences, scientific communication, collaborative learning and academic confidence, positioning BIPs as meaningful formats for linking research training with active participation, internationalisation and output-oriented learning.